Search results for 'tag:Pronunciation tag:Auxiliaries' matching tags 'Pronunciation' 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: I'm desperate! I need help :(

Tartan — Tue, 07 Nov 2006 04:39:28 GMT

8. Why do you say âShe is a one-eyed teacherâ and not âSheâs an one eyed teacherâ? (Focus on a phonetic explanation) The article an is used before vowel sounds, not vowel letters. The word one is pronounced wun. The w is not a vowel sound even though the o in o-n-e is a vowel. So a must be used before one.

9. Miss Justine Fair listened to the two Chilean students read their passages. One of them had a strong accent. The second student had no accent at all. Who got the best mark? Why? (Focus on a Phonetic explanation) Accent is a form of mispronunciation, of giving vowels and consonants different values from their standards. Mastery of a language requires control over the sounds of the language.

10. One of the teachers said âMy children need much exercise to improve their performance.â The other one said: âMy children need many exercises to improve their performance.â What kind of courses are they in charge of? Teacher One teaches a course with non-countable exercise, that is, exercise that cannot be identified as separate pieces and counted. This is probably physical exertion, as the earlier post suggested. Teacher Two teaches a course with countable exercise. This work can be counted. Perhaps these are separately numbered problems in an exercise book. Maybe this is a teacher of mathematics.

13. What is the difference between these two sentences?

Sheâs worked as a teacher for five yearsâ ...for the past five years up to now

âShe worked as a teacher for five yearsâ ...for five years, sometime in the past (maybe the past five years--we don't know)

14. Can the auxiliary âdoâ and the verb âbeâ ever be combined in a sentence? Don't be surprised.

15. Is it ever possible to say âfruitsâ or âfoodsâ? Yes, if you are talking about different varieties. At the party they served fruits and foods from all over the world. Or: Two foods I really like are pizza and chocolate chip cookies.

Re: auxiliary road?

Nef — Fri, 14 Apr 2006 09:43:07 GMT

From m-w.com:

on-ramp

Pronunciation: 'on-"ramp, 'Ã¤n-
Function: noun
: a ramp by which one enters a limited-access highway

------------------------------------------

An on-ramp is usually very short and its only purpose is to let people get on the freeway or highway. Once you are on an on-ramp, you have no choice but to get on the freeway. I'm not sure if this is what you want.

Re: Strong and weak sounds in verbs????

Novalee — Tue, 20 Jul 2004 00:21:06 GMT

Some words, not only verbs, that are used a lot in speaking, have one weak sound and one strong sound.
Weak forms are used in 'connected speech', that is, when you are having a normal, everyday conversation or when they are in the middle of a sentence.
For example, the weak form of the verb 'have' is /hev/ or /ev/, e being the unstressed sound called 'swcha' (usually written as an inverted 'e'), which you can hardly hear. This form is mostly used when the verb 'have' is functioning as an auxiliary verb as in They have been doing the hovering or in sequences such as should have, could have, would have.

Strong forms are normally used when we say a word isolated from speech with an emphasis on the vowel. These forms are used by native speakers of English when talking to a foreigner, for example, or in questions.
The strong form of 'have' would be /haev/ (the ae symbol is the standard short 'a' sound).

Modal verbs usually have these two forms. But, negative forms of these verbs only have a strong pronunciation, for example aren't, can't or won't.
Words that also have strong and weak pronunciation are: he, his, she, her, is, are, some, a, an, the, of, for, and or to.

There are many more examples. In any pronunciation dictionary you can find the weak and strong forms of a particular word, if it has both forms, that is.

Hope it helps.

Re: should or ought to?

kitkattail — Fri, 22 Aug 2003 02:55:50 GMT

From www.m-w.com:

Main Entry: should
Pronunciation: sh&d, 'shud
Etymology: Middle English sholde, from Old English sceolde owed, was obliged to, ought to
Date: before 12th century
past ofSHALL
1 -- used in auxiliary function to express condition
2 -- used in auxiliary function to express obligation, propriety, or expediency
3 -- used in auxiliary function to express futurity from a point of view in the past
4 -- used in auxiliary function to express what is probable or expected
5 -- used in auxiliary function to express a request in a polite manner or to soften direct statement

Main Entry: 1ought
Pronunciation: 'ot
Function: verbal auxiliary
Etymology: Middle English oughte (1st & 3d sing. present indic.), from oughte, 1st & 3d singular past indicative & subjunctive of owen to own, owe -- more at OWE
Date: 12th century
-- used to express obligation , advisability , natural expectation , or logical consequence

(When grumpy and in a bad mood, rely on the dictionaries to do your work for you. )