Simple And Perfect Tense

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

Perfect: adj. \ˈpər-fikt\ 1. Entirely without any flaws, defects, or shortcomings, is the first definition you find on dictionary.com for the word (perfect). Is this actually possible to attain? Has anyone actually ever been perfect? Or is it all in the eye of the beholder? These questions are asked by almost every girl, as we dream to one day reach the unattainable. This is especially true at the tender age of fifteen, where nothing seems to be going right with our bodies and everything is changing in us. This poem stresses the fact that as everyone realizes how unrealistic this dream is, the knowledge makes no difference to the wish. Marisa de los Santos comments on this in her poem “Perfect Dress”. The use of verbose imagery,

Objective: At the end of this lesson, students will be able to classify sentences according to their type of sentence structure.

Draw a long horizontal line on a sheet of paper. Ask the student what he knows about the topic. As the student talks, the adult draws simple pictures (or writes keywords), representing the student’s ideas along the straight line. The adult discreetly arranges the pictures in a logical order during this brainstorming process. At the end of the exercise, the student “reads” the assignment to the adult, using the pictures (or keywords) as prompts. This verbal rehearsal helps the student hear the logical flow of the language. The student then completes the writing assignment using the timeline as a visual

The first lesson utilizes the poem “Things” by Eloise Greenfield. The poem’s stanza allude to different situations that allow students to infer what happened. The academic language of “I infer” will be introduced and used by both the teacher and students throughout the lesson

Then have the class read it together. o Ask the class for their understanding of punctuation symbols (capital letter, comma, full stop) and point to the sentence strips to show examples. o Explain how a sentence can contain one or more ‘happenings’ o Focus on the sentence on the sentence strips and ask the children how many happenings occur in the sentence. o Underline the clauses in the section not including conjunctions. o For each of the clauses, identify - what’s happening, who or what is involved, when, where, why, how?

I tried to learn how to apply the vocabulary and tense while reading. (need to develop how to connect in next sentence…) Believe it or not, I landed on the job in May 20, 1992 as quality control inspector position for small electronic company. I passed the first interview in my life within seven month in United State, and of course with minimum paid. With the curiosity in my blood, I read every blue print, every specification in the department. I had brought into my supervisor attention that we had over inspected based on specification which had saved significant money for company. Shortly after, I became outstanding employee among of minimum labored workers since I knew how to read, to write and comprehend the facts. Within couple years, I received promotion to become leader of the quality control department. After two years, I received promotion to production control supervisor. Obviously, the promotions prove to me that reading and writing makes me much confident in life. As I got older, I really absorb the meaning of “Go to study, go to read your books if you want to have a better life,” simple phrase from my grandma and my mom.

as if the events were occurring in the present. Describing past events using the present

Lesson Goal/Objective- The students will learn to identify words with multiple and similar meanings. The students will be able to recognize the meaning of the word using the context of the sentence.

C. Identify all verbs and specific terms from the assignment instructions and describe how each Learning Pattern will be used to effectively complete the Week 5

Even Spector lists the different occasions on when each term can occur, and it is exhausting trying to keep all of those factors in mind at once. The book states how each of the terms can also occur before a verb, or how ‘like’ is often used before pronouns, or other nouns (34-37). Finally, on the last practice quiz, I earned a 5 out of 5. The best thing that helped me that I did not do before, was look after the blank and decided if I could spot the subject and verb under the predicate of the sentence. If I could, then I used the term ‘as’. I felt relieved that I improved on this section and that I could identify when to use the different terms, even if they both make sense in a

They are thinking that this is a past tense sentence because invented is being used in its past form in this conditional sentence.

6.     If you have trouble taking notes bring a tape recorder to class then you can play the recording back and take notes later when you are at home and it is quiet. Then you will be able to stop the recorder and take our notes without feeling rushed.

In the third part, three pedagogical implications will be presented. In addition, a grammar activity and its theoretical rationale will be respectively reported in the fourth and fifth part before the final conclusion is displayed.

• The written record of the past and the study of past written records is called History .