CELTA Tajana Tušek
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This document certifies that Tajana Tusek attended and passed a 120-hour CELTA (Certificate in English Language Teaching to Adults) course from October 5-30, 2015 at International House Belgrade Syllabus. The course included collaborative lesson planning, peer observation, feedback, and 6 hours of individual teaching observed and assessed by experienced trainers. Tajana's areas for development included varying interaction for writing lessons, while her areas of achievement involved using authentic materials efficiently and designing excellent student-centered tasks. Her overall performance met nearly all CELTA criteria early in the course, demonstrating in-depth focus on the target language and efficient practice and feedback.
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We have revolutionized and innovated English language learning in Chennai by offering specialized coursesthat will not only teach you how to speak English well, but also to think critically and analytically; you will not find any English learning institution with higher standards and better staffed than we are. Training classes are taken for IELTS, Spoken ENGLISH, Accent Training, Conversation. Our module wise teaching helps the students to resolve their doubts helps them to brush up their grammar.
Review Of Recent Research Studies in ELT.pptx
Review Of Recent Research Studies in ELT.pptxAncyTEnglishThis document summarizes several approaches to teaching English as a foreign language. It discusses Content and Language Integrated Learning (CLIL), which integrates language and content teaching. It also discusses Computer-Assisted Language Learning (CALL), Blended Learning, Task-Based Language Teaching (TBLT), the Flipped Classroom approach, and Gamification. Each approach is defined and its benefits are outlined, such as increasing engagement, improving learning outcomes, and developing language and other skills.
SHEILA ADELINA CIE
SHEILA ADELINA CIESheila RamasamySheila Ramasamy is applying for a doctoral scholarship in curriculum development, specifically to research designing an in-service teacher training model using blended learning for continuous professional development courses. Her research would explore current blended learning experiences of teachers in America and Malaysia to identify gaps and inform principles for enhancing Malaysia's CPD programs. She has over 20 years of experience in teaching English and curriculum development, particularly in blended learning. She aims to develop blended learning models and modules to improve language teaching.
Varesio tpd-final reflection-secondary level
Varesio tpd-final reflection-secondary levelNatalia VaresioNatalia Vareseo completed her secondary practicum teaching English to 13-year old students in Argentina. She faced the challenge of a heterogeneous class level, from students with no English knowledge to those attending private institutes. Natalia reflected on using visual aids, videos and hands-on activities to engage students at different levels. She worked to improve her classroom management and timing. Overall, the experience helped Natalia gain confidence in teaching adolescents and she learned the importance of adapting lessons to meet students' needs.
TESOL Arabia Sharjah Chapter/TTDSIG event November 16 - PROGRAMME
TESOL Arabia Sharjah Chapter/TTDSIG event November 16 - PROGRAMMETATTDSIG1314This document provides information about a morning of workshops being held by the Sharjah Chapter/Teacher Training and Development Special Interest Group of TESOL Arabia on November 16, 2013 at the American University of Sharjah. The workshops will run from 10:00 AM to 1:00 PM and include three concurrent sessions on topics such as avoiding common pitfalls in multiple-choice test questions, using video to generate communicative language teaching, writing 10-minute IELTS essays, professional development courses and resources for teachers, screen casting for asynchronous professional development, and lesson planning for TESOL pre-service teachers. The event is free for TESOL Arabia members and 40 AED for non-members. Pre-registration is requested by
Selene portfolio 2.
Selene portfolio 2.SeleneValdzLanguage arts includes subjects like phonics, reading, writing, spelling, grammar and speech that are involved in communicating with language. Teachers present language arts material clearly by setting learning goals, providing examples, facilitating class discussions for students to learn from each other, giving consistent feedback, and allowing metacognitive strategies and formative assessment. The document discusses techniques used by an English teacher during a unit, including projects, vocabulary workshops, cooperative work, and a final reflection on improving English language learning.
COMMUNICATIONS TRAINING FOR PEARL CONTINENTAL STAFF.pptx
COMMUNICATIONS TRAINING FOR PEARL CONTINENTAL STAFF.pptxsanamumtaz1566The document proposes a 3-month communications training program for Pearl Continental staff to improve their English language and professional communication skills. The training will consist of 24 classes over 12 weeks, with a focus on verbal and written communications, guest interaction skills, and confidence building. Progress will be assessed using worksheets, interviews and other tools. The proposed cost for training a batch of 20 employees is 300,000 Pakistani rupees.
FILE_20220907_074202_Mindset for IELTS Level 2 Student_s Book.pdf
FILE_20220907_074202_Mindset for IELTS Level 2 Student_s Book.pdfNgcAnhV23The text describes Antilia, a 27-floor home in Mumbai owned by Mukesh Ambani. It is the most expensive private home ever built, costing over $1 billion. Each floor features different materials and designs. It has facilities like swimming pools, gardens, and a snow room. While Mrs. Ambani praises its modern Indian design, some experts criticize it as an unstable pile of books.
Portfolio of mierza miranti
Portfolio of mierza mirantiMierza MirantiMierza Miranti has over 15 years of experience in education. She holds a Bachelor's degree in English Literature and teaching certificates from Cambridge. Currently, she teaches English, history, and economics at Al Taqwa College in Indonesia and assists the deputy principal. Previously, she held teaching and leadership roles at several schools in Indonesia and led professional development programs. She has published papers on education and won awards for her work integrating character education and global issues into the classroom.
Chapter 9
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- TBL focuses on providing learners with a holistic language experience through tasks, planning, and reporting rather than isolating language points. This leads to more natural language use.
- Learners enjoy TBL and gain confidence in speaking quicker. They can better understand natural speech.
- Teachers report that TBL works better than PPP for mixed-level classes and allows learners to bring their own experiences.
- For learners to adapt to TBL, teachers should explain the learning process and rationale behind classroom activities to prepare them for a different
Gurleen Khanijoun Powerpoint 
Gurleen Khanijoun Powerpoint GurleenKhanijounGurleen Khanijoun offers private English tutoring lessons for children. She has extensive education and experience, including a master's degree in education. Her beginner lessons use practical tasks and activities to build confidence and language skills, while advanced lessons focus on strengthening writing, speaking, and comprehension abilities. Khanijoun believes all children can learn and promises to help each student succeed. She can be contacted by email or through her website to learn more about English tutoring services.
Shrila Chakraborty-Resume-August 2016 -Linkedin
Shrila Chakraborty-Resume-August 2016 -LinkedinShrila ChakrabortyThis resume is for Shrila Chakraborty, an educator with over 7 years of teaching experience in English at the secondary and higher secondary levels. She holds an MA in English and B.Ed degree and has excellent academic records. She is proficient with technology in education and has experience developing lesson plans, guiding students, and managing multiple responsibilities as a teacher and class coordinator. Her career has included positions as an Assistant Teacher, English Teacher, and Part-time Lecturer at several reputable schools and colleges in Kolkata.
Task-Based.pptx
Task-Based.pptxLSCRoleplayTask-based language teaching (TBLT) involves using tasks as the core unit of planning and instruction. It focuses on providing students with opportunities to use language communicatively by engaging them in meaningful tasks. There are three main stages: pre-task, task, and post-task. The goal is for students to develop their interlanguage through problem-solving using the target language. TBLT emphasizes fluency, motivation, and a focus on meaning over form. However, it also risks lack of accuracy and not all students may be suited for this approach.
Carlos a. cabrera (private English teacher) resume
Carlos a. cabrera (private English teacher) resumeCarlos A. CabreraExperienced Private Educator for Executives learning and polishing their English language skills… guiding students to succeed while inspiring passion for learning.
Visionary Instructor since 1993 and Licensed Educator with a 1998 Bachelor’s Degree coupled with a teaching experience instructing middle, secondary and post secondary education students; implementing effective programs.
Tpd varesio-final reflexion- primary level
Tpd varesio-final reflexion- primary levelNatalia Varesio1) The student completed their primary practicum teaching English to 5th graders. They aimed to revise language items and introduce new vocabulary and structures related to food and meals.
2) The student found that using technology like a projector along with interactive activities kept students engaged and helped them produce language. However, the heterogeneous language levels required individualized support.
3) Overall, the experience helped the student improve their teaching strategies and confidence, and they received positive feedback from their tutor and teachers about their lessons and classroom management. The school also offered the student future work as a substitute teacher.
Tpd varesio-final reflection- primary level
Tpd varesio-final reflection- primary levelNatalia Varesio1) The student completed their primary practicum teaching English to 5th graders at a local school. They focused on revising language items and introducing new vocabulary and structures related to food and meals.
2) The student utilized various technological and interactive resources like a projector, videos, images and whiteboard activities to engage the heterogeneous group of students. Most students were able to follow instructions with repetition and support.
3) The experience was very gratifying and the student felt more comfortable and confident in their teaching abilities compared to the start. They received positive feedback from their tutor and teacher to improve future lessons.
Atiin
AtiinAmerican TESOL InstituteThe document describes the TESOL In-class Certification Program which provides participants with a 20-hour in-class course combined with 80-200 hours of online study. The program costs between $695-$995 and upon completion, participants will receive a TESOL certificate. The hybrid program examines core TESOL knowledge, creating ESL lesson plans, comparing teaching methods, and facilitating classroom communication. It aims to improve teacher confidence and introduce online ESL teaching.
BELA IELTS & Spoken English Center, Chennai
BELA IELTS & Spoken English Center, ChennaiBELA INTERNATIONAL
Review Of Recent Research Studies in ELT.pptx
Review Of Recent Research Studies in ELT.pptxAncyTEnglish
Varesio tpd-final reflection-secondary level
Varesio tpd-final reflection-secondary levelNatalia Varesio
TESOL Arabia Sharjah Chapter/TTDSIG event November 16 - PROGRAMME
TESOL Arabia Sharjah Chapter/TTDSIG event November 16 - PROGRAMMETATTDSIG1314
COMMUNICATIONS TRAINING FOR PEARL CONTINENTAL STAFF.pptx
COMMUNICATIONS TRAINING FOR PEARL CONTINENTAL STAFF.pptxsanamumtaz1566
FILE_20220907_074202_Mindset for IELTS Level 2 Student_s Book.pdf
FILE_20220907_074202_Mindset for IELTS Level 2 Student_s Book.pdfNgcAnhV23
Shrila Chakraborty-Resume-August 2016 -Linkedin
Shrila Chakraborty-Resume-August 2016 -LinkedinShrila Chakraborty
Carlos a. cabrera (private English teacher) resume
Carlos a. cabrera (private English teacher) resumeCarlos A. Cabrera
Tpd varesio-final reflection- primary level
Tpd varesio-final reflection- primary levelNatalia Varesio
CELTA Tajana Tušek
- 1. lnternational House Belgrade Syllobus This is to certify that TAJANA TUSEK Attended 120 hours of a 120 hour initial teacher training course leading to the Cambridge Certificate of English Language Teaching to Adults (CELTA) at International House Belgrade Syllabus from 5- 30 October 2015. The following provisional grade was awarded: PASS A Please note that the final grade is subiect to confirmation by Cambridge ESOL Teaching Awards. The course included collaborative planning, peer observation and shared evaluation and feedback. Within this framework each participant completed 6 hours of individual teaching which was observed and assessed by an exoerienced trainer. The course also included 55 hours of input and 6 hours of observation of experienced teachers. Zorica Kovacevic Main Course Tutor Skola International House Belgrade Syliabus 1e dlan International House World Organisation FULL MEMBER OF INTERNATIONAL HOUSE WORLD ORGANISATION lH World is an Associate Member of EAQUALS Beograd, Balkanska 23 | Tel 381 1'1 36 12 218 | 381 11 26 86 482 | e-mail:info@ihbelgrade co rs I www ihbelgrade co rs Assistant Course Tutor 30.10.2015. AREAS FOR DEVELOPMENT: -she needs to vary interaction for writing lessons. AREAS OF ACHIEVEMENT: -She uses authentic materials efficiently to set and keep the context ofthe lesson and designs excellent student centred tasks: - She clarifies MFP fully, elicits M through guided discovery and checks it with efficient CCQs, elicits F, clarifies it fully and leaves full record on w/b. She clarifies P in depth (individual phonemes, stress, intonation) and provides CP, freer and FP of TL; -Receptive skills stages are clear in her listening and reading lessons; -She facilitates writing and speaking by working on the TL and layout, provides good practice through ss centred tasks with clear communicative purpose and provides FB on content and language; - She uses varied error correction efficiently (highlights the errors efficiently, encourages ss correction). OVERALL COMMENT: Tajana started the course with teaching experience. She made a very strong start to the course and has not looked back. She pays a lot of care and attention to her plans and materials preparation. Her plans are detailed with good staging and timing. She had clearly demonstrated nearly all CELTA criteria as early as end of second week of the coulse. Her focus on TL is in depth, and she uses efficient CCQs to check meaning, provides efficient practice of TL and skills through varied, student centred tasks in well kept contexts. She uses variety of error correction adjusted to the type of error and type of activities. Tajana would definitely be an asset to a language school. Her professionalism promises a great teaching career and we would deflnitely recommend her for future teaching posts.