Search results for 'tag:Sentence structures tag:Conversations' matching tags 'Sentence structures' and 'Conversations'

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

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: ask for information

CalifJim — Wed, 07 May 2008 19:25:20 GMT

New2grammar
I find your cashier to be unfriendly or impatient

Give yourself a pat on the back for picking up on that!

New2grammar
this is not a grammatical question- more about the culture.

Exactly. It was my purpose to highlight this.

New2grammar
Shouldn't cashiers be more friendly, eg cashiers at Universal Studios, Disney World etc?

The cashiers at these 'name-brand' attractions are undoubtedly more friendly. But the original post said nothing about this, so I did a dialog more appropriate to some other less-known attraction.

My point is also that cashiers don't normally act as explainers, advertisers, or tour guides. They mostly ask "How many tickets?" and say "That'll be $20". They take money and give out tickets. The original dialog casts the cashier in an unrealistic role, in my opinion. Try striking up a conversation about metro routes with a Parisian metro ticket-seller, and see how far you get! You will undoubtedly be referred to written materials -- if you can even understand anything that's said in all that noise!

Another point I am making is that oral communication is often much less necessary than we realize, especially of the type illustrated in the original dialog presented; so much information is available in written form. The point is that many dialogs for learners are completely unrealistic. They are exercises for using certain sentence structures and certain vocabulary. And everyone in foreign language dialogs is much more polite, civilized, and helpful than real people!

New2grammar
what if a foreign tourist says, he can't read English and demand the cashier to tell him about the attractions.

"demand" is a strong word. I don't think anyone, native or foreign, will get very far with demands. Consider also that most learners are much more comfortable reading than listening to a foreign language, so I'm not sure how realistic this situation is, featuring as it does a learner who understands spoken English but cannot read it.

Re: Improving English listening skill

Anonymous — Wed, 05 Dec 2007 10:33:52 GMT

All:

I think, to listen more is definitely a way to train your mind to interpret the English message. However it is worth to point out if you allowed yourself to listen to a same conversation few times, you will also train your mind to absorb the message into different stages because you still have one, two more opportunities; and this will end up that you will keep saying " Sorry" or "Pardon" when you are speaking to a foreigner.

The way I will recommend is as following:-
1) Definitely listen more;
2) Listen English aims to understand the message; hence it is good to concentrate the key words, which the sound will be stress abit higher to express its importance. Attempt to catch this few stress on a sentence;
3) Prounication is vital as you may not have 20,000 to 30,000 words in your mind as you don't know how to voice it out;
4) Reading more English will in turn give you a better understanding on the sentence structure, and it will help listening;
5) Convince yourself listening English is no longer a lesson, it is a way to communicate to the English speaker; felt liking talking and listening while you are doing the above exercise;

Re: What's the last movie you've seen?

Goodman — Thu, 15 Nov 2007 00:15:54 GMT

"Zip " is the same as "shut up", or "say mo more". It is probably classified as "urban English".

Angry, nah! I just keep nagging until you guys are all driven crazy.

I am not sure what you mean by: <<However: Â«I have seen this movie and I liked itÂ» Â«I have been to Paris but I didn't see him thereÂ»

Are you agreeing or disagreeing with the structures ?

_{There are plenty of instances where present perfect and simple past can co-exist, but not in the same frame of sentence structure. i.e. âwhen was the last time you have visited Disneylandâ? (wrong)}

_{If my English knowledge is correct, the following is a valid sentence. Not only it contains present prefect and past, it has a present reference as well.}

_{I have been to Disneyland with my family many times but I canât remember which year the last visit was.}

_{This kind of mixed tense scenario happens a lot in day-to-day conversations.}

_{I really donât think people pick on the correctness much except English fanatics, like us!}

Re: You will be glad to read it,and simultaneously you are helping me!!Please!!

Xatso — Wed, 10 Jan 2007 08:47:24 GMT

I find this piece is very difficult to read, and for most part are unable to follow your reasoning due to poor grammar, word choice and sentence structure.

I will only point out your mistakes since this is your thesis.

Yrmacita wrote:

Dear friend, this discussion needs your help, the topic is very interesting and easy to understand. I consider you will be glad to read it,and simultaneously you are helping me to submit my thesis, which deadline is soon. Please help me!

The Forced Decision Issue

Peruvians families will construct and continue their lives and new projects in the Japanese society context, which is ideal because family support system and unity can be maintained. The depending factors were identified as: financial (wage target) and emotional (childrenâs location). So far, parents would be driven toward the fact to stay in Japan, which is interpreted in my study as a forced decision. Because of the nature of the forced decision, their settlement is expected to depend not only on a comparison of life standards between the home and host country, but also would be strong affected by the strength of family relationships.

However, a further question remains, why and when does the decision-making turn into a forced decision to stay in Japan? When the time to the decision-making comes, parents will evaluate the situation of their children, and they will find that the young members are not able to adjust to a different environment for various reasons; such as some of the Peruvian children came at a very young stage of their lives, and the most time of their life they have stayed and grew surrounded by the context of the host society. Others were born in Japan hence the only environment they had seen is the Japanese. There are situations that within the same family, an elder brother or sister was born in Peru and the younger children born in Japan. In spite of these circumstances, the desires of returning to Peru are still held in the hearts of Peruvians parents although the situation is out of reality.

Additionally to this situation, we find children with low abilities of Spanish language, or if they are able to speak, they are not prepared to write or read in Spanish. Besides, most Peruvian children attend the Japanese school. Then, they do their every day activities in a context where the images and traditions that they embrace daily are mostly Japanese. The language in which many demonstrated superior proficiency is Japanese, and in fact, it has been adopted as their first language. In the best of cases children are bilingual; nonetheless in the majority of the cases they speak a fluently Japanese and only understand Spanish vocabulary, daily life conversation, typical phrases, and the linguistics codes used in their own family.

I consider that the state of Peruvian children is far to change in essence. The environment and circumstances will continue, and will be reinforced because of the changes in family membersâ role and the lack of communication. Therefore, this scene of the Peruvian family permits a closer view about what would be the election of children regarding to their future residence preferences. Only when the confronting time prepares the environment for the decision-making, at that very moment parents will realize and face the situation, giving up their dreams kept for long years, and just accept the decision of residing in Japan.

Due to the fact that parents are forced to select Japan as the country of their permanent residence, many would be the difficulties and frustrations confronting by them. In spite of that, I consider these outcomes important because of its future implications that would have an effect on the family. Then, a critical question has been raised: What are going to be the consequences of forced decision for Peruvian families? .The answers are not easy to find, but an analysis of the current situation and the way how do Peruvians perceive their future were required to approach the problem.

Subsequently, after parents and families set up their residence I suggest that Peruvian migrants may choose a different type of migration which move further than the standard of âstay or returnâ decision, that for the purpose of a better understanding will be called the âVa y Vieneâ[1] strategy. This new strategy implies that Peruvians would tend to commute and share their time between the host and the origin country. In few words, they would spend a period in the home country and then come back to the host country. This new strategy has been brought to light because of the framework in which parents will decide their residence the same that leads to a forced decision.

I consider that future analysis of Peruvian communities, especially those related to their residence and its consequences need to be highlighted. The importance of analyzing those themes will bring important insights to the description and evolution of the Peruvian family in Japan.

[1] The name was originally take from its the work of Zimmerman "The expression 'its comes and goes' was taken from the work of Ross, who used the French equivalent 'van et vient'"

COMMENTARY: My Last Duchess by Robert Browning

Anonymous — Sun, 23 Apr 2006 20:46:38 GMT

Hello,
I have just finished my commentary on "My Last Duchess" for my 11th Grade IB English class. We were supposed to talk about the poetic form, background and use of poetic devices. I would love any feed back I could get on sentence structure, choice of words, and content. (and any other mistakes) MrP I would love any feedback you could give me because after readinbg this thread, you seem to know more about this poem than anyone.

My Last Duchess

Robert Browning wrote this Dramatic Monologue in1842 and published it with a collection entitled âDramatic Lyricsâ the same year. The poem is set during the Italian Renaissance which Browning exemplifies with his references to art as well as the fiancÃ©eâs dowry. Throughout the poem, we piece together the character of the Duke and his previous wife, his âLast Duchess.â The title alone gives us an idea of how the Duke feels about women. The word âMy,â conveys his feelings of ownership and superiority towards his last Duchess and towards all women in general. The word âLastâ implies that he sequentially marries his wives and probably views them as a part of a collection rather than a partner. Browning effectively uses Dramatic Irony by allowing the Duke to unknowingly reveal his faults to the reader.

The poem is written in Iambic Pentameter and maintains an even beat throughout. Browning also uses Rhymed Couplets where every two lines end with a rhyming word. We learn that the Duke is talking to a representative from his fiancÃ©eâs family, this conversational technique makes the reader feel as if they are listening in on the conversation. In lines seventeen to nineteen, the Duke begins to talk about his previous wifeâs faults. (according to him) In these lines, Browning cleverly uses personification, by giving the paint (or perhaps the painting) human qualities. There is also a metaphor; the painting symbolizes the memories he has of his last Duchess. In line nineteen, he uses hyperbole by exaggerating the fact that the paint could not reproduce the bad qualities he remembers about his last Duchess. Lines forty-five and forty-six âI gave commands; Then all smiles stopped together.â seem to suggest that the Duke had something to do with the death of his last Duchess. However, there has been some debate as to weather or not she was actually dead at the time.

What is strikingly ironic is the fact that even after the wife is gone and rid of the Duke, he still views her as a possession through his painting. In the first line, âThat's my last Duchess painted on the wallâ he is still referring to a possession. âThatâ reduces her to nothing more than a simple object, a painting on his wall. The Dukes criticism of his last Duchess in lines sixteen through fifty-one are potentially the most ironic. All of the faults that the Duke is referring to are actually qualities that one should find appealing in a wife. Character traits such as courtesy, modesty, and compassion are all trivialized and diluted by the Duke. Browningâs use of Irony throughout the poem furthers the readerâs feelings of sympathy for the last Duchess.

Re: :::::: HOW TO SPEAK AND LEARN EGNLISH ::::

Exclusive — Fri, 21 Apr 2006 13:37:23 GMT

Become a confident speaker

How to improve your English speaking skills, so that you can communicate more easily and effectively. These tips will help you to become a more confident speaker.

Practice where you can, when you can. Any practice is good - whether you speak to someone who is a native English speaker or not.

It's important to build your confidence. If possible, use simple sentence structure that you know is correct, so that you can concentrate on getting your message across.

Try to experiment with the English you know. Apply words and phrases you know to new situations. Native English speakers are more likely to correct you if you use the wrong word than if you use the wrong grammar. Experimenting with vocabulary is a really good way of getting feedback.

Try to respond to what people say to you. You can often get clues to what people think by looking at their body language. Respond to them in a natural way.

Try not to translate into and from your own language. This takes too much time and will make you more hesitant.

If you forget a word, do what native English speakers do all the time, and say things that 'fill' the conversation. This is better than remaining completely silent. Try using 'um', or 'er', if you forget the word.

Don't speak too fast! It's important to use a natural rhythm in speaking English, but if you speak too fast it will be difficult for people to understand you.

Try to relax when you speak, and you'll find that your mouth does most of the pronunciation work for you. When you speak English at normal speed, you'll discover that many of the pronunciation rules, such as word linking, happen automatically.

Final tipsÂ¡Â

- Try to become less hesitant and more confident.

- Don't be shy to speak - the more you do it, the more confident you'll become.

- Remember to be polite - use "please" and "thank you" if you ask someone to do something for you.

Re: Is it wrong?

Goodman — Tue, 14 Mar 2006 23:49:35 GMT

Hi,

Glad you asked this question. How English speaking people use English does not represent the correctness of their English. That said, I would say what you hear depends a lot on the class of people you converse with and this has nothing to do with economics. By that, I mean rich people donât necessarily possess better English skills.

Going back to you questions, in a general sense, it really makes no difference whether you mention âpurchasing the bookâ first or â been to N.Y.â. But if there is a specific context in which you want to emphasize that you had visited N.Y., then you need to put the N.Y. visit at the beginning. Likewise, if you want to emphasize the books, put the book at the front of the sentence structure. If there are two thoughts I want to express with out any order in mind, I would say : I bought many books while visiting N.Y. This has no mention of time. Just a simple sentence with adverbial clause (while visiting N.Y.). However, in a conversation in which people talked about travels, you can say:

Iâve been to N.Y. many time and bought books each time as mementoes. Or simply used a simple past tense: I went to N.Y. many times and bought books as momentous.

Following is the Rule of thumb â Examples

1) Mary shared an apartment with me before. The context suggested that She is no

longer sharing the apartment with you.

2) Mary has been sharing an apartment with me since the beginning of the year. This context requires present perfect progress to depict the time line of past till now.

3) Mary is sharing an apartment with me. This tell people simply Mary shares an apartment with you now, no time line of the past; just now.

4) Mary had shared an apartment with me before she found a job out-of âstate.

This calls for past perfect tense to depict the time line of something happened in the past and finished in the past.

The sharing took place sometime in the past and finished in the past before

another event took place.