Celta 1st Assignment

Assignment 1 / Language focus The cars departure to butt in Form describe the comprise Be liberation to Affirmative adequate to(p) + be + going to + ransack infinitive dubiousness Be + overpower + going to + dis instance infinitive ? detrimental Subject + be + not + going to + bare infinitive Short tenor receipt Yes, subject + be + going to + bare infinitive No, subject + be + not + going to + bare infinitive Phonology /g / Anticipated Problems confusion with will for future purposes onfusion with get downting for future plans (getting more than than certain) Context Look at these dark clouds Its going to rain. 1 make riding habit of certainty that something is going to happen to the future(imminent)/prediction (Look at this car It is going to crash into the yellow one) Contributions to learning I could use personalization (Based on my realizable knowledge of a pupils other activities, I could use an example uniform John is going to walk back home) Have the stude nts listen or read from the board/student book/handout some examples with oing to (these undecided skills make learning more concrete and give faith by repeating the structure) Give the students the line up to repeat the structure (produce) via speaking, exercises and theme utilize contrast, concept questions and other technics in order to clarify, in case the students get confused You should spend a penny done your assignment Form describe the form Should (Should is the conditional form of shall, which is a modal verb) Affirmative Subject + should + verb Interrogative Should + subject + verb Negative Subject + should + not + verbShort form response Yes, subject + should + verb No, subject + should + not + verb Phonology / d/ Anticipated Problems differences amongst should and shall differences between should and would (future in the past) differences between should and must to (obligation) differences between should and will (only near the future) phonology, should not shou ld confusion with the irregular verb in the example, make one with a regular Should + present = advise, desirability (You should go to the doctor) Should + past = criticism (You should call for paid your bills) ContextBy the time John woke up, it was too previous(a) to visit the local museum. I should withdraw used my alarm clock, he said to himself. Use to give advice (You should take regular exercise) in sibyllic situations (Should you need any help, just call me) to give tentative opinions (I should recollect the cost will be closely 50 euros) Contributions to learning I could use personalization (Based on my possible knowledge of a students other activities, I could use an example like John missed the deadline. He should befuddle been more responsible) Have the students listen or read from the board/student book/handout some examples with hould (these receptive skills make learning more concrete and give confidence by repeating the structure) Give the students the chance to repeat the structure (produce) via speaking, exercises and writing Use contrast, concept questions and other technics in order to clarify, in case the students get confused I have to complete this assignment on time Form describe the form have to Affirmative Subject + have to + verb Interrogative Should + subject + verb Negative Subject + should + not + verb Short form response Yes, subject + should + verb No, subject + should + not + verb Phonology /h? / (obligation) but /h? v/ for self-command Anticipated Problems confuse with the verb have (possess) confuse with have as an supplementary verb used in tense formation have got to (the same, mostly British english) to has a weak sound Context John was late. He had to draw a blank the hotel immediately if he wanted to catch his train. But first he had to go to the reception and pay the bill. Use to talk about healthful obligation that comes from somewhere else, for example from you boss, you parents, a rule at direct or work. we do not use have to when we talk about what is a good idea to do, but we dont do it yet Instead,we use should.Contributions to learning I could use personalization (Based on my possible knowledge of a students other activities, I could use an example like John bemused his jacket. He has to buy a new one) Have the students listen or read from the board/student book/handout some examples with have to (these receptive skills make learning more concrete and give confidence by repeating the structure) Give the students the chance to repeat the structure (produce) via speaking, exercises and writing Use contrast, concept questions and other technics in order to clarify, in case the students get confused