Celta 1st Assignment

Assignment 1 / Language focus The cars going to crash dust describe the solve Be going to Affirmative Subject + be + going to + bare infinitive Interrogative Be + subject + going to + bare infinitive ? disconfirming Subject + be + not + going to + bare infinitive Short form response 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 getting for future plans (getting more certain) Context Look at these biased clouds Its going to rain. 1 Use 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 custom personalization (Based on my possible knowledge of a scholarly persons other activities, I could use an example like John is going to walk back home) Have the students comprehend or read from the board/student news/handout some examples with oing to (these receptive skills make learning more concrete and give confidence by repeating the construction) Give the students the hazard 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 wooly-minded You should take up 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 ostracize Subject + should + not + verbShort form response Yes, subject + should + verb No, subject + should + not + verb Phonology / d/ Anticipated Problems differences in the midst of 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 about the future) phonology, should not should confusion with the irregular verb in the exa mple, make one with a regular Should + present = advise, desirability (You should go to the doctor) Should + past = criticism (You should have paid your bills) ContextBy the time John woke up, it was too late to visit the local museum. I should have apply my alarm clock, he said to himself. Use to give advice (You should take regular exercise) in hypothetical situations (Should you need any help, just call me) to give provisional opinions (I should think the cost will be about 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 have 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 U se 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 possession Anticipated Problems confuse with the verb have (possess) confuse with have as an auxiliary 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 leave 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 difficult obligation that comes from somewhere else, for example from you boss, you parents, a rule at school or work. we do not use have to when we talk about what is a good idea to do, but we dont do it ye t 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 lost 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