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

Re: grammar question?

CalifJim — Mon, 01 Sep 2008 17:19:37 GMT

(1) In 1978, a year or so before The Wall was released, Gilmour filed his first solo project, appropriately titled David Gilmour. While the songs don't approach the sublime heights of his best 1970s work, the album does have enjoyable moments, like the rockin' "Cry from the Street" and the poignant "So Far Away,"one of his best vocal turns.

Should it be didn't? Please clarify. No. It should be don't. When speaking of the contents of an artistic work which is currently available to all for examination use the present tense. It doesn't matter when the work was first created.

The plot of the play, written in 1598, is complex.

The songs, released five years ago, are not very melodic.

(2) Twisted Sister join Metallica for their second European tour which started on June 6 and lasted until June 10th. It was soon after this tour that Metallica had their first meeting with future manager and future record label Chris Burnstein from Q Prime, this happened on August 1, 1984. Metallica let the old manager Jon Zazula go on the August 2.

Should it be "joined" or "joins"? Is go okay? Please check in the above sentence. Twisted Sister is a group, so the notional plural join is used. go is OK. The grammar of let is as follows:

let [object] [base form of verb] Let my people go. We let the boys play until 5:30. Don't let them see us.

(3) This is unfortunate, and almost guarantee that the disagreements and accusations will persist among Jimi and the various factions of the Hendrix family.

Should it guarantees? Yes. But maybe two or more things are mentioned in the preceding text which are being referenced here.

(4) Hendrix returned to New York City for more club gigs. In July he saw Fank Zappa, whose band the Mothers of Invention were playing at an adjacent club.

Should it be was? Again the notional plural is used.

(5) He did this by melting plastic bottles into a ball and then using a soldering iron to make holes for his fingers. He fit his fingers into the plastic was it was still pliable enough to be shaped.

Does the bold phrase make sense? Please rephrase for clarity of thought. Typo. It should be while it was still pliable.

(6) Not since Eddie Van Halen has a guitar player been as influential to the prevailing sound of rock music.

Should it be as? No. a guitar player has (not) been as influential is the normal order. The inversion is required after the initial negative not since....

chossing correct tense/tense consistency

MaxMaximus — Wed, 20 Aug 2008 21:08:59 GMT

Greetings,

I have a pretty big favour to ask.

I've been struggling with this topic for quite awhile now.It goes without saying that my English "leaves something to be desired".

Having in mind the subtle differences that occur from using particular tenses, I have often wondered how the authors of following exercises expect anyone to choose the correct form, without providing sound and unambiguous references.

I've uploaded 2 exercises that I stumbled upon :

1. http://rapidshare.com/files/138835945/HP.txt.html
and
2.http://rapidshare.com/files/138835946/redundancy.txt.html

I have converted them into .txt files to ease moderators' job.

They present the essence of my inability to comprehend and do right.

First text:
1. First sentence, adverb "always" stands before the verb (author did not bother to put it in the brackets (always/be)). If she is dead (we don't know that until we have finished reading) or if she is not "a fighter" anymore (we are clueless about that either), - we could use Past Simple. Of course, Present Perfect is more likely choice, but the position of adverb puzzles.

2."But, prior to..." - Past Continuous or Past Perfect?

3.The sentence : "it (be)__ slow to notice..".I'm not sure whether Past Simple or Past Perfect should be used here.There is no strong reference whether this "slow noticing" occurred prior to her arrival or about the time when she came on board.

4."Those three years are not over..". The starting point is present time, but, that has nothing to do with the moment when she realized how things stand, which I know nothing about.Even the Present Simple is possible if she keeps realizing everyday that things are harder than she expected.For the rest of the paragraph I'm not certain whether Present Perfect should be used.

5."Above all,.." - from Present Simple (finds, is trying, is going to embark)...to Present Perfect (has found, has tried/has been trying, has embarked)...The tenses chosen in these sentences determine the tenses of the last paragraph in the text.

Second text:
1. First sentence: we could use Future Simple as well as Present Simple for the verb "have to"?

2. "Although no business or industry..". If there was a recent survey - do interviewed subjects still claim what they have said - or the use of Past Tense is obligatory? The word "any" is used in interrogative or negative sentences - but here, no question is being asked nor it is possible to be negative. Instead, "some" should have been used, I think.

3. "Those who have..." - Present Continuous or Present Simple? Former is more likely choice although the latter is possible also.

4. "In the past.." - as far as I know this presents the "indefinite moment in time". The Present Perfect could be used - but the position of adverb "always" confuses, again.

I would be more than grateful to anyone who can shed some light on these issues.
If I could reach to any other decent credible source I wouldn't ask for help in this way.

Thanks in advance,
Georgie.

Memos show Clinton turmoil

Jackson6612 — Wed, 13 Aug 2008 15:05:10 GMT

Memos show Clinton turmoil

Question: I would have written ''Clinton's turmoil''. Why didn't the author use apostrophe?

BY CRAIG GORDON AND TOM BRUNE | <email addresses removed by mod.>
August 13, 2008

Question: Why is semicolon used instead of comma to separate the email addresses above?

WASHINGTON - In a fresh postmortem (=an examination of a plan or event that failed, done to discover why it failed, =autopsy) on Hillary Rodham Clinton's presidential bid (=attempt to obtain or do something), newly published staff memos (=a short official note to another person in the same company or organization) and e-mails reveal a campaign hobbled (=to hobble something or someone means to make it more difficult for them to be successful or to achieve what they want) by internal rivalries (=a situation in which two or more people, teams, or companies are competing for something), faulty planning, bloated (=more than needed, =excessive) spending - and perhaps most important, Clinton's own failure to make the hard decisions.

Clinton offered herself to voters as a hyper-competent (=extra competent) executive ready to be president from day one. But atop (=on top of something) her own campaign, she was a hesitant leader, who allowed bitter infighting (=when members of the same group or organization argue, or compete with each other in an unfriendly way) to fester (=If an argument or bad feeling festers, it continues so that feelings of hate or dissatisfaction increase) among staffers over whether to go negative against Barack Obama, according to the Atlantic magazine.

The most bare-knuckled (=characterized by disorderly action and disregard for rules) lines of attack came from Clinton's chief strategist, Mark Penn, who urged Clinton to highlight Obama's "lack of American roots" due to his upbringing in Indonesia and Hawaii - saying he could only win if he faced Attila the Hun ((?406-453 AD) a king of the Huns (=an ancient people from Asia) who attacked and took control of large parts of the Roman Empire. He is famous for being violent and cruel).

But Clinton didn't embrace Penn's flag-waving (=the expression of strong national feelings, especially when these feelings seem too extreme) approach (=way of doing something), which campaign aides (=someone whose job is to help someone who has an important job, especially a politician) insist was never seriously considered.

Question: Clinton didn't embrace Penn's approach because she did not consider it seriously. Therefore, what campaign aides were saying is redundant.

The article also says that Clinton at times grew frustrated and short-tempered - including on the morning after her stunning third-place finish in Iowa in January, when aides on a call were silent. Clinton's camp dismissed the story as "inside-the-Beltway gossip" and "old news." And former campaign aides sharply disputed the notion of Clinton as an indecisive leader, with one campaign veteran saying, "Nobody seems to want to remember the fact that we had so many successes and come-from-behind victories in this campaign ... and they are due in large part to Senator Clinton's leadership."

Question: What does the line including on the morning...when aides on a call were silent mean? If she finished third place, then why would the author describe it as stunning? What does call mean in when aides on a call were silent?

Question: What does the phrase inside-the-Beltway gossip mean?

Question: What does the line Nobody seems to want to remember...to Senator Clinton's leadership'' mean?

But the e-mails and memos offer vivid (=very clear and detailed) new details about what had long been reported - that Clinton's headquarters was beset (=to make someone experience serious problems or dangers) by caustic (=bitter) internal battles involving Penn and former President Bill Clinton, who wanted to forcefully attack Obama, and others who wanted the New York senator to take a more positive tack (=method, =way of doing something). At one point, it was Bill Clinton - and not Hillary - who approved the famed 3 a.m. phone call ad.

Question: what had long been reported is passive past perfect tense. Am I right?

Question: I think headquarters should take plural verb. What do you say?

Question: Why are the hyphens used in -and not Hillary-? I believe commas would do instead?

Adding to the turmoil was the fact that the campaign had little strategy and no money left to seriously compete in the post-Super Tuesday contests - having (=the form having with a past participle can be used to introduce a clause in which you mention an action which had already happened before another action began) burned through $106 million before Iowa. That allowed Obama to win 12 straight contests and effectively wrap up (=to finish a job, meeting etc) the nomination.

Question: What does burned through mean?

In the end, the campaign's strategy came to reflect some of the internal turmoil, as Clinton veered (=changed course) from attacking Obama to emphasizing her personal side.

Question: What does her personal side mean?

Penn did offer some advice in March 2007 that proved on the mark - Clinton's path to victory lay with women and lower- and working-class voters.

Question: What does proved on the mark mean? I couldn't find it in the dictionary.

But by the time Clinton finally settled on that strategy to win the later primaries, it was too late.

Excerpts from the memos

"All of these articles about his boyhood in Indonesia and his life in Hawaii are geared towards showing his background is diverse, multicultural and putting that in a new light ... It also exposes a very strong weakness for him - his roots to basic American values and culture are at best (=even when considered in the most positive way) limited. I cannot imagine America electing a president during a time of war who is not at his center fundamentally American in his thinking and in his values." Strategist Mark Penn, from a March 19, 2007, memo to Hillary Rodham Clinton advising her to attack Barack Obama for his "lack of American roots."

Question: What does centre mean in the above context?

"The right knows Obama is unelectable except perhaps against Attila the Hun, and a third party would come in then anyway." Penn, from the same memo.

Question: Does right refer to right wing in the above context?

"This has been a very instructive call, talking to myself." Clinton, before angrily hanging up on a staff conference call the day after coming in third in Iowa in January. "She complained of being outmaneuvered (=to gain an advantage over someone by using cleverer or more skilful plans or methods) in Iowa and being painted as the establishment candidate," according to the Atlantic - but was met with near-silence.

Question: I would have written This has been..., talking to me. Why did she use myself?

Question: What is a conference call? Is it some kind of telephone call which address many poeple?

Question: Why is in used in coming in third?

"STOP IT!! I have help my tongue for weeks. After this morning's WP story, no longer. This makes me sick. This circular firing squad that is occurring is unattractive, unprofessional, unconscionable, and unacceptable ... It must stop." Robert Barnett, a Clinton lawyer and Washington insider, from a March 6, 2008, e-mail to campaign staff after a Washington Post story detailed the infighting.

Question: What does I have help my tongue for weeks mean?

Question: What does This circular firing squad mean?

Question: Were the comments in the last paragraph made by Robert Barnett?

Re: Was + going or did not??

CalifJim — Mon, 28 Jul 2008 08:34:17 GMT

A negative (not) in the simple past tense with a verb that shows an action (go) indicates that an event did not happen. There was never a completion of the event -- no arrival at the doctor's.

If an event was never completed, there is no time at which it happened.

So the sentence says,

There was no time at which she went to the doctor's and arrived there, and at that time I saw her.

But there is nothing that "that time" can refer to, because there was no time that any arrival at the doctor's happened.

_____

With the progressive form, however, there is no focus on the completion of an event, so the meaning changes to the following:

For a period of time she was in the process of doing something other than traveling to the doctor's, and during that time period, I saw her.

____

To summarize: The simple past (did not go) is about arrival at a destination. The past progressive (was not going) is about traveling -- being in motion.

Re: Present perfect/simple past in since clause

Mr Wordy — Sun, 27 Jul 2008 12:43:01 GMT

Marius Hancu
The reason is that the use of the present perfect in English, in one
form or another, always indicates a connection with a present time.

I understand this objection, and I have a theory about this.

Originally (perhaps a hundred or two years ago), I speculate that, for example, "It's a long time since he's lived there", really would have meant "He's lived there for a long time", with the perfect tense indicating, as you say, a connection with the present. However, in modern usage it's impossible for "since" + "long time" to mean "for a long time", so that meaning is unavailable. Therefore, at some stage the meaning shifted to (almost the same as) "It's a long time since he lived there". Those people who find "It's a long time since he's lived there" unsatisfactory have not assimilated this change of meaning (and I don't in any way mean that in a negative or critical sense), and they are caught in the situation where neither the original meaning nor the everyday modern meaning works for them.

Re: assumes the shape

CalifJim — Thu, 10 Jul 2008 02:34:06 GMT

New2grammar
I rarely hear that word used by native speakers to mean what it's supposed to.

You have to use 'rooster' for that meaning. The other word has now become almost exclusively used for the male sex organ -- though there may be some remnants of the original meaning in older writings.

My response was partially pretense, by the way, to give you an indication of what a strong negative impression you would be greeted by if you actually used that word in 'polite society'. Someone would surely take you aside and explain privately that that word is "just not used".

Re: would prefer

CalifJim — Mon, 07 Jul 2008 18:21:55 GMT

Subjunctive.

to be:

Present affirmative:

I be / you be / he, she, it be / we be / you be / they be

Present negative:

I not be / you not be / he, she, it not be / we not be / you not be / they not be

Past affirmative (negative):

I were (not) / you were (not) / he, she, it were (not) / we were (not) / you were (not) / they were (not)

to come:

Present affirmative:

I come / you come / he, she, it come / we come / you come / they come

Present negative:

I not come / you not come / he, she, it not come / we not come / you not come / they not come

Past affirmative:

I came / you came / he, she, it came / we came / you came / they came

Past negative:

I didn't come / you didn't come / he, she, it didn't come / we didn't come / you didn't come / they didn't come

_______

You can use any subjunctive after would rather or would prefer.

I would [rather / prefer] (that) he [go / not go / went / didn't go] to meet Mr. Brown.

I would [rather / prefer] (that) my husband [come / not come / came / did not come] with me for a holiday.

The Pentagon would [rather / prefer] (that) the plan [be / not be / were / were not] considered together with war funding.

He would [rather / prefer] (that) she [stop / stopped] calling him "Pacman".

___

I have no scientific evidence for it, but I believe the present subjunctive tenses occur more often with prefer, and the past subjunctive tenses occur more often with rather. Nevertheless, you will hear these in various combinations almost indiscriminately.

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