will be able to: CCE/EE(added values) : Brainstorming‚ contextualism. Language Content : Noun: large‚small‚male‚female‚etc Instructional Materials (Teaching aids) : word cards‚ worksheet‚ tasksheet‚ Previous Knowledge : Pupils have learnt about sea creatures. Anticipated Problems : Pupils may not understand some of the words from the text read by the teacher. Solutions : Teacher use direct-translation. STAGE / TIME CONTENT TEACHING
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every last word at the end of each line. This brings more focus on the piece of literature‚ thereby as a reader‚ I would ask the question‚ why write it this way? This also gives the sentences a solid meaning. “Tyger! Tyger! Burning bright” and “In the forests of the night”. There is a reputation of the word “Tyger”‚ which is repeated in the beginning. Therefore making it the focal point of the writing. “Bright” and “night” have almost the opposite meaning but here are used in a play on words form. “Burning
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1. Read and analyze the question ● What is the question asking? ● What is the question asking you to do? [Know key words of the prompt] 2. Collect and Sort information ● Brainstorming‚ categorizing‚ generalizing [creating categories]1. Read and analyze the question ● What is the question asking? ● What is the question asking you to do? [Know key words of the prompt] 2. Collect and Sort information ● Brainstorming‚ categorizing‚ generalizing [creating categories] 3. Create your thesis
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Noun Clauses A NOUN CLAUSE is a group of words with a subject and a verb WHO WHEN WHOM You can recognize a noun clause by one of the relative pronouns or adverbs that begin the clause A noun clause consists of three components: A relative pronoun or adverb A subject A verb Noun clauses function like Uses of Noun Clauses After some verbs and adjectives To include a question in a statement (embedded questions) To report what someone has said or asked Noun clauses
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of a written report or oral presentation. 1.1 Describe (P1) the reasons why a media professional may be required to carry out an interview? Consider the following when writing your answer and provide examples to support the points you make. (500 words max written) Purposes of interview: research; enhancement of audience understanding; presenting information; interpretive e.g. expressing or justifying opinion‚ accountability; emotional e.g. allowing audience insight to a situation. Journalistic
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you walk in a funny way but can’t control it? What’s another word for sway? c) The following concept check questions can be asked: Does stagger mean to walk straight? (No) Does it look like normal walking? (No) When you stagger are you about to fall? (Yes) Would someone stagger if their leg was hurt? (Yes) d) Stag-ger is two syllables and the stress is on the ‘a’. The ‘r’ at the end is silent because the end of the word is pronounced ‘ga’ rather than ‘gar’. 3. reliable - (pre-intermediate)
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each other?” A week later‚ the participants were asked “Did you see any broken glass?” When in fact‚ there was no broken glass shown in the slides. The research found that different choice of words had an effect on the estimation of speed as well as the perception of the consequences of the accident. The word ‘smashed’ provided the participants with verbal information that activated schemas for a severe accident. Misleading post event information 9the question on broken glass) easily caused memory
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Word formation From Wikipedia‚ the free encyclopedia In linguistics‚ word formation is the creation of a new word. Word formation is sometimes contrasted with semantic change‚ which is a change in a single word’s meaning. The boundary between word formation and semantic change can be difficult to define: a new use of an old word can be seen as a new word derived from an old one and identical to it in form (see conversion). Word formation can also be contrasted with the formation of idiomatic expressions
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BSEd English 3-1 Developmental Reading Reading Lesson Plan Target Students: Grade 7 I. Objectives A. Identify cause and effect relationship. B. Point out important details by scanning the reading text. C. Figure out meaning of some unfamiliar words through context clues. D. Exhibit understanding of the text by performing collaborative activities. II. Subject Matter Topic: “A Polluted World” (Science-based reading text) Reference: Retrieved from http://thinkonline.smarttutor.com/story-time-
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incredibly diverse and complicated because there is not just one explanation for the question‚ although at a glance it seems pretty simple to explain. He stresses four ways in which the question can be posed. The first way asks what is designated by the word “thinking‚” the second asks what logic has to do with thought‚ the third asks what the prerequisites are for thinking‚ and the final question is what actually commands and provokes us to think? It seems that thinking is like baking a cake for Heidegger
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