1. Count and non-count nouns
Form
Nouns can be countable or uncountable
Countable nouns They have singular and plural forms. One book / two books
A woman /some women Before countable nouns we use a/an and numbers. A cellphone
An apple
Two chairs We use some and any before plural nouns and uncountable nouns to talk about an indefinite quantity Some pens
Some desks
Any books Some nouns are uncountable in English, but we can use some expressions to make them countable nouns Milk a glass of milk
Rice a bag of rice
Uncountable nouns They do not have plural forms. Milk
Rice
Weather
Sometimes we use a/an and numbers. Excuse me miss. I didn’t order a coffee, I ordered a tea. We use some and any before plural nouns and uncountable nouns to
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Singular Crisis Phenomenon Analysis Hypothesis Synthesis
Plural Crises Phenomena Analyses Hypotheses Syntheses
Use
Communicative activity: The students will make groups of three people. The teacher is going to give each group a similar list of words appearing plural but not. They have to create a short story with the words provided by the teacher, students have to be careful, and they need to use the words appropriately in singular meaning. After five or ten minutes depending of the skills, each team is going to share the story with the class.
Practice activity: The teacher will provide a worksheet to complete to each student after ending with the communicative activity. It’s the Quiz number 2 that covers the use of subjects with singular and plural noun or pronoun. The students will reinforce the use of the subject appearing plural but not.
It may be found at: http://grammar.yourdictionary.com/parts-of-speech/verbs/quiz-in-subject-verb-agreement.html 3. The present perfect and the present perfect continuous verb
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How long have you been driving your car?
Signal words
Present Perfect Present Perfect Continuous
How often
...times
Just
Recently
Lately
Already
before How long
Since
For
Meaning
Present perfect Present Perfect Progressive
The present perfect tells us about the past and present. When we use it, we look back from the present. We express an action in a period leading up to the present. The period of time can be very long. The present perfect progressive expresses an action over a period of time leading up to the present. The action can be continuing in the present, or may have ended recently.
We use the present perfect to say how much or how often
Jean has travelled to five countries this year.
Jean has been travelling all this year.
In the continuous we can use verbs such as be, have, hate, like, love, need, prefer, seem, understand, etc. This are called non-progressive verbs.
NOT: How long have you been having that cold?
How long have you had that cold?
NOT: I've been being here since yesterday
I've been here since yesterday
In present perfect we used to express very long unchanging situations.
Maria has been standing there for hours.
This church has stood on this place for 400
These discussions need to be meaningful and have purpose to create a higher chance of student engagement and participation. The article states, “cooperative learning is a natural way to provide opportunities across the curriculum” (Wright, 2016, p. 28-29). The smaller the group, the more likely the ELL student is to add to the conversation, as native English speakers typically dominant whole group discussions. It is important that every student in the small group contributes so the ELL student can hear and practice their own oral language. There are many activities that could be used to ensure this engagement, such as think-pair-share, that requires students to work together and actually get information from each other. Activities that cannot be completed alone and require the thinking of another student would be best for this
Objective 2: As the students engage in think, pair, share activities they will refer to the text to complete the assignment. They will learn from each other, receive feedback, and will also have a chance to engage in public speaking while discussing the story. This instructional strategy will encourage the students to reflect about the questions, share their ideas with their partner, fill out a worksheet with 5 questions, and then share their ideas with the rest of the class. Some of the questions on the worksheet will include:
A progressive president is one that modernized the United States in a way that brought them to a new level. They used new styles of the presidency that helped them get the job done, like addressing the people of the country and letting them know what is going on.. These presidents had to walk the fence in many cases. By this I mean be on the people or consumers side and also had to be on the big business' side. In the early 1900's the position of the presidency took a turn towards modernism.
The thesis, or the main idea of the book, is that by using specific communication techniques, we can turn difficult discussions into productive learning conversations.
Students will get into groups and will take turns reading paragraphs of the text. This will enable them to adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (Language standards 1,3 for 9-10th grade ELA)
Inside every speaker of a language is a thought world, which is how they can make sense of the overly-detailed world the live in, and portray how they see things to others. Whorf shows an example of how languages differ from culture to culture by comparing the Standard Average European language to the language of the Hopi Indians. When compared, there are major differences that would make it very difficult to understand either languages depending on what culture you are familiar with. In the Hopi, all their nouns are singular and plural, to them just the word water implies an amount (Whorf 1939: 219). This unlike the Standard Average European language; in this particular language they have to have something that gives an amount or shape of whatever they are talking about, like a glass of water. The Hopi don’t distinguish time as the SAE do; they don’t place time in an imaginary place, they can only talk about what is happening at the moment. The speakers of SAE puts time in an imaginary place, they can talk about the past, present, and future. The way the two different cultures speak showcase the differences in the cultures. The SAE culture is an industrialized culture, their language is all about saving time and efficiency; they are worrying about how much time they are wasting. The Hope culture is an
The teacher will introduce lesson by having students work on “long a and short a word list” activity.
Students can practice phrasing, as an activity at home or in the classroom. Children benefit in their learning of fluency, when they are able to self-monitor. So, in order to synthesize the activity completely, they must first understand how to recognize a noun and verb
This activity will help students be caught up on current events and issues within society. I believe talking about important topics that may be a little controversial will teach students to be active members of society and embrace social change. I think talking about these subjects is an important part of socialization, and will teach young adults a basic understanding of inclusion and embracing diversity. I believe this will help students be more inclusive to their peers and people all over the world. I chose a randomly assigned group exercise in order to help students interact with other people they might not usually interact with. I also chose this activity because it helps young adults improve their basic skills such as reading, as they will be reading articles attempting to gain perspective and explaining what the article is about. Another basic skill they will be working on will be writing, as they have to write out their roles in order to present them to the large group of students. The young adults will also be improving their oral skills, as they will have to present their task to the class. I also chose this activity as it will help improve both independent and teamwork skills. This is because the students will have to work on their roles individually and also collaborate and discuss with their group in order to present their task to the class. I believe teamwork exercises especially with a randomly assigned group will help students learn to be more excepting and inclusive as each student is different and some students might have learning disabilities and as a group you are going to have to help your team out in order to give a cohesive presentation. I also chose this activity because it does not require much material; the activity basically only needs paper, pencils and pre-printed articles. I believe having
This also applies to school as working in small groups is especially important for getting help with tough homework and when working on group projects. Relying on the other people in the group to complete their portion of the assignment can be stressful but with effective communication this will be an easy task and will make the assignments go much smoother. Small group communication even has it place in the home, as the need for settling arguments is often needed and the only way to resolve these arguments is effective small group communication. So with all its uses it is very important to be a competent communicator (Adler, Rosenfeld, Winder, & Proctor, 2016). The purpose of many small group communication settings is problem solving and this is an extremely important part of life in general as many problems tend to come up (Panse, 2016). For all these reasons is why I am writing this paper, in order for me to be a more successful person in life I need to be effective in small group communication and thus become a more competent
“Determiners are the words which are most frequently used in English language.”From the definition provided by CGE, we could conclude that determiners consist of words like articles, quantifiers, numerals, etc. Many of them could also function as pronoun, which usually confuse the learners.
As I look back on my communication class, I feel I was not only having a wonderful and funny class during the whole semester, but also harvested many necessary communication and cooperation skills in each group projects. In the beginning of the semester, I wrote my first evaluation to appraise myself by the nine core small group communication competencies. After 12 weeks, I thought I got some improvements in some aspects. In the following paragraph I will discuss each of the competencies to analysis my effort of becoming an effective team member.
To facilitate or participate in any classroom activities requires the use of oral language. Talk is significantly important because "language that is heard must be understood before the language that is read can be decoded and understood" (McCandlish, 2012, pg. 9). Specifically, Halliday (1975) categorised language into seven different functions each with its own purpose, allowing students to comprehend that language like writing has different genres and can be formal or informal, depending on the audience, context or purpose.
In microteaching session, our lesson is being implemented with the foundation of learning is fun, meaningful and purposeful, which is one of the pedagogical principles in teaching. Undoubtedly, lesson planning is the first step that allows teacher to prepare the activity that could develop pupils’ ability. As the newly implemented KSSR syllabus promotes, HOTS has been put under the spotlight in education field. Writing, which largely involves metacognitive thinking skills, should be promoted in order to cultivate HOTS in younger generation. Thus, teacher should diversify the varieties of activities in order to make sure that pupils’ endowment is fully cultivated and their interest in the lesson is maintained. According to Champkins (2003), the average attention span of a primary school pupil can be calculated using the rule of chronological age + I (minute). This is an approximation of the period where pupils are able to concentrate in an activity. Subsequently, teacher should make sure that the lesson is learner-centred and activities planned are engaging, appropriate and suitable for pupils to enjoy the learning process. As the target group of pupils is Year 4, we have tried to attract pupils’ attention through creating suspense and asked pupils to predict the following activity. By doing this, we hope that we will be able to arouse the curiosity of pupils on the topic. In the lesson plan, we have also included group work. According to Gorgon (2008), group work is effective in developing pupils’ initiative to think, contribute to the group, share and evaluate information as well as promoting pupils’ sense of cooperation. From this, pupils will not be only improving their communication skill, but they are also being provided with an opportunity to develop collaborative skills as a real life scenario is provided for pupils to interact with their partner and pupils in the process of
The major dissimilarities are displayed in relation to the categories of Perfect and Progressive. First, the Perfekt vs. the Presect Perfect opposition makes it clear that the German present perfect tense has an ambiguous temporal reference, covering not only the prototypical perfect meanings, but also the meaning and the use of the Präteritum.