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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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 and worked‚ teaching English as a foreign language in Greece and Egypt since 1992‚ I have gained extensive experience
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Stories Topic : Simple Past Tense ( regular & irregular verbs ) Skills : Listening‚ Reading and Writing Learning Standards : 5.1.3 Objectives : Pupils should be able to; (i) identify the irregular and regular forms of verbs in the story. (ii) answer 4 out of 6 questions using irregular form of verbs in sentences correctly. Teaching Aids : Text of the story / Words Previous Knowledge: Pupils have been expose on the difference between “Present Tense and Past Tense” Steps:
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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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Part 1: Background a) There was a reasonably wide range of ability in this intermediate level group‚ although the majority of students were able to form coherent sentences. Some students were more confident in answering questions aloud‚ while some needed to use their dictionaries regularly during lessons‚ and were less assured with speaking in front of the class. The age ranged anywhere between mid-20’s and late 50’s. The most common interests of the group were listening to music and watching
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in the grammatical tense‚ which is what structures the plot of the story. In the present narrative tense‚ we find the mother in some sort of religious state of mind where she prays to certain gods and spirits‚ for example: “Ah‚ Amitabha‚ Buddha of great compassion‚ I whisper...” (P. 1‚ L. 24). While she finds herself in this state‚ she is reminded of their‚ her family’s‚ life since they moved from China to America‚ these parts of the story are‚ obviously‚ told in the past tense. The story begins in
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A‚ What ’s More‚ B L. Denise Faulkner Grand Canyon University BIB-650 September 18‚ 2013 A‚ What ’s More‚ B When the phrase “A‚ What’s More B‚ comes to mind one may quickly think of the word parallelism.” Parallelism is the joining together of related ideas to form a complete thought” (Fields‚ 2008). Additionally‚ parallelism relates to the written communication between the phrases of poetic lines which are found in certain
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conditionals and past unreal conditionals. Resource http://www.eslgold.com/grammar/present_unreal_conditionals.html http://www.eslgold.com/grammar/present_unreal_conditionals.html http://www.englishpage.com/conditional/pastconditional.html#pastunreal http://www.englishpage.com/conditional/conditional2.htm Exercise Present unreal conditionals Use The Present Unreal Conditional is used to talk about what you would generally do in imaginary situations. Form [If ... Simple Past ...‚ ... would
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X 2. beauty X 3. garbage _ 4. experience X 5. baggage _ 6. rain _ 7. rug _ 8. nature X 9. bag _ 10. emotion X Topics: Future tense‚ Maybe‚ Might‚ Time Expressions‚ Contractions (will‚ will not)) and Personal Pronouns Specific Objectives: At the end of the workshop‚ the students will be able to: 1. use verbs in future tense‚ 2. express possibility (might‚ maybe)‚ 3. inquire and express about probability‚ 4. provide warnings‚ 5. use time expressions‚
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something along the lines of “need more editing” or “need more proofing”. Based on this I believe that to achieve a higher mark in my grade 12 English class next year I must do this better. Another part that I need to improve on is staying in the present tense. This was another comment on all of my essays‚ whether it was by my teacher‚ or a student editing my essay. I have trouble staying in the
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