actions that have a result now. Timeline: x (x)(x) has happened past present future CQs : Did it happen in the past? Yes. Is the day going on? Yes. Is it likely to happen some more events? Yes. Are we affected by the things that happened to us during the day? Yes. What events? We didn’t sleep well. What affects do we have now? We may
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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 correctly (See Appendix A.). Another example of language difficulty was the use of quantifiers when speaking;
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By doing so‚ they will be more focused on skimming to get the general idea from a text‚ rather than reading for detail. Receptive skill 2: reading for specific information Procedure Tell your students that now they will have 3 minutes to read the article for a second time to search for specific
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the idea of advice needs to be established‚ as well as the fact that it’s something far away from reality. Set up a dialogue that include both 1st conditional and 2nd conditional ‘if I were you‚ I’d…’ to give advice. A: If I win the prize‚ I will have a celebration party.(‘win the prize’ is something possible) B: If I were you‚ I will go to travel. (‘If I were you’ is something impossible. And it is a way to give advice) Ss may get confused with the 1st conditional sentence. -If I
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village and the most common language used in this village is English. He needs English to be able to chat in the internet and communicate when travelling. He started studying English right from primary school but due to the fact that he did not have the opportunity to practice it‚ in terms of speaking (communicating) and in other skills‚ he has a little knowledge of English. In his secondary school days‚ he also studied French along with English and he said he found French easier than English
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This case study is based on Patricia‚ a Spanish national in her twenties who is in her last year studying an Economics degree course. She is also a student on the Elementary course at the British Language Centre. Patricia’s started learning English at the bi-lingual school she attended. She learnt English for 3 years but did not take any official examinations‚ but sees this as a possibility for the future. At school she learnt English because it was obligatory. The only other language she speaks
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CELTA Pre-course task sheet Section 1 – Learners and teachers‚ and the learning and teaching context A – Teaching and learning contexts Task 1 1. Lesson in groups‚ Multilingual & Open groups‚ full time course‚ mixed ability & gender groups‚ day classes‚ smaller classes‚ teachers with English speaking background 2. One to one lessons / lessons in groups‚ monolingual groups‚ closed / open groups‚ fulltime / part-time course‚ mixed / similar ability groups‚ mixed / same gender groups
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with the team LESSON PLAN: POSITIVE ASPECTS OF THE LESSON: ACTION POINTS FOR THE NEXT LESS For this stage of the course your lesson today was: Above standard □ To standard □ Not to standard □ Tutor signature: I have read and understood the tutor’s feedback Trainee signature: ______________________________________________________________________________________________________________________________ BOARD PLAN
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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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| CELTA Lesson Plan | Teacher: | Kellie Cristhina dos Anjos | Level: | Real beginner | Date: | Mar 14th‚ 2013 | Lesson No.: | 3 | Length: | 45’ | Start time: | 9:00 | No. of Ss.: | 7 | | | Finish time: | 9:45 | MAIN AIM (language/skills): GRAMMAR | By the end of this lesson students will be able to give their e-mails‚ telephone and talk about their profession. | SUBSIDIARY AIMS: | 1. Students will review the greetings and professions presented in
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