Microenvironment Forces Facing the Luxury Brand Industry

There are many micro environmental forces affecting the luxury brand industry, and these include customers. Customers tend to come from different places hence inhabiting different characteristics and behaviors regarding spending. Depending on how they raise their incomes, consumers tend to spend in different ways. For instance, people with high incomes tend to purchase quality products regardless of their prices.Advertising We will write a custom essay sample on Microenvironment Forces Facing the Luxury Brand Industry specifically for you for only $16.05 $11/page Learn More This means that some people can afford expensive luxurious products while others can only afford cheap goods. This factor affects the luxury brand industry in a great way because if in a given location people are extremely poor then the profitability ends up being high and vice versa. Customers are dynamic, and they change with various factors within their environments and these chang es have significant impacts on industry performance (Earl and Kemp, 2000, p.76). Competitors pose enormous challenges to other players in the industry because they come out to fight for their stake in the market. This is tremendously significant because different players have to make sure that they consider providing the best to their customers. Customers’ purchasing decisions are guided by quality and affordability hence they opt to purchase goods from favorable sellers. In fact, customers prefer purchasing luxurious goods from providers who offer quality products at considerable prices (Lantos, 2010, p.67). Therefore, competitors play key roles in price stabilization, in the market, because they compete on price in order to offer their customers the best. Political factors have a lot of influence to the industry, as well. This means that leaders in any country or state may determine the type of business environment in which an industry operates. Politicians make decisions t hat affect people’s lives. Therefore, their decisions have a direct impact on consumer behavior. For instance, if they develop fiscal policies influencing consumption positively, then people may tend to buy a lot of luxurious brands and vice versa. In case, there is political instability in any country, consumer behavior is affected, and this affects the luxury brands industry in a great way (Lantos, 2010, p.67). For instance, violence caused by political actions may affect businesses leading to accumulation of losses. Losses can occur where people loot stores taking away stocks or destroying business premises causing losses for the business people. Factors increasing younger consumers’ interests in luxurious products Consumption of luxurious good is in rampant increase among young people in the society today. This is caused by the fact that young people are exposed to a lot of online marketing of luxurious brands hence creating awareness among the lot. This means that marketing is extremely crucial as creation of awareness leads to increase in buying.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Young people have a lot to do with the internet as compared to the elderly and this provides a scenario where customers learn about current affairs in the world. For instance, majority of young people are subscribed to social networks such as Facebook and twitter. Through these social networks, they get opportunities to meet and know other people from different parts of the world. Some of these people are professionals who may be out to look for customers from all over the world. For instance, a marketer may come up with a group in a social network to discuss their products with friends (Lantos, 2010, p.67). This may involve adding many people to the group regardless of where they come from hence creating a platform for advertising their products. People lear n about their products and they acquire as much information as possible from the site hence making purchasing decisions. This has led to the increase in the number of young people involved in purchasing of luxurious brands. Young people are so much into movies and latest music, and they become fans of given artists. Artists are used by companies to market their brands, and the strategy has actually worked for many organizations. For instance, many young people buy clothes with brands similar to those worn by their favorite actors or musicians. This is the reason why young people are spending a lot of money to buy luxurious brands. In addition, young people are after showing off to their friends (Earl and Kemp, 2000, p.76). This has led to increase in purchasing of expensive luxurious products because young people want to make sure that they have best brands. In fact, they compete on brands hence making substantial money for players in luxury brands industry. Finally, young people ha ve few responsibilities hence opting to spend their incomes on luxurious brands. Most young people have no families hence end up with a lot of money due to limited responsibilities. Reasons for the growing interest in fake luxurious brands among young people Higher income among the youth has led to increase in demand for luxurious goods. Manufactures have come out to take advantage of the situations by developing products which are not necessarily original to get a share of the increasing demand in the market. They have come up with products which are slightly different from the known ones hence confusing the situations on the ground.Advertising We will write a custom essay sample on Microenvironment Forces Facing the Luxury Brand Industry specifically for you for only $16.05 $11/page Learn More For instance, Nokla has been produced to compete with Nokia and the brand has created an uphill task for the original Nokia. Copying well-known brands have made many customers choose brands without knowing about fake products since the difference is slight (Earl and Kemp, 2000, p.76). This means that marketers of fake products are remarkably specific when developing their brand names. This is because they know darned well that consumers are never keen about products names hence a slight change can work out for them exceptionally well. Governments have been unable to control this copying of brands because they get a lot in terms of revenue generated by fake brands. In fact, fake products are selling more than original ones because they normally sell at lower prices. In addition, marketers of fake products are extraordinarily sharp hence putting a lot of efforts to make sure that they win consumers’ minds hence influencing their purchasing power. Fake brands earn consumer credit easily because they are aimed at offering to consumers what the original brands do not. In fact, this has created perfect competing grounds for fake producers as they argue on additional features. Consumers prefer acquiring products with additional features without considering their quality. In fact, most of the fake products have shorter lives as compared to original products. This is the reason why they sell at comparatively low prices hence becoming appealing to consumers (Michman and Mazze, 2006, p. 46). In addition, many products keep on upgrading their status aimed at increasing perfection and productivity. This gives fake producers a chance to come up with their copied versions of the original versions hence being able to feature in the market effectively. In fact, products, which do not need upgrading, may not have fake versions since consumers get used to the original version and they enjoy its satisfaction. Issues that are giving rise to the consumer trend towards ironic purchasing of products Ironic purchasing of products is instigated by factors such as poverty. This is where people are poor, but they need luxurious goods in their lives. This leads them to purchasing fake products in order to satisfy their urge. These people purchase fake brands knowing exceedingly well that they are purchasing fake products. In many cases, people end up purchasing fake brands thinking that they are purchasing the original brands.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This can be attributed to lack of sufficient information regarding original brands. Majority of consumers in the market today deliberately purchase fake products because of their own reasons. Some may purchase such products just because they are cheap and justify their decision (Michman and Mazze, 2006, p. 46). This happens where people purchases fake products and when asked about the purchase, they defend their actions. This is particularly dangerous because people may end up consuming fake products hence denying original producers their rightfully owned benefits. In addition, there is a lot of marketing on the internet whereby fake products are advertised and displayed for customers on the internet. This leads to increase in purchasing of fake brands as consumers learn about them from the internet (Lantos, 2010, p.67). In fact, they can even get a chance to learn more about fake products from their marketers. These marketers convince online customers until they buy their products hence promoting ironic buying because customers buy these products thinking that they are original. The perception comes up where they believe that fake products should not be marketed on the internet. References Earl, P. E. and Kemp, S. 2000. The Elgar Companion to Consumer Research and Economic Psychology. Edward Elgar Publishing, Sydney Lantos, G. P., 2010. Consumer Behavior in Action: Real-Life Applications for Marketing Managers. M.E. Sharpe, London. Michman, R. D. and Mazze, E. M. 2006. The Affluent Consumer: Marketing And Selling the Luxurious Lifestyle. Greenwood Publishing Group, New York. This essay on Microenvironment Forces Facing the Luxury Brand Industry was written and submitted by user Karson Weiss to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

homosexuality in the media essays

homosexuality in the media essays Throughout life we deal with many different constants. From the speed of light to the knowledge that a good friend is close by, constants give us security and a piece of mind in a world that is rapidly changing and expanding right before our very eyes. While many aspects of life are there to constantly bring us comfort, others are there to constantly challenge our perspective of reality. These challenging features may sometimes bring us pain as a society, well...as my mother always said, what doesnt kill you makes you stronger. Since the onset of motion pictures we have become accustom to viewing our societal challenges on the big screen. We were there when our countries bloodiest battle led to the ravaging of Terra. Our own eyes were witness to the ruthless Mrs. Robinson as she fought to keep her daughter away from the man that she loves. More recently, our society was able to feel for a Philadelphia lawyer as he fought against corporate discrimination. While emancipation an d the womens movement were very important events in the maturation of our country, the issue that we are currently dealing with is the evolution of homosexuality into every-day America. In modern day America we deal with the idea of gay equality in every step that we take. Weather a petition is getting signed to constitutionally ban same-sex marriages or a boy in Wyoming is tied to a fence because of his sexuality...the hatred is everywhere. American cinema is often the place where we as a culture test out our ideas on a general public. The idea that is in the mind of many Americans lately is that of our changing paradigm of family. No place is this modern and changing paradigm more evident then in our own cinema. Gay characters, in one form or another, have been with us since the very first motion picture. The most notable gay characters have often been portrayed as the sissy, or an evil villain . The first line of f...

5 Easy Resolutions for the New Year

5 Easy Resolutions for the New Year New Year’s resolutions are hard. There’s a reason you haven’t been doing these things all along- because life often gets in the way of going to the gym regularly, or eating better, or spending more time on passion projects. The trick is to make sure your resolutions are specific things you can achieve in the short-term. Otherwise, they’ll just end up repeating on your list at the end of next year, still undone and haunting you. In addition to any larger personal resolutions you might have for the new year, here are some small resolutions you can definitely achieve that  will make your work life better.1. Go to bed (slightly) earlier.This one is hard, I know. There’s that show on TV. And Facebook isn’t going to check itself at midnight, amiright? Try moving your bedtime up in 15 minute increments, and see how it goes. You’ll get more sleep and be more ready to get moving in the morning.2. Come up with a lunch plan.If you don’t do this already, plan to bring your lunch more often. Spend a little time on weekends coming up with a brief plan of what you’ll bring, and pick up those items at the store. That time, plus the mere 15 minutes it will take each night to pull together a salad, pre-made soup, or sandwich, will be worth it when you’re not buying $10 salads. Ease into it by saying you’ll start with a few days per week. You don’t have to turn into someone who eats a Sad Desk Lunch everyday; bring things you’ll like eating, and eat with coworkers, or outside.3. Don’t scrimp on the stress relief.Maybe a half-hour kickboxing class gets out all of your frustrations. Maybe a 3-hour Netflix binge is what you need to untangle your mind from a crappy day at work. Maybe you can do yoga in your living room while your dog tries to push you out of the way and lay on your yoga mat (true story). Whatever helps you get through the week, make sure you rally to do it twice a week . The rest of the week, you can stay on the couch and think about how you should be doing that thing.4. Don’t say â€Å"yes† to everything.Remember that it’s okay to say no to requests or invitations if you just can’t handle them. Maybe don’t try this when your boss invites you to perform a task that’s well within your job description, but going above and beyond is not always mandatory. Sometimes it’s just not possible to be the one who juggles all the balls. Know what your limits are, and don’t be afraid to say, â€Å"No, I don’t have the bandwidth for that right now.†5. Don’t get angry at the little thingsWe all have petty workplace grievances: someone who takes forever at the copier, or that guy who is just†¦ so†¦ annoying. Listen to the advice from that ubiquitous Frozen song and let it go. In the new year, try to tune out things that would ordinarily bump up your blood pressure. Chances are, you can’t do anything about the annoying things that people around you do, so don’t worry about them. You do you, and concentrate on what makes you more happy and productive.You got this. None of these things require major lifestyle changes, just a few†¦ tweaks. And even if this isn’t the year you finally finish writing that novel or lose 25 pounds, you can check these off and feel great about what you’ve changed for the better.

Difference between B2B and B2C Marketing Essay Example | Topics and Well Written Essays - 1500 words

Difference between B2B and B2C Marketing - Essay Example The relationship shared by a company with external clients, whether general consumers or other businesses, is a vital aspect and requires careful strategic planning. B2B marketing and B2C marketing have therefore evolved into important areas of study in marketing. The current paper aims at understanding the differences existing between the two marketing models. The research has been carried out in respect of the B2B and B2C marketing strategies existing in the airline industry in reference to Qantas airlines (Basole and Rouse, 2008). While marketing products to other businesses, preference is given to the logic of the product. Time and cost saving are the most important features which are highlighted. B2B marketing involves careful strategic analysis of the different organizational processes. The need for seeking an in-depth knowledge regarding a firm’s operations, supply chain, value chain and overall resource management process is higher in the B2B marketing process (Vargo a nd Lusch, 2008). Relations with suppliers are also seen to hold an important place in such a marketing approach. In contrast to such marketing strategies, B2C marketing strategies center upon attracting consumers by highlighting the benefits and the uses of the product. Consumers are seen to remain more focused on the features and uses of a product (Vargo and Lusch, 2008). Price and quality are also important factors which should be considered while marketing products to the consumers. There are also fundamental differences in the manner in which the products and services are presented in B2B and B2C marketing. In B2B marketing, products are presented using consultative sales techniques.

Contract Negotiations Research Paper Example | Topics and Well Written Essays - 1000 words

Contract Negotiations - Research Paper Example Finally, the conclusion will sum up the thesis as well as the findings. A contract is a lawful agreement involving two or more parties. This means that contract negotiation is a process of talking about the stipulations of the agreement to reach a specified goal. Before attempting to negotiate a contract, one need to identify the main objectives for entering into the agreement, research on the present contract laws, build trust with the negotiators, and prepare for the entire negotiation by getting important figures and facts. Contract negotiators have immense skills and knowledge that help them to acquire a more appropriate and constructive contract for their clients (Garrett, 2005, pp. 18-21). Therefore, under the theoretical foundation, this treatise aims at describing the main areas of knowledge and skills that are important to ensuring success of a contract negotiator. It also details one strategy that an effective negotiator ought to consider to achieve a favorable contract. In addition, under the discussion part, relevant implications in regard t o contract negotiation will be analyzed. This discourse concludes that effective communication, critical thinking, active listening, legal and technical understanding, management, and social perceptiveness are some of the skills and knowledge that are required to guarantee a constructive contract. Research shows that the main job of a contract negotiator is to maximize value for their employers. Therefore, they need to be highly competent and possess particular skills and knowledge that are in accordance to their line of work. For instance, one of the main qualifications that they need to have to ensure a favorable contract is impeccable communication skills. This means that they must effectively articulate the needs of the organization and be in a position to win more clients. Moreover, they need to have a rich ground for knowledge and be critical thinkers. In that

As You Like It Essay: Violating the Established Social Order

Violating the Established Social Order in As You Like It  Ã‚     Ã‚  Ã‚   The recent White House sex scandal raised issues about gender, desire, and an established social order - issues that questioned established social norms and ideas about the power and politics of sex. Our society is not the first to recognize the effects that sexual politics and gender relations have had on social order, however. The works of William Shakespeare are ample evidence that Elizabethan England was firmly in touch with these notions. Shakespeare’s keen observations and careful crafting demonstrate over and over again that the battle for power is an ever-present one, and that social order is an ever-changing phenomenon. Quite often, Shakespeare questions the "norms" of gender, desire, and social order, and does his best to show that these norms can easily be changed (often with hilarious consequences). As You Like It is a prime example. Rife with usurpations, cross-dressing, female aggressiveness, and even a god named "Hymen", Shakespeare does his best to throw the established norms into disarray. He takes the "rules" regarding gender, desire, and social disorder completely upside-down. As You Like It shows that, like a hymen, these rules are made to be broken. The catalyst for the chaos the drives the play is certainly the violation of social order. Charles the wrestler tells us, "†¦the old Duke is banished by his younger brother the new Duke†¦" (I,i,99-100), and we are off and running. The old usurped Duke (Senior) has gone to live in the forest of Arden with several loyal followers, "and there they live like the old Robin Hood of England" (I,i,116). This allusion to the social outsider who robs from the rich and gives to the poor highlights how th... ...of Chicago Press, 1946. Harris, Laurie Lamzen, ed. Shakespearean Criticism : Volume 5. Detroit : Gale Research Company Book Tower, 1984. Holland, Norman. Psychoanalysis and Shakespeare. New York McGraw-Hill, 1966. O'Connor, Evangeline M. Who's Who and What's What In Shakespeare. New York : Avenel Books, 1978. Shakespeare, William. As You Like It. Eds., Louis B. Wright and Virginia A. LaMar. New York : Washington Square Press, 1960. Spurgeon, Caroline. Shakespeare's Imagery And What It Tells Us. London : Cambridge University Press, 1965. Stevenson, Burton. The Standard Book of Shakespearean Quotations. New York : Funk & Wagnalls Company, Inc., 1953. Thaler, Alwin. Shakespeare and Our World. Knoxville, TN University of Tennessee Press, 1966. Webster, Margaret. Shakespeare Without Tears. New York Capricorn Books, 1975.      

Celta – Pre-Course Task

CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for. Celta – Pre-Course Task CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for.