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

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.

Re: Essay for Toefl 2

Grammar Geek — Mon, 05 May 2008 01:35:19 GMT

HI Doll,

Describe one event from your country's history, and explain why it was important. Provide clear explanations and details in supoort of your answer. (This is supposed to be a descriptive essay.)

The Gallipoli Campaign still has its memories vivid in our minds although 86 years passed ~~after it~~.It was not only important for Turkey, but also for the other countries including France, Germany, England and Italy.

Starting in 1915, the Gallipoli Campaign was one of the most bloody wars in history. Approximately 53.000 soldiers from Turkey and 111.000 soldiers from other countries fought in this war. One aspect of this war was that there were naval attacks, landings and ~~the~~ air assaults ~~were done ( can I say done~~? not really ) which meant more loss of life.

There are different reasons for the Gallipoli Campaign but ~~if we want to count,~~ the more important ones are these: ( can I count things like that in an essay? Sure) First, the Ottoman Empire had lost Trablusgarp and Bingazi and wanted to gain those lands back; second, (I have no idea about pronunciation. Is it correct? And do I have to count first, second, third respectively? Yes, first, second, third...) England and France wanted to conquer Istanbul; third, Russia needed help via the Bosphours to gain her power back; fourth, Turkey trusted Germany and her power and had high expectations ~~was in a high expectation~~ of winning the war; and finally, ~~fifth,~~ Istanbul was under attack and Turkey was in a complete danger "complete danger" doesn't work - perhaps "was facing the possibility of invasion" or something like that.

No matter what the reasons were, it had no side to be proud of perhaps "neither side could be proud of the resutls.". ~~As well as other soldiers,~~ It affected innocent civilians, not only soldiers ~~too~~. ~~Aside from the great success of soldiers,~~ Turkish civilians showed great courage ~~as well~~. Argh. I'm not sure how to rewrite that. There are too many "as well" and the soldiers are repeated twice. Maybe "The war affected others besides the soldiers -- innocent civilians showed great courage along with their military counterparts"? Even women got involved in the war volutarily. They carried heavy stones and guns on their back and they helped soldiers as snipers. When they ran out of guns, they fought one-on-one with enemies. ~~Maybe just because of this~~ For this reason alone, we can count Gallipoli ~~Campaign~~ as one of the rarest wars in this world.

Gallipoli Campaign left plight ? memories on the others too. For example, Anzacs were just the victims of destiny. This was had nothing to do with them but they had to be involved on other countries' will. Both sides lost numerous soldiers in this war and both sides were really affected badly by poverty, hunger and illnesses during the war.

As with all wars, Gallipoli Campaign has some good? positive? results too. The first of them is that the Turkish people gained courage by defeating enemies despite their poverty~~poorness~~, lack of men and guns. Second, M.K. Ataturk's celebrity and success spread all around the world;( Does it spread? yes, that's fine, but use periods not semi-colons to seperate them) Third, Istanbul wasn't conquered. On the negative side, F~~ourth, unfortunately~~ Turkey ~~gave~~ suffered a big losses and most important, it lost its brains not sure what you mean? they lost their best and brightest? Either way, end with a period. Russia couldn't get enoguh help and was deprived of its aid so she couldn't help Europe.I'm not sure about what you mean here? It left Russia in a weakened position?

The year is 2008 and the effects of the war still lingers in Gallipoli. The cemeteries of Anzacs and soldiers from Europe are now turned into an open museum and the gates of Dardanelles are open to their grandsons.

I felt a bit off-topic. Am I really? I think it would be good to talk about the effects that linger - perhaps on Turkish national identity, or what could have happened if the war had gone differently? I'm not seeing a strong connection to the current state of affairs.

I know I made a bunch of changes, but this is not very far off from what I would expect from an American student. Use more periods and fewer semi-colons! :)

Re: can't;can

CalifJim — Tue, 22 Jan 2008 00:55:03 GMT

can (followed by another word) can sound almost like kin, or partway between kin and kun, with a full n on the end.
can't (followed by another word) can sound almost like kan with the final n clipped short by placing the tongue in position to say t, but not really saying the t, at least not completely. Detecting the comparatively clipped sound of can't is how you know it's can't, and not can. (The same clipped sound occurs at the end of don't and won't and similar words, by the way.)

Further, can is normally relatively unstressed, and can't is normally relatively stressed. The vertical bar shows the clipping of the nt.

I can see it. = ikinSEE'it.
I can't see it. = iKAN'| (t)SEE'it.

(In this case the t somewhat attaches to see, as if there were two words, thus: kan tsee.)
______________

I can't not go is a different situation. This is more of a semantics problem than a pronunciation problem. Strictly speaking, this is not a double negative, because the two negatives negate two different verbs. One negative applies to the ability or possibility of can; the other negative applies to the action of going.

The meaning is, "It's not possible for me not to go", or more simply, "I have to go". That is, "People are expecting me to go. I must live up to their expectations." Here it's likely you'll hear three stressed syllables in succession, perhaps with not a little less stressed:

iKAN|(t)'NO|(t)'GO'.

CJ

Arabic-english accent

Anonymous — Tue, 02 Oct 2007 12:35:37 GMT

Dear forum-ers,

I was born in the UK and acquired the english language as a joint first language with arabic. My family moved back to our country when I was still a child, and although I always maintained a very high standard of spoken, and written english I unfortunately lost my accent.

I moved back to the UK 2 years ago, and am working in a job that requires interaction with lots of people from different educational backgrounds. Everybody commends me on my excellent grasp of the english language, but they can easily tell that I am a foreigner. I don't want to be a sell-out, but I believe that, especially recently, an arabic accent is associated with a negative racial stereotype.

The problem is I am getting very stressed, and insecure about my accent. Some people say that it is very subtle, and kind of intellectual sounding. Other people (my friends) can sometimes make fun of it, and although they mean no harm I am deeply shaken by this. I am sure lots of you know that the pronunciation of certain consonants and vowels is very heavy in arabic and I have been trying to consciously alter this, but I fear sounding fake. The letters I have special problems with are the Rs and Ls. Any way to change this?

PS. I need this for professional advancement, as people in my position get more recognition when they sound more 'local'.

Thanks

Re: Proficiency alongside "poverty".

Cool Breeze — Sat, 21 Jul 2007 21:36:41 GMT

Forbes wrote:
Cool Breeze wrote:
Fortunately English is structurally so simple...

?

Hi Forbes

In the days of Old English the grammar of the language was more complicated than it is today: nouns had three genders, and there were even strong masculines as there are in modern German, 's' wasn't the normal plural ending for nouns etc. These days an English noun can have a maximum of four forms: boy, boys, boy's and boys'. A verb normally has only four forms: ask, asking, asks, asked. Countless adjectives have only one form: beautiful, difficult etc.

Adjectives have no plurals: old cars (not: olds cars).
Relative pronouns have no plurals: The cars that are parked in the street are mine. (Not: The cars thats are parked...)
Relatives that and which have only one form each, which serves many purposes:
The cat which looks old is mine. (subject)
The cat which you saw is mine. (object)

And so on. There are languages that use a different form of a verb for every grammatical person in all tenses and even the negative word (not) is inflected for all grammatical persons. If that happened in English, sentences like these might be correct:

I am not tired.
You are nott tired.
He is note tired.

We are net tired.
You are nette tired.
They are nottem tired.

In my native language all nouns have a basic minimum of about 30 inflected forms but for greater expressiveness far more forms are used.

The difficult thing about English is the fact that spelling and pronunciation are worlds apart. There are at least eight ways to pronounce ough, for instance: rough, though, plough, through etc.

Cheers
CB

Elvis' Music

Old Man Gordon — Fri, 13 Jul 2007 10:55:49 GMT

Elvis is one of the most popular and famous American Rock stars. Which of his songs would be best for learning/teaching English, and why?

For example. 'Hound Dog' is good for teaching double negatives, which are completely wrong, yet are still commonly used.

One problem with some of his songs is that his pronunciation is often slurred, so it makes things difficult for a non-native.