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Presented by: Fella BoudjemaEnglish Lecturer and CELTA holder
To increase your conscious knowledge and general awareness of the English language so that you develop a grasp of your subject and can be clear when you are teaching.
To give you sufficient background to be able to make informed and intelligent choices about your lessons.
Psychological Differences Study Habits Personality Differences Motivation Different Purposes “Errors are no longer regarded as evidence of
failure on the part of the student but as valuable evidence for the state of their interlanguage.” (Sheerin, 1989).
The rules that govern the way words are combined and sequenced in order to form sentencesThe purpose for which a language item is used
The place in the world where an instance of language occurs, or the words surrounding it in a textThe way that sounds are produced when speaking a languageThe area of language learning that is concerned with word knowledge
Function
Grammar
Pronunciation
Vocabulary
Context
A continuous piece of speech or writ ing, having a communicative purpose and a dist inct ive organisationA grammar pattern that generates examples, such as the present perfect
The way that words or structures are written or pronounced
Variation in a person’s use of language due to situational factors, such as context and degree of familiarity
The basic meaning of a word or structure, independent of context
Style
Text
Form
Structure
Concept
Receptive:
gist Specific information Detailed understanding
Productive:
Fluency Coherence Discourse
In a normal lesson the fraction is:
◦ 1/3 language◦ 2/3 skills
Sheerin, S (1989).Self Access. OUP. Pp 4-6. CELTA 5 Training CELTA Course