present their points of view using well-structured sentences and vocabulary not covered in the lesson. In some cases the students’ written language is better than their spoken. They write well in present tense‚ some students struggle with irregular verbs and the appropriate use of them. Reading: The students are all competent readers of English. They are able to read quickly for a general idea of the text content and also in depth in order to extract information. They
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Guidance notes for completion of Aston MBA CV Template 1. The template contains a series of text boxes shaded in grey. When you click onto the grey box it turns black and you can then type your entry directly into the allocated space. This ensures that the correct font style and size is displayed. Please do not enter anything outside of these text boxes and please do not change any of the formatting. 2. Picture Goes Here I will arrange for a photographer to take photos for the
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student will express their thinking and ideas in a variety of writing genres Language Skill(s): The student is able to write functional text that addresses audience‚ stated purpose‚ and context DSI Focus: Use of action verbs versus non-action/stative verbs Correlating Academic Language Arts Content Objectives: S3C3PO1: Write a variety of functional text Key Vocabulary: • Directions • Recipe • Functional text Lesson Sequence: Describe your lesson sequence completely
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Legalization of marijuana would benefit the world in ways we cannot imagine. There will be no more deaths forfrom pharmaceutical prescriptions [Assertions need support with sufficient evidence.] ‚ there will be the ability to produce industrial hemp‚ and the money that it can bring into the economy will be astonishing. The medical use for [Check preposition use—incorrect or unnecessary] marijuana has so many benefactors [Incorrect use of this word. Please consult a dictionary to find the
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INTRODUCTION In this task I will talk about my research and analysis on English native speaker’s pronunciation‚ which can be a useful tool to understand the rules adhered to it. The consistencies and inconsistencies among the speaker‚ the account of them and the reasons why they do happen will be observed in this analysis. I asked six native speakers to read aloud some sentences. Five of them were American and one was Canadian. They were told that all of them had nonsense words. Analysis of
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early? Yes It wasn’t necessary for Sarah to get up so early. As a result she had to browse in shops for several hours. c). Checking meaning. Did she get up early? Yes Was it necessary? No d). Form. Subject + need not (needn’t) + have + verb 3 (Past Participle) e). Phonology You’d need to help students with the stress on the first syllable in ‘needn’t’ /niːdənt/ and its linking to weak form of ‘have’ /niːdəntəv/
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generally defined by the syntactic or morphological behaviour of the lexical item in question. Common linguistic categories include noun and verb‚ among others. There are open word classes‚ which constantly acquire new members‚ and closed word classes‚ which acquire new members infrequently if at all. 8 Parts of Speech 1. Noun 2. Pronoun 3. Adjective 4. Verb 5. Adverb 6. Preposition 7. Conjuction 8. Interjection Noun -A noun is a word that names
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"I love" is clear‚ as is the relationship between Greek philos "friend" and phile "I love." In English‚ though‚ we have to go back a millennium before we see the verb related to friend. At that time‚ frond‚ the Old English word for "friend‚" was simply the present participle of the verb fron‚ "to love." The Germanic root behind this verb is *fr-‚ which meant "to like‚ love‚ be friendly to." Closely linked to these concepts is that of "peace‚" and in fact Germanic made a noun from this root‚ *frithu-
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A. What are these words in normal English script? Phonemic script English script 1. /naɪf / knife 2. / mɪɵɒləɗʒɪ / mythology 3. / aɪlənɗ / island 4. / kjʊə / cure 5. / Һjʊməres / humourous 6. / əkwaɪə / acquire 7. / krʌmz / crumbs 8. / ɪgzæmɪneɪʃən / examination 9. / juːniːk / unique 10. / Ɵættʃʃ / thatch B. Write
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Section 2. Verb Tenses There are three pairs of sentences below. Only ONE of each pair is correct. Tick the correct sentence‚ name both tenses (in bold) and answer the follow-up question – as in the example. Example (a) She’s been eating five bananas. (b) She’s eaten five bananas. Tenses (a) present perfect continuous (b) present perfect simple (c) Which of these verb forms refers to a completed action? Ans: Present
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