Search results for 'tag:Negatives tag:Auxiliaries' matching tags 'Negatives' and 'Auxiliaries'

Re: Simple Past Lesson Plan

Mister Micawber — Thu, 03 Jul 2008 13:18:55 GMT

.
Overall, it should work fine, MZL. A few corrections and fewer comments:

Objective: To be able to use the Past Simple question forms and short answers.

Target Language: did + subject + base (or 'dictionary') form of verb ( Did your mother call you? ) -- It is best to save the term 'infinitive' for that function.

Question word + did + subject + base form of verb ( What did you do last night? )

Anticipated Problems: Students may use statements without using the auxiliary verb.

E.g. You went out yesterday? -- This is a common question form in current English. It cannot be considered incorrect.

Solutions:

During the presentation stage, draw students' attention to the fact that 'Did' does not change its form. 'Did' is always used to form the question in the Past Simple.
Point out the verb tense in the question form. Did + subject + base form of the verb

Preparation and Aids: Simple reading text ,dialogue, in the Simple Past using vocabulary that

students are already familiar with. Handout for homework correcting sentences

Lesson Plan

Stage	Activity	Interaction	Timing
1	Warm up : Timed Scatergories with pre-picked themes (food, things you do on the weekend...) Review homework from last class	TS ST
2	Introduction : Using a picture of two young women, elicit from students their names. Write them on the board. Hand out the dialogue between these two friends who are talking about their past weekend. (A dialogue that mostly contains vocabulary the students are familiar with) -- *This picture is a useless prop. Visual prompts, if used, should be rich in potential material.* *Have 2 students stand up for a moment to set the scene; then they can sit down.*	TS ST
3	Have students read the dialogue and answer specific gist questions on it to check their understanding.-- *There is no such thing as a 'specific gist' question. The two terms are antonymic. Questions are either for gist (a general impression) or for specific response.*	S ST
4	Ask students to focus on the language used by asking what question Â« A Â» asked Â« B Â». Write this question on the board.	TS ST
5	Presentation : Show students how it is formed Did + Subject + base Did you have a good weekend ? Point out that we don't use the past form of the verb in questions, but always the base (or dictionary) form.	TS
6	Drill chorally and individually. Focus on pronunciation and correct structure.	TST
7	Elicit : Draw students attention to the short answer and explain the positive and the negative structures. Yes + Subject + did Yes I did No + Subject + didn't No I didn't	TS
8	Drill chorally and individually and then conduct a controlled question-and-answer drill around the class : E.g : Â« Sandrine ask Didier...(point to an action the board : - go to the restaurant - go to the movies ) Â»	ST SS
9	Pairwork : Students ask and answer questions from the board and note down their partners' answers. The focus here is on correct pronunciation and structure, so it is important to correct any errors by referring to the structures on the board.	PW
10	Controlled Oral Practice : Use Dialogue text as a basis to talk about what the two characters did on the weekend. Also use visual support such as a picture of a restaurant to prompt questions. For example, show a picture of two friends having a conversation; encourage them to produce the following question : Â« Did they go to a restaurant ? Yes, they did / No, they didn't. Â» Give four picture examples as prompts.	TS SS TS
11	Monitor closely. Correct errors by using what's already on the board as a point of reference.	TS SS
12	If students are performing well, turn focus to what they did on the weekend. They ask each other questions and give short answers.	PW
13	Follow up with controlled written practice. I could use questions and answers where the words are all mixed up ; students put the words back in the correct order.	S
14	Homework : a transformation exercise (changing affirmative statements into questions and short answers)	S

Simple Past Lesson Plan

mzl14000 — Thu, 03 Jul 2008 11:40:33 GMT

Would anybody be kind enough to tell me what they think of this lesson plan I've made for my TEFL module ? Any suggestions ??
Thanks so much .

MZL

Lesson Plan
Preparation

Level : Elementary

Lesson Length: 45 minutes

Objective: To be able to use the Past simple question forms and shot answers.

Target Language: did + subject + infinitive form of verb ( Did your mother call you? )

Question word + subect + did + subject + infinitive form of verb

( What did you do last night? )

Short answers:

Yes + subject + did ( Did it rain? Yes, it did.)

No + subject + didn't ( Did Helen come to the party? )

Assumed Knowledge: Past simple ( regular / irregular verbs ,negative form )

Anticipated Problems: Students may use statements without using the auxiliary verb.

E.g. You went out yesterday? Instead of, ( Did you go out yesterday? )

Students may use a past form of the verb to make the question instead

of using the Simple form. E.g. Did you went?

Solutions:

During the presentation stage, draw students' attention to the fact that 'Did' does not change its form. 'Did' is always used to form the question in the Past simple.
Point out the verb tense in the quuestion form. Did + subject + infinitive of the verb
Drill individually and chorally.
Practice making questions. Monitoring for errors and having them put scrambled sentences

in order can also help to work on sentence structure problems.

Preperation and Aids: Simple reading text ,dialogue, in the Simple Past using vocabulary that

students are already familiar with. Handout for homework correcting sentences

Lesson Plan

Stage	Activity	Interaction	Timing
1	Warmer : Timed Scatergories with pre-picked themes (food, things you do on the weekend...) Review homework from last class	TS ST
2	Introduction : Using a picture of two young women, elicit from students their names. Write them on the board. Hand out the dialogue between these two friends who are talking about their past weekend. (A dialogue that mostly contains vocabulary the students are familiar with)	TS ST
3	Have students read the dialogue and answer specific gist questions on it to check their understanding.	S ST
4	Ask students to focus on the language used by asking what question Â« A Â» asked Â« B Â». Write this question on the board.	TS ST
5	Presentation : Show students how it is formed Did + Subject + Infinitive Did you have a good weekend ? Point out that we don't use the past form of the verb in questions, but always the infinitive.	TS
6	Drill chorally and individually. Focus on pronunciation and correct structure.	TST
7	Elicit : Draw students attention to the short answer and explain the positive and the negative structures. Yes + Subject + did Yes I did No + Subject + didn't No I didn't	TS
8	Drill chorally and individually and then conduct a controlled question and answer drill around the class : E.g : Â« Sandrine ask Didier...(point to an action the board : - go to the resaurant - go to the movies ) Â»	ST SS
9	Pairwork : Students ask and answer questions from the board and note down their partners answers. The focus here is on correct pronunciation and structure so it is important to correct any errors by refering to the structures on the board.	PW
10	Controlled Oral Practice : Use Dialogue text as a basis to talk about what the two characters did on the weekend. Also use visual support such as a picture of a restaurant to prompt questions. For example show a picture of two friends having a conversation ; encourage them to produce the following question : Â« Did they go to a restaurant ? Yes, they did / No, they didn't. Â» Give four picture expamples as prompts.	TS SS TS
11	Monitor closely. Correct errors by using what's already on the board as a point of reference.	TS SS
12	If students are performing well, turn focus to what they did on the weekend. They ask each other questions ans give short answers.	PW
13	Follow up with controlled written practice. I could use questions and answers where the words are all mixed up ; students put the words back in the correct order.	S
14	Homework : a transformation exercise (changing affermative statements into questions and short answers)	S

Re: Do I put s on expire?

Tanit — Wed, 04 Jun 2008 18:11:13 GMT

Hi,

Don't put an "s" when you've got "does" as an auxiliary verb, that is in questions ...

    When does it expire?
    How does he feel?
    Who does she go out with? (or: With whom does she go out?)

... and in negative sentences:

    He doesn't seem happy.
    She doesn't like fruit.
    It doesn't require too much.

Re: ain't

Kooyeen — Tue, 03 Jun 2008 15:47:27 GMT

I think I'd agree with GG... I don't think that "ain't" in place of "do not" or "does not" is what you are likely to hear in most American dialects. These are the most common usages, as far as I know:
I ain't seen it. (have/has not, auxiliary)
I ain't trying to help you. (is/are not)
I ain't got nothing to do. (ain't got = possessive)

EDIT: ah, and I think I usually see it used with a double negative.

Re: You need only see her. (Is this correct?)

Tanit — Tue, 25 Mar 2008 10:05:30 GMT

Viceidol

Hi, I know that auxiliary verb "need" cannot be used in affirmative statements, but how about this one? Is this correct?
You need only see her.

Hi,

Let me quote Swann (Practical English Usage, 3^rd ed., Â§ 366.2):

Need can also have the same present-tense forms as modal auxiliary verbs ... In this case, need is normally followed by an infinitive without to.
        She needn't reserve a seat - there'll be plenty of room.
These forms are used mainly in negative sentences (needn't), but they are also possible in questions, after if and in other 'non-affirmative' structures.
        You needn't fill in a form.
        Need I fill in a form?
        I wonder if I need fill in a form.
        This is the only form you need fill in. (BUT NOT ~~You need fill in a form~~.)

If we follow Swann, we can use need as a modal verb in an affirmative sentence when a 'non-affirmative' word (such as only, hardly, seldom etc.) gives the sentence a negative kind of meaning. Look at Swann's last example: the sentence becomes incorrect when only is removed.

That said, please notice this usage is mainly British.

Re: Possible meaning of "oughtn't (to) have done" and "shouldn't have done"?

CalifJim — Mon, 17 Mar 2008 05:01:13 GMT

Here are my opinions. Two different should's are possible:

the should of expectation should-exp

the should of advice should-adv

should-adv is much more common than should-exp.

should-exp expresses an evaluation of the situation with regard to what is possible, probable, plausible, or necessary logically.

should-adv expresses an evaluation of the situation with regard to the propriety of the behavior of the people involved.

Because of the different ways a situation can be viewed, depending on the actual content of the sentence, those situations containing more 'agency' (subjects of the sentence referring to people, not things) are more likely to have a reading of should as should-adv. In fact, the interpretation of should as should-exp can only come through in a convincing way when the sentence is interpreted in a way that leaves questions of agency aside.

She should-exp be at John's. = I expect that she is at John's. (giving an opinion about her location only)

She should-adv be at John's. = It is advisable for her to be at John's. (giving an opinion about her duty, her behavior)

She shouldn't-exp be at John's. = ???I expect that she is not at John's. (Rare, I suspect.)

She shouldn't-adv be at John's = It is not advisable for her to be at John's.

She should-exp have been at John's. = ???I expect that she was at John's. (Rare, I suspect.)

She should-adv have been at John's. = It was advisable for her to be at John's (although she was not there). = She was supposed to be at John's (although she was not there).

She shouldn't-exp have been at John's. = ???I expect that she was not at John's. (Rare, I suspect.)

She shouldn't-adv have been at John's. = It was not advisable for her to be at John's (although she was there). = She was not supposed to be at John's (although she was there).

Note that as the negative and the auxiliary have are added, it becomes increasingly difficult to assign the meaning should-exp to the should in the sentence.

__________

She should-adv leave for America. = It is advisable for her to leave for America.

She shouldn't-adv leave for America. = It is not advisable for her to leave for America.

She should-adv have left for America. = It was advisable for her to leave for America, though she failed to do so.

She shoudn't-adv have left for America. = It was not advisable for her to leave for America, though she did anyway.

________

There is so much 'agency' in the idea of someone leaving for America that it is very difficult to see how these sentences could be construed as containing should-exp. Changes must be made to the sentences in order to cue the reader to the possibility of a reading with should-exp. Note the use of the progressive tense to help cue the reader toward should-exp.

She should-exp be leaving for America soon. = I expect that she will leave for America soon.

She shouldn't-exp be leaving for America for some time. = I don't expect her to leave for America for some time.

She should-exp have left for America by now. = I expect she has already left for America (by now).

She shoudn't-exp have left for America yet. = ???I don't expect that she has left for America yet.

The last two might more easily have been stated with will or would, the negative probably being less used than the affirmative:

She will/would probably have left for America by now. = I expect she has already left for America (by now).

She won't/wouldn't have left for America yet. = I don't expect that she has left for America yet.

_________

This task should only take three minutes to do. (should-exp because there is no agency.)

He's only going to mail a letter. He shouldn't be long. (should-exp because there is no agency when we merely estimate the time an action will take. There is nothing here to suggest that we would be evaluating the propriety, appropriateness, or correctness of his behavior.)

________

I hope this helps, even though it is a bit complex.

Re: Modal verb Used to, understood?

Cool Breeze — Sat, 01 Mar 2008 21:23:21 GMT

Hi Eladio

You have a mathematical mind! Congratulations! In addition to what CalifJim and MrP have said, I would like to add a couple of comments. In one of your sentences not is in the wrong place:

"Shall not we ever get used to this house?"

Not can't be after a defective/modal auxiliary (shall) in a negative question unless it is contracted (shan't). Say:

Shall/will we not ever get used to this house? Or, better still:

Shan't/won't we ever get used to this house? / Shall/will we never get used to this house?

Secondly, used to need not indicate habitual action in the past. It is frequently used with verbs such as live and like:

He used to live here when he was a teenager.

The meaning is the same as: He lived here when he was a teenager.

Another example: I used to like the way she dressed in those days.

Cheers

Re: did or was

Philip — Sat, 02 Feb 2008 16:10:27 GMT

Anonymous wrote:

Hi,

Sometimes I get confused which one to used in the situations like the one or ones below.

Did he go to school on Sunday?

Was he born in Japan?

Why one takes a modal verb 'did', whereas the other one takes an auxiliary verb 'was'? How can I make correct choices?

'Go' is a regular verb that uses do/does/did in the formation of negatives and questions.

'Born' is actually the past participle of 'bear', here used in the passive. 'He was born [by his mother until his birth]' has become shortened to 'he was born', which is now the common expression, people not even thinking of the actual meaning. Dictionaries now list it as an adjective in its own right: 'brought into life by birth'.

Re: did you go OR did you went

CalifJim — Tue, 01 Jan 2008 06:27:36 GMT

why do we need to change the ~~past~~ verb to a bare ~~infinity~~ infinitive in question and negative form

Only one past marker is allowed within a single clause. The auxiliary takes the past marker, so the main verb cannot. The regular past marker is d, but some verbs are irregular, of course. The past marker for do is did. The past marker for go is went. Since you can't have more than one past marker in the same clause, you can't have both did and went in the same clause.

You can express the affirmative forms without an auxiliary, so there the main verb takes the past marker. It has to; it's the only verb in the sentence.

He went.

But if you express the affirmative with the auxiliary (the so-called "emphatic" form), did carries the past marker and so go cannot.

He did go. (Never He did went.)

The question and negative forms always use the auxiliary so the main verb can never take the past marker in those cases.

He didn't go. Did he go? Didn't he go?

CJ

For more on grammatical tense markers, see Post:255817.

Re: did you go OR did you went

Teachmepls — Mon, 31 Dec 2007 23:53:55 GMT

Thanks CJ for the reply.

The tense is carried out by auxiliary verb in past tense, why do we need to change the past verb to bare infinity in question and negative form. such as "did you go " in other tense you dont alter verb

such as "i am going" "are you going"

why do we need to change the verb only in past tense.any specific reason.

Thanks