Name: TP No: Level: Pre-Intermediate Length: 50 No of students: Main Aim: To develop Ss’ skill to read and listen for gist and for detailed information Sub Aim: 1. To introduce Ss to a few new words and teach them their meaning 2. To develop Ss oral fluency by providing them a chance to speak on a subject to which they could relate to Personal Aim: To stick to the lesson plan as far as possible! Week 1 Week 2 Week 3
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back to its cage. iii. Concept questions and answers: Did the gorilla go back to its cage by itself? No. Who took the gorilla back to its cage? Unknown. Did this happen in the past or the present? Past. 4. passive subject + was/were + past participle Simple past passive 5. In the passive voice the stress falls on the past participle. The auxiliary verb is the weak form. A painting was stolen. The auxiliary verb and the past participle are linked together‚ pronouncing
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Assignment One Focus on the Learner Submission date: July 16‚ 2013 Word count: 875 words Learner profile In order to complete this assignment I decided to observe one of the students from the elementary group. Her name is Diana. She is 21 years old. Her background is as follows: * Diana’s first language is Kazakh‚ but you can say that Russian is her first language as well‚ since at home she uses the first one‚ and for education – the second. She is fluent in both languages. * Diana
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Ridge Vinson 12/3/2012 6th Period Research Paper “Errything that I got‚ I got from slangin birds!” (2 Chainz). What does it mean to slang birds? As times change so does music and the culture around it. Times have been changing and creating a mold for what we now call pop music and rap. The pop culture and the pop music go hand and hand in these ever changing times. The youth that are growing up in society today are being exposed to new and distasteful music which it is having a negative
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scholastic knowledge of English‚ having learnt the language at school as part of the compulsory curriculum. Those who don’t‚ have at least 1 to 2 years experience of learning the language and a number of them have already attended the course taught by CELTA trainees in previous years. As for learning styles there is a core group of retired teachers (mainly Italian and Latin) who I perceive to have a strong linguistic approach. This also emerges from the interviews we had with them on our first day of
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speak English in class? (yes) Form: ’Have to’ behaves quite irregularly in the past and the future depending on the context. Often grouped with modal auxiliary verbs for convenience‚ but it is not a modal verb. In the ’have’ structure‚ have is a main verb. Subject + auxiliary verb + have + infinitive (with to) the infinitive is to Will have to is used to talk about the future or‚ have to‚ if an arrangement has already been made ie: we have to go‚ they are
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Assignment: Focus on Learning Student: xxxxxxxxxxx – Nationality: Nepalese Background xxxx has been in England for about 4 months. She followed her husband to the UK with her children. Her husband is doing a PhD. at Oxford University and has a couple of years further study before he finishes. xxxxx is currently working at Primark as a shop assistant. She learnt some basic English while at school‚ however much of this was listening‚ reading and writing based and the opportunity to speak
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We are almost half way through the CELTA course and it is admirable that all of us have had such a tremendous growth curve. Personally‚ I know I have become much more confident about standing in front of a classroom full of students and talking about different aspects of English language. I discovered the very first day that it was important to establish a good rapport with the students and be comfortable talking with them. I learned it was also important to engage students in conversation rather
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Contents Introduction……………………………………………………………………….3 Chapter I. Theoretical aspect of the verb 1.1 The verb as a notional word denoting process ……………………….4 1.2 Classification of English verbs...........................................................6 1.3 Grammatical categories of the verb....................................................11 Chapter II. Practical aspect of the grammatical categories of the verb in modern English 2.1 The problems of category of voice……………………………………
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levels were tested‚ using an interview I was able to note problems in his speaking. I also asked him to write me a short letter which included similar questions to the ones he had answered during the interview. While his pronunciation was fine‚ his answers highlighted an incorrect use of prepositions with adjectives. For example‚ he said “I’m live at small town at South Italy” instead of “I live in a small town in South Italy.” For this error I have selected grammar exercises centred on the use of prepositions
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