Verb Tense Exercise 1 Simple Present / Present Continuous 1. Every Monday‚ Sally (drive) her kids to football practice. 2. Usually‚ I (work) as a secretary at ABT‚ but this summer I (study) French at a language school in Paris. That is why I am in Paris. 3. Shhhhh! Be quiet! John (sleep) . 4. Don ’t forget to take your umbrella. It (rain) . 5. I hate living in Seattle because it (rain‚ always) . 6. I ’m sorry I can ’t hear what you (say) because everybody (talk) so loudly.
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I’ve been waiting here for two hours. Meaning I started waiting here two hours ago. I am still waiting here now. Form Subject + have/has + past participle (been) + present perfect continuous Pronunciation Contraction of I and have – I’ve Been – weak /i/ Waiting - /wei/ Eliciting Show picture 1 of myself sat at a table with a knife and fork in my hands with a big clock in the background. The time on the clock is 7pm. I am happy. Ask: Am I waiting for food? Yes Show picture 2
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The scoreboard shows 95-96; the Cleveland Cavaliers are trailing the Los Angeles Lakers by one point. It is the final game of the NBA season and Lebron James is leading Cleveland through their victorious season. One year earlier‚ the team coach drafted James into Cleveland’s team hoping that this amateur would demonstrate the winning edge to the Cavaliers. The coach anticipated witnessing Lebron playing in a game; all doubts vanished when he realized the true skills of the young man. Now‚ Lebron’s
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technology course per training session. (a) Identify the main entity types for the company. (b) Identify the main relationship types and specify the multiplicity for each relationship. State any assumptions you make about the data. (c) Using your answers for (a) and (b)‚ draw a single ER diagram to represent the data requirements for the company. Chapter 13 Extended Entity-Relationship Modelling 13.7- Describe the two main constraints that apply to a specialization/generalization
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Lesson Plan - Adverbs Lead in – Engage Ss and introduce topic of lesson Read my holiday story to Ss 3 min Stage 2 Read my holiday story again and ask Ss to listen more carefully this time to see if they can identify a word group that I have used a number of times in this passage. Ellicit from them adverbs mention that will only be looking at ly adverbs today. Put a couple of sentence on board as examples ie. Mark drives his car quickly‚ Sally sings beautifully ask students if they can
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adolescents show the greatest changes. (3) Critical periods are the specific times when the development of certain characteristics is very sensitive to the interaction between physical and environmental influences. Feedback on question 2 The correct answer is alternative 3. Here it is important to keep the interactive nature of physical development and environmental influences in mind. Read the examples in your prescribed book (p. 18). After studying the discussion of critical or sensitive periods and
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66 ESSENTIAL PHRASAL VERBS (INTERMEDIATE) AGREE WITH - estar de acuerdo - "All women are bad drivers." "I don’t agree with you." BE ABOUT TO - estar a punto de -I was about to leave the house when my friends arrived. BE BACK - regresar -I’m working late at the office tonight so I won’t be back until 10. BE OUT OF - quedarse sin - We’re out of eggs so we can’t make a tortilla. BE OVER - terminarse - When the football match was over‚ we went to the pub. BE UP - estar levantado - "Phil isn’t up
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Assignment 2 – Focus on the Learner Background: For the purpose of this assignment‚ I interviewed Cedrick a 23 year old French student from the Democratic Republic of the Congo in the intermediate class. Cedrick was born in Lubumbashi. He got his Matric in 2008 and attended university for 2 years before and he ’s learning English so that he can continue his studies in South Africa. “The reason I ’m learning English is that I am a french speaker and I wand to study in a english country‚” he writes
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Assignment 1: Focus on the Learner Note: The student’s name has been changed for the purpose of this example assignment 1. Background For this assignment‚ I interviewed Suzie‚ a Japanese lady in the Upper-Intermediate English class. Suzie moved to Australia for her husband’s work and has been living here for about one year. Back in Japan‚ she worked in an office but is not currently working here. She would like to improve her English so she can make new friends here and more fully integrate into
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Learner Profile The Learner is a thirty-six year old Turkish lady who has permanently lived in the UK since 1995. She does not speak any other languages other than Turkish and English. She is a high school graduate with a healthy hunger to learn further. The Learner came to England because of her marriage as her husband‚ another Turkish national‚ has his own business set up in the UK. She is a housewife and mother to twin boys‚ age 14. At her arrival‚ she was not able to speak any English.
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