Celta Assignment 1

Cambridge CELTA Written Assignment: Language Related Task (LRT Part 2) Read all guidelines cautiously before you start this task. Checking Understanding Write idea inquiries for the underlined language things beneath (along with their normal answers), which could be utilized so as to check students’ understanding. Draw pictures, charts or courses of events where proper and recall the fundamental standards delineated in the idea checking input meeting. All visuals ought to incorporate a ‘task’ to include the understudies. See the models overleaf. Complete this task on the rear of this sheet. Note: You ought to expect that the instructor has just endeavored to delineate significance of every language thing through visual or verbal strategy (definition, picture, circumstance, emulate, and so forth ) You are making an effort not to educate or evoke the objective language thing, simply check understanding. 1. He’s been a police officer for a long time. 2. He was wearing a cap. 3. I had my photograph taken. (the strained isn't pertinent here) 4. Your garments are foul! 5. On the off chance that he’d worked more enthusiastically, he’d have finished his tests. 6. He went the world over all alone. 7. She used to drink espresso. 8. He made up with his better half. Idea Questions + Expected Answers |Time-Line, Picture or Diagram | |e. g. She called when she showed up home. | 1 2 | |Did she show up home? (Truly) |Past X Now | |Did she call previously or after she showed up home? (After) | |When precisely did she call? (Following) |Is ‘arrived’ acti vity 1 or 2? 1) | |What is activity 2 (She called) | |How since a long time ago was there somewhere in the range of 1 and 2? (A brief timeframe/a second/| |seconds) | |e. g. The stage was packed. |Which ones utilize a ‘platform’? (train and cylinder) | |Where would you be able to discover a ’platform’? Station) |( ( | |What do you do on a stage? (Take/Wait for the train) | Name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. TP Group: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. I affirm this is totally my own work. Marked †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | |Concept Questions + Expected Answers |Time-Line, Picture or Diagram | |How long has he been a police officer? | |Expect answer 10 years |Present Perfect Continuous | |1 |Is he still a police officer? |Past X_______________ Now | |Yes | |For how long has he been a police officer? Question: | |Expect answ er 10 years |How numerous years has he been a cop | |What is a head protector? | |Expect answer | |2 |Something you wear on your head to ensure it |[pic] | |If you were riding a motorbike what might you wear on your |[pic] | |head? [pic] | |Expect answer a protective cap | |[pic] | |[pic] | |Question: Which one of these is wearing a cap? | |Does she despite everything drink espresso | |Expect answer | |7 |No she used to. | |When did she quit drinking espresso | |Some time in the past | |Question: | |Is she still his better half | |Expect answer yes | |8 |Has she generally been his sweetheart | |Expect answer No, they spilt up |NO VISUAL NEEDED | |Why did they reunite in light of the fact that he said sorry | |When did you have your photograph taken | |Expect answer |Past _______X___________I__ Now | |3 |Some time prior previously? | |Question: When was your photograph taken | |What would you do if your garments were smudged | |Expect answer |Clean shirt | |4 |Washed/Laundered/Cleane d |Dirty shirt | | |Question: | |Why didn’t he breeze through his tests? | |Expect answer | |5 |He didn't buckle down enough? | |NO VISUAL NEEDED | |Who did he travel the world over with | |Expect answer | |6 |He went all alone | |Question: | â€â€â€â€â€â€â€â€ and Training Center International Teaching Celta Assignment 1 1. †¦. everything that has transpired during the day †¦.. Which means 1. â€Å"has happened† is a sentence structure utilized for activities which began before however proceed up to now or to discuss activities that have an outcome now. Course of events: x (x)(x) has happenedpastpresentfuture CQs : Did it occur before? Truly. Is the day going on? Truly. Is it prone to happen some more occasions? Truly. It is safe to say that we are influenced by the things that transpired during the day? Indeed. What occasions? We didn’t rest soundly. What influences do we have now? We might be tired and tired now.FORM Subject| +| helper verb| +| fundamental verb|  | Have/has|  | past participle| everything + has + happened +â€? IhaveYou ‘veWeThey| V3| I have notYou haven’tWethey| V3| lHave you we they | V3| He hasShe ‘s? t| | He has notShe hasn’tit| | heHas she it| | â€Å"has happenedâ€Å" is the type of Present Perfect Tense. Articulation - Everything that has transpired/h? /h? p? nd/or/? z/I’ve just watched†¦. He’s just viewed †¦. They’ve watched†¦. /? v//hiz//? e? v/The assistant action word isn't worried in short structures yet the primary action word is pushed. Foreseen PROBLEMS AND SOLUTIONS 1. Issue: Students may neglect to utilize the helper action word â€Å"has†Solution: Elicit a few structures and compose on the board. Cross out the one which doesn’t have the helper action word and compose the assistant structure above it. . Issue :Students may confound the importance and structure with basic past tenseSolution: Write two sentences and ask some CQs. e. g:â€Å"She went to film yesterday† â€Å"She’s simply gone to film? † 1. Which one has a specific time? â€Å"Sentence 1†2. Which sentence has an influence now? â€Å"Sentence 2. She isn’t here at this point. † and so forth 3. Issue: Students may utilize the base typ e of the action word rather than the third structure. Arrangement: Cross out an inappropriate one and compose the right structure above with a red board marker happened â€Å"†¦everything has happen †¦.. †4. Issue: Students may pressure the assistant action words â€Å" have†/h? /or â€Å"has†/h? z/in short structures. Arrangement: Do some penetrating activity in the wake of displaying â€Å" ’ve† and† ’s† APPROPRIACY Neutral. Fitting. References 1. http://www. thefreedictionary. com/2. http://www. google. com. tr/imgres? q=present+perfect+tense+timeline 3. Longman Dictionary of Contemporary English 4. http://www. youtube. com/watch? v=g2bHdXcszJ4| 2†¦. on the off chance that researchers concocted a pill†¦. , would you take it? MEANINGâ€Å"If conditionals† is the punctuation structure used to discuss things conceivable however probably not going to be satisfied. CQs:Is it conceivable that the researche rs concoct a pill? Yes†Is it a solid chance? â€Å"No, frail. †Is the importance past or present? â€Å"Present†Do we envision here? † Yes† FORM if + past straightforward would + subj+ exposed infinitive CONDITIONAL CLAUSE MAIN CLAUSEIf researchers developed a pill,†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. OK take it? â€Å"Invented† is the past type of the verb† invent†. â€Å"Would† is a modular assistant action word here. Articulation â€- If researchers designed a pill†¦. , would you take it? â€/? nvent? d//w ju ta? k ? t? /We articulate â€Å"would† as/w? /rather than/w? ld/ANTICIPATED PROBLEMS AND SOLUTIONS 1. Issue: Students may believe that we are discussing past. Arrangement: To abstain from misconception, understudies are given a simple assignment of conceptualizing and furthermore a sort of expansion, for example, â€Å" If I were rich, I would †¦. and so on. Later idea questions are gotten some informat ion about something about past? † 2. Issue: Students may not articulate the word â€Å"would†/w? ld/normally rather than/w? d/Solution: Emphasize the/w? d/sound and use backchaining,e. g start by demonstrating and boring the sound/d/trailed by/w? /and afterward the entire words/w ju ta? k ? t/3. Issue : Students may utilize present type of the action word in the â€Å"conditional clause† rather than the past structure when we talk about fanciful circumstances. Arrangement : Elicit the right type of the proviso. Cross out the one wrong on the board and compose the â€Å"simple past† structure above. In the event that I was/were richIf I am rich,†¦References: Harmer,J. (2005),How to Teach English,Longman Gower,R;Phillips Diane;Walters,S(2005) Teaching Practice http://www. ingilizce-ders. com/hata-yanlis/01-telaffuz-hata. htm | 3. Dr.Meddis accepts that the upsetting manifestations we endure when we don’t sleep†¦. Which means side effect (n,[ C ]: A sign or a sign of confusion or infection terrible (adj): not enjoyableCQs: Does an issue exist on our body? YesShould we see a specialist? YesAre we cheerful about the issue? NoAre we feeling better? NoFORM It is a descriptor supplement = adj+nounâ€Å"Unpleasant† is a modifier here and it is the negative type of † pleasant†. It portrays a thing here the â€Å"symptoms†. Articulation †††††¦Ã¢â‚¬ ¦ accepts that the undesirable side effects we suffer†¦. - unsavory/? npleznt/indication/s? mpt? ms/â€Å"Unpleasant â€Å"the stress is on the subsequent syllable. â€Å"Symptoms† the pressure is on the primary vowel sound. Foreseen PROBLEMS AND SOLUTIONS1. issue: Students may not comprehend the importance of the word â€Å"symptoms† Solution: Use the CQs above to Show what â€Å"symptom† implies. Ask the understudies how they feel when they are sick and make them act it out. 2. issue :Students may articu late disagreeable/? npliznt/by saying/I/rather than/e/Solutions: Emphasize the/e/sound in â€Å"unpleasant† Re