Written Assignment 2: Language Related Tasks Name____________________ Date __10th March 2013__ I confirm that this is my own work Signature_________________________________ Include this page with your assignment. Assessment criteria: Successful candidates can demonstrate their learning by: | Comments: | - analysing language correctly for teaching purposes | | - correctly using terminology relating to form‚ meaning and phonology when analyzing language
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BUSN 279-001 01/31/20013 Assignment: Business Lunch etiquette 1. Brian was busy text‚ he did not shake Linda jones hand when she was introduced because he was on the phone chatting‚ he wasn’t supposed to be the first on to order the leaker (Gin and tonic) he could have wait to what others are drinking. He was the first one to order the food‚ and again he is the first one to start eating. 2. I will advise him that next time if he has a business lunch appointment again in his life‚ he need to do
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Mathematics. All of these require students to learn‚ memorise‚ understand and to be tested. Besides grades and examinations‚ the school also encompasses a wider curriculum including character moulding‚ citizenship building and personality development. Indeed‚ I think the school does prepare us for life. Firstly‚ the school teaches us self-discipline. We learn to keep to a schedule and to adhere to the timetable. We also learn to appreciate time and to be punctual. Moreover‚ we are trained to plan and manage
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1. Background and education framework For this assignment I interviewed XXX‚ a 26 year old refugee from Eritrea. The political situation in his country is grave. It is a single-party presidential republic‚ where any kind of outspoken criticism is punished without trial. Back home the government recruited him to be a soldier and as he would not comply‚ he had to run. He fled to Slovenia with his wife‚ leaving three children in Eritrea to live with their grandparents until he and his wife find a
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Mary woke up early to catch the 9am bus to her interview location. However she had forgotten that the interview was at 3pm. It was not necessary for Mary to get up so early. As a result she waited for several hours in a café. CCQs: Did Mary wake up early? (yes) What time was her interview at? (3pm) Was it necessary to get up early? (no) Tell me about a time when you were too early for something and had to wait. Form: She+ needn’t have got up Subject +need not+ have
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to past time). (Must/’ve + past participle). Structure: modal + have+ past participle Must have + past participle CCQ’s: 1. Is she at work now? (No) 2. Do I think she has already gone home? (Yes) 3. Am I 100% sure about this? (No) 4. How sure am I? (99%) 5. Do I think it’s very likely (Yes) 6. What would I say if I was 100% sure? (She has gone out) 7. Am I talking about the past? (yes) Phonological features: contraction of must+have to ‘ve. weak form /məs(t)/
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confessional poems “I had been hungry all these years” and “I gave myself to him” by Emily Dickenson have a unique economy of style which actively challenges these dichotomies in the notion of “belonging”. Moreover Dickenson is contrasted with Annie Proulx’s shocking short story “55 miles to the gas pump” which promotes the view that geographic and social isolation‚ taken to extremes‚ can result in destructive and macabre outcomes.
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ago we had to move. To me it was a huge change in my life‚ it wasn’t gonna be the same once we were gone. All the memories would be left behind and we would make new ones. When I found out we would have to move I was upset. We had worked so hard to make that house look how we wanted it to. We built things that we hoped would stay there for a while‚ but when we were told we had to move everything we built we wouldn’t be able to take with us. I could feel an empty feeling in my stomach when I thought
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Selma Pasanbegovic Assignment 1 – Focus on the Learner Task a: Learner’s Background For the purpose of this assignment I chose Feruza‚ an Eritrean high school graduate. She was born and raised in Eritrea and came to live in Jeddah only five years ago. She studied English in an elementary school in Eritrea and continued studying it in an Eritrean International High School. She is not happy at all with what she has learnt during those years. She explained that during her elementary school years
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CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications‚ examinations and assessments in England) at level 5 on the Qualifications and Credit Framework. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom Email: ESOLhelpdesk@CambridgeESOL.org www.CambridgeESOL.org EMC|2254|0Y12 © UCLES 2010 CAMBRIDGE ENGLISH: CELTA SYLLABUS
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