Anne Sexton - 912 Words

Anne Sexton Michealangelo, perhaps the most gifted sculptor and painter of all times, once said that geniuses stand on the shoulders of other geniuses. As Michelangelo built upon the brilliance of his predecessors, Anne Sexton does the same in her collection of poems entitled Transformations. She renovated fairy tales as told by the Brothers Grimm by adding her own life experiences and view of contemporary culture, hammering away until she built an entirely new art form. Anne Sexton has had a notable effect upon the literary genre of fairy tales through this shocking transformation of classic tales. Anne Sexton was born in Newton, Massachusetts on November 9, 1928 to Ralph and Mary Gray Staples Harvey. Her life as a child and†¦show more content†¦Orne, M.D., Ph.D., her psychologist who encouraged her to write poetry as part of the psychological healing process (Middlebrook xiii-xviii). With this encouragement Anne published her first book of poetry, To Bedlam and Part Way Back, in 1960 (McCartan 2). The book was well received and marked the beginning of her rise to the top. 1967 another major year in Sexton’s career; she won the Pulitzer Prize for Live or Die. Transformations, her book of poetic fairy tales, was published later in 1971. On October 4, 1974, shortly after the release of Transformations, Anne could no longer stand the pressures of her existence and committed suicide. This biographical information is essential to understanding Anne Sexton’s influence on the fairy tale because her transformations of the Grimm Brother’s work rises out of her personal turmoil. Most of Sexton’s works before and after Transformations are of the confessional style, but through her poetic transformations of fairy tales, Sexton gives herself a more discrete outlet for her passions (Ostriker 255). Her biographer Diane Middlebrook notes that the poems were a way to place her struggles ‘in legend rather than personal history (37). The intensely metaphorical characters of Sexton’s fairy poetry are one example of this. For instance, Judith the cold and neglectful mother in Snow White surely represents Sexton’s own callous mother (Middlebrook 37). Sexton’s father is also recognizable in her work asShow MoreRelatedThemes Of Anne Sexton1069 Words   |  5 PagesThemes from Sylvia Plath, Anne Sexton, Gwendolyn Brooks, and Robert Hay den An Evaluation of themes from Mirror, Courage, Explorer, and Douglas During the 1900’s, a series of new poets came into existence. These poets brought about new themes and perspectives that manipulated the minds of humans all across the world. The poets that are in our study are Sylvia Plath, Anne Sexton, Gwendolyn Brooks, and Robert Hayden. These four poets wrote detailed, intricate poems that are packed full of a slew ofRead MoreSylvia Plath and Anne Sexton1240 Words   |  5 Pages â€Å" Confessional Poets† Sylvia Plath (1932-1963) and Anne Sexton (1928-1974) both explored similar themes such as tone, structure, and symbolism. Many of their poems were cries for help, which resulted into metal illness, depression, and suicide. In 1958, Anne Sexton and Sylvia Plath met, and much to their surprise had a few things in common. They both were fascinated with death and suicide. Both Sexton’s and Plath’s poetryRead MoreThe Comparison and Contrast of Anne Sexton and Sylvia Plath Essay example1646 Words   |  7 PagesComparison and Contrast of Anne Sexton and Sylvia Plath The two poems, â€Å"And One for My Dame† by Anne Sexton and â€Å"Daddy† by Sylvia Plath, both explore similar themes through the use of literary elements such as structure, tone and symbolism. Structures in each poem are alike with length but differ with the actual form. The tone Plath conveys is negative one while Sexton’s is more neutral. The symbolism in â€Å"Daddy† was also negative with symbols of the devil but Sexton used a nursery rhyme as a symbolRead More Anne Sexton1732 Words   |  7 PagesSanta, the Easter Bunny and Cinderella were characters we fondly remembered. But although we recognized these figures and legends as illusions, we held on to many of the sentiments the stories, without questioning their application to adult life. Anne Sexton often uses these innocent, childlike images juxtaposed with cynical but more realistic situations in order show that the lessons society teaches children, ones that children retain as adults, are ill usions that do not properly illustrate the corruptRead MoreAnne Sexton2598 Words   |  11 PagesAnne Sexton believed that the most interesting poetry was written out of personal experience. Everything she had been through, her hospitalization, her affairs, her insanity, the loss of her parents, and great-aunt, gave her things to write about. She uses poetry as one of her outlet. She writes out her problems. Her writing was a part of her therapy. As a child, Anne Sexton had to be the center of attention, a demanding child (Self-Portrait in Letter 3). When Anne was younger, she thoughtRead MoreEssay On Anne Sexton891 Words   |  4 PagesContext: Anne Sexton was an American poet born on November 9th, 1928 in Newton, Massachusetts and raised in Weston. Her family was successful economically wise and Sexton was raised in a middle-class environment; however, Sexton’s relationship with her parents were extremely strained and perhaps abusive; her father was an alcoholic. It was suggested that Sexton may have been sexually abused by her parents and felt that they were hostile to her. As such, Sexton sought refuge in her close relationshipRead MoreThe Confessional Style Of Poetry1009 Words   |  5 Pagesconfessional poet, Anne Sexton’s therapist instructed her to write poetry to help her with her anxiety and depression. She became one of the pioneers for confessional poetry. She is one of the most famous confessional poets because she spoke directly of her divorce, her type in the mental institute, and her thoughts of suicide. Eventually Sexton committed suicide but her poems are almost a time capsule of her time ba ttling with her mental illnesses. One interview explains what Sexton was like aroundRead MoreAnalysis Of The Poem Starry Night By Anna Sexton952 Words   |  4 Pages‘Starry Night’, by Anna Sexton, which was interpretation of a personal view for Van Gogh’s artwork, â€Å"Starry Night†. The prophetical nature of Anne Sexton s spiritual poetry, Starry Night, ensues the melancholy of humanity. The poem depicts Sexton s interpretation of the immense psychological suffering of a religious human being. By addressing, Van Gogh s work caught with a deep understanding of an emptiness of the soul and also the familiar warfare of his mental distresses. Sexton showcases the sharedRead MoreAnne Sexton : An American Poet1216 Words   |  5 PagesContext: Anne Sexton was an American poet born on November 9th, 1928 in Newton, Massachusetts and raised in Weston. Her family was successful economically wise and Sexton was raised in a middle-class environment; however, Sexton’s relationship with her parents were extremely strained and perhaps abusive; her father was an alcoholic. It was suggested that Sexton may have been sexually abused by her parents and felt that they were hostile to her. As such, Sexton sought refuge in her close relationshipRead MoreMary Sexton s The Grimm Brothers And Anne Sexton948 Words   |  4 Pagesforgot to invite the twelfth wise woman. The twelfth wise woman enters the feast full of anger and cast a horrible spell on Briar Rose. This story of Briar Rose has evolved over time into two stories by different authors, the Grimm brothers and Anne Sexton. They each have different perspectives on the author’s past and the role of the father making. These differences make the fairy tale propose two dif ferent struggles of both social level and a broken family. Authors’ viewpoints are often shown

Lung Cancer The Leading Cancer Killer Of Men And Women

Lung cancer is the leading cancer killer of men and women in the U.S. The main cause of lung cancer is smoking. (Health Risks, n.d.) Smoking weakens our body’s immune system due to the chemicals (carcinogens) that are found in cigarettes. People don’t realize how damaging these chemicals are in their bodies or maybe they do and just don’t think it will happen to them. Smoking not only causes cancer it, also causes other health issues such as heart disease, COPD, obesity and many others. The sad thing is cigarette companies know they are slowly killing people, yet they continue to advertise and sell their products. Although, this isn’t very hard for them to do with all the help they get from actors and actresses making films with them smoking. This is why kids start smoking at such a young age, because they see actors/actresses they idol doing it. When will people learn that every time they fulfill their habit by smoking a cigarette they are slowly killing themselves? Not only are they harming themselves, but they are harming everyone around them when they light one up. Secondhand Smoke Secondhand smoke is almost/if not as bad as smoking itself. You can get lung cancer even if you have never smoked a day in your life. Second hand smoke is also called environmental tobacco smoke. It’s a mixture of two forms of smoke that come from burning tobacco. †¢ Mainstream smoke: The smoke exhaled by a smoker. †¢ Side stream smoke: Smoke from the lighted end of a cigarette, pipe, cigar,Show MoreRelatedCause And Effect Of Lung Cancer985 Words   |  4 PagesIntroduction The second leading cause of death in the United States as of 1933 is cancer .During this period advancements took place in treatment of infectious diseases such as pneumonia and influenza. Cancer, in turn, took its place and is a chronic illness that has no known cure. There are many different types of cancer that affects different parts of the body but lung cancer is the leading cancer killer in the United States . Cancer of the lungs also known as pulmonary carcinoma is caused by aRead MoreCancer Throughout History Essay896 Words   |  4 PagesCancer in Canada and Cancer Research Throughout History Cancer is one of the world’s most dangerous and deadly diseases diseases, and with the rate of diagnosis in Canada on the rise, and with new discoveries coming out every year, Cancer could soon be cured. Here is a look at cancer in Canada, the research of scientists throughout history. Cancer, by definition, is a cell or group of cells that proliferates uncontrolled. The change in genetic material causes the cell to act strangely, an exampleRead MoreShould Smoking Be Banned?1457 Words   |  6 PagesBan the Cancer Sticks Lung cancer has increased within the past decade; one of the biggest reasons is that more and more people smoke now than they have in the past. Smoking causes damage not only in the lungs, but also in the body, lips, or inside the mouth. Even though smoking does harm your body there are some good things that come from smoking. Like it can lower the risk of obesity, and knee replacement surgery. There are different types of lung cancer one for smoking and the other, nonsmokingRead MoreLung Cancer1304 Words   |  6 Pages LUNG CANCER Mohamed Almasmary Bio240 Anatomy Physiology 1 4/13/14 Lung cancer is a cancer (malignancy) that originates in the tissues of the lungs or the cells lining the airways. Lung cancer originates when normal lung cells become cancer cells, usually after a series of mutations, and begin to divide out of control. Lung Cancer is a disease which consists of uncontrolled cell growth in lung tissues. Lung cancer consists of two types, Non-small cell lung cancer, and small cell lung cancerRead MoreA Short Note On Lung Cancer And Its Effects Essay721 Words   |  3 Pagesthe cancer had speard faster during the surgery and there was nothing he could do to save her. Lung cancer took my mother. G. Lung cancer deaths are rising more every year, but if you understand it and take care of yourself properly you can lower your risk of developing it. II. First Body Paragrapgh Subtopic: What is lung cancer? A. What is lung cancer? B. Lung cancer is the un controlled growth of abnormal cells in the lung. C. There are 3 types of lung cancer: non-small cell lung cancer, smallRead MoreEveryone Knows Cancer Is The Second Leading Killer In The972 Words   |  4 PagesEveryone knows cancer is the second leading killer in the United States. As people, we try our best to adapt when we hear a loved one has cancer. The question, â€Å"Why?† or â€Å"How?† always seems to come across our minds when hearing the diagnosis. Learning these common causes and risk factors may reduce a person’s chances in getting cancer. The most common mainstream product sold to cause cancer is cigarettes. †Dangerous chemicals are found in tobacco use such as nicotine, Benzene, and Menthol (wood alcohol)Read MoreLung Cancer1476 Words   |  6 PagesThe Genetics of Lung Cancer Catherine Hayworth BIO 355A/357A June 14, 2012 Colorado Christian University Cancer can be one of the hardest battles that one must face, whether that battle is lost or won, it changes the lives of everyone involved. Lung cancer is one of the most diagnosed cancers and it affects the lining of the lungs and the ability to breathe. Lung cancer is the number one killer of men and women than any other cancer worldwide. This cancer is mostly found in smokers andRead MoreCancer : The Leading Cancer Killer1159 Words   |  5 PagesEveryone in the world today has been impacted by cancer in some way. Lung cancer is the leading cancer killer in both men and women in the United States. In 1987, it surpassed breast cancer to become the leading cause of cancer deaths in women. Lung cancer causes more deaths than the next three most common cancers combined (colon, breast and pancreatic). Cancer is a disease in which abnormal cells divide without control and are able to invade other parts of the body, such as tissues and the bloodstreamRead MoreLung Cancer : The Deadl iest Form Of Cancer Essay1183 Words   |  5 PagesLung cancer is the deadliest form of cancer in the United States. It kills more men and women than a number of cancers combined. The disease has many risk factors that affect the chances of obtaining it. The leading risk factor is one that can be avoided, that is smoking. This paper will look at methods to find, diagnose and treat lung cancer. It will show ways to reduce chances of getting lung cancer and also look at preventive methods used. Description of Lung Cancer Lung cancerRead More Tobacco Use and Lung Cancer Essay2589 Words   |  11 Pages Lung Cancer nbsp;nbsp;nbsp;nbsp;nbsp;Lung cancer is the leading cancer killer among both men and women. There are two different types of lung cancer: nonsmall cell lung cancer and small cell lung cancer. There are also many different things that can cause lung cancer, but the number one cause for lung cancer is tobacco use. nbsp;nbsp;nbsp;nbsp;nbsp;What is lung cancer? This is a question that a lot of people are still asking. Lung cancer is definitely something to want to be educated

What Would Happen If Earths Atmosphere Vanished

Have you ever wondered what would happen if Earth lost its atmosphere? Its believed that the planet is slowly losing its atmosphere, bit by bit, as it bleeds off into space. But what if Earth instantly lost its atmosphere, all at once? Just how bad would it be? Would people die? Would everything die? Could the planet recover? What Would Happen? Heres a breakdown of what could be expected: It would be silent. Sound requires a medium to transmit waves. You could feel vibrations from the ground, but you wouldnt hear anything.Birds and planes would fall from the sky. Although we cant see air (except clouds), it has mass that supports flying objects.The sky would turn black. Its blue because of the atmosphere. You know those pictures taken from the Moon? The Earths sky would look like that.All unprotected plant and animal life on the Earths surface would die. We cant survive long in a vacuum, which is what wed have if the atmosphere suddenly vanished. It would be much like being spaced or shot out of an airlock, except the initial temperature would be higher. Eardrums would pop. Saliva would boil. But you wouldnt die instantly. If you held your breath, your lungs would pop, which would be the quickest (albeit most painful) death. If you exhaled, youd pass out in about 15 seconds and die in around three minutes. Even if you were handed an oxygen mask, you wouldnt be able to breathe. This is because your diaphragm uses the pressure difference between the air inside your lungs and outside your body to inhale.Lets say you have a pressure suit and air. Youd live, but youd get a massive sunburn on exposed skin because the Earths atmosphere is what filters solar radiation. Its hard to say how much trouble youd be in from this effect on the dark side of the planet, but being in direct sunlight would be severe.The rivers, lakes, and oceans would boil. Boiling occurs whenever vapor pressure of a liquid exceeds external pressure. In a vacuum, water readily boils, even if the temperature is warm. You can test this yourself.Although water would boil, the water vapor would not fully replenish the atmospheric pressure. An equilibrium point would be reached where there would be enough water vapor to prevent the oceans from boiling off. The remaining water would freeze.Eventually (long after surface life had died), solar radiation would break atmospheric water into o xygen, which would react with carbon on the Earth to form carbon dioxide. The air would still be too thin to breathe.The lack of atmosphere would chill the Earths surface. Were not talking absolute zero cold, but the temperature would drop below freezing. Water vapor from the oceans would act as a greenhouse gas, raising the temperature. Unfortunately, the increased temperature would allow more water to transition from the sea into the air, likely leading to a runaway greenhouse effect and making the planet more like Venus than Mars.Organisms that need air to breathe would die. Plants and land animals would die. Fish would die. Most aquatic organisms would die. However, some bacteria could survive, so losing the atmosphere wouldnt kill all life on Earth. Chemosynthetic bacteria wouldnt even notice the loss of atmosphere.Volcanoes and geothermal vents would continue to pump out carbon dioxide and other gases to add to the water. The most significant difference between the original an d new atmosphere would be the much lower abundance of nitrogen. Earth could replenish some nitrogen from meteor strikes, but most of it would be lost forever. Could Humans Survive? There are two ways human beings could survive losing the atmosphere: Build radiation-shielded domes on the Earths surface. The domes would need a pressurized atmosphere and would need to support plant life. We would need time to build biodomes, but the result would not be much different from trying to survive on another planet. Water would remain, so there would be a source of oxygen.Build a dome under the sea. The water could provide pressure and filter out some solar radiation. We wouldnt want to filter out all radiation  because wed probably want to grow plants (though maybe it would be possible to learn some tasty ways to prepare bacteria as food). Could It Happen? The Earths magnetic field protects the atmosphere from loss due to solar radiation. Possibly a massive coronal ejection, or solar storm, could burn off the atmosphere. A more likely scenario is atmospheric loss due to a massive meteor impact. Large impacts have occurred several times on the inner planets, including Earth. Gas molecules gain enough energy to escape the pull of gravity, but only a portion of the atmosphere is lost. Even if the atmosphere ignited, it would be only a chemical reaction changing one type of gas into another. Comforting, right?

Public Health And Social Justice Essay - 718 Words

In public health, as in many fields there are a set of conundrums that practitioners, leaders and law makers have to address in order to provide the most appropriate service to their populations. One of these conundrums is the battle between what is good for the community vs. what is good for the individual. This topic will be broken up to the community vs. the individual, and discussed based on research done by Kass et al, and Oriola, and will be concluded by presenting possible solutions. Public health views social justice as the fields core value, this value causes two moral instincts: to advance human well-being by improving heath, and by focusing on the needs of the individuals, namely the disadvantaged (O’Guston). By working to improve the well-being of all, and to provide for the needs of the disadvantaged, though programs such as seat-belt campaigns, enclose public area smoking bans, and the advocation for consumption of healthful foods, lines are smeared in the realm of civil liberty protection, and a fight for justice is created. The Federal, State and Local public health agencies must work together to produce a clear message that is supported on all levels in order to have the greatest impact on populations. All levels of government battle the lines of providing for the good of the community vs. the population. Here we will discuss the community. This is brought to light in Taiwo A. Oriola’s paper titled â€Å"Ethical and Legal Analysis of Policy Prohibiting TobaccoShow MoreRelatedPoverty, Equity, Human Rights, And Health1390 Words   |  6 Pageshuman rights, and health with an overview of the links between them; the history of past global efforts; and five recommendations to the health sector to focus its resources to gain maximum impact. Their paper stands on the shoulders of well-established research and theory. It is well established that there is a link between poverty and poor health, including decreased morbidity and mortality (Irwin Scali, 2007; Wagstaff, 2002). Likewise, that the cycle of the determinants of health can be broken byRead MoreHealth Care For Social Justice879 Words   |  4 Pagesengage those issues to become advocates for social justice. Health care nu rses collaborate to identify strategies for incorporating social justice aims into their work environment (Johnstone, 2011). As a public nurses, there has been many researches to address vulnerability, diversity, health literacy, health care access, health care disparities and issues of particular populations such as ethnic and racial minority health, gay and lesbian health and the health of children, women and older adults (JohnstoneRead MoreSocial Justice And The Universal Declaration Of Human Rights1148 Words   |  5 PagesIntroduction Social justice is a long debated subject that continues to prove controversial and divisive all over the world. Opinions on what constitutes social justice vary on a continuum from more conservative opinions which note individual responsibility to a more liberal stance which promotes a moral responsibility to support social equality (Mapp, 2008). Despite the varying opinions of what establishes social justice, the Universal Declaration of Human Rights (UDHR) serves as the first stepRead MoreThe Medicalization of Deviance and Overview of Mental Health Courts1716 Words   |  7 Pagesexpanded as medicine has become the main response to deviance through the use of therapeutic social control. Medicalization is referenced to in criminal justice as one of the ways of explaining deviance and is used to determine the responsibility of an offender. Deviance characterizes behaviors and actions that violate social norms and is seen as having an illness or a disease needing treatment. Therape utic social control uses medicine and science as a treatment of deviance. Medicalization of devianceRead MorePublic Health Reaction Paper1008 Words   |  5 Pages2012 (a) Public health is preventing injury and disease, prolonging life and protecting populations by promoting health through product safety and in physical, social and economic environments. Responsibility for promoting the health of the public is shared between the government and communities. Public health focuses on the health of populations, rather than individuals. It is concerned with wide-ranging strategies that concentrate on the prevention of injuries and disease. Public health in the 20thRead MoreThe And Public Health Policies1323 Words   |  6 Pagesbeen assumed by the vast majority of health care experts that everyone knows the guiding principle of ethics in healthcare. Everyone agrees that this guiding principle has the solid endorsement of the majority of the population. These presumptions are accepted with almost no contention or debate. In Justice in Medicine and Public Health, Rosamund Rhodes argues that â€Å"no single conception of justice explains the array of br oadly endorsed medical and public health policies.† This thought challengesRead MoreMorality, Paternalism, And Justice : Ethical Priorities1500 Words   |  6 Pages Critique #1: Autonomy, Paternalism, and Justice: Ethical Priorities in Public Health Olawale Akinbobola The University of Memphis School of Public Health PUBH 7180 – Fall 2017 Within public health, the issue of paternalism has become a controversial topic. Broadly, paternalism is defined as the interference of a state or individual with a subordinate overpowering the will of the subordinate, claiming the subordinate will be better off (Dworkin, 2017). Autonomy is the right of an individualRead MoreHsm 315 Healthcare701 Words   |  3 PagesThe Concepts of Market Justice and Social Justice James R. Freehahn HSM 315 The American Healthcare System Instructor Dr. Cheryl Chance, PhD. February 27, 2015 The Concepts of Market Justice and Social Justice Introduction In this paper, I will describe the concepts of market justice and social justice, explain how the two principles complement each other and in what way they conflict in delivery of health care in the United States. Secondly, I will discuss how health care is rationed inRead More Education and Awareness Will Promote Environmental Justice Essay example1498 Words   |  6 PagesPromote Environmental Justice The goals of this environmental justice conference are stated simply: firstly, to explore whether racial minorities and the poor are being environmentally victimized, and secondly, to evaluate public policies that promote environmental fairness. Each speaker provided insight and information from their respective area of expertise. Led by keynote speaker Dr. Bunyan Bryant, they drew upon the realms of academic investigation, government and public policy, sociology,Read MoreImproving Health From An Early Age1140 Words   |  5 Pages Improving health is about a lot more than just getting sick. We look upstream for the factors that influence health from an early age. We know it s partly where you live, and school and also having access to health care. We will never go to solve this puzzle, especially for people of color, until we deal with another piece the justice system. It turns out, our justice system is terrible for our own health. It affects more people than you might think. Weà ¢â‚¬â„¢re at the point where an 18-year-old male

Meaning of Life and Language Free Essays

string(170) " Would you mind getting me a cheese sandwich\? \(intermediate\) Analysis| d\) Anticipated Problems| a\) Meaning \* to request politely that someone do something for you\." Written Assignment 1: Language related tasks Submit : __/__/_____ Length: Between 800 and 1000 words Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment. We will write a custom essay sample on Meaning of Life and Language or any similar topic only for you Order Now TASK: From the box below, select one item from each pair to analyse, and: a) Analyse meaning: Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement. ) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are â€Å"set in stone†. * Vocabulary – label the item e. g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are â€Å"set in stone† and which parts can be changed e. g.? Would you mind + verb+ing (present participle) + object? c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, intonation, * links between sounds, contractions, lost sounds, etc. d) Anticipate problems – think about what problems students might ha ve with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources. ) Imagine your students are not familiar with each language item. Describe a context that would help convey its meaning so that you could elicit the target statement. f) State how you would check students’ understanding of the language item. Write the concept questions you would ask and provide the answers. If a timeline is appropriate, you should also include this. You can include other ways of checking too, if you wish. g) State which reference book(s) or other source(s) you used to obtain the above information. —— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Choose ONE example from each pair. The target language has been underlined. ————————————————- 1. ————————————————- I’m meeting Dave for lunch on Sunday. (elementary) 2. ————————————————- If I get the job, I’ll need a new car. (elementary) ————————————————- ——————————————————————————————————– 3. ———â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- He shouldn’t have insulted the policeman (upper-intermediate) 4. ————————————————- She might have left already. (upper-intermediate) ————————————————- ——————————————————————————————————– 5. ————————————————- He takes after his mother. (pre-intermediate) 6. ————————————————- She is very sensitive to criticism. (pre-intermediate) ————————————————- ————— —————————————————————————————– 7. ————————————————- How about watching a movie on Friday? (elementary) 8. ————————————————- Do you mind if I open the window? (elementary) ————————————————- ——————————————————————————————————– 9. ————————————————- I would like to try the tropical fruit/fruits on the island. 10. ————————————————- You want teens to have commi tted academic lives? Get real! WORKED EXAMPLE: VOCABULARY Target statement: John’s borrowed $200 from Holly. Intermediate) Analysis| d) Anticipated Problems| a) Meaningto receive and use something that belongs to someone else, and promise to give it back to them later| * Sts use lend instead of borrow| b) Form * to borrow (transitive verb – regular) * borrowed – past simple/past participle * To borrow + something (object) + from (preposition) + somebody/something| * Sts use incorrect preposition i. e. to borrow sthg to so. | c) Pronunciation * stress on 1st syllable borrow /’b? r / * silent â€Å"w† at end * past simple particle â€Å"ed† is pronounced /d/ * preposition â€Å"from† is weak e. g. /fr? /| * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress 2nd syllable | e) Providing a context/conveying meaning Tell story about my friend John who is always short of money but who always wants the latest technical ob jects e. g. mobile, computer, etc. John saw this new DVD recordable player but didn’t have the money so he asked if Holly, his girlfriend, would give him $200. He promised to pay Holly back at the end of the month when he got paid. She said OK so .. (write on whiteboard) John †¦Ã¢â‚¬ ¦.. $200 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Holly. f) Checking understanding Did Holly give John $200? Yes What for? To buy a new DVD recorder. Is the money a present from Holly? No Will she get her money back? Yes, hopefully g) References â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 â€Å"Practical English Usage†, Michael Swan (OUP, 1980) WORKED EXAMPLE: STRUCTURE Target statement: I used to do exercise regularly. (intermediate) Analysis| d) Anticpated problems| a) MeaningTo say what was true or what happened regularly in the past, especially when you want to emphasize that this is not true or does not happen now. | * Sts might think it refers to present habits, perhaps due to confusion with ‘be + used to + verb+ing’. * Sts may use it for single past events e. . I used to go to the cinema yesterday. * Possible confusion with the lexical verb ‘use’. | b) Form * statement: subj. + used to + verb (bare infinitive)+†¦ * negative: subj. + didn’t use to + verb (bare infinitive)+†¦ * question: Did (auxiliary verb) + subj. + use to + verb (bare infiniti ve) +†¦| * Sts may use past form of second verb, (I used to did exercise †¦) * Sts may forget â€Å"to† (I used do †¦) * Ss may use â€Å"used† instead of â€Å"use† in negative and question forms. (I did/didn’t used to .. )| c) Pronunciation * stress would normally fall on used and 2nd verb i. e. I used to do exercise regularly * weak form of ‘to† sed: /t? / * connected speech: used to /’just? /| * Ss might say /ju:zd tu:/ i. e. stress /d/ in â€Å"used† Ss might not use weak form of â€Å"to† /tu:/ instead of /t? /| e) Providing a context/conveying meaning Tell an anecdote about myself as a 16 year-old. I went running every morning and often went to the gym in the evening (use pictures/mime, if necessary). Then I stopped running and stopped going to the gym when I was about 25. I’m now 30 and I don’t do much exercise at all. So, â€Å"I †¦Ã¢â‚¬ ¦ (try to elicit the target phrase) †¦ used to do exercise regularly. † f) Checking Understanding: Did I exercise in the past? Yes Did I do it once, or often? Often Do I exercise now? No Can you think of something you used to do but don’t do now? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE: FUNCTIONAL LANGUAGE Target statement: Would you mind getting me a cheese sandwich? (intermediate) Analysis| d) Anticipated Problems| a) Meaning * to request politely that someone do something for you. You read "Meaning of Life and Language" in category "Essay examples" * Often used with slightly bigger requests or more distance in relationship between the speakers. * Answer: Yes = no and no = yes. * Sts might not realise there are other less complex ways to ask for things politely * Sts get the answer yes/no wrong * This structure suggests a bigger request or a less personal relationship between speakers. | b) Form * Would you mind + verb+ing (present participle) + object? * Short answer: Yes/ No, subj. + would/wouldn’t| * Sts use infinitive instead of present participle e. g. Would you mind to get me †¦? * Sts use â€Å"Do† instead of â€Å"would† * Use Yes/No, I mind/don’t mind as the short answer| c) Pronunciation * Rising intonation * Stress on â€Å"mind† and â€Å"getting† * Weak form of would and you / w? / /j? / * Linking of would + you + mind /w? dj? ’ma? n/| * Sts say it forcefully or with flat intonation and it could sound impolite * Sts give equal stress to would+you+mind and don’t link| e) Providing a context/conveying meaning Jane has just started working for a new company. One of her new colleagues is going out to the local supermarket and asks her if she wants her to get her something for lunch. Jane is really hungry and ask her to get her a sandwich. What does she say? (Try to elicit â€Å"Would you mind getting me a cheese sandwich? †) f) Checking Understanding: Does Jane want a cheese s andwich? Yes Is she asking or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know another way to ask her to get a sandwich? Can/Could/Would you get me a †¦.? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 Written Assignment 1: Language related tasks Length: Between 800 and 1000 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 1: Language related tasks| | | | If necessary, please resubmit by:See reverse side for resubmission details. | ————————————————- Assignment criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Analysing language correctly for teaching purposes. b. ————————————————- Correctly using terminology relating to form, meaning and phonology when analysing language. c. ——————————————â⠂¬â€Ã¢â‚¬â€- Accessing reference materials and referencing information they have learned about language to an appropriate source. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that shows an ability to:| You| Overall| a. Clarify the meaning of language appropriate for level. | | | b. Clarify the form of language, using appropriate terminology. | | | c. Clarify key pronunciation features of language. | | d. Identify potential problems with meaning, form and pronunciation. | | | e. Provide a clear and appropriate context to help convey the meaning. | | | f. Check the students’ understanding of the target language ap propriately. | | | g. Use reference books to analyse language and acknowledge these sources. | | | Also the assignment †¦| | Is complete, i. e. answers all sections, and adheres to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. | | Overall Comments:| ———————————————— 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words Aim: To de velop your ability to assess the needs of a group of learners, and to act on this information by finding appropriate material for language support. Task: Prepare a case study of your TP group. Your report should include (250-300 words): . Information about the students’ backgrounds (approximate ages, nationalities, reasons for learning English, previous English learning experience) b. The students’ learning styles (what they like/dislike in lessons, the things they find easy/difficult, how they like to learn) c. What YOU have noticed in their classroom behaviour (degree of participation, quantity or output in different stages of the lesson, fluency/accuracy of output, similarity of level amongst the group) ————————————————- Points a, b and c of the assignment should take the form of a REPORT. You should use a formal style of language. Make use of headings and sub-headings, paragraphs, linking words, etc to organise your work. d. A paragraph (150-200) words summarising your TP students’ main strengths in grammatical and phonological areas as well as in receptive skills. e. Identify 2 areas of weakness in your students’ grammar, 1 in pronunciation and 1 in vocabulary, providing at least one example to support your observation. State why you think the students made this error and what the correct form should be. (250–300 words) Point e can be put into boxes and bullet points can be used. Remember to include specific examples. Grammatical Weaknesses| Incorrect word order * I work also on Saturdays (I also work) * I went often home (home by bus)Reason: In German, the verb is usually the second idea in the sentence and students have transferred this rule to English. | f. Select 2 specific language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you identified: * 1 exercise/task focusing on grammatical areas of weakness AND * 1 exercise/task on phonological areas of weakness OR 1 exercise/task on the lexical weakness. For EACH activity: ) state the aim of the activity (i. e. by the end of this task, students should be better able to accurately use/discriminate between †¦Ã¢â‚¬ ¦ ) 2) state briefly why you think the activity would be suitable for your students. (Remember to link this to your weaknesses and your profile of the students. ) 3) State where it comes from (Book, Author, Pg no. , Exercise no. ) and attach a referenced a copy of the activity Collecting your data: You will want to interview them so that you can note any good or weaker examples of language used. You might want to tape the interview so that you can identify language later. You could also get students to write something for you spontaneously e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a reading and listening to do. You can further make use of the time before lessons start or during the breaks to chat to your students and find out the information you need. You should continue to make notes during TP classes. It is not necessary for you to personally interview all members of the class; you can interview 2 or 3 students and then share your findings with the other teachers in your TP group. You can also make generalisations on the basis of 2 or 3 students. Suggesting specific language focused activities: There are an abundance of activities in different books and on the publisher’s websites too. Attach photocopies of the relevant exercises that you would recommend. Don’t forget to reference your material, i. e. book name, level (if applicable), author, publisher, and page number, or website name and date accessed on. ————————————————- The students as people and as language learners. ————————————————- These questions could be asked in an interview or informal chat 1. ————————————————- How long has s/he been learning English? 2. ————————————————- Does s/he like learning English? 3. ————————————————- What is her/his mother tongue? Is English second/third language? 4. ————————————————- Does s/he have any experience of learning another language? 5. ————————————————- Does s/he have any specific aims in learning English? (e. g. isit to U K/need it for work) 6. ————————————————- What does the learner do for a living? 7. ————————————————- Is this their first English learning experience? Have they learnt English before? Where? How long? 8. ————————————————- In their previous learning experience, what kinds of methods were used? 9. ————————————————- What did they enjoy/not like about their previous learning? 10. ————————————————- What do they like doing in class? 11. â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ Which areas of their English do they feel they need work on? 12. ————————————————- What do they find easy/difficult to do in class? ————————————————- ————————————————- These questions can be focussed on during TP 1. ————————————————- What kinds of activities do they seem to prefer? 2. ————————————————- Are the re any activities they seem to dislike? 3. ————————————————- How do they react to working with others in class? 4. ————————————————- Do they contribute to pair/group work? 5. ————————————————- Who are the stronger/weaker members of the group? 6. ————————————————- Note down examples of good language used. 7. ————————————————- Which topics do they seem to enjoy/not like talking about? 8. ————————————————- Note down any pronunciation/grammatical/lexical errors the students make? e. g. sounds, stre ss, intonation, verb tenses, articles, word order, etc) so that you can give examples. 9. ————————————————- Observe the students listening and reading abilities. Are they better at gist or specific reading/listening? Is it necessary to pre-teach vocabulary? Do they worry about words they don’t know? Do you have to grade your language when you talk to them? Do you have to paraphrase if they don’t understand? * In the assignment, don’t mention sts’ names. Say e. g. Some are interested in†¦ Three students want to learn English†¦ The main reason for learning English is†¦ Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 2Focus on the learner| | | | If necessary, please resubmit by:| ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: ————————————————- ) Showing awareness of how learners’ backgrounds, previ ous learning experience and learning styles affect learning. ————————————————- b) Identifying the learners’ language/skills needs. ————————————————- c) Correctly using terminology relating to the description of language systems and language skills ————————————————- d) Selecting appropriate material and/or resources to aid the learners’ language development. ————————————————- e) Providing a rationale for using specific activities with learners. —————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ f) Finding, selecting and referencing information from one or more sources ————————————————- g) Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that†¦| You| Tutor’s Comments| Provides information on the learners’ ages, nationalities and reasons for learning English. | | | Provides information on students’ learning styles and preferences. | | Provides information on learners’ classroom behaviour. | | | Summarises students’ strengths | | | Identifies and gives specific examples of weaknesses in learners’ grammatical abilities. Plus error rationale . | | | Identifies and gives specific examples of weaknesses in learners’ phonological abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in the learners’ lexical use. Plus error rationale. | | | Selects an appropriate activity to develop learners’ grammatical weakness. | | | Selects an appropriate activity to develop learners’ phonological OR lexical weakness. | | States aim of each activity and provides rationale for choice based on learner profile. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections and adheres to word limit and is written as outlined| | | Provides a referenced copy of the activities| | | Uses clear and coherent language and is essentially free of mistakes in spelling, punctuation and grammar. | | | ————————————————- Overall Comment:———â €”————————————- ————————————————- ————————————————- ———————————————— | ————————————————- 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words (not including the authentic material for classroom use and activities) Aim: To develop your ability to look at authentic materials from a teaching perspective to enable you to prepare these thoroughly for language lessons. TASK: Choose an authentic text of between 200 and 700 words AND a) Give an opinion on text and discuss suitability for lower/higher level students. b) Identifiy barriers to reading OR listening in general and link to own students c) Provide suggestion for interest raising task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) Describe what each sub-skill means (from background reading) f) Design a skim task g) Design a scan task h) Design a follow-up task that includes SPEAKING or WRITING. i) Devise a freer productive (speaking or writing) activity as a follow-up for the reading or listening. ALSO†¦ Clarify the reasons for using the material and each of the activities. Tasks (and their respective keys) must be included as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but rather an informed description (What will be done, How and Why) of your choices in terms of text, tasks and their sequences. It can be used as a basis for a full lesson plan, but this NEED not be included in the assignment ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: ———————————————— Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 3Skills assignment| | | | If necessary, please resubmit by:See reverse for resubmission de tails. | ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Correctly using terminology that relates to language skills and sub-skills. b. ————————————————- Relating task design to language skills practice. c. ————————————————- Finding, selecting and referencing information from one or more sources d. ————————————————- Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? | You| Tutor’s Comments| Gives an opinion on text and discusses suitability for lower/higher level students| | | Provides suggestion for interest raising task| | | Selects appropriate vocabulary to pre-teach and suggests a pre-teach task| | | Describes what each sub-skill means (from background reading)| | | Designs a skim task| | | Designs a scan task| | | Identifies barriers to reading OR listening in general and links to own students| | | States overall aim of speaking OR writing task clearly. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections, adheres to the word limit. | | | Provides a referenced copy of practice tasks if not designed independently. | | | Uses clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. | | Is written in continuous prose (where appropriate)| | | Includes references to background reading. | | | Overall Comments:| ————————————————- 1st Tutor’s signature:Date: ———————†”————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words AIM This assignment assesses your ability to identify strengths weaknesses in your own teaching and your development needs. It is meant to help you reflect on your own teaching and on what you have learnt from the observation of others. TASK Write a report using the following headings. Section 1 What strengths and weaknesses (name two of each) do you identify in your own teaching? For this section reflect on the feedback you have received from learners, your peers and tutors and give concrete examples from your own teaching. Section 2 Discuss what you have gained from observing experienced teachers (including video observations) and your peers and how this has influenced your own teaching. Section 3 Identify three ELT areas of knowledge and skills which you need further development in and give reasons for your choice. Describe specifically how you could develop in these areas after the course. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 4Lessons from the classroom| | | | If necessary, please resubmit by:See reverse side for resubmission details. ————————————————- Assignment Criteria ————————— ———————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. ————————————————- Identifying which ELT areas of knowledge and skills they need further development in. c. ————————————————- Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that:| Tutor’s Comments| Identifies 2 strengths in your teaching. | | Provides concrete examples of strengths from your own teaching. | | Identifies 2 weaknesses in your teaching. | | Provides concrete examples of weaknesses from your own teaching. | Reflects on what you have learnt from observing peers and experienced teachers. | | Highlights 3 areas for further development. | | Provides reasons for areas chosen. | | Provides concrete ways to address the se development needs after the course. | | Also the assignment †¦| | Is complete, i. e. answers all sections. | | Keeps to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. Makes use of headings and sub-headings| | Overall Comments:| How to cite Meaning of Life and Language, Essay examples

Meaning of Life and Language Free Essays

string(170) " Would you mind getting me a cheese sandwich\? \(intermediate\) Analysis| d\) Anticipated Problems| a\) Meaning \* to request politely that someone do something for you\." Written Assignment 1: Language related tasks Submit : __/__/_____ Length: Between 800 and 1000 words Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment. We will write a custom essay sample on Meaning of Life and Language or any similar topic only for you Order Now TASK: From the box below, select one item from each pair to analyse, and: a) Analyse meaning: Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement. ) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are â€Å"set in stone†. * Vocabulary – label the item e. g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are â€Å"set in stone† and which parts can be changed e. g.? Would you mind + verb+ing (present participle) + object? c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, intonation, * links between sounds, contractions, lost sounds, etc. d) Anticipate problems – think about what problems students might ha ve with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources. ) Imagine your students are not familiar with each language item. Describe a context that would help convey its meaning so that you could elicit the target statement. f) State how you would check students’ understanding of the language item. Write the concept questions you would ask and provide the answers. If a timeline is appropriate, you should also include this. You can include other ways of checking too, if you wish. g) State which reference book(s) or other source(s) you used to obtain the above information. —— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Choose ONE example from each pair. The target language has been underlined. ————————————————- 1. ————————————————- I’m meeting Dave for lunch on Sunday. (elementary) 2. ————————————————- If I get the job, I’ll need a new car. (elementary) ————————————————- ——————————————————————————————————– 3. ———â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- He shouldn’t have insulted the policeman (upper-intermediate) 4. ————————————————- She might have left already. (upper-intermediate) ————————————————- ——————————————————————————————————– 5. ————————————————- He takes after his mother. (pre-intermediate) 6. ————————————————- She is very sensitive to criticism. (pre-intermediate) ————————————————- ————— —————————————————————————————– 7. ————————————————- How about watching a movie on Friday? (elementary) 8. ————————————————- Do you mind if I open the window? (elementary) ————————————————- ——————————————————————————————————– 9. ————————————————- I would like to try the tropical fruit/fruits on the island. 10. ————————————————- You want teens to have commi tted academic lives? Get real! WORKED EXAMPLE: VOCABULARY Target statement: John’s borrowed $200 from Holly. Intermediate) Analysis| d) Anticipated Problems| a) Meaningto receive and use something that belongs to someone else, and promise to give it back to them later| * Sts use lend instead of borrow| b) Form * to borrow (transitive verb – regular) * borrowed – past simple/past participle * To borrow + something (object) + from (preposition) + somebody/something| * Sts use incorrect preposition i. e. to borrow sthg to so. | c) Pronunciation * stress on 1st syllable borrow /’b? r / * silent â€Å"w† at end * past simple particle â€Å"ed† is pronounced /d/ * preposition â€Å"from† is weak e. g. /fr? /| * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress 2nd syllable | e) Providing a context/conveying meaning Tell story about my friend John who is always short of money but who always wants the latest technical ob jects e. g. mobile, computer, etc. John saw this new DVD recordable player but didn’t have the money so he asked if Holly, his girlfriend, would give him $200. He promised to pay Holly back at the end of the month when he got paid. She said OK so .. (write on whiteboard) John †¦Ã¢â‚¬ ¦.. $200 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Holly. f) Checking understanding Did Holly give John $200? Yes What for? To buy a new DVD recorder. Is the money a present from Holly? No Will she get her money back? Yes, hopefully g) References â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 â€Å"Practical English Usage†, Michael Swan (OUP, 1980) WORKED EXAMPLE: STRUCTURE Target statement: I used to do exercise regularly. (intermediate) Analysis| d) Anticpated problems| a) MeaningTo say what was true or what happened regularly in the past, especially when you want to emphasize that this is not true or does not happen now. | * Sts might think it refers to present habits, perhaps due to confusion with ‘be + used to + verb+ing’. * Sts may use it for single past events e. . I used to go to the cinema yesterday. * Possible confusion with the lexical verb ‘use’. | b) Form * statement: subj. + used to + verb (bare infinitive)+†¦ * negative: subj. + didn’t use to + verb (bare infinitive)+†¦ * question: Did (auxiliary verb) + subj. + use to + verb (bare infiniti ve) +†¦| * Sts may use past form of second verb, (I used to did exercise †¦) * Sts may forget â€Å"to† (I used do †¦) * Ss may use â€Å"used† instead of â€Å"use† in negative and question forms. (I did/didn’t used to .. )| c) Pronunciation * stress would normally fall on used and 2nd verb i. e. I used to do exercise regularly * weak form of ‘to† sed: /t? / * connected speech: used to /’just? /| * Ss might say /ju:zd tu:/ i. e. stress /d/ in â€Å"used† Ss might not use weak form of â€Å"to† /tu:/ instead of /t? /| e) Providing a context/conveying meaning Tell an anecdote about myself as a 16 year-old. I went running every morning and often went to the gym in the evening (use pictures/mime, if necessary). Then I stopped running and stopped going to the gym when I was about 25. I’m now 30 and I don’t do much exercise at all. So, â€Å"I †¦Ã¢â‚¬ ¦ (try to elicit the target phrase) †¦ used to do exercise regularly. † f) Checking Understanding: Did I exercise in the past? Yes Did I do it once, or often? Often Do I exercise now? No Can you think of something you used to do but don’t do now? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE: FUNCTIONAL LANGUAGE Target statement: Would you mind getting me a cheese sandwich? (intermediate) Analysis| d) Anticipated Problems| a) Meaning * to request politely that someone do something for you. You read "Meaning of Life and Language" in category "Essay examples" * Often used with slightly bigger requests or more distance in relationship between the speakers. * Answer: Yes = no and no = yes. * Sts might not realise there are other less complex ways to ask for things politely * Sts get the answer yes/no wrong * This structure suggests a bigger request or a less personal relationship between speakers. | b) Form * Would you mind + verb+ing (present participle) + object? * Short answer: Yes/ No, subj. + would/wouldn’t| * Sts use infinitive instead of present participle e. g. Would you mind to get me †¦? * Sts use â€Å"Do† instead of â€Å"would† * Use Yes/No, I mind/don’t mind as the short answer| c) Pronunciation * Rising intonation * Stress on â€Å"mind† and â€Å"getting† * Weak form of would and you / w? / /j? / * Linking of would + you + mind /w? dj? ’ma? n/| * Sts say it forcefully or with flat intonation and it could sound impolite * Sts give equal stress to would+you+mind and don’t link| e) Providing a context/conveying meaning Jane has just started working for a new company. One of her new colleagues is going out to the local supermarket and asks her if she wants her to get her something for lunch. Jane is really hungry and ask her to get her a sandwich. What does she say? (Try to elicit â€Å"Would you mind getting me a cheese sandwich? †) f) Checking Understanding: Does Jane want a cheese s andwich? Yes Is she asking or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know another way to ask her to get a sandwich? Can/Could/Would you get me a †¦.? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 Written Assignment 1: Language related tasks Length: Between 800 and 1000 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 1: Language related tasks| | | | If necessary, please resubmit by:See reverse side for resubmission details. | ————————————————- Assignment criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Analysing language correctly for teaching purposes. b. ————————————————- Correctly using terminology relating to form, meaning and phonology when analysing language. c. ——————————————â⠂¬â€Ã¢â‚¬â€- Accessing reference materials and referencing information they have learned about language to an appropriate source. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that shows an ability to:| You| Overall| a. Clarify the meaning of language appropriate for level. | | | b. Clarify the form of language, using appropriate terminology. | | | c. Clarify key pronunciation features of language. | | d. Identify potential problems with meaning, form and pronunciation. | | | e. Provide a clear and appropriate context to help convey the meaning. | | | f. Check the students’ understanding of the target language ap propriately. | | | g. Use reference books to analyse language and acknowledge these sources. | | | Also the assignment †¦| | Is complete, i. e. answers all sections, and adheres to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. | | Overall Comments:| ———————————————— 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words Aim: To de velop your ability to assess the needs of a group of learners, and to act on this information by finding appropriate material for language support. Task: Prepare a case study of your TP group. Your report should include (250-300 words): . Information about the students’ backgrounds (approximate ages, nationalities, reasons for learning English, previous English learning experience) b. The students’ learning styles (what they like/dislike in lessons, the things they find easy/difficult, how they like to learn) c. What YOU have noticed in their classroom behaviour (degree of participation, quantity or output in different stages of the lesson, fluency/accuracy of output, similarity of level amongst the group) ————————————————- Points a, b and c of the assignment should take the form of a REPORT. You should use a formal style of language. Make use of headings and sub-headings, paragraphs, linking words, etc to organise your work. d. A paragraph (150-200) words summarising your TP students’ main strengths in grammatical and phonological areas as well as in receptive skills. e. Identify 2 areas of weakness in your students’ grammar, 1 in pronunciation and 1 in vocabulary, providing at least one example to support your observation. State why you think the students made this error and what the correct form should be. (250–300 words) Point e can be put into boxes and bullet points can be used. Remember to include specific examples. Grammatical Weaknesses| Incorrect word order * I work also on Saturdays (I also work) * I went often home (home by bus)Reason: In German, the verb is usually the second idea in the sentence and students have transferred this rule to English. | f. Select 2 specific language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you identified: * 1 exercise/task focusing on grammatical areas of weakness AND * 1 exercise/task on phonological areas of weakness OR 1 exercise/task on the lexical weakness. For EACH activity: ) state the aim of the activity (i. e. by the end of this task, students should be better able to accurately use/discriminate between †¦Ã¢â‚¬ ¦ ) 2) state briefly why you think the activity would be suitable for your students. (Remember to link this to your weaknesses and your profile of the students. ) 3) State where it comes from (Book, Author, Pg no. , Exercise no. ) and attach a referenced a copy of the activity Collecting your data: You will want to interview them so that you can note any good or weaker examples of language used. You might want to tape the interview so that you can identify language later. You could also get students to write something for you spontaneously e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a reading and listening to do. You can further make use of the time before lessons start or during the breaks to chat to your students and find out the information you need. You should continue to make notes during TP classes. It is not necessary for you to personally interview all members of the class; you can interview 2 or 3 students and then share your findings with the other teachers in your TP group. You can also make generalisations on the basis of 2 or 3 students. Suggesting specific language focused activities: There are an abundance of activities in different books and on the publisher’s websites too. Attach photocopies of the relevant exercises that you would recommend. Don’t forget to reference your material, i. e. book name, level (if applicable), author, publisher, and page number, or website name and date accessed on. ————————————————- The students as people and as language learners. ————————————————- These questions could be asked in an interview or informal chat 1. ————————————————- How long has s/he been learning English? 2. ————————————————- Does s/he like learning English? 3. ————————————————- What is her/his mother tongue? Is English second/third language? 4. ————————————————- Does s/he have any experience of learning another language? 5. ————————————————- Does s/he have any specific aims in learning English? (e. g. isit to U K/need it for work) 6. ————————————————- What does the learner do for a living? 7. ————————————————- Is this their first English learning experience? Have they learnt English before? Where? How long? 8. ————————————————- In their previous learning experience, what kinds of methods were used? 9. ————————————————- What did they enjoy/not like about their previous learning? 10. ————————————————- What do they like doing in class? 11. â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ Which areas of their English do they feel they need work on? 12. ————————————————- What do they find easy/difficult to do in class? ————————————————- ————————————————- These questions can be focussed on during TP 1. ————————————————- What kinds of activities do they seem to prefer? 2. ————————————————- Are the re any activities they seem to dislike? 3. ————————————————- How do they react to working with others in class? 4. ————————————————- Do they contribute to pair/group work? 5. ————————————————- Who are the stronger/weaker members of the group? 6. ————————————————- Note down examples of good language used. 7. ————————————————- Which topics do they seem to enjoy/not like talking about? 8. ————————————————- Note down any pronunciation/grammatical/lexical errors the students make? e. g. sounds, stre ss, intonation, verb tenses, articles, word order, etc) so that you can give examples. 9. ————————————————- Observe the students listening and reading abilities. Are they better at gist or specific reading/listening? Is it necessary to pre-teach vocabulary? Do they worry about words they don’t know? Do you have to grade your language when you talk to them? Do you have to paraphrase if they don’t understand? * In the assignment, don’t mention sts’ names. Say e. g. Some are interested in†¦ Three students want to learn English†¦ The main reason for learning English is†¦ Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 2Focus on the learner| | | | If necessary, please resubmit by:| ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: ————————————————- ) Showing awareness of how learners’ backgrounds, previ ous learning experience and learning styles affect learning. ————————————————- b) Identifying the learners’ language/skills needs. ————————————————- c) Correctly using terminology relating to the description of language systems and language skills ————————————————- d) Selecting appropriate material and/or resources to aid the learners’ language development. ————————————————- e) Providing a rationale for using specific activities with learners. —————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ f) Finding, selecting and referencing information from one or more sources ————————————————- g) Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that†¦| You| Tutor’s Comments| Provides information on the learners’ ages, nationalities and reasons for learning English. | | | Provides information on students’ learning styles and preferences. | | Provides information on learners’ classroom behaviour. | | | Summarises students’ strengths | | | Identifies and gives specific examples of weaknesses in learners’ grammatical abilities. Plus error rationale . | | | Identifies and gives specific examples of weaknesses in learners’ phonological abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in the learners’ lexical use. Plus error rationale. | | | Selects an appropriate activity to develop learners’ grammatical weakness. | | | Selects an appropriate activity to develop learners’ phonological OR lexical weakness. | | States aim of each activity and provides rationale for choice based on learner profile. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections and adheres to word limit and is written as outlined| | | Provides a referenced copy of the activities| | | Uses clear and coherent language and is essentially free of mistakes in spelling, punctuation and grammar. | | | ————————————————- Overall Comment:———â €”————————————- ————————————————- ————————————————- ———————————————— | ————————————————- 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words (not including the authentic material for classroom use and activities) Aim: To develop your ability to look at authentic materials from a teaching perspective to enable you to prepare these thoroughly for language lessons. TASK: Choose an authentic text of between 200 and 700 words AND a) Give an opinion on text and discuss suitability for lower/higher level students. b) Identifiy barriers to reading OR listening in general and link to own students c) Provide suggestion for interest raising task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) Describe what each sub-skill means (from background reading) f) Design a skim task g) Design a scan task h) Design a follow-up task that includes SPEAKING or WRITING. i) Devise a freer productive (speaking or writing) activity as a follow-up for the reading or listening. ALSO†¦ Clarify the reasons for using the material and each of the activities. Tasks (and their respective keys) must be included as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but rather an informed description (What will be done, How and Why) of your choices in terms of text, tasks and their sequences. It can be used as a basis for a full lesson plan, but this NEED not be included in the assignment ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: ———————————————— Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 3Skills assignment| | | | If necessary, please resubmit by:See reverse for resubmission de tails. | ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Correctly using terminology that relates to language skills and sub-skills. b. ————————————————- Relating task design to language skills practice. c. ————————————————- Finding, selecting and referencing information from one or more sources d. ————————————————- Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? | You| Tutor’s Comments| Gives an opinion on text and discusses suitability for lower/higher level students| | | Provides suggestion for interest raising task| | | Selects appropriate vocabulary to pre-teach and suggests a pre-teach task| | | Describes what each sub-skill means (from background reading)| | | Designs a skim task| | | Designs a scan task| | | Identifies barriers to reading OR listening in general and links to own students| | | States overall aim of speaking OR writing task clearly. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections, adheres to the word limit. | | | Provides a referenced copy of practice tasks if not designed independently. | | | Uses clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. | | Is written in continuous prose (where appropriate)| | | Includes references to background reading. | | | Overall Comments:| ————————————————- 1st Tutor’s signature:Date: ———————†”————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words AIM This assignment assesses your ability to identify strengths weaknesses in your own teaching and your development needs. It is meant to help you reflect on your own teaching and on what you have learnt from the observation of others. TASK Write a report using the following headings. Section 1 What strengths and weaknesses (name two of each) do you identify in your own teaching? For this section reflect on the feedback you have received from learners, your peers and tutors and give concrete examples from your own teaching. Section 2 Discuss what you have gained from observing experienced teachers (including video observations) and your peers and how this has influenced your own teaching. Section 3 Identify three ELT areas of knowledge and skills which you need further development in and give reasons for your choice. Describe specifically how you could develop in these areas after the course. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 4Lessons from the classroom| | | | If necessary, please resubmit by:See reverse side for resubmission details. ————————————————- Assignment Criteria ————————— ———————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. ————————————————- Identifying which ELT areas of knowledge and skills they need further development in. c. ————————————————- Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that:| Tutor’s Comments| Identifies 2 strengths in your teaching. | | Provides concrete examples of strengths from your own teaching. | | Identifies 2 weaknesses in your teaching. | | Provides concrete examples of weaknesses from your own teaching. | Reflects on what you have learnt from observing peers and experienced teachers. | | Highlights 3 areas for further development. | | Provides reasons for areas chosen. | | Provides concrete ways to address the se development needs after the course. | | Also the assignment †¦| | Is complete, i. e. answers all sections. | | Keeps to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. Makes use of headings and sub-headings| | Overall Comments:| How to cite Meaning of Life and Language, Essay examples