CELTA Language Task Essay Example

CELTA Language Task Essay I have chosen an authentic article, for it gives students taste of real language in use, and provides them with valid linguistic data for their unconscious acquisition (Swan 1 985, p. 85). Furthermore, an authentic text provides learners with opportunities to experience language as it is used beyond the classroom (Nana 1999, p. 80) as opposed to scripted texts. Thus, an authentic text proves to be more essential to LET for it should engage and challenge students at this level. Believe there are no words that are crucial to an overall understanding of the article. Ere with Harmer (2001 , p. 272) with reference to pre-teaching: by giving them some or all those words, we deny them a chance to practice tackling authentic texts. Nonetheless, I would elicit some lexis to make sure the students have understood the text and managed to guess the meaning from the context. This however would be done ATA later stage of the lesson. Lead in/prediction: At the beginning of a typical English languag e lesson it is good to lead-in by activating the students schema, which is their pre-existent knowledge of the world (Cook, 69, 1989). By encouraging students to use what they already now, the opportunity for language learning is maximized. I would begin by displaying the main picture and the heading of the article, then ask the class to work in pairs. The students would be asked to predict what the topic of the newspaper article is (Appendix 1. 0). This is a very student centered activity which creates interest in the content of the text and activates schemata. Once the discussions quiet down, class feedback would be gathered. To ensure the students read for gist in the next activity, would only flag up three predictions on the board for the students to verify. This stage will leave the dents with a good reason to read (Harmer, p. 288). Skimming (Reading for gist): would ask the students to skim read the article (Appendix 2. 0) and ask them to discuss in pairs whether the predictions they made earlier were correct or not before doing a class discussion. However, to ensure that students gist read only I would give learners 3 minutes, so that they do not read the article intensively. We will write a custom essay sample on CELTA Language Task specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on CELTA Language Task specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on CELTA Language Task specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This task is used to develop the students sub-skill Of reading for gist, or skimming (Scrivener, p. 185). Also to make students better readers, it is important to raise awareness that its not always essential to understand very word, as this could cause students to use their dictionaries and pause from reading (Scrivener, p. 153). Reading for further detail (Intensive reading In order to develop the sub skill of reading for further detail, set a series of true/false questions (Appendix 3. 0). The activity will test whether the student! Gained maximum information from the text (Harmer, p. 70). The true and false activities can fall both into reading for specific information and reading for detail, therefore it is very important to formulate appropriate questions, which will require the learner to read to find further detail as opposed to pacific piece of information. In order to have the students focus, they would work on their own, underlining the excerpts of text where they found an swers. Once done with reading and answering true/false statements, the students peer check and discuss their answers among themselves, referring to the highlighted text. Bellyacher quoted in (Alison, peg. 102) states that if there is a climate of trust and support in the classroom, then the students ARP more likely to contribute. One way of developing this is to allow pair checking of answers before open-class checking answers, the students will then be ore likely to contribute during the open class discussion. This promotes communicative language teaching. Furthermore, this would give me an opportunity to monitor student discussions. Once the conversation naturally quiets down I would gather whole class feedback. Nominating a student and also asking them to expand on their reasoning, as well as asking further questions or even getting their personal views. This is an important stage of the lesson, as Scrivener points out a lesson without feedback is teaching dhal proceeds forward without reference to what impact this is having on the g. 73). This is to show their engagement with the text, as opposed to simply answering true/false statements. This could be done with some follow up questions, as Harmer (2007, peg. 75) says, we should always ask the students where in the text they have found the answer, as it provoke a detailed study of the text. Post-reading free discussion The last activity is a free discussion, which would allow me to monitor further for any errors in meaning, form or pronunciation (MAP) while the students discuss their own opinions on these inventions in groups of four. Would first vie an example in the form of my own opinion to present the language in context and encourage students to express their thoughts on the topic. The purpose of the post reading task is to allow the students to utilize the studied vocabulary. I would then gather feedback from the class, nominating group members to summaries what their team has discussed, whether they agree with the creators or not. Having the chance to monitor two major discussion in the class, should at this stage have gathered some errors that the students have made, either with meaning, form or pronunciation. I have left his to the end, as interrupting student discussions to correct an error could be embarrassing, and would disrupt the flow of the lesson. Whereas, towards the end of the lesson it is easy to grab class attention and go through some of the errors together, eliciting the correct MAP from the students, in order to give them a chance to correct their mistakes and fossil the correct form. Reading like listening are receptive language skills and developing these skill: is key to increasing student comprehension and appreciation of the English language. Thus, a well-structured lesson which follows the SEA (Engage, stucco ND activate) stages is essential to the learners development.

An experience with NOFX essays

An experience with NOFX essays On November 26th I went to the Stone Pony in New York to see another of my favorite bands, NOFX. NOFX is a punk-ska band. Punk meaning fast paced drumbeats and quick singing and ska meaning a song played with trumpets. The band members are Fat Mike (vocals, bass), El Hefe (guitar, trumpet, vocals), Eric Melvin (guitar, vocals), and Erik Sandin (drums). The one thing I found out there was that El Hefe sings a lot. I thought he only sings in a few songs but when I heard them play, I noticed that he sang about half of the songs. NOFX music has considerable groove for a punk band and is sparked by the two lead guitarists, Eric Melvin and El Hefe. Tight play between the band's four members, and short, fast, punchy songs, with a laid back approach would even Their songs talk about racism, politics, social problems, sex, drugs, lesbians, bums, alcohol, animal freedom... and many other strange subjects. In their music you will find punk, of course, but also rock, hardcore, ska, even reggae and jazz. If you ask me they are a just a punk-ska band. Their songs are interesting and different from one another. Each song has it's own characteristics. The lyrics are very interesting, sometimes strange, and sometimes incomprehensible. You basically just have to understand them in your The club was packed, or more accurately, stuffed. After much anticipation the punk gods, NOFX hit the stage and the crowd surged with excitement even before they opened the set with one of my favorite songs, "Reagan Sucks." The next song they played was "Bob". They played songs from the album "Flossing a Dead Horse" - which is one massive trumpet solo presented by El Hefe. The next song they played was "Eat the Meek" with trumpet and lead vocals by El Hefe. The mosh pit was monstrous and seemed to gain in size as it rotated in circles ...

International Business Culture and Diversity Case Study

International Business Culture and Diversity - Case Study Example Work behaviors vary from one culture to another. Even the organizational culture in place in a multinational company cannot totally dispel the influence of national culture. Organizational culture, in fact, has been known to blow up the members' national culture and gives emphasis to it In the light of the foregoing, culture does figure importantly in the day-to-day affairs of a company, whether or not it is actively into transactions that involve importing or exporting. Even companies that cater purely to local markets are confronted by cultural diversity amongst their employees, their suppliers, their clients, and other people that they do business with.At the onset of globalization, it was believed to bring about some sort of similarity, if not uniformity, of the world's cultures with one another. Although globalization did bring about an awakening to millions of people who used to think that life in their country is almost all there is to living in this world, it failed to make p eople of different races embrace a new culture that can be said to represent all the people of the world. In fact, it is when people of different cultures get together that their distinct traits, beliefs and habits become their source of identity, security and confidence.And so it was in the case of Ray Cisneros, who flew from Los Angeles to Buenos Aires to close a business deal. While his bosses believed him to be the best choice as the company representative because of his culture - his Hispanic background and capability to speak in Spanish - and his drive to excel, he found himself having to cope with issues that basically originated from the culture of the other party, the Argentinean executives. Cross-Cultural Differences Author Wederspahn names two levels that people of two or more different cultures go through before coming to the point when they are able to use the uniqueness of their individual cultures for the good of their common cause. The first level is where cultural dominance reigns. Each party would try to influence the other based on nothing but just culture. In this level, neither party acknowledges that there are cultural differences to be considered; each party would assume that the other will submit to his culture. (1989) Thus, Ray Cisneros flew to Buenos Aires with intentions of doing his presentation shortly after his arrival and with the belief that the Argentinean executives would agree to stick to his planned schedule. Meanwhile, the Argentinean executives arranged to let Ray Cisneros go sightseeing during his first days in Buenos Aires and then to meet him two days later. They were two parties from two distinct cultures, and each one naturally assumed that the other would agree to the designed schedule. This scenario illustrates the first level where cultural dominance is the name of the game. The second level brings in cultural compromise and the synergy that is achieved through it. In this level, the concerned parties learn to meet halfway to come up with alternatives that would be mutually beneficial. This can be attained even with the existence of cultural differences; it is a matter of acknowledging such differences and focusing more on common values and priorities. (Wederspahn 1989) This second level would ideally bring about a fruitful ending to the uncomfortable initial part of the negotiations between Ray Cisneros and the Argentinean executives. In this level, both parties would look beyond their individual feelings, reservations, plans, intentions and hopes for the meetings that are to be held and would instead dwell on the success and benefits that can be generated for both sides by a well-concluded discourse. The motives, plans, moods and behavior of Ray Cisneros and the Argentinean executives could be traced to the general characteristics of their respective cultures. Indeed, adequate information on the American culture and the Argentine