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

Re: The Callan Method

Anonymous — Sun, 23 Nov 2008 18:20:08 GMT

Hi everybody,

I strongly disagree with the views mentioned on behalf of the Callan Method. Just because it promises to get the student where he or she wants to, doesn't mean the Method deserves criticism. I've been teaching English both the traditional way and the Callan Method way for about a year and a half now and I find that the Callan Method is much more productive (great emphasis on 'much') because it forces the student to cope with real language and real life situations, not just nonsensical vocabulary (words like 'juggle' or 'juggler', etc which I believe are to be found in almost all elementary books, not the Callan ones, though).

The Method completely fulfills every single promise it gives to the student provided that a skilled and well-educated teacher (not necessarily a native speaker) holds the classes. The problem is that many language schools actually applying the Callan Method do not have well-trained teachers. To make matters worse, many teachers who claim to be teaching the Callan Method way are no more than common frauds who are likely to fit into the groups they are teaching - but not as teachers, as ordinary students who have great gaps in their knowledge. Their only goal is to make money. Thus, they knowingly bring shame on their well-qualified colleagues and the Method itself.

As far as the qualifications of lectors teaching the Callan way are concerned, I must emphasize the great need that is placed on their in-depth knowledge and practical understanding of grammar as well as vocabulary. Every time a non-professional teacher is confronted with the grammar in the Callan Books, they find out they are not suitable for the position of a teacher. In short, they do NOT understand what defective verbs are, they have difficulty in comprehending the various nuances of the verb have - used either as stative or dynamic, for that case, with or without DO-support, using the marginal modal auxiliary verb DARE, keeping pace with Robin Callan's explanation of the sentence structure which is broken down into sentences - clauses - clause elements - phrases - words and phonemes (which is, by the way, something that is an acknowledged fact supported by Quirk and Greenbaum and other leading grammarians), etc. As a result, they commonly give up teaching English the Callan way and turn towards teaching the traditional way because there they are not required to understand any such 'high' grammar, ie they are limited to simple terms which put as little effort on the part of the teacher as possible. Laughable, wouldn't you say?

To comment on the vocabulary used in the books, I personally find it well chosen, though I'd fill in some more lexical items in the higher stages, mostly in the stages 11 and 12. Apart from that, the vocabulary is often witty and easy to remember. I've grown to like the way it is proportioned in the books, though I still find that stage 1 is quite difficult for beginners who start learning English from the scratch. Nevertheless, what one might describe as sexual harassment or hatred towards women, I consider a witty and hilarious approach to teaching. I've asked my students on many an occasion about their personal feelings when being confronted with such chunks of language and ALL of them agreed that it was something unusual but not in the negative sense. As the words and phrases are groupped together in witty sequences, it was easy for the students to remember the words not only for a couple of hours or days but for long periods of time - without learning them at home again (!!!) which is something students normally do after finishing a course which uses the traditional approach of teaching.

So much to my comments, though I could still write much more than just those few paragraphs.

To conclude, for those students who are still thinking whether to take up learning English the traditional way or rather try the 'English-in-a-quarter-of-the-time' method ... well, I'd go for the latter.

Past perfect lesson plan (upper intermediate).

David_R — Thu, 20 Nov 2008 15:59:01 GMT

Hi there,

I was wondering if a site moderator or an experienced teacher could have a look at this question and the lesson plan that follows. This is important, as it is for my first job application. Thanks again.

Develop a detailed lesson plan for a 90-minute lesson. Imagine there are 8 students of upper intermediate level in your course. Use the text below for reading and also for some language work (vocabulary and grammar).

At the age of nineteen, and to the horror of her parents, Sylvie had a heart tattooed on her shoulder. Eight years later, a lot has changed in Sylvieâs life, but the tattoo is still there. How does she feel about it now?

âWell, one decision I now regret is getting this tattoo. Iâd always liked the idea of having one. I really thought they looked good and some of my friends had them. I felt a bit scared about how much it would hurt, and I knew that my parents would hate the idea, but one day I got this done. It seemed like a really good idea at the time, my boyfriend really liked it and I think if he hadnât been so keen I wouldnât have done it. My parents were completely horrified, of course. I remember my dad saying heâd never seen a girl with a tattoo, and he hoped he never would again, but they sort of accepted it in the end. Now, I wish Iâd thought more about it, especially the fact that you canât get rid of it, or itâs incredibly painful and expensive anyway, so I suppose Iâm stuck with it now.â

Level	Upper Intermediate
Lesson Length	90 minutes
Objective	To be able to use the past perfect tense when speaking about past events.
Target Language	Subject + had + past participle of main verb (She had got a heart tattooed on her shoulder)
Assumed Knowledge	At upper intermediate level, students could be revising the past perfect, but it wonât be a new structure for them. Students should have a sound knowledge of the present and past tense and be able to use indicative, negative & interrogative verb forms.
Anticipated Problems	Students may come across vocabulary they have not encountered before.
Solutions	Drilling new vocabulary chorally and individually. Checking with concept questions, reinforcing this with a timeline and substitution table.
Preparation and aids	Flash cards and drawings to elicit the context of the story, white board, markers and handouts.

Stage

Activity

Interaction

Timing

WARMER:

Begin with some word associations, (to revise vocabulary).

Check homework, first in pairs, then as a class.

T-S

P-W

5 mins

INTRODUCTION:

Elicit from students, does anyone know what a tattoo is?

Begin to show students various flash cards of tattoos.

Talk about the pictures, ask anyone if they have, or know anyone, who has a tattoo. If so how do they feel about it now?

T-S

5 mins

Put students into pairs and ask the students what they think, are the benefits of tattoos, and also, what they think the negatives are.

S-S

2 mins

Elicit the vocabulary from the students, focusing on the key words that will prevent them from understanding the text.

Then use concept questions for the meaning of the words, for example; horrified. I could write the word on board and ask questions, such as;

Are you happy?
Are you nervous?
Are you scared?

I could also show pictures of people with scared expression on their face, or mime this expression. This can be applied to other words they donât know.

T-S

15 mins

Have students brainstorm words they know, that have a similar meaning to those previously identified. Also, some vocabulary that might be associated with the text.

T-S

3 mins

Allow students 2/3 minutes to gist read the text.

Write up on the board some gist questions about the text to give them confidence, such as;

T: Does Sylvie have a tattoo?

S: Yes

T: Is the speaker talking about an action in the past?

S: Yes

T: Does Sylvie have a tattoo in her shoulder?

S: No

T: Does she regret having the tattoo?

S: Yes

T-S

5 mins

Put students in pairs and have them compare answers to the gist questions.

S-S

3 mins

PRESENTATION:

Write target language on the board, I will then elicit the past perfect tense in the sentences from the students. Using lots of examples such as;

Past Perfect:

She had already eaten when I arrived.

The painting had been sold twice before it was destroyed.

He had been waiting for four hours when he finally arrived.

The house had been being painted for over a month before they began to decorate the interior.

I will also draw a time line on the board, like the one below, to further explain these sentences.

(PLEASE NOTE THAT THERE IS A TIME LINE HERE, BUT IT FAILED TO COPY OVER.)

PAST before then then now FUTURE

You

They

She

âd

Had

Hadnât

always

never

been

done

I could then write this substitution table on the board to help students identify the past perfect tense in the text.

T-S

20 mins

CONTROLLED PRACTICE:

Put students into pairs and give them jumbled sentences from the text, have them write out the sentences correctly, using the past perfect tense. From a hand out, or from jumbled sentences on the board.

S-S

5 mins

Put students into different pairs, and then get students to compare the sentences they have written.

S-S

2 mins

Go round each student, asking them to read out the sentences they have written.

T-S

2 mins

PRODUCTION:

Put students into pairs; have them read the text again. Then ask them to write more detailed comprehension questions about the text.

S-S

10 mins

Have every student read out one of their comprehension questions and ask each other for the answer.

S-S

4 mins

Put students into new pairs and ask them to write 2/3 sentences about something they have done, in their own life, with the sentences in the past perfect tense.

S-S

4 mins

Have students read out these sentences, then ask each other to read out the next sentence.

S-S

4 mins

Have students write a summary about their thoughts on the text for homework.

T-S

1 min

Re: the difference between the main and auxiliary forms of have (negative) ?

Clive — Mon, 10 Nov 2008 19:36:25 GMT

Hi,
Although would you say "I haven't a car"? Is that correct English, or does it require got?
There's nothing wrong with that, although it is less common.

Actually, as a side issue to a side issue, you might like to consider that 'got' is an English word that does not 'receive a lot of respect'. Students of formal writing are often told to avoid 'got', in favour of fancier vocabulary.

Best wishes again, Clive

using photoalbums from the net-ideas for teachers

linguaprof — Fri, 11 Jul 2008 21:24:40 GMT

My tips:
Look at the photoalbum: http://picasaweb.google.com/Sean.Pigg/MimsAndSeanSHouse
With an elementary/pre-intermediate student these pictures could be used to teach:
1. The vocabulary of house and living.
2. Present simple by asking: What do they usually do in this room/ place? (interrogative, negative too)
3. Present continuous, by using the pictures with people, asking What are they doing?, etc.(interrogative, negative too)
4. The use of There is, There are. (interrogative, negative too)
5. Countable, uncountable nouns- much and many- Many chairs, much space
6. Prepositions of place.
7. Comparatives and superlatives- This room is bigger than that one. This is the largest room., etc.

These are just a few ideas. Have fun!
Peter

Re: Simple Past Lesson Plan

Mister Micawber — Fri, 04 Jul 2008 04:22:11 GMT

.
Oh, I can always find something else (but I may have messed up your formatted columns):

Lesson Plan

Preparation

Level : Elementary

Lesson Length: 45 minutes

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

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

Question word + did + subject + base 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? No, she didn't. )

Assumed knowledge: Past Simple (regular / irregular verbs, negative form)

Anticipated problems:

Students may use a past form of the main verb to make the question instead of using the base 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.(This is not true for the verb 'be' and sometimes the verb 'have'.)
Point out the verb tense in the question form. Did + subject + base form of the verb
Drill individually and chorally.
Practice making questions. Monitoring for errors and having students unscramble sentences

can also help to work on sentence structure problems.

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

students are already familiar with. Handout for homework correcting sentences. Four pictures of people doing things.

Lesson Plan

Stage	Activity	Interaction	Timing
1	Warmer : Timed Scattergories (*spelling? I don't know this word) with pre-chosen* themes (food, things you do on the weekend, etc) Review homework from last class	TS ST	5 mins
2	Introduction : Have two students stand up for a moment to set the scene; elicit their names. Then they can sit down. 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 SS	1 min
3	Have students read the dialogue and answer gist questions about it to check their understanding.	S ST	3 min
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	1 min
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 main verb in questions, but always the base (or dictionary) form	TS	5 min
6	Drill chorally and individually. Focus on pronunciation and correct structure.	TST	2 min
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 on the board : - go to the restaurant / movies / market / bank / etc.) Â» Sandrine: Â« Did you go to the restaurant? Â« Didier: Â« Yes, I did. Â» etc.	ST SS	2 min 5 min
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	5 min
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	1 min 2 min
11	Monitor closely. Correct errors by using what's already on the board as a point of reference.	TS	1 min
12	If students are performing well, turn focus to what they themselves did on the weekend. They ask each other questions and give short answers.	PW	5 min
13	Follow up with controlled written practice. For example, use questions and answers in which the words are all mixed up ; students put the words back into the correct order.	S	5 min
14	Homework : a transformation exercise (changing affirmative statements into questions and short answers)

Re: Simple Past Lesson Plan

mzl14000 — Thu, 03 Jul 2008 15:57:02 GMT

Hello again,
Here is a cleaned-up version of my lesson plan. I'm an insecure wreck, therefore I dare ask for another look at my work...
Thanks again for the earlier help.
MZL

Lesson Plan
Preparation

Level : Elementary

Lesson Length: 45 minutes

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

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

Question word + did + subject + base 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 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 question form. Did + subject + base form 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.

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

students are already familiar with. Handout for homework correcting sentences. Four pictures of people doing things.

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	5 mins
2	Introduction : Have two students stand up for a moment to set the scene; elicit their names. Then they can sit down. 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 SS	1 min
3	Have students read the dialogue and answer gist questions on it to check their understanding.	S ST	3 min
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	1 min
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	5 min
6	Drill chorally and individually. Focus on pronunciation and correct structure.	TST	2 min
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 on the board : - go to the restaurant - go to the movies ) Â» - go to the market - go to the bank Sandrine: Â« Did you go to the restaurant? Â« Didier: Â« Yes, I did. Â» etc.	ST SS	2 min 5 min
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	5 min
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	1 min 2 min
11	Monitor closely. Correct errors by using what's already on the board as a point of reference.	TS	1 min
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	5 min
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	5 min
14	Homework : a transformation exercise (changing affirmative statements into questions and short answers)	S	2 min

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: Teaching a 5 year old?

shine_core — Wed, 11 Jun 2008 21:43:31 GMT

Teaching a 5 year old kid English language has a positive and negative results. Positive because they can be easily corrected once they have an error in English pronunciation or understanding vocabulary, unlike adults who are stubborn in some ways. Negative too because once you as a parent or teacher who have no idea what startegy to use to teach, your in big trouble.

So...I suggest that you use colorful images, one with cartoons on it showing an action then explain it in English. Then use music and sing along with it together with an action, this could develop their listening ability too.Lastly try ESL for kids site http://www.mingoville.com this one is free I spent an hour exploring and indeed I think this might help worried parents and teachers.

I need you help. Please correct this for grammatical erros. Thank you very much!

Anonymous — Tue, 01 Apr 2008 07:45:16 GMT

When you see (name of my friend), youâll think of him as the antisocial kid. Youâll usually see him at the school with no companions at all as if he has no social life. But in reality, he doesnât like going with friends at all. He always thinks that going with them might just boost up his negative sides. Since he believes that when one goes out with the others, he or she can be wild and undomesticated. But focusing on the core of this person, (name of my friend) actually is very polite and friendly. You may give him impression that he has no sport, no social life, no latest gadgets or no latest one of the kind, but youâll definitely just throw that first impression of him to the bin. Because when you stumble upon this person with problems, youâll say that this person is worth to be with.

At times, though, (name of my friend) can be very sensitive towards people. Whenever heâs botched because of his oh-not-so-good appearance, heâll always shout at them since, for him, itâs the best way he can do to get even. It doesnât mean he only thinks of himself. But in fact, he thinks of the others first. For that instance, he doesnât want people to get bad karma and the like from playing with other people through their bad means.

An introvert who seems acting like a dead kid, as what his friends say about him, (name of my friend) never fails to cheer up people around him when theyâre down or feeling with no one else. Instead of ignoring them just because of his introvert characteristics, he chooses instead to give them a jolly moment.

(Name of my friend) appears like a very kind person who has no vocabulary of becoming a bad one. It is right, but you guys have to beware. This person knows actually how to cheer people, but when one makes his livid level reach the top already, youâll definitely hate this person later on. He doesnât like people whose behaviors are unacceptable. Those who are awkward, liars and those who are social climbers are totally just a dose of mess for him. Better stay away from him if you think youâre one of those.

Nonetheless, this person is just an ideal friend whom youâll have. This person has limitation â like every one of us has. If you want him to be nice, better be nice as well, or worst, youâll end up yourself being kicked by this person.

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

Re: The Callan Method

Past perfect lesson plan (upper intermediate).

Level

Target Language

âd

Hadnât

Re: the difference between the main and auxiliary forms of have (negative) ?

using photoalbums from the net-ideas for teachers

Re: Simple Past Lesson Plan

Re: Simple Past Lesson Plan

Re: Simple Past Lesson Plan

Simple Past Lesson Plan

Re: Teaching a 5 year old?

I need you help. Please correct this for grammatical erros. Thank you very much!

âd

Hadnât