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

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: Can You say?

Goodman — Fri, 14 Mar 2008 04:25:44 GMT

I am not trying to crucify anyone, or negate the effectiveness of certain learning method. What I have observed is that many ESL learners opted to learn the patterns of speech rather trying to work on the understanding of fundaqmentals, but often misinterpreted the answers from the forum. This is evident from the sentence structure of the posted sentences which are often awkward and unnatural. Personally, I used the media to itâs full extents. For many years, I watched Discovery, BBC and channels like History and recently The Science Channel. With the aide of closed caption and narration, itâs much like sitting in an English class. Watching a program in certain topic and reading the captions, we can build comprehension and foundation of sentence structure. I had revealed my non-English speaking origin in the past and many of you may not know it from my posts. I am still trying to polish my writing style and enlarge my vocabulary. That said, I think my tone comes very close to being that of nativeâs. I know learning English isnât the easiest task for those whose mother tongue wasn't English. I had to learn it because I need to survive in my second mother land, the US. If I could learn it, Iâd venture to say, many coming to this forum can as well. Choosing the correct method to learn any skill can cut the time and effort in half and double the results. Thatâs my experience.

I have question.

BeginStudent — Sun, 24 Feb 2008 18:13:29 GMT

Hi,

The task is :
Think of all the possible causes and effects of the following situations.
5.Nowadays,young people read less than in the past.Therefore,
a.Most young people haven't good spelling and sentence structure.
b.They don't learn more interesting things . ( I need write "interesting" or "interested" and when i used with two ).
c.They haven't good vocabulary.

This is my answers and I need someone check me that and repair the mistakes.

Thanks .

Re: May i please get help on emproving my english skills?

Goodman — Fri, 11 Jan 2008 22:15:10 GMT

Hi Anon,

As you wish... I noticed a few things obvious. Itâs more of a laziness problem than grammar. You have a habit of not applying the capitalization rule and making simple but careless spelling mistakes. Tone and structure are workable nut certainly can use some improvement. I marked it up so that you can seeâ¦.. Hope that helps

Hello everyone! I'm here in search for some help on (improving) emproving my (English) english skills including my spelling and grammar. I'm not here to search for ~~some~~ answers but mostly am ~~here~~ to (broaden) broden my vocabulary as well as my grammar. I notice that my main problem is sentence structure as well as spelling (on some words). I believe that if (I) i learn to speak more on a forum (which is) thats willing to offer constructive criticism (criticise (on) my (capital E) english which would ultimately lead to improving my self (knowledge) knowlege. So with this (cap. I) i hope for people to point me in the right direction, (not necessarily) giving me the (answers) answeres but point and criticize (what is wrong) whats wrong so (that) as (capt I) i can learn from my mistakes. (Anyway- no s) Anyways ( missing apostrophe) dont hesitate to give me feedback.

May i please get help on emproving my english skills?

Anonymous — Fri, 11 Jan 2008 20:35:28 GMT

Hello everyone! I'm here in search for some help on emproving my english skills including my spelling and grammar. I'm not here to search for some answers but mostly am here to broden my vocabulary as well as my grammar. I notice that my main problem is sentence structure as well as spelling (on some words). I believe that if i learn to speak more on a forum thats willing to criticise my english that it would ultimately lead to improving my self knowlege. So with this i hope for people to point me in the right direction not giving me the answeres but point out whats wrong so as i can learn from my mistakes. Anyways dont hesitate to give me feedback.

P.S I hate my english, although my first language is english....

Re: How many words (HMW)?

Hoa Thai — Wed, 12 Dec 2007 16:15:26 GMT

Arvsworld wrote:
It's generally not the number of words you know but how well you use them (to express your thoughts clearly) that indicate your mastery level. Tests like the TOEFL and the IELTS rate your mastery of English for the academic and work related settings. Knowing all the words in the dictionary is useless if you can't create complete, coherent sentences. One good way to practice and improve your language skills is to try saying something in several different ways. This kind of exercise forces you to keep adding new words to your vocabulary and to explore different sentence structures. Regarding the word lists you were asking about, you can search for those things using google or any other search engine.

Hi,

I simply need the statistical information from a reliable source (if possible sole source) for my report.

Regarding your advice, I beg to differ. Words to language are no different from sounds to music, ingredients to cooking, or elements to chemistry. One of the important aspects of language learning is vocabulary enrichment. I agree with you that we must use all things that we've learned to their perfection. However, the more words we know the more precisely / artfully we can express our ideas. If happy is the only word that we know, how could we be cheerful / glad / delighted / pleased / thrilled / satisfied?

I cannot imagine we can cook a variety of good dishes with only salt â Would you like to take the title salty master?

Regards
Hoa Thai

Re: How many words (HMW)?

Arvsworld — Wed, 12 Dec 2007 11:04:42 GMT

It's generally not the number of words you know but how well you use them (to express your thoughts clearly) that indicate your mastery level.

Tests like the TOEFL and the IELTS rate your mastery of English for the academic and work related settings.

Knowing all the words in the dictionary is useless if you can't create complete, coherent sentences. One good way to practice and improve your language skills is to try saying something in several different ways. This kind of exercise forces you to keep adding new words to your vocabulary and to explore different sentence structures.

Regarding the word lists you were asking about, you can search for those things using google or any other search engine.