Language– Structure 1. Check in a grammar reference book and give examples of the following tenses. Give REALISTIC NATURAL examples that might commonly be spoken/written by a native speaker. a.Present Simple I wake up late. b.Present Continuous He is eating. c.Past Simple She sat down. d.Past Continuous They were still talking when I left. e.Present Perfect Simple He hasn’t lived in London for long. f.Present Perfect Continuous It has been
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Language Related Tasks Words: 881 A. 1. The gorilla was taken back to its cage. The paintings were stolen from the museum. 2. Used to talk about: When we want the object to be the subject The subject is not doing the action The ‘doer’ of the action is unknown or unimportant Something that happened at one point in the past. 3. i. A gorilla caused panic after escaping a Dutch zoo last week. Bokito‚ an 11-year-old gorilla‚ injured four people. After two hours the zookeepers were
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Pronunciation: hæ v tə Have to = stress A speaker of a particular language such as French‚ might have difficulty with certain sounds like /h / (L1) Appropriacy: Can be used formally and informally‚ not to be confused with ’must’. Anticipated problems: The learner may confuse ’have to with ’must’. We use have to (not must) to say what someone is obliged to do. Solutions: CQ: eg: (A) ’ I broke my arm last week’... (B); did you have to go to hospital? (A): Yes‚ ’I have to go again
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able to use the simple present tense to describe actions which may not be happening at the time of speaking and may be repeated actions. | Assumed knowledge:Students may be able to use simple present tense with reference to themselves. | Anticipated problems: 1 – forgetting the –s for he/she/it2 – confusion with the past tense/continuous present.3- placing the adverb incorrectly in the sentence | Solutions (For Vocabulary and Grammar Lessons use the L A sheet)1 – give worked examples2 – show a
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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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Teaching strengths in different situations: Planning stage: * Improving lesson planning. Lesson plans are detailed‚ reflect comprehension of aims‚ anticipated problems and possible solutions‚ and where I need to improve. * Use of materials: prepared supplementary worksheets when necessary. In the classroom: * Evidence of applying what I am learning from input sessions and feedback sessions. * Manner‚ rapport‚ response to students. * Eliciting from students during all
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Cambridge CELTA Written Assignment Two Skills –related tasks Word count: 1082 I acknowledge that this paper is my own work. Trainee: Mileva Genadieva Signature: Date: 18.02.2013 Receptive skills: According to J. Harmer in his book The Practice of English Language Teaching‚ “receptive skills are the ways in which people extract the meaning from the discourse they see or hear”. In the following text “Playing with your food” the main skill that is being
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Ezekiel Amarh Celta Assignment 2: Focus on the Learner For this assignment‚ I interviewed Ibrahim A Rabie‚ a 46-year-old Sudanese student from my intermediate class. Ibrahim works night shifts as a security guard in west London and spends most of the day recovering from the long twelve hour shifts. Ibrahim’s first language is Arabic which he speaks at home with his wife. He came to England to live with her in 2007 and has been studying English on and off for the last year and a half. Ibrahim
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2008 ICT AND NIGERIAN BANKS REFORMS: ANALYSIS OF ANTICIPATED IMPACTS IN SELECTED BANKS Osabuohien‚ Evans S.C.‚ Economics & Development Studies Department‚ Covenant University‚ Ota‚ Ogun State‚ Nigeria ABSTRACT Banking has become highly ICT based and due to its inter-sectoral link‚ it is reaping the benefits of technological revolution as evidenced by its application in most of its operations. The study carried out empirical analysis of the anticipated role ICT has in enhancing the operations of selected
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present simple (especially 3rd person singular) (e.g. "I must to take the train"‚ "She like climbing"‚ "Stephen come from Australia") very often confusing it with the present continuous. ("Sometimes I’m reading Turkish books"). Most students also have problems when using the simple past ("we seed it’s ill"‚ I gone to school with her"‚ "We can found this in a school"‚ "Where are you born?"‚ "She
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