PREVIEW ( p.14) Go through the preview with your students to let them know about what they will learn in terms of language and skills in this unit Brainstorm the project work which your students will carry out.. You can also prepare alternative projects that your students can do. It is not recommended to make the students work on the same project year after year. Here is a short list of other projects that can be assigned for your students in this unit: a family history project‚ memoirs of
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SECTION 1 Learners and Teachers‚ and the Teaching and Learning Context A: TEACHING AND LEARNING CONTEXTS Task 1 1. In what context will you be doing the CELTA course? The context that I will be doing the CELTA course is as an already experienced teacher‚ having worked in most types of the teaching contexts listed in the task. I have worked‚ for the past eighteen years mainly with young learners‚ although I have gained some experience with adult learners during that time also. Having lived
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money‚ I’d buy a boat. You should go to the doctor. She’s a stranger / She’s a foreigner. I’ve just had lunch. I’m going to visit my aunt tomorrow. Example: I’m seeing the doctor tomorrow at 2.00. present continuous auxiliary to be in the present tense + main verb with ing Talking about a future arrangement. Students may omit the verb ‘to be’ in forming the sentence.(F) Students may use the infinitive of the verb instead of ‘ing’. (F) Students may have difficulty in understanding that we are talking
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question forms. By the end of the lesson the students will be better able to demonstrate knowledge of the proper form of the Past Simple question forms. By the end of the lesson the students will be better able to demonstrate correct usage of Past Tense Simple questions by participating in communicative activities. Evidence: Students’ active participation in the lesson and their correct usage of Past Simple question forms in oral and written communication will be indicators of objectives achievement
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Grammar Rules summary (Units 1-6) Unit 1 GRAMMAR: The Simple Present and Present Progressive Tenses: Present Simple: a. We can use the simple present to talk about actions or states in the future. (Ex: 5) b. We use the simple present to talk about states‚ habitual‚ actions‚ facts‚ and things that are generally considered to be true. (Ex: 1‚ 2‚ 3‚ 4) c. We use the simple present with adverbs of frequency to talk about how often states and actions occur تحدث
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We are not cheated by the officer. 4. Who are the cheated to us? 5. The garden is not cleaned by Lisa. 5. Who is cleaned the garden? NOTE : Tenses Patterns Simple present Am / are / is + Past participle (VIII) Present continuous Am / are / is being +
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verbal category or it is an independent grammatical category. To answer this question I start from the assumption that grammatical categories are correlated with philosophical ones. Thus while the Simple Present‚ Past and Future reflect the division of the objective time into Past‚ Present and Future‚ the Perfect having the meaning of time correlation like Aspect and Voice‚ expresses another notion. So‚ in the form “has spoken” we distinguish the present tense and the category of time correlation
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COMPLEJO EDUCATIVO REPARTO VALLE NUEVO SIMPLE PRESENT AND SIMPLE PAST TENSE Subject: English Students: Andrade Ramos‚ Maria Emeli Argueta Morán‚ Leslie Evelyn Cerón Escobar‚ Maura Elena Escobar Cáceres‚ Marjorie Naydine Romero Regalado‚ Leticia Yamileth Grade:11th Assignment due to: Tuesday‚ April 9th‚ 2013 Simple Present Tense Grammatical Structures: Subject + Auxiliary verb + main verb (do) (base) There are three important exceptions:
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present. Students may struggle to pronounce the weak form in “the” and “at” Students The plane leaves at 10:00 tomorrow. A- Present simple + time marker Subject + verb in present simple tense + time marker B- Talking about a scheduled future event C- Students may find it difficult to use the present tense to refer to a future event. Students may find it difficult to pronounce “tomorrow” especially the weak form at the beginning of the word. D- Someone talking to their friend/co-worker/ relative
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CELTA Pre-Course Task Section 1: Learners and teachers‚ and the Learning and Teaching Context Task 1 1. The context in which I will be doing the CELTA course is likely to be multilingual and an open group of students. Lessons are most likely to be conducted in groups and of a similar ability given that classes are divided into levels. 2. I do not know what context I will be teaching in after I finish the course but I would like to teach a wide range of groups in a number of different
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