Celta Language Related Tasks

In the story, "Boy's Life", Cory Mackenson is in his homeroom teacher's classroom abiding for the bell to ring. It was almost summer break they only had a few more minutes until the bell girdled. He glanced outside, in the hallway, and noticed that another teacher was letting her kids go before the bell rang and questioned why Mrs. Neville didn't let her kids out early. Moments later, the bell did ring, but she told the kids to sit down, and then walk out in an orderly fashion, one row after the other. Cory knew that she didn't want her kids to leave because she was lonesome and not really savor her summer break.

seemed like a fire. But the students who were sitting in groups of three did

In this paper, I will examine the article, Speak My Language. Specifically, I am going to explain some of cultural components and influences such as cultural norms, expectation, and expressions of the local youth culture in Santa Fe community. Also, beside the graffiti wall, I will figure out some of good strategies for keeping connection and relationships with youth in this community.

A thorough check of all exits to be made to ensure all gates/doors was locked and there is no way a child could have left the school.

Literacy: Marina is currently setting and working towards learning goals in reading and writing. In reading, Marina is beginning to read word by word and is encouraged to work on using reading strategies to help develop confidence when reading. She would benefit from reading books with repetitive sentence patterns. Marina is in a group for literacy that focuses on letter recognition and sounds, which will help support her in reading and writing. With support, she is able to communicate her ideas by using sentence starters such as I like_____ or I feel_____. Marina is beginning to gain confidence in her writing and often has beginning and ending sounds in her words. She is encouraged to continue to work on sounding out her words by using the strategy of ‘stretchy snake’. She is also encouraged to work on her spacing and organization when writing in her journal. She would benefit from skipping lines and starting at the left side of the page.

Airport). There are different times being offered, please make sure that each employee is aware of the departure times so they arrive one or two hours before their plane is set to leave

Mikhail will enter the center at 7:30 a.m. and depart at 10:00 a.m. This is to avoid over stimulation. A staff person will escort Mikhail to his classroom. In the afternoon, the parent will escort Mikhail from his classroom. This is make the separation from his parent easier.

7:59 am - Flight 11 with 92 passengers aboard, takes off from Boston to Los Angeles, 14 minutes late.

During week one of EDC131 I learned that the way in which language is used to communicate can vary depending on the context. I also learned that there are numerous forms of communication this includes writing, talking, and gestures. In learning the three communications, it became clear that communication is more than just speaking and the way that language is used to express different emotions. Language also shows opinions, beliefs, wishes, threats, commands, promises, and many others are also expressed through language and can alter the meaning if the context is changed. This will later be helpful with my education and future career.

The student’s main strength is that she is not afraid of speaking and making mistakes. Being an elementary level student, she makes regular mistakes corresponding both to the level and to being a Russian language speaker (Learner English, Swan, M and Smith, M CUP).

NASA galvanized everybody into not using cars anymore because of statistics they released to the public on CO2 emissions, which are ruining our atmosphere. (cumulative)

Have to is a non-modal alternative to the modal verb must to talk about obligation.

Rationale: this activity will help students practice spelling, vocabulary, grammar and text formation which differ quite a lot from speaking.

The unit I choose for evaluating is unit 12 in Touchstone student’s book 4, which is aimed for adult and young adult at intermediate level. My class is formed by 12 students, aged around 22, mostly from EU countries. They are studying in the International House London and most of them are at intermediate level. Their English proficiency varies, but writing and speaking are generally weaker. Most students learn English for finding a better job and some for improving oral English. The topic of this unit is about career planning, and my language focus will be on the future continuous and future perfect. The function of the first structure will be focused on talking about events that will be in progress at or around a particular moment in the future and things which are expected to happen in the normal course of events and the function of the second structure will be focused on talking about things will be completed or achieved by a certain time in the future. The main aim of this lesson is for students to learn how to use the future continuous and future perfect to talk about the future and planning a career. My secondary aim is for students to practise listening and speaking around the topic of career planning. However, it should be made clear that there are other grammar structures such as what-clause and long noun phrases as subjects in this unit, but I will just focus on the above two structures which are used to talk about future to reduce the learning load, as Keck

Talking about a future event. ‘The present simple is used for ‘timetabled’ future events’ .