WORKSHEET – UNIT 8 Task 1 – Identify the following future ‘tenses’: a) I am going to the theater later this evening. Present continuous b) They’re going to play basketball on Tuesday afternoon. Be going + infinitive c) Jane will have left her job by the end of the week. Future perfect d) The train leaves at 6.00 pm. Present simple e) At this time tomorrow I will be lying on the beach. Future Continuous f) Next year‚ Paul will have been living in Italy for
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interacting with other children. Children of three years are easily afraid and begin to imagine and pretend. With communication development a three year old should begin to use full sentences and tenses‚ also the child should be talking quite often and start to ask questions however they may make grammatical errors such as ‘I goed there’ instead of ‘I went there’. The child may enjoy more complicated stories and have favourite books which they ask for frequently‚ the child will be trying very hard to
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1 Chapter 1 INTRODUCTION This is the beginning page of Chapter One. REMEMBER: University requirements supercede all other requirements when typing your project or thesis . The margins must be 1. 5 ” from the left hand side and one inch from the top‚ bottom and right side of the page. The page numbers for all pages will be in the upper right hand corner. NO PAGE NUMBER CAN APPEAR IN THE MARGINS. THIS INCLUDES TOP‚ RIGHT AND BOTTOM MARGINS. “Chapter” is typed in upper and lower case.
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Defining Informal and Formal Writing Informal Writing/Writing to Learn: Writing for the main purpose of finding out if students understand material‚ have completed reading‚ or done assigned work. Formal Writing/Learning to Write: Writing for the main purpose of having the student present content from the discipline in a style and form that practitioners could readily recognize and accept. Informal Writing By articulating their analyses and opinions on paper‚ students digest information more quickly
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Basic Language Training: Part One List of contents BLT 1 Introduction‚ Aims and Objectives Syllabus Lesson plan Lesson 1 Lesson 2 Lesson 3 Lesson 4 Review 1 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Review 2 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Review 3 Lesson 13 Lesson 14 Lesson 15 Review 4 2nd day dialogues: A’s version 2nd day dialogues: B’s version Listening texts: Lesson 1 – 15 Appendix: Verb list Combined vocabulary list List of post positions Sentence structure charts
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References: Aitken‚ Rosemary (2002) Teaching Tenses. Brighton: ELB Publishing. Cowan‚ Ron (2008) The Teacher’s Grammar of English. Cambridge: Cambridge University Press. Scrivener‚ Jim () Learning Teaching: The Essential Guide to English Language Teaching. 3rd edition. MacMillan Press. Scrivener‚ Jim
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where he “goes” and what happens or what is going to happen. “like a confession. A secret‚ too fragile for the light of day” what is the “confession”? What is the “secret”? “Too fragile for the light of day” makes the reader wonder‚ makes the story tense in a way‚ makes the reader curious. “There were tears rolling down Quinn’s cheeks. He was afraid‚ and maybe for the first time in his life he was admitting that he was. “I don’t want to be empty on the inside‚” he cried. “Please. . .please don’t do
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Literary Analysis of the poem "Hymn to the Night"‚ by Henry Wadsworth Longfellow‚ applying the "New Criticism" approach. Imagery: The imagery of the hymn is very rich and diverse. Longfellow uses a lot of personifications‚ similes‚ metaphors‚ and other literary figures to create the aesthetic atmosphere of the poem. Personification: The most widely used device of the poem is personification. The central image of the poem is the Night that is a personification of the beloved woman. Personification
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Authenticity for the Rest of Us This chosen group of poems gives examples of contrast between appearance and reality. We learn that appearances can greatly deviate from what is hidden on the inside. Through the use of irony‚ we also learn the virtues of authenticity. Appearance versus reality is exhibited in “Richard Cory” by Edwin Arlington Robinson through the use of visually stimulating words to evoke various feelings in us. In E E Cummings’s “Buffalo Bill’s‚ the speaker admires Buffalo Bill’s
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Focus on the Learners A. The Intermediate level students have different backgrounds‚ learning experiences‚ and learning styles‚ but they find some common ground in the learning styles preferred‚ the parts of speech to be corrected‚ and the skills to be developed. The class is composed of 11 students who fall within the age range of 17 to 43 years. The group diversity also extends to their nationalities: five Thais‚ two Sri Lankans‚ two Pakistanis‚ one Japanese‚ and one Korean. The students with
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