suggestion was that we take a tour round the city. b) After ‘All I ask is that…’‚ ‘All we needed was that…’‚ etc: All I ask is that you listen to me. Subjunctive II/non factual tense forms a) After conjunctions as if…‚ as though…: It was as if she were trying to tell him something. b) After verbs be‚ seem‚ look‚ feel‚ sound: I feel as though I had never been away. Indicative mood can be used when one is confident of the exactitude of the comparison: She looks as
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Analyzing Written Essays COM/150 The four types of essay organization discussed in the course readings are expository‚ persuasive‚ analytical and argumentative. The characteristics that make the essays that I read expository are both provided evidence‚ examples and facts to inform about the topic with a thesis statement as its base. The information was also presented fairly and in a nonbiased manner. For example‚ in the essay titled “How to Succeed as an Online Student”‚ it informed me
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Level: I Lesson: Present Continuous Tense Lesson Aims: - to highlight some of the uses of Present Continuous. - to contrast Present Simple and Present Continuous. - to give students practice in using Present Continuous Tense. - to develop Ss’ speaking competences. Skills involved: listening‚ speaking‚ reading‚ writing. Aids: blackboard‚ textbook‚ work-sheet‚ images‚ video sequences. Warm-up General competence: to interact in spoken communication (complete date‚ recall the activities done
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(HL) (External Assessment) Written assignment 20% Creative writing of 500-600 words plus a 150-word rationale‚ based on one of the literary texts read. The task: Students produce a piece of creative writing that may be chosen from the recommended text types listed for paper 2 (see below). It will be based on a work of literature that the student has read as part of the course and may use related information from other reading material. Examples of written assignments could be writing a
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El 26 de marzo Charger Time! Spanish 2—Acc Tuesday Per 2‚ 3‚ 6 1. Attendance 2. WHILE students practice their Voc 9A:¿Cómo sera el futuro? OR work on their movie review Teacher STAMPs HW (front of WS 901 El Futuro) 3. Teacher answers questions on the review (Casi una mujer). 4. Correct front of WS 901 El Futuro 5. Use PPT—Instrucciones para el juego Lápices Musicales to Show instructions for setting up for the Musical Pens game. Groups
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IB History SL/HL Year I Course Instructor: Mr. Tell Shappley Email Address: tshappley@aisr.org Moodle Course Name: IB History I (Shappley) Course Code: HS812A Learning Overview IB History is a two year course that follows the European stream of the International Baccalaureate program. The scope of the course encompasses the 200 year period from Napoleonic Europe to the end of the Cold War. Topics include the causes and effects of World War I‚ the rise of communist Russia‚ the European
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more than four written tasks‚ if they want to? Yes. Students may write as many tasks as they wish. However‚ teachers have some say in how many tasks they will give first draft feedback for‚ above the required minimum; it is not reasonable for students to submit many extra tasks and expect repeated feedback. Nor is it acceptable for students to repeatedly submit ”extra” tasks that are in fact slightly altered versions of the same material. Teachers should approach the creation of written tasks as an
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1. Spanish Heritage Spain ruled the Philippines for three centuries (1565-1898) Spain’s cultural legacywas more beneficial and comprehensive than her political and economic endowments. 2. Christianity Spain’s greatest legacy The Roman Catholic religion - originated in Asia‚ being founded by Jesus Christ in Palestine; spread to Western Europe after Christ’s crucifixion‚ in the 16th and 17th centuries‚ propagated across the Atlantic to the New World and across the Pacific to the Philippines‚ making
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Recounting a slice of life A) Introduction 1. We recount a slice of life– a past event‚ incident‚ episode or experience which is striking or unforgettable. It also has left a good impression on or a significant message to us. 2. There are two aspects in a recount : * What happened ? * What was so special about the happening ? 3. In Part A‚ Question 1‚ English Language Paper 2‚ DSE‚ the number of words is usually restricted by the tasks specified. Therefore‚ the recount must be
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Written task – SL Language and Literature Weighting: 20% 1. A written task demonstrates the student’s ability to choose an imaginative way of exploring an aspect of the material studied in the course. It must show a critical engagement with an aspect of a text or a topic. 2. Students complete at least three written tasks‚ one of which is submitted for external assessment. The written task is assessed according to the assessment criteria published in this guide. 3. The maximum mark for
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