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    DISCOVER

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    75 views43 pages

    Discover English0001

    Uploaded by

    Laura Salcedo
    DISCOVER

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 43
    UOsuO UO QUO OlIOg OOH wo! ) ysyj6ug IDAOIG SBASTTTARSS Aaoynqnro, 2a ‘om -At0 m4 ug Gem Aum ‘uso1outN, usoryay, usoquanag usonxis soy song woot, 24(08L w9sora wp 2utN wala anes xs ened snog sony, om 2uQ, wondos Aipoyfic fo soary our ony mag youugy moqy suondeouossiyy awog aug muy sasiownxa aed uonsnpouuy smaiuoy swat ‘sn padjay suotnoeas pu sitiountoa asoys pur 30 i a gun e wou qin BPI, HOUHS 10> Td Te sdnosB ,$104ova1 SUDEI9KO sMOLEA sino “TTL Y8D WSU sepuquiED jeaadiod aay) of “idtuosnuts 21030), eu ope 0 8 rage uy ay ae) fe ueguod. Aung)" coe eaCoj radu) say’ oF Np 28 ABTA, sruawiaspajnouyo y COMMENTARIES Unit One Unit Two Section One Two ‘Three Four Five Six Seven Eight Nine Ten Eleven Twelve Thirteen Fourteen Fifteen Sixteen Seventeen Eighteen Nineteen Twenty ‘Twenty-One ‘Twenty-Two Unit Three Section One Two Unit Four Unit Five Unit Six Index page Introduction General ‘This book consists of a collection of exercises written for teachers’ _ pre-service and in-service courses. The purpose of the exercises is "to sensitize teachers of English to the language they are teaching, “whether they are native teachers taking their first analytical look at their own language or non-native teachers seeking to clarify fareas of confusion. It is nor a language practice book in the ‘conventional sense, though many of the exercises may be found “useful by advanced students. Nor is it an attempt at systematic overage of all points of grammar. It concentrates on exercises on as which we have identified as problematical for teachers, Too often, teachers master classroom techniques only to fall down on their ability to present language in a correct and clearly thought- ‘out way. This is why many of the exercises examine implications for teaching of discovered facts about language. | There is no particular significance in the order in which the ercises are presented, and they do not constitute a graded se. However, exercises within each unit sometimes depend on other and a later exercise may refer back to an earlier nique. This is why none of the exercises has a heading, The ex provides a ‘way into” the exercises for the teacher trainer, ‘may like to set exercises as groupwork tasks on his courses; ‘were written with groupwork in mind and have been tried out sway. Indeed, most of the exercises are best tackled orally, or wered in note form if set for homework. The commentaries are red to the teacher trainer as an aid, no more. We have not set to be prescriptive in the commentaries, and recognise fully I there may be other equally valid versions of many of them, would expect most experienced native-speaker teacher 18 to dispense completely with the commentaries and simply INTRODUCTION regard the exercises as source material to be drawn on and used as they see fit. To the teacher or trainee using the book privately Exercises may be selected according to needs, by reference to the index, answers can be jotted down and then checked against the ‘commentaries, These commentaries are intended to provide quick land easy reference, They do not replace a reference grammar. ‘Conclusions are offered with teaching implications contantly in mind, generalisations are made only in order to aid effective teaching and not to establish a set of abstract rules. ‘We found these reference books useful in writing the material and suggest that those asterisked may prove useful to trainees jeach English for the first time: the English verb G. Leech (Longman) ish R, Quirk et al. (Longman) R.A. Close preparing tot "Meaning and 1 4 University Grammar of Engli “4A Reference Grammar for Students of English (Longman) ‘A Communica (Longman) A Grammar of Contemporary 4 Practical English Grammar University Press) ive Grammar of English G. Leech and J. Svartvik English R. Quirketal. (Longman) ‘Thompson and Martinet (Oxford EXERCISES Unit One In the following exercise c ir bs «cise compare the statement in a) with the -vidence in b) and then comment critically on the statement, want my students to speak only 10 speak only the best English so T ‘encourage them to read only the classic encourage them to read only the class of Brash 8) 3) ve tried along time, and ‘tnt got better. But thou'st right; ‘(might mak fok talk even of thee. Hard Times ~ Charles Diekens ii) The robbery at the bank had not languished hore ado cee roocipyafonplace establishment now. Hf Beet et Hard Times ~ Chasis Dickens la @) ‘English is a stupid | language. It is illogical an irregular and it follows no rules.’ far bo 2 3 4 Fide Wtah it Heb lint Sistas? Sheps ft atone io Spc Miiied, Tee won, ven 2 Ishowd then ie ey Ser ET heme cn Hes eves, tam, Sheena tate ee ee Pes nindtates, teemee eh erates tinaie gsc etme ‘Learning a language is a question ees question of imitating 3 Will. UNIT ONE b) i) Teacher ~ We'rehavinga test today. Pupil — Please sir, an Ibe excused? T'm having bad headache. ii) Teacher ~ Have you ever been to Manchester? Pupil - Yes, Fve been there last week. iii) Teacher ~ When will you do it? Pupil ~ — Lwill do it when I will get home tonight. What contradictions are involved in each of the following statements? 1. s{ will always insist that the pupils who [teach willfollow the rules ofthe language so that they willlearn to always speak correctly. Imake sure that they always use “shall” with *T", that they always use “whom” when the Accusative form is required, that they never split an infinitive and that they never use a preposition to end a sentence with. 2, ‘As Linculeated my amenuensis the sole bonafide mode of indoctrinating a language is to imbibe ten exotic swords before retiring to somnambulance each evening. If you do not employ exotic words people deem you to be inerudite in the language.” C. Comment on the following statements, 1. ‘Im an Englishman and I'm proud of our great and ancient language. We must fight against these modern ‘colloquialisms and the corruption of our language by vulgar Americanisms. Let's keep our language pure? 2, “Lean understand my teacher very easily but when I talk English to people in the street they speak too quickly’ You don’t need a teacher to learn a foreign language. ‘All you need is a grammar book and a dictionary.” 4. “Only speakers of educated, standard southern English should teach English to foreigners. People who speak dialect teach incorrect English.” 5, ‘What's the point of practising the same thing over and over again? I know the conditional tenses.” 6. ‘Tve been teaching English for thirty years and know 4 SECTION ONE. what Tm ong, ech on eens time and literature to be correct.” - nt tht he ey od ether. ine sak pe sao hea oo in groups making a noise.” s “The ee al ep wih he messing na hapa acpi Sos eer “chu ascent Dy Soe rain and trains delayed, due to ice on the rails. The Dn bot be ue elt hes oe ca ae Sram iilateayetitre re cepee aes Keone eect era i ncaa ier ee in negative statements and questions.’ “ Reeteneneee ees “bese fo eer se a ene eae ott going to the match? i ae eater nouns refer to things which you can count tans) wes na ee you cannot count (e.g. rice, soap, empower of ng Ba ini ig corse al i he tnt coven sr wl ee ee ea a eee after, before or as soon as.” aa Elica ee allow my students to use English slang.” ee Unit Two SECTION ONE If you can answer these questions, you can leave out the exercises which follow. If not, you will find the exercises useful aweene Use a dictionary to class ‘What is a noun? Givean example. What is a pronoun? Give an example. ‘What is a transitive verb? Give an example. What isan intransitive verb? Give an example. ‘What isan infinitive? Give an example. Identify (a) the subject, (6) the main verb and (c) the object or complement in each of these examples. {Churchill smoked cigars. (ii) Few women smoke cigars. (ii) Smoking causes health problems. i) Cigarettes are bad for you. ‘What isa preposition? Give an example, ‘What is a conjunction? Give an example. ‘What isan adjective? Give an example What is an adverb? Give an example, Give an example of a verb wit indirect object. and intransitive. 1 2. By 4 Bs 6 1. 8 window 9, strongly ‘17. because happiness 10. grin 18. gargoyle meander 1. drink 19. ennui blue 12. iridescent —20.-malinger if 13. avoid 21, although under 14, comatose 22. by our 15. courageously 23. aberration be 16, cogitate 24. fabricate 6 ith both a direct and an sify these words into nouns, adjectives, adverbs ete. Subclassfy the verbs into transitive SECTION ONE: C. Look at the verbs in these utterances and divide themintotwo categories, stating reasons for your allocation, 1. ‘You've finished your tea.” 2. “They are eating cake.” 3. ‘They are eating at home,” 4. ‘She wants to watch T.V." 5. ‘I'm going to bed.” 6. ‘I'm repairing the car.’ i 8 9, 0. illary and Tenzing conquered Everest. Churchill died several years ago. ‘Tcan’t think clearly?" “Thate this exercise!" ‘What is the direct object in each of these sentences? |. He took his girlfriend to the cinema last night, Afterwards, he took her out for a meal, He bought her champagne. ‘After the meal he drove her home. He kissed her on the doorstep, She asked him in fora nighteap. She closed the curtains and made the coffee. He made an excuse, got up and went home. y ate these utterances wrong? He got up early because his work, He gave she a present, . They ate a quickly breakfast before going out. During they were eating, the doorbell rang. ‘There's something blocking the road.’ *O.K., well He learns very stow. __ They gives her a lot of help. ‘Lwant to listen the news at 9 o'clock.” do these nonsense sentences sound acceptable? ‘He crattled his splod and scrot out a neelying groal They strentered folicly until a magan veened to famble ‘them. a A sits UNIT Two Look these words up in a dictionary. was swore spoken bought sung talked driven drew How does the dictionary deal with them? ‘Look at these groups of ‘group have in commor checkin the commentary after doing SECTION TWO are on the right track. ea Es 3 4. 5 1 2 3. 4 s. 6 Ey, 2. Willy smokes B. Fred's a slow worker. ‘Aggie used to drink. ‘Joe's in the habit of talking in his sleep. He's always making that mistake. Simmer for 15 minutes D. over a low heat. ‘Come again soon. Halt! Give us this day our daily bread. Don’t mention it ‘When in Rome, do as the Romans do, If twere you, Pdstay. Fe It's time you went home. utterances. What do the utterances in each in? What distinguishes them? If necessary. _xercise A to see whether you SECTION THREE 3. Wish you were here! a 3. There's swam 4. Ifonly he had worked 7 ee 50-50 chance knocked 5 hardest Re eran burnt. Suppose someo: ' bound to turn up. seen us chad 5. Shelly to pat her SECTION THREE Look at this diagram representing time 1 The Present 2 The Past base eas 3° The Future i. — 1. Pollution is getting worse. 3, T'mgoing out tonight. past 5 Thefuture 6 The past. 7 The fi st the past thefuture the future ash onthe carpet. ste th teranes below to numbers on the dagram 1. Seeyou! Were goingtofvein Ltrpot : 2. The Queen s due to ve lived in Liverpool for a few F a move backto Wigan eae artiveat 4 p.m. 3, He's about to arrive, + ein Wigan. ee eure vd in Bradford for 5 years. 3p.m. fere going to move to London in 1973 but my 5. Willy's going to bean pons : ED engine driver. ime we move to Liverpool, we'll have spent 6. He's taking his finals ave peo in Manchester for a whi 5 “a shester for a while before we moved to ‘ways ofexpressing the same ideas. 1 Lae the validity of these statement: lenses are always used to express present time, fre always used to express past time, 9 ny? unt Two 3, The English tense system is based on, and can be equated with, the Latin tense system. 4. Different peoples perceive time differently, and these ferences are reflected in the tense systems of their languages. ferent languages have developed different ways of referring to commonly perceived concepts of time. 6. The verb is the main marker of time in an English sentence. SECTION FOUR Divide these questions into two broad categories; state what your eriteria are, Where's my pen? ‘When is the train due in? Are you listening? How faris it to London? Isn't that my pen? Why haven't you done your homework? ‘That's not your pen, ist? Would you lke eoffee or tex? Would like some more wine? 10, What's the time? 11, You've been to Liverpool before, haven't you? 12, How are you? Divide these questionsintocateg: Isthe TV. still on?. Haven't you finished eating yet? Can you lend me £5? ‘That's not Helen, is it? Have you locked the back door? Has someone opened this letter? It isn't raining again, is it? Do you mind if lsmoke? ‘Was Mike at the party last night? 10 state what your criteria SECTION FOUR 10, Shall open the door fr you? 11. Tica possibly be ih can i? 12 Doyouwan sone morecakc? You ave posted the eter havent you? 14, Nice day, isn’t it? ae Account for these forei formation, 1.x Does he play tennis? 2x Am not I right? 3.x. Did you went to town last week? 4.x How often play you tennis? 5.x Do you can play chess? 6x You don’t like carrots, like you? 7.x Shall you open the door for me, please? ign students errors in question Look at these sets of questions and answ misunderstandings. a: How do you do? do very well, thank you. a: Howare you? b: How are you? 3. a: Can you open the door? 4 Fearing) Yes an, a: Doyou read a newspa fb: Nothavemy teas 5. a: You've finished that work, haven't you? : (impatienity) Of course have, ‘ fers and exp Look at these questions and at the and at the ist of funtion Decide on a function for each question. eet ee STIONS | What time isie? Isthat a stoat or a weasel? You're back rather earl er carly, aren't you? What do youmean ear? Must you play your harmonica in the "Shall Ido that for you? atin UNIT Two Would you mind holding this for a moment? ‘Why are you late? ‘What sort of car was he driving? ‘What do you think of the new centre-forward? FUNCTIONS, 42) asking someone to distinguish between alternatives 'b) expressing incredulity ¢) offering assistance d) asking for assistance ¢) asking for information A) expressing irritation ‘2) asking for an opinion ‘hy expressing mild surprise 1) asking for an explanation 4) asking for a description F. Food for thought. 1. Why do you think foreign learners are often very bad at forming and asking questions? In the light of your conclusions after the preceding exercises, why do you think it isimportant for a language teacher to distinguish between the terms question and interrogative? 2 SECTION FIVE Inmany grammars and coursebooks, the future is dealt with ‘asa tense, formed by shall will + infinitive. Itis often known as the pure future. Which of the following examples could be described as pure future? What do shall or will add to the ‘meaning in the other examples? 1. ‘Don't worry! I'l help you with your homework.” 2. My brother will talk with his mouth full “Pass the mustard, will you? “shall I open the door for you? “Til see you at the party tonight.” “Shall we go for a drink” R SECTION FIVE 2 Tepper wil be prosecuted. 8 Roillbe bove Apel tespensthot ‘ou shall do as I tell you!" 1 1 ‘unger will soon be over. Loo! Ro at these different ways ofexpressing future ‘meaningand fae sry you think there ino standardised fare nglish, : She be 83 next July. ~ ‘Pm jyst going down to the village.” “Will you be going near the Post Office” Tve jost my wallet again!” “se ate you going to do about ie” “There's going to be a crash on that bend soon ‘What are you doing this evenin, We hgpe to g0 abroad next year.” Yan jgabout to resign from his job. ‘Su never know what might happen. fe fijm starts at 815, hich an, Nay of expressing the future would you th fst ich ov these statements about shall and will do youaceept? Il ig never used these days. hot ought always tobe used with the firs Feson and hile wih the second and third persons. | {2 Sonyersation, the difference between shal and will ‘become unimportant (in most cases). frat ought alvaysto betaughtasitisstrietlcreectin Seta cass, Thisre jg no real need to teach shall yy gf the statements could also apply t0 showld and ee _—_———r—a lhl” nin Two SECTION six 2. There's nothing to see in Scotland, SECTION SIX ‘There was no-one to be seen on the streets, of these statements. Where might they F. What have these sentences in common? I. Lwas born in 1944, adit 2. Heis reputed to be rich. 3. Smokingis forbidden in here 4. Youare not obliged to help, ‘A. Comment on the form; ‘be found? 1. Onpatle frangais. 2. Se habla espaftol. 3 Man spricht Deutsch. 4. English spoken. of the following short extracts? 1B, What might be the contexts What is the effect of the use of the passive it Give reasons for your conclusions TC atomers are asked fo use the baskets provide r 2. Mycar's beenstolent pibkdsloped F200 people are reported to have ded in riots in Iran. |. Soldier: Sorry Vm late si. It wasn’t my fa 4, It’s being repaired. (Officer: You's een Watt sheet ates i | S, You have been warned! i E ee know, sir. 88 before. 6. Trespassers will be prosecute Interviewer: Can you edocs | 5. Kennedy assassinated, inlaion down? give an undertaking 10 keep ime Minister: It is to | Whats wrong with this passage? Improve ee ee ea | ‘Oxvgen Interviewer: And where is sect by beating mercuric oxide, but nowadays We era joc cd tae pe era commer ial argeguanitesbyaprostNhe Bede Nobu veretd wr of Bansv ics | Pri frectiona distillation. Both air and water contain t- Plants Professor: But Look Back in Ai pecan oleae | ‘also give it off in thei respiratory process Osborne, Inger was written by John Will: What's happened to Joe? Fred: He's been taken to hospital, 1D. Comment on this exercise. Make these sentences passive ‘the passive so common Example: John wrote that letter That letter was written by John newspaper headlines? “The cow jumped over the moon. politicians’ speeches? . Willy ate his sister's porridse. scientific reports? Shakespeare wrote Hamlet. 50 uncommon in normal colloquial English? these pairs of sentences: Somebody broke into our house lastnight. ‘Koala bears eat eucalyptus leaves. ‘The Qucen has just opened Parliament, just had his watch repaired. just repaired his watch, can I get this film developed! eranees ion can this film be developed? just had three teth out. ‘of is teeth have just been taken out Is apaene + of active vs passive in these ut there was nothing more to do. -was nothing more 10 be Jom E. Compare the effec 1 ‘They went home as ‘They went home as there “4 a ‘Try this exercise and c unit Two somment on its effectiveness. COMPLETE EACH SENTENCE ON THE LINES OF THE EXAMPLE, Do you repair your own ear or do you have it repaired? 1 Ds a 4 a ‘Do you cut your own hair or Do you do your own gardening or... Do you fetch your own newspaper or. Do you make your dresses yourself or... ‘Do you clean your car yourself or. SECTION SEVEN A. Comment on the verb forms in heavy type in these utterances. Are they past tenses? Ifonly it would rain! Ifonly it rained more often! L wish you were here. If werea rich man, [ wouldn't have to work hard. If Thad a hammer, I'd hammer in the morning, It’s time you washed your fect. ‘Suppose you were in my position, what would you do? “Had you arrived earlier, you'd have had enough to rink.” 9, He speaks as if he knew everything about cars. 10. ‘Would you mind if Ismoked” Which of these utterances might apply to (a) a good student, (b) a lazy student and (c) an ex-student? 1. If he worked hard, he'd pass. 2, Ifhe had worked hard, he'd’ve passed. 3, Hell pass if he works hard. Group these utterances according to the function of wouldin each, 1. ‘He told me he would pay me back.” 2. ‘Twish it would rain.” 3. ‘Would you mind helping me?” ae 4. It would be difficult to refuse such an offer if it came. 16 SECTION FIGHT 5. ‘Ive forgotten my keys.” "You would! 6. ‘You would do well to take his advice!” 7. Queen Victoria would seldom smile. 8. ‘Td be grateful if you would stop blowing smoke in my eyes.” 9. ‘Iwas hoping you would come,” 10. Would that you were here!” In the light of your observations, do you think itis useful to talk about a conditional tense? or about conditional sentences? Place these utterances into three groups for teaching Purposes. State your criteria. ‘Lwish I had more time.” “If you come tonight, you'll meet her.” ‘If only had worked harder!" “You'll have an accident unless you slow down.’ ‘Td take care if I were you. “There'll be no trouble provided you keep calt “You'd do well to cut down your smoking.” ‘There might never have been an accidentif the road had been dry. 9. ‘Td feel better if [could lie down.” 10. Without the millions invested by the oil companies, North Sea oil might never have been discovered. 11. ‘Given a little luck, we'll succeed.” 12. ‘Should you change your mind, I'l be happy to hear from you.” 13. ‘Were you to have second thoughts, I'd be glad to re- ‘open negotiations.” SECTION EIGHT What are the possible functions of each of the words or phrases in heavy type? 1. Ihave given it to him. Let's go. 2. How about using glue? 0 unin two ‘The water was heated toa temperature of 80°C. ‘You are coming tonight, aren't you? 5, I showed him the book so that he could help me to solve the problem. 6. Do you think you could find time to look through this book? 7. He walked to the window and opened it as far as it would go, 8. [meet him next Tuesday. 4 9, Is not something I've had much experience in. Nevertheless I'l do it for you. 10, The house is for sale now. 11. It’snot only the cost that is the problem; I just haven’t got time. 12, Ithas been discussed many times before. 13. Trang him’yesterday atten, Lg. He is always picking his nose, 15. He bought two books and three magazines. 16. Tmnot entirely sure that L agree. What is meant by function in A? Look back at the fifteen examples in A and use them to help you to write different definitions of the term function. Then place cach example with one of your definitions. ‘What do you think is meant by fumction in we mustteach both theform and the function ofsructures? ‘What is meant by functional in the Functional Approach putt the emphasis on what is done through language? ‘What is the function of each of theexpressions in heavy type the following sentences? 1. A Let’sgo now. B Noway. 2. A Vmsure their offer isa very fair one. B Noway. 3. A Would youlike to comein for a coffee? B Thank you very much. 18 SECTION NINE 4.4 Press button A, B Again? 5. A You ought to get out more. B Tootrue. SECTION NINE. Look at the following utterances. T'm not quite sure Lagree. ‘You could be right but [think . ‘That's your opinion, is it? I would like to contest that point. Idisagree, Idon’t think it's right L'm not so sure I would go along with you there. Nonsense! ‘That's not true, Td like to express my disagreement... ‘That's all very well but, .. On the contrary... No way. Balls! Idon’t think Lagree What do all the above utterances have in common? Make generalisations about the differences between the above utterances, Ifyou were going to teach the function of disagreement to'a group of post-elementary adult learners which of the above utterances would you teach? How would you List other exponents of the function of disagreement. Would you teach any of these tothe group specified in 3 above? ‘What conclusions can you draw from the questions 1-4 above about the teaching of functions? 9 ———— ee lls sir Two he following impromptu dialogue Tae: ing taught ways of complaining and apo'OBS%, afer Me would you min wrning down Jour fadiot As Been oriby sorry. What can F possibly 2010 Put right? ‘Az Twon't ask you aeain. ‘Not atall. I really must apologise, Br Pamust warn you I won't tolerates any more BB, I'm s0 SOrTy- Two students performed t 1, Whatis wrong with the dialogue? 5 What fultsin the teachingdo youthink might hhave been responsible for the stude performance? rea result of your analysis of this di jyou say were the most important 1 when teaching functions? ints) producing such a faulty jialogue what would Jhings to remember lowing dialogue? C. 1. What is wrong with the £0 iy lend me £57 A: Please could you possi B: T'mbroke. “Az How about lending me your car? Iwish Icould bat i's in the garage. BW be so. grateful if you could find your way {0 ending me your pen for a minute. B; No way. (Az Give mea cigarette. B. Ifonly Icould. 2, What two functions are exemplified in the above dialogue? 4, What are the differences between the expont of each Of the two functions exemplified in the dialogue? ‘4, List other exponents of the two functions and try 10) place them in categories. 55, Select exponents of the tw intermediate cl think it would about it, 1 functions to teach to alowel say what youl a iii SECTION TEN SECTION TEN AL Look at K at this utterance and decide how many ofthe f ay of the functions blow itcan eae asoding sta ake vour watch off before ou jumpin, she said invitiny i ne Eh ee omy ing compeling intending approving = threatening scolding Now turn the same Bence utterance into indirect speech, functions youhavechosen. — er i cece es a EES re een room and stay there till I call you!” he: of ir meat or there'll be no ice-cre > she a aia eae Set q ‘Keep: still,” he said, ritably. Ah Se ei | Steen on't you dare run away sin!" i Ba een ens * Saree “Take your partner a partners for the rhumba,’ the bandleader isten to me, will you,’ said the teacher cui én : ly. ‘Lead us not into temptation ...” (The Lord's Prayer), SECTION ELEVEN What do thee ; pressions in eay sentences have in common? Pere ae ea ore Haman fraronh js ive ere ince 1972 ents en ay hee unt I come back Nad ows tone tine le was watching lesion 21 a eeene unin Two, 7. We had been waiting for three hours when he arrived. 8. How long did you stay there? 9. We enjoyed the day immensely 10, Wespent a week there. LL. [think he’s an honest man. Make generalisations about when each of the expres sions could be used. eg. 2. To refer to a period of time in the past from the date mentioned to a point of time established by. the situation (i.e, now) or a previous utterance. Always followed by an expression referring toa point of time. Write down any other similar expressions you can think of and then either link them to generalisations you have already made or if this is not possible make separate generalisations about them. What do the expressions in heavy type have in common? “The lorry moved slowly forward. He has gone to Wigan, just saw him going into that pub. He was walking towards Linton, He's gone out. He ran away from the fire. Go and fetch it Make generalisations about the use of the underlined expressions Write down any similar expressions you can think of and then make generalisations about them. Decide what aspects of the notion of movement you would teach 0 an clementary class and then for each aspect decide which actual expressions you would teach, Bewaene The following expressions can be used to communicate the notion of location, here where there somewhere inside everywhere 2 outside on this in that Use inside, this and on in sentences in which they communicate the notion of location, 2. What notion can all of the following expressions ‘communicate? next to in front of between beside behind ontop of 3. What notion can all of the following expressions communicate? first afterwards then later on had left before 1. What notions do each of the expressions in heavy type communicate? 1. Doitlike this. 2. Heateso much that he fet i. 3. Isnt the same thing 4. You can open the door with this key. 5. Atthe same time the bomb went off. 2. For each notion that you have referred to in I. list three other exponents (ie. expressions which can com. ‘municate aspects of the notion) and comment on the differences (if any) between the three exponents. You have decided to teach the notion of contrast to an intermediate level clas. 1. Which expressions/structures would you teach? Dany na eeene See seca et rer ee 3. Would you teach them together inthe same teaching unit ‘or separately? Why? 4. How would you teach them? Do you think itis a good idea to deviseteaching unitsin which you teach different expressions/ structures which can be used to communicate aspects of the same notion? Give reasons for your opinion. 2a NIT Two SECTION TWELVE SECTION TWELVE Willy is definitely in England, Willy may be in England, There's an even chance that Willy’s in England. Willy might be in England, 1 2 |. Sortthese sentences into two categories: (a)thosein which the 3 4, 5. There's no way that Willy could be in England. 6. 1 8 ‘verb in heavy type is the main verb and (b) those in which the meaning of the verb is modified in some way. Children are noisy ‘The T.V. is broken. The T.V. must be broken, “I see my doctor every Monday. b Willy’s probably in England. 2 3 4. 5. ‘You ought to see him more often.” 6 1 8 9, Willy must be in England, Willy just might be in England, 9. doubt if Willy's in England 10. Willy may very well be in England. Hl. Willy could be in England, 12. Willy is likely to be in England, 1B. Perhaps Willy's in England. 4. Willy's almost certainly in England. 15. Willy ought to be in England. Which of these sentences would you teach first? Why? ‘I'm afraid I can't see him any more often.” “Joe was in London yesterday." “But he couldn't have been.” “Why not?" ‘Because I saw him in Liverpool. 10, He'll be 64 next birthday. 1. “Will you open the door for me?” 12, ‘You'll have to work.” 13. ‘Do you think John is likely to come?” 14, ‘Ithink he might come.” ‘ 15. ‘But it’s essential that he should come. In what different ways are the meanings of the verbs in category (b) modified ? Look at these different ways of asking for permission. What distinguishes them? 1. ‘OK if go home now?” 2. ‘Would you mind if I went home now?” 3. *Can 1 go home now? 4. ‘May Igo home now? 5. ‘Doyou think I might go home now?” 6. *Could 1 go home now? Which of these would you teach first? Why? B. We often speak of degrees of likelihood in terms of percentages. Look at this simplified diagram a 100%. oa 95% Explain the function of the words in heavy type in each ierance, | ‘esi Ttmay rain this afternoon, pe 2. Willy could run fast when he was a boy. “May 1 ask a question?” “You needn't go if you don’t want to.” “You might have told me you were coming.” “That can't be true!" “They must be away. The curtains are drawn.” He Was told he could re-sit the exam. ‘Pe failed!" ‘You could try again next year.” “I must go.’ 308) 70% 408 cor 10% = out of the question, and 100% = absolute certainty, allocate these statements to segments of the chart which you feel indicate correctly the degree of likelihood which they express. od 25 a. SECTION THIRTEEN 1. What are the similarities and the differences in funetion between the verbs underlined once and the verbs underlined twice inthe following sentences? Can you swim’, Bid you swim? You must go, mustn't you? You are going, arent you? Has the milkman been yet? Yes, he has You ought to go home now, i, E. Jot down as many different ways as you can of: L._ expressing possibility expressing ability imposing obligations on others. expressing necessity % expressing annoyance at irritating habits. F. Whats the difference (if any) between: ‘could and was able ‘mustn't and don't have 10 cate should and ought 10 fe doesn’t want to come, needn't and don’t need 10 ‘They had already finished. 10. He couldn't do it, No, he couldn't modal auxiliaries and‘ordinary* auxiliaries 2, List other verbs like those underlined twice, shall and will used 10 and would L 2 3 4, 5. ‘Imay come’ and'I might come” 6. i 8 1D. What are the differences in function between the three verbsin the following sentence? He has had fo have an operation. SECTION THIRTEEN ‘The verbs in heavy type in the following utterances are all auxiliary verbs. Make generalisations about the functions of this type of verb after examining the following utterances. 1. Did you like him? What is the main difference in function between the verbs underlined once and the verbs underlined twice in the following sentences? He has gone to the cinema, Yes, did, must get some work done. 2. Ldon't like chips No, [didn’t see him at the match Don’t you? Have ou met him before? iiwas waiting for him to come. {gan feet now. 1 gar eptking tonight. ‘They haven't even started yet, You've lost it, haven't you? He is doing it tonight, Had he already mentioned it to you? ‘They are coming, aren't they? ‘Are you the captai Yes, Lam. 9. He was hoping to go to university, wasn't he? 10, Hayen't they gone to Brighton? No. But they did last year though. you tomorrow. Prana B. What is the difference in function between the verbs Underlined once and the verbs underined twice in the following sentences? Tam English 1g going there tonight. He ag four sisters He has gone to bed He does two hours homework every night, Does he like children? 6 1. Fill in the blanks in the dialogue below with verbs. Roy: she wearing that seductive red dress last night? 6 . str two Sam: No, she —- She —- bought a black one which zy cven more seaitve Roy: you dance with her! Sam: Yes, 1. Two or three times. But then so every other man at the party. Roy: there any other attractive women at the party? Sam Yes, ots. But none of them — what Mary has. Roy: Lz hopngtotaks er tothe dance ike 7 st yet but she alrendy agred to go with Tan 2, Foreach blank that you have filled inthe dialogue above say whether the verb is an auxiliary verb or not. Ifitis an auxiliary verb describe its function. SECTION FOURTEEN |Ask the questions which might have prompted these ‘answers. Use have in each question, except those marked with an asterisk. What conclusions do you draw from the exercise? 1. ‘Terang when I was having a bath” #2. ‘Iwas having a bath when it rang.” 3. ‘No, P'm sorry, I haven't.” 4. “Yes, I did.” 5, ‘No, he hasn't, he’s got three.” 6. ‘Thad a boiled egg, two slices of toast and a cup of tea.” 7. ‘An Opel Kadett.” 8. ‘I'm having a sit-down and a smoke.’ 9. ‘No, never.” 10. ‘Yes, I'l be having one next month.” UL. ‘A boy. 12, ‘Sorry, I don't carry matches.” Comment on the meanings of be and have in these utterances, 1. He is having his tonsils out tomorrow. 28 SECTION FOURTEEN Don’t be cruel He has three cooked meals a day. She's just being stupid, Have a drink on me She's just had her hair permed, Our house is being repainted, One of each of the folloy in cng pairs of uterancesis ron Teast ur lentit ee lune Meni ay why youth wrong TG) Be careful 2. (@) Dont (6) Dont be ae (6) Be handsome! (6) He's being late, 3. (a) She's being 4. (@) I'm having three stubborn, sisters, (6) She’s being, ) Vm havi sae (6) V'm having a bath, 5. (@) Have a cigarette! 6. (a) We' wrette!_ 6, (a) We've just had tea, (b) Have a headache! () We've just had a new car. 7. (a) Being British, we 8. (a) She's got a brand new were readily accepted. coat. (6) We're being British. _() She's got her dinner at 8.30 every evening, 9 (a) 1 don't have coffee every day, (8) 1 don't always be stupid. Did these terns into two catepories aco have and be are used. 2 et He has a cup of ca every morning He has cup of ean is hand “ier eas just bal Kitens” “You're stupid? Th ave th hen “Being stupid, you woulda understand” Wall venue ooh uray “You're being stopi* ‘Can Tare loot, peas? ‘Have a good time! 29 A, | UNIT TWO) 11. ‘Bea good boy!" 12, ‘Have a piece of chewing gum.’ 13. ‘We haven't any apples.” 14. He's a careful driver. In which of these utterances do be and have function as auxiliaries? I. He was born in 1940, 2. Having seen The Mousetrap, 1 don't know why it's so popular. He's! just been? to London, Being bright, he understood. ‘Our car’s! being? repaired. “Do you always have a shower before breakfast?” “Have! you had? lunch yet?” He told her to be sensible ‘What have you got in your hand?” “Don't be obstructive!” 1. ‘We shouldn't teach have got (e.g. She's gor one) as it's t00 colloquial.’ Discuss. 2. How did this mistake arise? A. Don't be silly! B. (foreign learner) I don't! 3. And this one? A. Where are my keys? B, (foreign learner) I haven't them. 4. What are the implications of these exercises for the teaching of be and have to foreign learners? SECTION FIFTEEN ‘What do the following utterances have in common? What distinguishes them? IL. The Nile is longer than the Zambesi 2. ‘The Volkswagen has its engine at the back whereas the has it under the bonnet. 3, Black coal is usually found a long way below the earth's surface; brown coal, on the other hand, is found on the surface. 30 SECTION FIFTEEN 4 Wil nt as beh as his brother, Maggie didn't like the fat she was lvingin, anion aia tiving in, She moved 6 His hairs the same colour as mine 7. Lwish you'd speak more cleariy? 8. He's less of an extrovert than his brother, 9, More motorists are in the 4 than ny other motorin organisation. © 10. “Teat more than I should? 1H. “Uhope youl be as happy a8 we are” 12. ‘The more, the mater ee 13, “Its as cold as ee out there” 14, “You can't do beter than your best? ‘The following is a textbook exercise on com, superlatives, Fn es (2) What does it practise and what docs it kare out? CHOOSE THE CORRECT COMPARATIVE SUPERLATIVE FORM. OF ONE OF yee ADJECTIVES OR ADVERBS TO COMPLETE EACH SENTENCE: fast far difcu high old beautiful careful obedient ee 1. Anelephant is... than a hippo popu 2. Chinese is a... language to learnt amnthan Spanish. 3. Henry drives . than his brother, eee 4 Henry is... than his brother 5. ‘Drive... or welll be late" 6 Dogs are generally... . than eats, 7. Mont Blan i the.» peak inthe Alps 8. Many people think that Parisi the world. panes 9. is... from London to Edinburth than from London to Brussels! 10. His condition is gradually getting (b) What rules useful to foreign learners can be general from these examples? Same 31 UNIT TWO, SECTION SIXTEEN |A. Write down the verbs in each ofthe following utterances. For ‘each verb name its tense and describe the function(s) of the tense in the utterance iy 2 3. 9, 10. IL ‘When they got to the station the train had already gone. T was walking along Chureh St when I saw Mary. ‘The programme will have finished by the time you have finished making the coffee. You're too late. He’s just gone home. 1 see Bill got arrested again yesterday. He walked to work every day when he worked at the station in 1968, ‘When he comes I will let you know. Passenger: Which platform does the London train leave from? Porter (pointing 10 a train): Ws just gone. Tve been waiting here for thirty minutes. I meet him tomorrow at ten o'clock. Has he come yet? B. Answer the following questions on the utterances in A above, 1 2 Bs In 1 how do we know that the train left before they got to the station? How would substituting walked for was walking change the meaning of 2? fa) Why is the verb in the second clause of 3 in a different tense from the verb in the first clause? b) Would changing the form of the second verb to will have finished making change the meaning of the sentence? ©) Would changing the form of the first verb to has {finished alter the meaning of the sentence? Is the choice of tense in the second sentence of 4 erucial to the meaning of the sentence? Why? Could the verbs in 5 be put into other tenses without seriously affecting the meaning of the sentence? How important is the choice of tense in the first clause of 6 in indicating past habit? 32 SECTION SITE 7. Does the choice of tense in when he comes contribute to the meaning of the sentence in 7? 8. In 8 does the porter’s choice of tense contribute significantly to the meaning of his utterance? 9. Could any other tense be used in9 without changing the meaning of the sentence? 10. a) What does the choice of tense in 10 tell us which we could not have deduced from the other elements in the sentence? b) What does it tll us which is also communicated by other elements in the sentence? 11, How important is the choice of tense to the meaning of sentence 11? The following incomplete statements are based on an analysis of the utterances in A above. Fill in the blanks to complete them. 1. In some utterances the choice of tense is crucial as the use of a different tense would of the utterance, 2. In some utterances the choice of tense is not absolutely cerucial as. the which it has been chosen to communicate is also communicated by —— in the utterance and/or by - 3. In some utterances the tense does not contribute significantly to the .... as other elements of the — and the make the absolutely In such utterances the tense is chosen mainly for its rather than for the that it ean) convey and an error in the choice of tense would not necessarily Check your answers to C above in the commentary on this unit and then complete the following table by putting each verb from the utterances in A in the appropriate column, LB. ie numbers at the head of the columns refer to the statements in above. 3B UNIT TWO, 1 2 g ‘was walking (2) got (1) hhad gone (1) Write two examples of your own in which the choice of verb tense is crucial to the meaning of the aterance. F. Write two examples of your own in which the choice of verb tense reinforces the function of another element in the utterance. G. Write two examples of your own in which the verb tense is appropriate but is not crucial because other elements of the utterance of the situation communicate the same function, H. Complete the analysis of tense significance below the following passage. ‘The old woman had been moved into the small room where the child had slept and the man with the red moustache had been shifted into what the nurse now called the convales- ‘cence room, In the middle room Jennifer lay with her eyes closed. They had apparently succeeded in temoving the book as it was lying face down on the table Analysis, 1, had been moved - the selection ofthe past perfect tense is crucial as it is the only indicator that the moving had been completed before the arrivsl of the writer. 2. had slept ~ the selection ... 3. i ‘Analyse the tense significance of the verbs in the dialogue below: Mary: Here it is, 1s been in this cupboard all the time we've been looking for it, ‘Simon: Good. V'l take it to the pud tonight. I'm meeting Arthur at nine; I'll give it to nim then.1 was going 10 buy him another one. Mary: The phone's ringing. 34 SECTION SEVENTEEN ‘Simon: Vl get it, Sam usually rings about this time. Mary: Is eae ringing. You didn't answer it quick ‘What is the relevance of this unit to the teachin, pie teaching ofthe tenses SECTION SEVENTEEN Sort these utterances nto 2 categories. 5 categories are. ; Saha a [EF Went o London st eck Twas working foracgarcttecompany in Mayas year’ 3. He's just having dinner. ae sete 4. ‘Til beat the mesting tomorrow. 5 Mae gos ishing on Sundays, "be lying on the Beach at Torremolinos this ca this ime next ‘Account for these wrong utterances by foreign learners: LQ. What did you do when thet Jo when the telephone A(F.L.): | wrote a letter, . aes 2 Ot Cigar ACEL: No thanks. Ym aot smoking What do you think of the government? Tn liking it very moch, eapemnc Totova Wil you go to the post ffir? ‘What were you doing hen the doorbel ang? A(F.L): 1 got up and answered it. ao BQ 0 Waste nave you bore Wa aig 1 Qe Whe buit tat wait AOE} The Romans had bul it 200 years ago. In view of these typical and fe ' and frequent errs, how do you think foreign learners can be helped to undewtand te Giference between tense and aspect? 35 NIT Two SECTION EIGHTEEN ‘A. Comment on these statements about usage: 1 2 3s 4, 5 “The simple past is always used for completed actions. ‘The most common use of the present continuous tense is to express the future. ‘The future tenseis formed with will or shall + infinitive. ‘The past perfect tense is used to express the distant past. Past and present tenses should not be used in the same sentence, ‘Comment on the meanings of the verbs in these utterances: 1 2. 3. 4, 5 6 7 8 9. 10. nL. 12, B. 14, He's always dropping cigarette ash on the carpet. Kevin Keegan scores for England at Hampden Park yesterday. Borg serves to Connors. Te leaves at 6.30. ‘Well wait until they arrive. Pure water boils at 100° C. T never saw Caruso sing. TTve never been to a Bob Dylan concert. Hemingway wrote The Old Man and the Sea. Dickens wrote novels. Graham Greene wrote The Power and the Glory. Joseph Heller has written three novels. Gladstone would often take a hot water bottle filled with tea to bed. L used to play football. Comment on these errors. Lx John uses to get up early. 2x My brother lives in Kent for six years 3.x Did you finish your homework yet? 4.x We've been in London yesterday. 5.x Dinosaurs had died out millions of years ago. ‘Comment on the effectiveness of this practice exercise: PUT THE VERBS IN THE FOLLOWING SENTENCES. INTO THE CORRECT TENSES: 36 5. Expresses routine, 6. Used in newspaper SECTION NINETEEN He (go) to bed late last night. Willy (never be) to Paris. John (drink) heavily but now he’s a teetotaller, The Blues (be born) in the Mississippi Delta. Buddy Holly (give) a concert just before he died. ‘West Germany (win) the 1974 World Cup. Some uses of the simple present tense ar exemplified in B Here i a more exhaustive ist of uses (o) Parte wes inthe LH. column witht m with he examples in the R.H. column, and (4) place them in or teaching priorities. paierer cra 1 Expresses hibits, Willy b lly gets up at 7 every day. 2. Expresses action Sugar diseolves in wanth happening at time of water, statement, ‘The Carlisle bus arrives at 3. Expresses general noon, si truths, Joe smokes heavily. 4. Expresses predictable, Mary speaks fluent Spanish, regulary occuring Carter eal for ener events in the future, summit. ee Keegan pases to Hughes, Well phone you a soon ss headlines to express we pt home recent past evens 7. Expresses facts about the present. 8, Expresses the future after certain expressions. SECTION NINETEEN State wheter the word in hear envy pein these terances are verbs, adjectives or nouns, te ee 7 1. Seeing is believing. 2, He's waiting for a taxi, 37 UNIT TWO, 3. He's playing a waiting game. 4. Few people like going to the dentist's. 5. ‘Thope you don't mind my asking 6. He watched her erossing the room. 7. They've just done a listening exercise. 8. The school is being redecorated 9, Being a doctor, he was able to help. 10. She went upstairs cursing and grumbling. B. Replace the words in heavy type in these utterances by a different word (not ending in -ing) which would fit in grammatically; the meaning is irrelevant. eg. Willy hates dancing Willy hates cabbage. ‘The kettle is be ‘The film was exciting. ‘Vm looking forward to going to London. “We had pork, roast potatoes and sprouting broccoli for Iunch yesterday.” 5. ‘I'm not accustomed to eating out.” 6. ‘Stop talking.” €. Comment on the differences between the utteranees in each of the following pairs: I. He stopped to look at the newspaper. He stopped looking at the newspaper. 2, ‘Did you remember to lock the back door” ‘Do you remember locking the back door?” 3. ‘Do you like dancing” “Do you like to dance?” 4, ‘Do you like dancing?” ‘Would you like to dance” 5. She saw the burglar climb through the window. She saw the burglar climbing through the window. 6. [regret telling you that your road tax is overdue. [ regret to tell you that your road tax is overdue. 1D. Comment on the errors in these utterances; put them right, Lx He has great difficulty to speak English. 38 SECTION TWENTY 2.x L enjoyed to visit Cambridge yesterday. 3.x He's used to go to bed late, 4x I'm looking forward to hear from you. 5x He wid starting his car but the battery was fat X I've always been interested to take photographs of pea sted to take photographs of old 7.x I don't feel like to go for a walk now. 8.x I'm very pleased seeing you. SECTION TWENTY Ask question to lit thee answers Focusing onthe wor in heavy type in each case). ; - en 1 its rea 2 ‘Agee one! 3. “The geen one’ 4 ‘Dangerous 5. ‘Quite frequently - about once a week, in fact” 6. "Badly." 7. ‘Oh, he's «good dancer? B Netby: ‘Account for the errors in these utterances, Lx Sally works hardly. | 2x My friend speaks very well English. 3.x How is the weather today? 4x Aberdeen is very far from London. Sx Tve just been to visit my ill friend. 6.x That's not a very usually colour for a car. 7.x My sister is elder than T am, 8.x He spoke to her friendlily Why do you think foreign learner may have problems wi the words in heavy ype in these uteranees? 1 The baby i rather poorly today. 2. We have ben wishing Safely home 3. You shovid work hard and ply hard 4 Hold eight 39 1D. Which of these utterances might be made UNIT TWo SECTION TWENTY-ONE. 5, My brother isn’t very wel. 11. When I was down in town I bumped into my cousin 6 He has an elderly uncle in Cardiff. ped into my cousi who told me the news. 12, The man that did most for race relations in the United States was Martin Luther King, ‘Why has the comma become such an important feature in these sentences? (a) by an Eskimo in Zambia (b) by an Eskimo in Britain (©) by a Zambian in Britain (@)_ bya Zambian in Greenland 1, ‘It's too hot here.” 2, ‘It’s rather cold here.” 3. ‘It’s too cold here.” 4, ‘It’s quite warm here." ‘What are the factors influencing the choice of quite, rather and too to modily adjectives and adverbs? B. What is the function of a defining (restrictive) relative clause? What is the function of a non-defining (non-restrietive) relative clause? Would you say non-defining relative clauses are (a) common (b) quite common or (c) fairly uncommon in spoken English? Why? Why do you think some foreign learners find it difficult to understand (and reproduce, when appropriate) sentences like these? 1. The story you've just told me sounds plausible. ‘Ive told you before to be careful of people offering something for nothing.” “Everywhere you go you hear the same complaint.’ He fale his exam agin, which naturally dsappointed ‘Nothing I have heard about him changes my opinion of | him? An ammeter is an instrument used for measuring the strength of an electric current. SECTION TWENTY-ONE ‘Some of the following sentences are correct and some are not. Sort out the incorrect ones and put them right. 1. Peru, which is a very poor country, is known as the homeland of the Incas. 2, The book, that you lent me last week, is on the shell over there, He who laughs last laughs longest. Can you tell me more about the man you saw lastnight? Last week we went to see Superman which is a very ‘good film but we couldn't stay till the end. 6, Alexander Fleming, whose wife still lives in Athens, died some years ago. 7. Alexander Fleming was the doctor who discovered lent on these utterances in the light of Ex. A and C penicillin. 8, The Times, that is known internationally as the voice of girl in the red dress is beautiful. Britain, was not printed for several months during Ihave just bought the old cottage on the hill above 1979. village Kojak was an American T.V. series, which as vel Se put out your cigarettes in the ashtray by the door. popular in Britain. ; 10. Kojak, which was very popular in Britain, was ‘American TLV. series. for these foreign learner errors: teacher lives opposite is a friend of mine. 40 41 spuatyy sy pue uyo; 40} kppar wou Auld yppno v sorysALP Sus squuay Sisnojoaseur séeid seass KW opuer 01 uaIJo OF KOU. XT auo yoee Jo Uosias ajqedanoe 2u0 aa e2onpoid soounsann soup thin fom stg Ure oswos 31 Kys aniq s¥9p9 oun ovut di somo ays 10H “patg ayy pases &ys ania s82)9 ayn o1wt dA “puatsy sur Swoo 10}, vsdnot om asoyy usamieq Aauoystsuoour quazedde ayy ureidyy “eq on puso “faImow sKes j0u-SoH-(g 1264) soo 2104, “avo sty pua| ay s20p uompuod ou uO vue yeya Jo Surapuas (npystap e yons say NOK op woplag-(> 1 0p 30N ‘uo}ssoaul jo sodA om 2824p UaoHI0 aOUaLAINIP oy) WIE; * OMLAINAME NOILDAS or -gaoge sojduiexa i) Jo yore tt quan pur 399/qns Jo wo|ss9Au 243 40} YUROIY cadaooe 1yStut | “uyeRe out ASE 01 MOK 219A, “ET -yaequoned IV Jopjot-sopr09a1 pom aq) St MOU MO: “7 aaey s9ypiau pur 194 pays! ootjod ayy ioe N09 No sur SeDUMSUINDAID OW AAPUN, je vs os pur" ak S90H09 OOH,“ “ano ,upinoys *youq uy ked PINoYys ITE MOA, ‘ues suoyd, ay) uous paauze aq PEY SIPICH _MyONANs-|f99 aywOUNUL ‘oun 298 nok uno adoasossrus iniamod v BU ow dysy nok ue), BAL NOK OP TEAL “T juourmoo ut axvy soouesanin asoqs TTP OP IPHAN aysiu se] “jowioa aq re BuNIwA aes OK TEM EID SUH HT sapuaiUas asou7 UO TUAUTHO “cumy Suts0g ® st Syoam ase] mes | eH “uouadns, x9 ‘pmaUy, 29U0 | WOYAL I you says, *S ‘ SuLnp poi0g 108 | juasqe st Kepsowsox wuny 02 ax0ds NOs OYA UOPMIS HL XE “p01 juasge st KepsoysoA 01 ay0ds of yoryas WwaPMS 3L XT OmL INT Unit Three SECTION ONE A. Look carefully at the following sentences. ick that book up, will you ? How's Bill? He's picking up. 3. He’s been picked to play for England. 4, Why are you always picking quarrels? 5. He’s the pick of a bad bunch. 6. picked up a hitch hiker at Stumps Cross. 7. Til pick you up at six, 8. He's always picking his nose. 9. need to buy a new pick before we go climbing again, 10. He’s a pick pocket. Ll, Don't pick people to pieces all the time. 12, He got in by picking the lock. Questions 1) If you were teaching vocabulary to an intermediate 2 3) 4) ‘group and you were advised by your syllabus or text book to teach the word pick, what teaching decisions would you make? A class were doing a comprehension exercise in which the sentence, I'll pick you up at ten occurred. A student asked, ‘What does pick mean? and was told by the teacher to look it up in a dictionary. Comment on the teacher's answer. What answer would you have given to the student's question in 2 above? ‘What is wrong with the following method of teaching the word port? Teacher: I noticed most of you got wrong the questign, about the ship not being able to get into port, Copy down the following definitions of po, learn them for homework and then write five sentences of your own using port. “ » ort = a harbour; a gate or gateway; carriage, bearing; to carry a weapon diagonally across and close to the body; left-hand side of a ship; strong sweet, dark red wine of Portugal, Look carefully at the following pairs of sentences and then say in what ways the words in heavy type are similar and in what ways they are different. 1. a) Did you know that Ali has become a rebel? +) He hasn't, He’s become a freedom fighter. 2 a) [fancy Alice. She's relly slim, +) No, she's skinny. 3. a) He really is mean, 4) I wouldn't say that, I would say he was thrifty. 4. a) He's very fat, isn't he? +) He is, In fact Pd go as far as to say he's obese, 5. a) He wears rather feminine clothes. ) Bffeminate would be more accurate What important vocabulary teaching points do the above pairs of sentences suggest to you? Replace the words in heavy type in the following sentences with one of the words from the following list: shoes, pen, meat, seat, picture. Look at this drawing. T bought 4 new pair of boots. Lend me that biro, will you? 1 think we'll have steak for dinner. ut it on the chair, will you? That's a nice photo, ‘That sofa is not very comfortable. 1 like your new mocassins, Is this your fountain pen? Til have that lamb please. Did you do that pai Let's sit down on this bench, does the above exercise suggest to you about the 45 UNIT THREE: SECTION ONE teaching of vocabulary to beginners and to advanced students? 1) What do you think might have caused the errors in the coe following sentences? |x [fractured a cup when I was washing up. 2.x He ejected the dog from the kitchen, 3.x Don’t feign to me, 4x Be careful. That bridge is feeble. 5.x Your ball pierced my window. 6x I desire an ice-cream. 7x Don't worry, Tl manufacture another paper- aeroplane for your Willy. 8.x The buses were on strike so we had to march all the way to town, 2) What conclusions about the teaching of vocabulary does ‘a consideration of the above errors lead you to? ot hot 1) What is missing from the following definitions? ver poor mate = fag = cigarette bird = gi guy = man 2) What errors could the learning of such definitions lead to? Give one example for each word. 3) What important points about the teaching of vocabulary Goes tie cxarsian sgncet fo You? is i Kn raja tea ‘of vocabulary Look at the following diagram. Rcchjarrive What ideas does it suggest to you for the teaching of Re We reached home’ at ten. vocabulary? 2. We arrived home at ten, 3. [reached the French border at six. Look at the following examples of the use and misuse of the 4x L arrived the French border at six. ‘words in each of the following pairs of English words. The 5. Ireached that conclusion last night. ‘come to conclusions about 6. Larrived at that conclusion last night. 1). The difference between the words in each pair. 7. He has just arrived. 2) The criteria for deciding whether two words aig _ 8.x He has just reached. interchangeable, 9.x He arrived out his hand. 46 a » Q » UNET THREE 10, He reached out his hand 1.x We reached back at ten. 12, We arrived back at ten 13, Can I reach you at the office? 14x Can I arrive you at the office? brave| courageous 1, That was a brave decision, 2, That was a courageous decision. 3. He's a brave man. 4, He's a courageous man. 5. He braved the storm. 6x He couraged the storm. 7. Making the decision to resign took great courage. 8.x Making the decision to resign took great bravery. 9. Rescuing that boy from the fire was an act of great bravery. 10, Rescuing that boy from the fire was an act of great courage. 11. He didn’t have the courage of his convictions. 12x He didn’t have the bravery of his convictions. 13, Don’t lose courage. 14.x Don't lose bravery. 15. Hard luck, that was a brave try. 16. Hard luck, that was a courageous try. ut upjaccommodate 1. Can you accommodate a party of ten students? 2. Can you put up a party of ten students? 3. Hey, Bill, can you put me up tonight? ‘4x Hey, Bill, can you accommodate me tonight? Look at the following sentences and then make ‘conclusions about the use of opposites in the teaching of vocabulary. a) light [dark 1. Itwas alight evening, 2. Itwas a light load. 3. Itwas a dark day for England. b) oldjnew 1. He’s an old man. 48 SECTION ONE: He's an old friend, TL do it for old times’ sake. He's like a new man. . I think we'll try a new way to work today. ©) rich{poor 1. Poor man, he's hurt. 2. That cake is too rich. 3. That's a poor idea. 4. He's rich in ideas. 4) tall]short 1. That's a tall building, 2. That's a tall order. 3. always seem to be short of breath. 4. I'm too short to join the police force. 5. This rope is too short. ©) rough/smooth 1. He's very rough. 2. He got a rough deal, 3. Tt was a rough match. 4, This material is smooth, 5. He's a very smooth person. Jf) work/leisure He works in a leisurely way. Mozart's works will live for ever. He’s at the works. ‘We need to educate people for leisure as well as work. For each of the above pairs decide whether you would ever teach them together and give the reasons for your decisions. ‘The following were sentences used by different teachers to help them to exemplify the meaning of amazed. Look ‘carefully at each example and then say why you think it is a good or a bad teaching example, 1, [was amazed when he told me, 2, [ve never been So amazed in my life, 3. He was absolutely amazed when he found out. 4, Lwas really amazed when he told me he had failed 49, UNIT THREE, the exam, The reason I was so surprised was that he had been getting very high marks all term. Tas even more amazed when I found out that Uhad passed as all term I had been getting low marks. '5. Twas amazed by his death, had never expected him to die s0 soon, 2) Asa result of doing the above exercise what conclusions have you come to about examples used to help teach the meanings of new words? 3) Write teaching examples for the following: careful; clumsy; slippery; decide. In a comprehension test you have asked your students to write a sentence of their own using swept as itis used in the passage (i.e. Mary swept the carpet every morning). Look at the sentences you got from your students, What do they tell you? ‘She swept the carpets twice a week. ‘Jane swept the carpet a lot. Have you swept the carpet yet? He swept it, 1 saw him, Mary swept the carpet before she went to work, They didn’t sweep the carpet very often. mrpope For each of the following deduce the meaning of the underlined nonsense word(s) and say what clues you found in the text to help you make the deduction. 1. ‘found this nibbit in your pocket when [took your coat to be slinned, ‘Oh yes, put it in my pocket in case was hungry at the football match.” “prefer the ones with chocolate on myse! *So do I. That's probably why I didn't cat it. When will my coat be ready” “Tomorrow morning.” “Lhope they get all the marks and stains out this time, 1 ‘want to look smart at my interview.” 2. ‘Did you have to ding him so hard?” 50 SECTION ONE. He was very naughty." “But you really hurt hi ‘Tknow, I hurt my hand too. It was only his leg though, *He'll soon get over it i 3. Iwas sitting in the garden reading when I felt a drop of rain. I didn’t want the glogget to get wet so I got up, folded it up and went to put it in the garage with the other garden seats. When I saw the garage Iwas furious. It was so unseddy. I'd told the kids to put all their toys in the trunk to keep the garage seddy but now there were toys all over the garage floor. What vocabulary teaching points does the above exercise suggest to you? 1) Ifthe following words existed what do you think the ‘would mean? - 1. reget 2. cardback 3. excessage 4. sublunar 5. Bidaily 6 punkly 2. postthink 8. impossibliare 9. disrecommend 10. atendive What parts of speech (e.g. noun) would they be? What vocabulary teaching points does this exercise suggest to you? 51 M. 1 2» 3) 2 UNIT THREE, ‘Which sentences produced by the following substitution table are not acceptable or not normal in English? 1 2 3 marvellous sensational It was amazing to eat superlative to wateh superb to hear incredible to drive brilliant ‘wonderful ‘Can you make any valid generalisations as a result of doing the above exercise? ‘What conclusions does the above exercise lead you to regarding the teaching of the words in column 2? ‘Try to make as many acceptable sentences as possible from the following substitution table. Make statements about the differences in meaning between the words in column 2. 1 2 BI 4 bought purchased house hired car rented money rented out a business Ive sold the pen borrowed my | tent leased maid acquired television lent picture let dog loaned 52 SECTION TWO 0. Comment on the following vocabulary exercise Decide whether the words in column A can be used together with cach of the numbered words. If two words can be used together put a tick in the relevant box. If two words cannot be used together put a cross Teal esa eee | se eee believer upporter customer |gardenee| student | reader vegetarian Ea unas SECTION TWO Look at the verbs in these utterances, and group them into, two separate categories according to whether they are followed by adverbs or prepositions. Drink up quickly. He switched the light off. ‘Is this story true or did you make it up” He has just applied for a new job. We called on Willy yesterday. In Germany, young men are called up at the age of 18, Water consists of hydrogen and oxygen He was looked upon as a hero. comment on the verbs in these utterances. ‘You'll have to eatch up on what you've missed.” “You mustn't put up with that!" Most western countries have done away with capital punishment. ‘ "You must drop in on us some time. PMEQ ex aveene 53 UNIT THREE, -Turn these utterances into the passive and comment on the stress patterns in each. ‘Someone will have to speak to him firmly. Someone will have to put this work aside, Nobody can account for three of the crew. They cleaned the house up after the party ‘Someone has filled this form in. Someone has laid up a lot of ships inthe south west of England. 7. Someone has shut down the steelworks. 8. Someone has worn this record out Comment on the meanings of the verbs in heavy tyPe. 1. Some learners catch on very quickly. 2. “You're always answering back!” 3, ‘This milk has gone off!” 4. ‘Your new dress needs to be let down. 5, Our sponsors have let us down. 6 1 8. 9. We'll have to lay in extra sugar supplies.” sYou shouldn't keep on running your friends down.’ He was put out by your attitude. ). “Stand up! 10. He ran away from home when he was 6. 11. ‘What time did you knock off last night?” 12. ‘My French needs brushing up.” Comment on the effectiveness of this exercise: REPLACE THE VERBS UNDERLINED IN THESE EXAMPLES WITH PHRASAL OR PREPOSITIONAL: VERBS, He had three teeth extracted yesterday. He was raised in Scotland, ‘She resembles her mother. ‘The match has been postponed till next week. ‘You're always disparaging your brother. ‘That paragraph can be omitted. His accent betrayed him as @ Welshman. Everyone feels the need to escape for a while, Dinosaurs became extinct millions of years ago. We must feduce our outgoings.” sa Sewn Unit Four Look carefully atthe following sentences and think about the function of the words in heavy type. in Have you given it to him yet? ‘Are we seeing them again tonight? Did you buy it from him? Have thay sen before? 1 see him with her again Tl tell you. Bayada easter He was very drunk. 7. Hers is beautiful ava eD Why is it not clear what the ab a ove sentences refer to? 2 What is required to make the reference of the above sentences clear? Rewrite the sentences to make their ference clear sn would your sentences be more appropriate the sentences above? ee ee When would the above sentences be more ay than your sentences? a ‘Are there any situations in which ich some of yoursent BE tctualy tecomideied incon? Be ‘she’, iC, they’ him’, ‘her’, and ‘them’ are personal, ‘pronouns, What do you think the main function of onouns is? alee "I, ‘we" and ‘you’ are also Y personal pronouns. Why t m with ni Bie cote them With noone jn the above fre they different in function fr ae fom the other imilar in function to ‘her’. What is the $5 UNTE FOUR A Are they going there again? B Where? 4 1 saw him then. B When? 3, A Tm doing those then. B Which? A Did you buy that there? What? ; ha greraliations can you make about the functions of ‘that’, ‘those’, ‘there’ and ‘then’? oe ‘What word in each of the conversations could ha caused a breakdown in communication but did not? Say why you think these words did not result in lack ot communication, 4. » Why is there very little danger of a breakdown in communication in the following sentences? 1. Tllgive you this instead. 2. Are these yours? 3. Til'sce you here at six. 4. Let's eat here now. i ‘What do you think the main difference in function is between: 1. this, those, here and now a and 2. that, those, there and then Look carefully at the following utterances. I, A ‘He broke her favourite vase. B “That was very valuable. “That was very careless.” ¢ “Don't worry. There'll be nobody in the house, wel ‘be on the road with the picture in ten minutes’ ti B-‘T still don't like the idea.” ‘A This is it now. Stop the car. This is crazy.” sw te nt iference in fneion between the instances of that in 1 and between the two instances oft n 56 SECTION ONE ‘What is the potential difference in meaning between a) and byt a) They were a different two books. 4) They were two different books, ‘What is the difference between the grammatical function of different in a) and different in b)? Rewrite the following sentence in two different ways to demonstrate its two possible meanings. I need some other clothes. What does the word other warn you to do in order to understand the sentence? 2) What makes the following sentence ambiguous? We'll have 10 do more. 4) Describe two situations in which the sentence would not be ambiguous. The sentence should not have the same meaning in both situations What do the words in heavy type in the following Sentences have in common? 1. Your cooker is not working properly. Tknow, I need a new one. +2. Does anyone want to go to the pub? Yes, Ido. 3. Has the London train gone? I think so. | My mother fusses and nags me all the time. Mine does too, Til have a pint of bitter. Til have the same, Will the game be postponed? ‘Thope not. Don't bother washing the cups. We can use the old ones. didn’t get a paper today. Can I borrow yours? You give me a lift in your ear? Mine has broken ds in heavy type have very similar grammatical Hoveverthey can be divided into four distinet ‘words in 1, 5 and 7 belong in group one; 7 us Four those in 2 and 4 in group two; those in 3 and 6 in group three; and those in 8 and 9 in group four. What is the difference between the four groups? What do the following utterances in heavy type have in SECTION ONE It is an old car but it never lets me down. It is an old car. However it never lets me down, Although it is an old car it never lets me down. It never lets me down but it is an old car. It never lets me down. However it is an old car. ‘common? 1. Mark bought a plant and Lynn a basket of flowers. 2, Would you like to hear another song? I know a lot. 3, What did you think of the lectures? ‘Two were quite good but two were awful. 4. [thought that one of the twins would get into the ‘team but I was surprised when both were selected. 5. Has he gone? It never lets me down although it is an old car. Are there any potential differences in meaning between the different sentences in A? If so say what they are. ‘The words underlined in A are examples of words and phrases which can be used t link two statements, ideas ‘tc. together. They represent three different types of such ‘words and phrases. As well as, and and also belong to

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