Dip TESOL Unit 1 Section 1

Cleft Sentences

*Clefting* is a way of dividing a clause into two parts. It is also known as *spotlighting* It+ be+ spotlighted information+ that or who The most important part comes immediately after it is, it was, etc. *Subject*: It was "Julia" who phoned us on Saturday' *Adverbial*: It was on Saturday that Julia phoned us. *Direct object*: It was "us" who Julia phoned. *Indirect Object*: Was it "Mary" that you gave the file to? *Subordinate clause*: It was "in order to cheer up Mary" that Julia phoned her. *Pseudo- clefting* wh+ information+ be + spotlighted information Subject: What drove her crazy was "the noise." Adverbial: When you may see him is "on Sunday". Direct Object: What he needs is "a good shake-up". Indirect Object: Who you should give the gardening prize to is "the person with the best window box" Complement: What she really feels is "profoundly satisfied". Subordinate: Why we came late is "because we had to finish the work ourselves". "A cleft sentence is a sentence that is cleft (split) so as to put the focus on one part of it. The cleft sentence is introduced by it, which is followed by a verb phrase whose main verb is generally be. The focused part comes next, and then the rest of the sentence is introduced by a relative pronoun, relative determiner, or relative adverb. If we take the sentence Tom felt a sharp pain after lunch, two possible cleft sentences formed from it are It was Tom who felt a sharp pain after lunch and It was after lunch that Tom felt a sharp pain." Take, for example, the simple declarative sentence, "Jerry went to the movie yesterday." If you would want to emphasize one element or another, the sentence could be rewritten several different ways: It was Jerry who went to the movie yesterday. It was to the movie that Jerry went yesterday. It was yesterday that Jerry went to the movie. English has many different varieties of cleft constructions, but the two major types are it-clefts and wh-clefts. Wh- clefts use "wh" words, which is most often "what" in the construction. However, why, where, how, etc. are also possibilities.

Types of multi-word verb problems

*Comprehension* *1- Not recognizing the multi-word form* Ls cannot understand the meaning of the item from the individual words that make it up. They may assume that each word convey the meaning independently. e.g. she *looked up* the word in the dictionary. (Ls may understand look up refer to looking in a particular direction) *2- Being misled by meanings they already know.* Some Multi-word verbs has many meanings came round= visit came round = recover, awake e.g. After she had lain on the ground for some minutes she came round. *3- Recognizing the verb but not the particle* This problem may occur when the verb and the are separated by several words in a sentence. e.g. Can you please *drop* the boxes of glass *off*? *Speaking and writing* *1- Leaving out particles and prepositions* This is very common because Ls think that some particles in some multi word verbs seems to have no intrinsic meaning e.g. *she took care me *2- Leave out the 2nd particle in a multi-word verb* e.g *I look forward [for] your email. *3- Leave prepositions that follow a verbal expression* e.g. She took care [of] me. *4- choose the wrong particle* Ls may choose one that is similar in meaning to the correct one. e.g. *He made up he was ill. (made out) *5- using unnecessary particle* please wipe *off the basin after use. *6- Word order* avoiding separating the V and the particle in type 3 even when the DO is a pronoun. e.g. * We don't have room to put up you. *7- Avoidance* *8- Over-using multi-word forms* *9- Choosing the verb in multi-word verbal expression* *10- Choosing the article in multi-word verbal expressions* Ls face a difficulty to understand their meaning because it cannot easily be inferred from the core meaning of the its parts. Phrasal Verbs present problems for many learners. One initial problem is that writers on the subject disagree as to exactly what a phrasal verb is: others use different names for different types. For example, some differentiate between phrasal verbs and prepositional verbs and present both as sub-classes of multi-word verbs; some consider prepositional verbs to be a sub-class of phrasal verbs; and some use different terminology altogether. However, whatever the name, the concept of what we may neutrally call multi-word verbs is useful.

Quantifiers problems

*Comprehension* - Misunderstanding: when Ls don't know or don't notice quantifiers. *Speaking and writing* *1. Leaving out quantifiers:* Ls have tendency to leave out quantifiers like some & any (neutral) e.g. Could I have [some] help? *2. Other & another* Confusion *3. Inappropriate use of any* using any in affirmative sentences instead of not .... any or no *4. Over-using quantifiers* quantifier + quantifier e.g. do you have enough some money? (wrong) or quantifier + article she is in the another class. (wrong) *5. pronunciation: some & any* Ls stress them inappropriately (stress= unrestricted, unlimited quantity )=> leading the listener to misunderstanding the message *6. much and many instead of a lot* they use much with uncountable nouns many with countable nouns even though the sentence is affirmative. *7. countable & uncountable nouns* use many instead of much I don't have many money. (wrong) *8. Singular & Plural Confusion* using plural with every and each e.g. every people (wrong) *9. Quantifiers & pronouns* Using all as a pronoun instead of everybody, everyone. e.g. she gave candies to all.

Gradable adjectives

*Gradable adjectives* Describe qualities that we can measure. e.g. happy calm, sad, wet, ect. We can use intensifiers: very quite wet, very wet, terribly wet or downtoners: fairly, rather she's fairly certain. *Ungradable Adjectives* *extreme quantity*: terrified, furious, starving *absolute quantity*: correct, dead, alive, male, human we can only use intensifiers but not downtoners. e.g. she is completely dead not fairly dead.

Quantifiers activity

*Pick a Quantifier* This is a simple game that you don't need to do any prep for. Start by having your students brainstorm as many noncount nouns as they can along with the quantifiers that are used to count them. Then, write the quantifiers only on small slips of paper and put them in a hat. Erase the noncount nouns, and then give students turns drawing a quantifier from the hat and using it in a sentence with an appropriate noncount noun. Each noncount noun can only be used one time. *Picture Perfect* Pictures are a great way to get your ESL students talking. Learners use visual input to access vocabulary and use grammar to express their ideas. This game focuses on the differences between count and noncount nouns in pictures. Put your students in pairs, and give each pair two pictures. The pictures should be very similar and should contain both count and noncount items. Each person gets one picture and cannot let their partner see it. Students must then ask each other questions about the objects in their partner's picture to see what the differences between the two are. For example, one student might ask if there is any rice in the picture and the other student might answer there are three bowls of rice.

Expressing comparison solutions

*students compare the people in your classroom.* *Family description* Give your students 10 adjectives that can be used to describe their family. they have to write a sentence using the superlative form of each adjective. then, they work in pairs. their partner asks them qs about their family member. they answer. "Is Su-Jan the oldest person in your family?" The other person should answer with a yes or an explanation. "No, Su-Jan is only four years old."

model verbs activities

1- Forms and meanings match every utterance with its meaning. 2- Differences in meaning one sentence with different model verbs

Adverbs of degree problems

1- misplacing the adverbs in a sentence. 2- confusing very and too The word too has a negative meaning. We do not normally use it to mean very. 3- using so instead of very Incorrect: He is so rich. Correct: He is very rich. Explanation To simply give information we use very. So is mainly used to talk about information that is already known. 4- Not making an inversion when starting a sentence with a negative adverb. Incorrect: Never I have seen such a sight. Correct: Never have I seen such a sight. Correct: I have never seen such a sight. Incorrect: Hardly I have had any rest since last week. Correct: Hardly have I had any rest since last week. Correct: I have hardly had any rest since last week. Explanation When a negative expression comes at the beginning of a sentence, it is usually followed by auxiliary verb + subject. 5- using to instead of too {using an adverb with a copular verb Feel is a copular verb. Copular verbs are modified by adjectives, not adverbs. Incorrect: I feel badly about it. Correct: I feel bad about it.}

Types of multi-word verb activity

1. Fill in the gaps activity. 2. match the MW V. with its meaning; a word or a picture 3. Provide a list of verbs and ask Ls to classify them according to the particles they follow e.g. at/ up/for 4. complete the sentence with the correct verb. 5. choose the correct particles. 6. encouraging Ls ti use mine maps to understand the different meanings of a multi-word verb (take off: remove smth/ not study or work for a period of time/ airplaine going up...) or to illustrate the particles that go with one verb (get up, off, get out, get along, get on )

Cataphoric/Anaphoric reference activity

1. Find a news article, narrative, or essay. 2. Scramble the clauses and give them to groups of three students each. Each group should have the same materials. Ask them to match each clause together. 3. After they have finished matching up the clauses, ask them to reorganize the sentences into a cohesive article. 4. After matching all the information together, spend a couple minutes answering comprehension questions. A whole class discussion is optional. Then, using the sentences from this activity as examples, teach the students anaphoric and cataphoric references. 5. Finally, ask the students to pick a trending topic from the news to write a few sentences about (like the ones at the beginning of this article). Tell the students to divide the clauses onto several strips pieces of paper. Illustrate one example on the board, teaching the students that the sentences can be as funny, strange, or unusual as they like - as long as they make sense. For example: "It's true they can be a bit frightening, though bees are an integral part of our ecosystem."

Indirect Qs solutions

1. changing the direct questions to indirect questions To practise indirect questions, asking for information and professions. Activity Students roleplay situations. Organisation Whole class Preparation Copy enough pairs of cards for the number of pairs in your class. What do I do? Divide students into two groups. Give each student in one group a "profession" card and each student in the other group a problem card. Sit students with "profession" cards around the room, in their shops. Students with "problem" cards must go from shop to shop, asking (indirect) questions until they find someone who can help them with their problem. When students have found the person who can help, they should continue asking questions to get the information on their card. Pairs repeat their roleplays for the class.

Finite/Non-finite clauses

A finite clause can be a main clause or a subordinate clause. It must have a verb to show tense. Examples: The fishermen {are mending} their nets. (Present tense used in the main clause.) We {dined} at an expensive restaurant last night. (Past tense used in the main clause.) We {were not allowed} in because we {arrived} late. (Past tense used in the main clause we were not allowed in. Past tense used in the subordinate clause because we arrived late.) Non-finite clause A non-finite clause is a subordinate clause that is based on a to-infinitive or a participle. It contains a verb that does not show tense, which means it does not show the time at which something happened. There are three types of nonfinite clauses. a) To-infinitive clause In this clause, the verb comes after the word to. Examples: He gave up his job {to travel the world}. We wanted {to ask her to come along}. The person {to make the report to at the police station} was the Sergeant. b) Present participle clause (or -ing clause) In this clause, the verb ending in - ing is used. Examples: He is a thoroughly spoilt child {being the only one in the family}. You are the only one capable of {solving the problem}. {Before becoming a bank robber}, he was a police officer. {Seeing no employment prospect}, he became self-employed. c) Past participle clause In this clause, the past participle form of the verb is used. Examples: {Trained as an acrobat since young}, she has amazed audiences with her superb skills. All the children, {gathered in that group}, were in their teens. A woman {recognized as one of the hostages} was found unharmed in the building. The child intends to be a bank robber {when asked what he would like to be}. A subordinate conjunction is often used to begin a non-finite clause. The subordinate conjunctions used here are if, unless, though. Examples: Her appointment, {if approved}, will make her the company's first female General Manager. The police, {unless notified}, will not carry out an investigation. The rescuers found the boy, {though injured}, fully conscious.

Affixes solutions

Activity: 1. Matching exercises with prefixes/ suffixes and their meaning, 2. at higher levels correct the text exercise, adding the right prefix or suffix, 3. dictionary work and discovery exercises where Ss have to find words with unknown prefixes and look up their meaning in a dictionary. 4. Also word building exercises work well with teaching prefixes and suffixes, where they're given the base word and need to find the suffix e.g. help helpful or 5. mind map or diagram looking at word families and parts of speech through completing a chart (verb/ adj/ noun/ adverb)

Adverbs of degree

Adverbs of degree tell us about the intensity of something. Adverbs of degree are usually placed before the adjective, adverb, or verb that they modify, although there are some exceptions. The words "too", "enough", "very", and "extremely" are examples of adverbs of degree. absolutely - enough - perfectly - somewhat - a (little) bit - entirely - pretty - terribly - a lot - extremely - quite - too - almost - fairly - rather - totally - awfully - highly - remarkably - utterly -completely- lots - slightly- very USAGE OF "ENOUGH" Enough can be used as both an adverb and as a determiner. Enough as an adverb meaning 'to the necessary degree' goes after the adjective or adverb that it is modifying, and not before it as other adverbs do. It can be used both in positive and negative sentences. USAGE OF "TOO" "Too" is always an adverb, but it has two distinct meanings, each with its own usage patterns. TOO MEANING "ALSO" Too as an adverb meaning "also" goes at the end of the phrase it modifies. TOO MEANING "EXCESSIVELY" Too as an adverb meaning "excessively" goes before the adjective or adverb it modifies. It can be used in both affirmative and negative sentences. USAGE OF "VERY" Very goes before an adverb or adjective to make it stronger. Usually the phrase using "not very" is less direct, and thus more polite, than the other phrases. DIFFERENCE IN MEANING BETWEEN "VERY" AND "TOO" There is a big difference in meaning between "too" and "very". "Very" expresses a fact while "too" suggests there is a problem.

Adverbs of time

Adverbs of time tell you at what time or 'when' something happened. They are usually used to modify verbs and are placed at the end of the sentence... For example: My flight arrives *tomorrow*; let's talk about it *then*. They could also tell you *how often*... For example: The bus comes hourly, so the woman goes into town regularly. An exception is the adverb still, which comes before the main verb in a sentence... For example: He still hadn't left the house, so she was still waiting for him at half past 7. Time adverbs tell us about when something happens. already - lately - still - tomorrow - early - now - soon - yesterday - finally- recently - today - yet Yet shows that we expect some action to take place in the future.It is used in yes/no questions and negative statements at the end of the sentence. ◊Examples: - Have you finished yet? - I haven't received the letter yet. Have you seen Laurie today? I'd prefer to leave early. I went to the cinema on my own recently.

Affixes (bound morphemes)

An affix is a bound morpheme that attaches to the stem of a word to form either a new word or a new form of the same word. The two types of affixes in English are prefixes and suffixes. Affixes may be derivational or inflectional. Derivational affixes create new words. Inflectional affixes create new forms of the same word. Derivational Derivational is an adjective that refers to the formation of a new word from another word through derivational affixes. In English, both prefixes and suffixes are derivational. Happy (adj) Happiness ( noun) unhappy ( negative adjective) Inflectional Inflectional is an adjective that refers to the formation of a new form of the same word through inflectional affixes. In English, only suffixes are inflectional. Inflectional affixes modify verb tense and nouns without affecting the word's meaning or class I go he goes cat cats

Cleft Sentences solutions

C1 students in mind. It works with both groups and individual learners. It takes up to 10 minutes and is perfect for revision, warm-up, or finishing the lesson. The Task Each student draws two strips of paper: one is a Phrase the other is a Person. Their task is to finish the given cleft sentence speaking from the POV of the person they drew. Example: Phrase: It was my mother who Person: A retired football player Student: It was my mother who drove me to my 1st football practice / who signed me up for the local team / who came to my every game / opposed my decision to become a professional player Other students should try and guess whose POV is being presented. To make it easier, you can write all the characters on the board. rewriting sentences/ paragraph and spotlight important information. analyzing the effect of spotlighting in paragraph.

idiomatic expressions

Common phrases or sayings whose meanings cannot be understood by the individual words or elements. Examples of these idioms are "Baker's Dozen", "Funny Farm" and "Cold War". Examples: let the cat out of the bag = spill the beans = reveal a secret. keep your big nose out of my business = Stop prying into my affairs. mind your business and leave me alone. Between a rock and a hard place " Meaning - In a very difficult situation when any resolution will be unpleasant " Blow your top " Meaning - To lose your temper

Gradeable adjectives problems

Comprehension Writing and speaking Ls may not know which adjectives. We can intensify. e.g. she was very furious when she heard the news. (wrong)

learners pb model verbs

Comprehension *Listening* Ls mostly fail to hear weak forms *Speaking and writing* 1- Avoidance it is possible that it will rain 2- Using full infinitive 3- Questions and negative forms 4- Different forms with different meanings 5- past forms Ls choose the wrong one or create a wrong form. 6- use will instead of would in the past. 7- pronunciation stress MV misunderstand he attitude or can't instead of can 1- When to use them. 2- Which one to use. 3- constructing questions and negative statements involving modal verbs. 4- a model verb that have multiple meanings may confuse learners.

Expressing comparison problems

Comprehension they may fail the hear the final r in bigger and n in than. t in biggest this will lead them to confuse bigger with big and than with the than me /themi/ this may lead to students' failing in recognizing the form *Speaking and writing* over-using of more and most using them with long and short adj over-using of er and est using them with long and short adj omitting the than & then/ that Ls may write then/that instead of than

semi-model verbs Ls problems

Comprehension not understanding Speaking and writing avoidance

Cataphoric/Anaphoric reference problems

Comprehension not understanding what they refer to Speaking and writing avoidance repetition of the same subject (usually a proper noun)

Copular verbs problems

Copula omission is found to be one of the major and most frequent errors that Arab EFL learners make when writing in English. Arabic does not have the copula in the present tense. in those situations where Arabic does not require the verb "to be" is proven to be correct.

Dummy Operators (particularly 'it')

Dummy operators ( it, there) are used to push information further back in a clause and to signal to listeners or readers that they need to pay extra attention because everything coming difficult to process. e.g. There are over 50 distinct ethnic groups living in China. Over 50 distinct ethnic groups live in China. The operator "it" is used to avoid starting a sentence with a subject that includes a clause, and therefore it is difficult to process. e.g. Information that is expressed in long complex subject is difficult to process. It is difficult to process information that is expressed in long complex subject. The word "it" can be a subject (or dummy subject) in sentences about times, dates, and the weather (such as, It's raining) and in certain idioms (It's OK). Also known as ambient "it" or empty "it." Unlike the ordinary pronoun it, dummy it refers to nothing at all; it simply serves a grammatical function. In other words, dummy it has a grammatical meaning but no lexical meaning. Using "it" to talk about people We use it to talk about ourselves: • on the telephone: Hello. It's George. • when people cannot see us: [Mary knocks on door] It's me. It's Mary. We use it to talk about other people: • when we point them out for the first time: Look. It's Sir Paul McCartney. Who's that? I think it's John's brother. • when we cannot see them and we ask them for their name: [telephone rings, we pick it up] Hello. Who is it? [someone knocks on door. We say:] Who is it?

Dynamic / stative verbs

Dynamic verbs (sometimes referred to as "action verbs") usually describe actions we can take, or things that happen; stative verbs usually refer to a state or condition which is not changing or likely to change

Ellipsis

Ellipsis is the omission of one or more words from a sentence, where they are unnecessary because they have already been mentioned. Meaning can be understood without these words. Ellipsis is one of the aspects of language that gives text cohesion. Example An example of nominal ellipsis, where a noun phrase is omitted, is 'as it has the last three ( )' and of verbal ellipsis 'Yes, I have ( )'. To form an ellipsis in MLA within a sentence, use three periods with a space before each period and a space after the last period. https://elt-resourceful.com/2013/04/09/am-i-missing-something-raising-awareness-of-ellipsis-and-substitution/ there 2 types of ellipsis: *Situational*: (makes lg more informal) it occurs mainly in speaking. e.g. [I] miss you. Answering for a question in one word. e.g. what time is time? - 9. The more informal the conversation, and the more we refer to the environment, the more we use situational ellipsis. *Textual*: (makes lg more formal ) it occurs in both speaking and writing. words are missed out in grammatically predictable sentences. 1. *After and , but*: e.g. you ought to clean your teeth and brush your hair (and [you have to] brush your hair) 2. "Adverbial (reduced forms of adverbial) e.g. when matching colours, you should take both items out of the shop. (when [you are] matching) 3. *relative clauses (reduced forms of relative clauses)* the police are interviewing a man seen just after the robbery. ( [who was] seen) *Substitution* it goes hand in hand with ellipsis. it refers to words such as so, do, have, one as signals indicating that something had been left out and identifying what kind of information this is. Yes and No Have you ever thought of trying of finding a job abroad? No *Replacing adverbials of time and place* She invited me to her place but I didn't want to go there. (there = go to her place) she invited me at ten last night but I couldn't spare time then. (then = ten last night ) *Replacing longer stretches of text* Use this / that this = near , that =far this = new info: This is what I want to achieve ownership: this is all what I can suggest. that = disassociate from sth: that's rubbish. *ellipsis and substitution combined* replacing predicate she'd like to take a few days off work but just can't. (can't [take a few days off work]) *Replacing subordinate clauses* Use to/ not to -> to replace infinitive clauses e.g. I invited him to come, but he didn't want to [come]. so / not -> to replace that noun clauses after think/ hope e.g. Is she coming round? I think so/ I hope not [ that she is not coming round] qs word -> to replace noun clauses derived from qs. e.g. they said they'd ring but I've no idea when [they'll ring] to, not to, not, when =ellipsis so= substitution replacing nouns / noun phrases -> with pronouns/ possessive adjectives subject pronoun: I ,... they object pronoun: me ... them possessive adj: my, ... their possessive pronouns: mine, theirs using one, ones, (indefinite pronouns) it, them (definite pronouns) using a few, a little, a lot , much, many, any, plenty so = similarity with affirmative statement. (I am studying ->so am I, so does she) neither / nor = similarity with negative statement ( she is not studying -> neither is he) *comparative structure* I can run better than them (than [they can run]) *referring forward* if you need to, you can always use our bathroom. (need[ to use our bathroom])

Adverbs of degree activity

Fill in the correct word (too or enough). Topic: Adjectives and Adverbs Level: Beginner Instructions: Choose the correct phrase e.g. I didn't have ......... to finish the test enough time / time enough to help learners to discriminate between enough as an adverb and enough as a determiner. highlighting the fact that what comes after enough is a noun when it is a determiner and what comes before it is an adv/ adj when it is an adv.

Adverbs of time activity

Filling the gaps using the correct adverb of time then practicing writing sentences using adverbs of time. Also, play adverb-based games (adv. of manners) can be adapted Make adverbs fun by turning it into a game. Do an action in a certain way; for example, tiptoe lightly around the classroom, and then ask the children to describe what you are doing and guess the adverb. Next, ask for volunteers to perform an action and get their classmates to guess how it is being done. A similar game can be set as a homework task. Ask children to write sentences describing how people are acting when they go on a walk or take a car journey. Reward the most creative ways of describing what they've seen.

Adverb position solutions

First, he or she should start by classifying adverbs in various categories and should teach each group at a time providing enough written and oral practice. Second, rules about adverb position should be presented and exemplified using sentences and longer pieces of discourse since broader contexts help convey meaning appropriately. Third, English teachers, novice and experienced, should frequently review the rules on adverb positioning because this is an area in which mistakes can easily be made. Finally, instructors are responsible for raising awareness in their students and providing them with meaningful exercises in which they practice placing adverbs in the correct position. ex. rewrite the sentences using the adverb between brackets.

Inversion

INVERSION (verb before the subject) Inversion means putting the verb before the subject. The auxiliary verb comes before the subject in several different structures. 1. An inversion generally begins with *a negative word or phrase.* e.g: Not only do I enjoy classical music, but I also have regular music lessons. 2. *After a negative adverb* (e.g. never, seldom, rarely, scarcely, hardly) e.g. Never have we witnessed such cruel behaviour by one child to another. 3. *Expressions beginning with not* e.g. Not for a moment did I think I would be offered the job, so I was amazed when I got it. 4. *Here and there* when they are adverbs of place. Here comes the bus! 5. *Conditional Forms* are sometimes inverted as a means of sounding more formal. In this case if is dropped out Had I known, I would have helped him with dummy operator It was Max who borrowed the money. Little did he know about phonology such are the days of our lives

Superordinates solutions

In the classroom Learners can record words in hyponym groups in vocabulary banks and add new words to these groups. This can be a useful way to process new vocabulary and may mirror how we organise words in our first language.

IndirectQs

Indirect questions are a little more formal and polite. We use them when talking to a person we don't know very well, or in professional situations, and their form is a little different. Example of an indirect question: "Could you tell me where the bathroom is?" Can you tell me how long he will have been studying French when he retires? Can you tell me where is the post office? I wonder what you like about the museum reported speech she asked me whether I walked the dog

Use of 'just'

Just is a common adverb in English, especially in speaking. It has different meanings. Just meaning 'simply' or 'absolutely' We can use just meaning 'simply' or 'absolutely' to add emphasis to a statement: It's just not right. Our holiday was just perfect. Just meaning 'exactly' You look just like your sister. Can you put your signature just here? Just meaning 'only' His first pay cheque was just fifty pounds. [in a clothes shop] A: Can I help you? B: No, it's all right, thanks. I'm just looking. Just and expressions of time Just can mean 'recently' or 'a very short time before or after speaking': Where's my phone? I had it just now. Could you wait for me? I'm just going to the shop. We often use the present perfect or past perfect with this meaning of just when we refer to a short time before the moment of speaking: I've just decided to sell my apartment. I'm on my way to the station. Their train has just arrived. Just for emphasis We also use just to emphasise an imperative: Just shut the door quickly or we're going to be late. See also: Imperative clauses (Be quiet!) Just to soften expressions We use just in speaking to soften what we say, especially in requests: Could you just open the window? I was just wondering if I could speak to you about Anna?

Affixes Learner problems

Learner Problems: 1. Using the inappropriate affix. 2. confusion in meaning as some prefixes can have more than one meaning e.g. in- (not, into), ex- (out, beyond / former). 3. Also several prefixes have the same meaning (e.g. un-, in-, im-, ir-, dis-). 4. language interference: They can also have interference problems as some prefixes might mean something different in L1, 5. hyphenations, spelling.

cohesion devices

Linguistic devices that join sentences to produce coherent discourse *1-Reference:* -Anaphora - Cataphora lexical items - pronouns- demonstratives 2-Lexical substitution: 3- Adverbial conjuncts 4- lexicaltise: synonym, antonym, *Micro level of coherence* 1. connect sentences 2. parallel sentence structure 3. transitional words and phrases 4. care about fluency and logical *Macro level coherence* 1. connect paragraphs 2. We built essay structure 3. Introduction & conclusion 4. Also care about audience and genre

Dependent prepositions problem

Ls may not hear the preposition missing prepositions misusing them using it where it is not needed

Adverb position problems

Ls may use an adjective instead of an adverb. e.g. *he plays football good. he plays football well. Incorrect: She carefully drove. Correct: She drove carefully. misplacing adverbs: the most problematic structures were those containing complex verb phrases consisting of one or two auxiliaries plus a verb form. When auxiliary verbs are used, the neutral position for adverbs is after the first auxiliary verb. This position is commonly used for short adverbs and for adverbs expressly signaling the writer's viewpoint. This type of grammar construction is troublesome because we might wrongly assume that the greater the number of elements, the more possible adverb positions in the structure. Another conflicting issue dealt with placing an adverb between a transitive verb and its object, which is ungrammatical.

Gradable adjectives solutions

Miming Game Choose one of the rows from below and silently mime all three adverb + adjective pairs in the order that they are given (from left to right). Continue miming all of them until your partner says all three things written on the cards. If they still can't guess, you can give them (oral) hints such as first letters. fairly good - very good - absolutely wonderful/ fabulous/ fantastic very bad - fairly bad - absolutely awful/ terrible absolutely delicious- fairly tasty - very tasty

semi-model verbs

Not all sources agree on the complete list of semi-modal verbs, but there are four that are widely considered as the standard set: dare, need, used to, and ought to. *ought* + to = pure model verbs except + to had better= pure model verbs except (1) it consists of 2 words. (2) we form negative differently. *Had better* is used to *give advice* negative form = had better not in question form: many ppl avoid it hadn't you better *have (got) to*: model in meaning but not in form used to express *necessity and obligation* we use the auxiliary do in negative forms and questions Do you have to do that? They didn't have to check in. it is mainly used in the present simple but it can be used in the past. e.g. they thought they had to *Be able to*: model in meaning but not in form. *be able to = ability* *pure model verbs have no tense form we usually use them to refer to the present or the future* have to + be able can be used in full range of tenses. they can also be used after other model verbs. e.g. we might *have to* help. they ought to *be able to* repair it. *Multiple meanings* meaning: ought to = should have to= external obligation (law) must= internal obligation (imposed by the speaker) some ppl use must to express logical deduction *Needn't*= internal obligation *Don't have (need) to* = external obligation *Needn't have*= something took place but wasn't necessary (sth. happened ) *Didn't have (need) to* = something wasn't necessary and so didn't take place. (sth didn't happen) *mustn't * = obligation not to do sth (negative obligation) *don't have to* = absence of obligation *Hypothetical meaning* *Would* -Speculate -Express hypothetical meaning -Describe what we are imagining *Could & Might* *Could = ability* *Might = possibility* *Logical deduction* *Will = logical deduction *when we are certain (e.g. Can you answer the phone? it will be mom) *Must = certainty* (e.g. It must be the battery) must and will are used interchangeably Should ought to

Plurality

Plurality regular forms: ends in s. irregular forms: 1- change in vowel e.g. man - men 2- same singular and plural forms e.g. a sheep, two sheep a series, two series a means, various means a crossroads, some crosswords 3- different forms a person - people 4- words from other languages plateau - plateaux 5- words that are either uncountable or plural uncountable: names of sciences: politics, economics, ... e.g. politics is countable plural: it has a specific reference. e.g. politics are singular :the couple/ majority/ total/ number is plural: a couple/ majority/ total/ number of years are 6- words plural only: clothes 7- language change from Latin/ Greek to English pl: syllabi -> syllabuses 8- some plural words are used us singular a criteria / phenomena 9. quantifying phrases A number of/ range / variety + pl noun= express quantity/ diversity singular :the couple/ majority/ total/ number is plural: a couple/ majority/ total/ number of years are a large/ small amount of pasta is 10. Collective nouns: Team, party,jury Unified body = singular various people = plural 11. Initials/ names of organization coca cola are the UN are

Indirect Qs problems

Punctuation Embedded questions Ended with a full stop when they are part of an overall statement I wonder / I would like to know / please tell me Ended by a question mark when they are a part of an overall question can you explain / can you let me know if/ Do you know/ Is there any chance/

Adjacency pairs

Regular two-turn exchanges in spoken discourse. e.g.: A: How are you? B: I'm fine, thanks. And you?

Plurality solutions

Snowball darts: Plurals spelling games Modify the snowball darts game to revise spelling plurals. Draw a circular target on the whiteboard with several concentric layers of different score values. Crush a blank piece of paper into a snowball shape that can be thrown at the target. On each turn, give the student a noun that they must spell in its plural form. If they get it correct, they can throw a snowball at the board. Keep the scores on the board. This can be played as an individual or team game. You can use the list below to get you started. 1. fish 2. lunch 3. bus 4. dress 5. box 6. beach 7. person 8. glass 9. woman 10. fox 11. man Noun Poem Divide your class into partners and have them create a noun poem together. They should use both singular and plural forms of nouns in their poem. Encourage them to incorporate irregular nouns into their writing. You might want to model an example to use such as "I see one fox,/She sees two foxes,/I found one box,/She finds two boxes." Partners can write their poems and decorate them, or act them out using props or pictures.

Dummy Operators (particularly 'it') problems

Some learners may leave out dummy subjects. e.g. They may use it instead of there. e.g. it is a problem with her TV.

superordinates

Superordinate: A word whose meaning includes the meaning of one or more other words. ''bird' is the superordinate of 'canary'' Hyponyms are words that are the specific examples of a general word, a 'superordinate'. They can be compared with synonyms, which mean the same things, and antonyms, which mean opposite things. Example Red, white and blue are all colours.

collocation activities

Teachers should encourage pupils to be involved in extensive reading of a lot of literature written in English. ESL learners should also be encouraged to make effective use of English dictionaries, especially the ones written with learners in focus. Adequate attention should be drawn to collocations in the teaching of register. e.g. I learnt from the head girl in the school how to type the keyboard. Pupils should be made to know that the mere fact that two lexical items belong to the same register does not mean that they can collocate. Moreover, the same item may have different collocational properties in different registers. using quizlet matching corresponding words/definitions T splits the class into small groups and have them compete against each other to see who can top the leader board, Post-it corners Say that in the last class you studied collocations with 'catch', 'make', 'have' and 'do'. Stick a post-it with each verb in each corner of the classroom and then stick the nouns to the backs of the students. They must use the formal English phrases to discover which noun they have, then race to their corner and come up with a sentence for each of the collocations their team has. Whichever team finishes first wins. You then have students arranged into teams for the next part of the class. 3. Post-it hunt Before the class, write the two parts of the collocations on individual post-its and stick them in different parts of the classroom: under tables/chairs, on the door, on your back, on the back of the TV etc. Then, when students enter, put them in pairs and assign them a section of the board each. Students must find as many matching collocations as they can and stick them on their part of the board. Monitor carefully as this can get raucous. Pre-teach some expressions for doing deals: • We'll swap you your 'have' for our 'do' • Do you want to trade? • Let's make a deal. • Ok, you've got a deal. • Shake on it. Collocation Pictionary Put students into teams of three or four, write a load of collocations on scraps of paper, and give them 90 seconds to draw as many as they can for their team to guess. The team with the most correct guesses wins.

Adverb Position

The problem for the English learner is that some adverbials can be located in different places within the sentence, while other adverbials must appear in one place only. 1/ adv of manner They usually go in end position. They sometimes go in mid position if the adverb is not the most important part of the clause or if the object is very long. e.g. She ate quickly. She quickly ate her dinner and ran out. They usually go in end position. 2/ place They sometimes go in front position, especially in writing. e.g. Can you come over here? We'll be at that table there. Here she sat. Outside, there was a small pond. 3/ adv of time They usually go in end position. They sometimes go in front position especially if we want to emphasise the adverb. e.g. I'm flying to Edinburgh tomorrow. Today, I'm going to clean the house. 4/ duration: They usually go in end position. e.g. I'm not staying long. 5/ frequency: They usually go in mid position. They sometimes go in front position. They can also go in end position. Always, ever and never do not usually go in front position. e.g. We often have friends to stay. I usually get up late on weekends. I could never swim fast. Sometimes she wore a woollen hat. We don't see them very often. Not: Never I could swim fast. 6/ degree: Really, very, quite usually go in mid position. A lot and a bit usually go in end position. I really like those pink flowers. We go to Ireland a lot. I'd just like to change things a bit. 7/ focusing They usually go in mid position. e.g. He simply walked out without saying a word. certainty or obligation: e.g. Some go in mid position: probably, possibly, certainly. Others go in front position: maybe, perhaps or in end positions after a comma. e.g. It'll probably rain. Maybe Nick will know the answer. Can I get you a drink, or something to eat, perhaps? 8/ Viewpoint They usually go outside the clause, often at the beginning. They can sometimes go in mid position, especially in formal writing. e.g. Personally, I'd rather not go out. This must, frankly, be the craziest idea anyone has ever had. 9/ evaluative They usually go outside the clause, often at the beginning. They can sometimes go in mid position. In informal speaking they can go in end position. e.g. Unfortunately, I forgot my swimming costume so I had to sit on the side and watch. We have stupidly forgotten the tickets. They missed the bus, apparently.

Word-order problems,

The word order creates a problem for learners when they speak and write more than comprehension. the nature of the problem is different in each case: 1. The order of words within a constituent: e.g. a) I want a teacher very clever. - The order of words in a noun phrase. - The combination adverb-adjective "very clever" needs to be before the headword "teacher" b) I have travelling been. - A problem in the order of words in the verb phrase. - All auxiliary verbs need to be before the main verb. 2. The order of constituents within a clause: e.g. a) My grammar very poor is. the complement "very poor" need to come after the verb. b) I on Sundays work. - The adverbial "on Sunday" can't separate a verb and a subject. 3. a) I want a to help me pass my exam teacher. a clause can't separate a noun and its determiner. The order of two or more clauses e.g You should until you get the news wait. A clause doesn't separate a verbal phrase of another clause. Some learners may use indirect object inappropriately she explained [me] how it works. she told [ ] she was ill.

Model verbs

They belong to the category of auxiliary verbs. They are used with a main verb. Sometimes, they are called model auxiliaries. such as must, may, could, can, should, ought to, and so forth. Function: they are used to express *Ability (can)* *Assessment* *Judgement* *Obligation (ought to)* *Necessity (must)* *Possibility (could)* *Logical deduction (should)* the family should be home soon. *Disapproval (will)* They will try to do things before they have learned how. *Requesting*: can /would...? *Offering*: May / Would ...? *Asking for or giving permission* : Can...? *Advising*: You ought to/ should/ had better stay in bed. *Suggesting*: could *Inviting*: Would *Need & dare as model verbs* Need: When the speaker is in a position of *authority* and be able to give *permission* or *remove obligation*. We tend to use it in the negative form. She needn't bring the files as long as she remembers the details. Dare: is used in fossilised expressions. e.g: I dare say. How dare you?

idioms activities

This is not anything you can leave until you reach an advanced level. raising learners awareness through studying texts of the different ways in which words combines using the Ls first language maybe helpful to explain the notion of idioms. T provides pictures to illustrate the literal meaning of the idiom. T explains the meaning of the idioms and ask them to complete the sentences. discussing the idioms that are related to one topic like animals, body parts, food, clothing, etc. providing pictures , explaining the meaning then asking Ls to produce oral or written sentences using the new expressions.

Time vs. Tense

Time is a concept which is related to our perception of reality. There are three times: past, present and future. Tense is a grammatical category which is marked by verb inflection and expresses when an event or action happens in the flow of time. Strictly speaking, only two English tenses are marked by the inflection of the verb: past (talked) present (talks) Other tenses are marked by auxiliaries (be, have): past continuous (was/were talking) past perfect (had talked) past perfect continuous (had been talking) present continuous (am/are/is talking) present perfect (have/has talked) present perfect continuous (have/has been talking) As future time is expressed with the modal will + infinitive and not with inflection, the forms with will (will talk, will be talking, will have talked, will have been talking) are not considered to be tenses. However, for the sake of convenience, we refer to them as such

Types of multi-word verb

Type 1: intransitive. phrasal verb. V+ particle (adverb) Type 2: transitive. inseparable D.O, prepositional phrase. V+ particle (preposition) Type 3: transitive separable D.O, phrasal verb. V+ particle (preposition) Type 4: transitive + 2 particles, phrasal-prepositional Verb. Multi-word verbal expression: V+ word (N/...) e.g. have dinner, do good, make a meal, put the blame on someone, get something to drink, ... the Vs of these expressions are "empty" and "delexicalised"

Cataphoric/Anaphoric reference

What a mouthful! In short, anaphoric and cataphoric references are emphatic styles of sentence structure taught at C1 - C2 level. They are used to insert emphasis into the first clause of a statement. In most cases, this grammar lesson is taught in the theme of "breaking news" and students learn and practice this skill in the context of sharing information. Here are two examples: "Three tech giants filed for bankruptcy yesterday. It was shocking." "Yesterday's news was shocking. Three tech giants filed for bankruptcy." Let's look at them one by one: 1. Anaphora (Anaphoric reference) Rule: Backward reference "Three tech giants filed for bankruptcy yesterday. It was shocking." The subject in the second clause is unspecified. However, it's implicitly understood to be referencing the subject in the first clause. In other words, tell the reader what the subject is first, then reference back to it and add information in the second clause. 2. Cataphora (Cataphoric Reference) Rule: Forward reference (converse of anaphora) "Yesterday's news was shocking. Three tech giants filed for bankruptcy." The subject in the first clause is unspecified, which begs the question: "what is it?" or "what is the subject?" The subject in the second clause provides clarifying information to the subject of the first clause. In other words, tell the reader some information about the subject, then reference forwards to the second clause and tell us what the subject is.

word order

Word order Most English sentences (clauses) conform to the SVO word order. This means that the Subject comes before the Verb, which comes before the Object. Examples: I (S) bought (V) a new computer (O). She (S) doesn't like (V) dogs (O). Why did you (S) do (V) that (O)? It is more complicated when an indirect object (I) is added to the sentence. In this case the word order depends a.) on whether the direct and indirect objects are nouns or pronouns, and b.) on whether the indirect object is preceded by the word to. Here are the basic rules: Indirect object with to: · Two nouns · Two pronouns · Pronoun object/noun indirect object SVOI I showed the computer to my friends. I showed it to them. I showed it to my friends. She gave the present to her mother. She gave it to her. She gave it to her mother. Indirect object without to: · Two nouns · Two pronouns · Noun object/pronoun indirect object SVI0 I showed my friends the computer. I showed them it. I showed them the computer She gave her mother the present. She gave her it. She gave her the present. Many English sentences also contain adverbials. The problem for the English learner is that some adverbials can be located in different places within the sentence, while other adver

collocation learners' problems

being direct translations from their native tongue. problems with do/make collocations

Expressing comparison

bigger than more beautiful than A Comparisons with adjectives and finite verbs - He spends more than he earns. - He sings more loudly than anyone I've ever heard/than anyone else (does).

Plurality problems

choosing the wrong plural form. *womens, *childrens singular verbs end in s end plural nouns end in s: this doesn't make sense for the Ls irregular forms: difficulty to remember which is singular and which is plural man & men

Relative clauses problems

comprehension - especially when relative pronouns are left out. e.g. languages [] we don't know seem to be spoken fast. - when the relative clause reduced through ellipsis e.g. the person [] arrested escaped. [who had been] writing and speaking - using unnecessary pronouns e.g. *I watched a film which *it was a tragic story. using the wrong relative pronoun what instead of that, etc. some European languages like French use a different pronoun according to whether it is the subject or the or the object of the clause sometimes Ls avoid using whose or they over use it. he was an old man *whose liked to travel.

idioms learners problems

comprehension most students get difficulty in understanding the meaning of idiomatic expressions. Speaking and writing avoidance some L avoid using idioms especially in writing. making changes Ls may make changes in the idiomatic expression: keep your small nose out of my business (wrong)

Finite/Non-finite clauses problems

comprehension: Ls often don't understand a non- finite clause when it occurs in a long complex sentence. past participle clauses may often be confused with past simple as in the example: Present participle clauses are easier to be recognized, however, Ls still need to stop to figure out how the information in this clause are related to the main clause. e.g. the project, designed to help people, has suffered a couple of problems. Speaking and writing - Ls tend to avoid non-finite clauses - Ls may choose the wrong form for + ing instead of full infinitive e.g. for studying - to study for + bare infinitive e.g. *for study using present participle instead of past participle e.g. *the train robbery, *(thinking) to be the greatest of the century, took place in 1963. using full infinitive instead of present participle e.g. * I watched them to dance. misplaced non finite clause the non agreement between the subject and participle Misplaced and dangling modifiers make sentences awkward and inelegant. They keep sentences from expressing clear, straightforward ideas. When you discover a misplaced or dangling modifier in a sentence, you will need to rearrange and/or revise the sentence parts to untangle the idea the sentence wants to express. http://www.chompchomp.com/rules/modifierrules.htm

Ellipsis problems

comprehension: listening and reading: the biggest problem is comprehension especially in listening (in writing we can go back) especially for Ls who don't know a European language. speaking and writing: Avoidance: learners avoid the use of ellipsis and substitution.-> they provide info more than is necessary definite and indefinite pronouns Ls often use a definite instead of an indefinite pronoun. number of dots after a period : 4 dots spacing : before each dot and a space after the last one

Copular verbs

copular verb is also called a linking verb. A copular verb is a special kind of verb used to join an adjective or noun complement to a subject. Common examples are: be (is, am, are, was, were), appear, seem, look, sound, smell, taste, feel, become and get.

Relative clauses solutions

drawing students to why and where they are used in real conversations and texts by native speakers. - rewrite sentences using relative pronouns - join two sentences using relative pronouns to avoid repetition fill in the gaps with the appropriate relative pronoun to make sure that Ls can use them appropriately

Ellipsis Activities

exposing Ls to lg in which ellipsis and substitution take place. guide them to recognize and understand these features. by asking qs: what information is missing? what does this word refer to? Rewrite each sentence below omitting text and using an ellipsis. 1. We were cautioned by the 8th grade World History teacher Mrs. Petersen not to run in the halls. In the classroom Analysis of tape scripts of native speakers is one way of raising learners' awareness of ellipsis. This can then be continued as a controlled practice exercise by asking learners to fill in the gaps by replacing the missing words.

inversion problems

inversion: 1. In sentences like "rarely did he speak" learners may be deceived into thinking that a question is intended when it is not. they may be confuse it with a question. they may misunderstand the sentence. 2. If learners choose to front a negative adverb they may forget to invert the subject and the verb. 3. It is sometimes difficult to remember when inversion is or can be used. 4. students may forget to match the tense and (v and subject) 5. the students may use inversion where it is not necessary 5. they may be confused and invert the second clause in Not only is he difficult to understand, but he is also funny.

collocation

it is a lexical unit consisting of a cluster of two or three words from different parts of speech, types of collocation: open collocations and restricted collocations Some collocations are fixed phrases which cannot usually be changed. The children arrived {safe and sound.} Some words have a very limited number of collocates. We call these "strong collocations". They are often highly idiomatic: You're {bone idle.} The soil is {bone dry.} Other words have a larger number of possible collocates. We call these "weak" collocations. They are more common than "strong" collocations. prices => dropped / fell / plummeted / slumped / fluctuated / remained steady / rose / shot up / soared / spiralled / went through the roof Some collocations can be changed by using different grammatical forms or adding other words: to purify water / a water purifying gadget / water purification Lexical Collocation is used to refer to the relations between two or more content words that ''naturally'' appear together in sentence. Although in English language, there are eight open/content word classes, yet only four of these collocate: noun, verb, adjectives, and adverb. For these four classes, a number of classification subtypes have emerged through studies. For example, [5] in [1] and [33] provided seven subtypes: i) Verb+ Noun/P (or prepositional phrase) e.g. set an alarm, break a code, lift a blockade, etc. ii) Adjective +Noun e.g. strong tea, best wishes iii) Noun1 +of + Noun 2 e.g. a pride of lions iv) Verb + adverb e.g. argue heatedly, appreciate sincerely. v) Adverb + Adjectives e.g. deeply absorbed, closely related vi) Noun+ Verb e.g. bombs explode, water freezes vii) Noun + verb e.g. reject appeal, compose music. On the other hand, [31, p. 133] identified six subtypes of lexical collocation and these are: Adjective +Noun e.g. a difficult decision; Verb +Noun e.g. submit a report; Noun+Noun e.g. radio station; Verb +adverb e.g. examine thoroughly; Adverb + adjective e.g. extremely inconvenient; Noun +verb e.g. the fog closed in. In other studies, [37], [11], [36] identified nine subtypes: Verb +noun (e.g. break a code, lift a blockade; Verb +adverb (e.g. affect deeply, appreciate sincerely); Noun + verb (e.g. water freezes, clock ticks; Adjective + noun (strong tea, best wishes); Adverb + adjective (e.g. deeply absorbed, closely related; Noun + noun (e.g. pocket calculator); Verb+ adjective+ noun (e.g. learn a foreign language); Adverb + verb (e.g. half understand); Verb + preposition (e.g. speak through interpreter). 2. Grammatical Collocations These are made up of combinations containing a content word, such as noun, an adjective and a function word e.g. a preposition e.g. Speak through.

Zero article problems

missing out articles

Use of 'just' problems

overusing just.

Inversion solutions

providing a list where inversion is possible. e.g. Inversion Structures Error Correction filling gaps activities Change the normal sentence into one with inversion.

Finite/Non-finite clauses activity

raising awareness of type of clauses and non finite clause activity: - what kind of clauses are these? - identify the types the non- finite clauses in the text (infinitive = how to, verbless= cause and effect). - writing tasks: incorporate more non finite clauses - spot the mistakes in the passage.

Word Order Activities

rearranging words to get coherent sentences sentence analysis activities. editing activities in which they spot and correct the mistakes.

Relative clauses

relative clauses describe or provide information about something or someone we have already specified. e.g. I like working with students (who appreciate what I do). relative clauses = similar in function to adjectives

Solutions

snakes and ladders game fill in the gaps with the appropriate article roll the die if he gets the correct answer he lands on the square

Adverbs of time problems

students may misplace an adverb especially in complex verb phrase e.g. I have already been working here since 2017. misplacing still - Does he still live in Los Angeles? - Yes, he still lives there. He still hasn't finished what he was told to do. (negative meaning) Ls sometimes get confused when the tense used is different than what they have expected like using the present simple to refer to the future in planes and trains schedules and the present continuous to refer to the future in personal arrangements. choosing the correct tense. My plane leaves tomorrow. (schedule ) I am seeing him tomorrow morning. (personal arrangement) confusing since and for I have not seen her since Monday. I have not seen her for three days.

Dependent prepositions

they come after nouns : process of, difficulty in adjectives : crazy about, afraid of, angry with verbs: get used to, listen to abstract nouns + likes & dislikes = followed by of words used to express communication and relationships are followed by with or between

Cleft sentences problems

variants may create difficulties of comprehension in longer and more complex sentences. pseudo cleft: learners may be puzzled or misled by affirmative sentences that starts with a wh-word. Learners "play safe" and miss spotlight opportunities to avoid mistakes. Some learners whose first language is Spanish, Italian or Portuguese tend to leave out the dummy subject it. e.g. *Is difficult to find time to write. Speakers of non-European languages may struggle to convey meaning where what they need is a structure beginning with "it". e.g. people find it hard to believe ... It is hard to believe ...

zero article

we can leave out an article before: 1. plural nouns: Dreams can come true. 2. uncountable nouns: give me money. 3. we can leave out an article before a singular noun if we replace it with another determiner possessive adjective: her book. demonstrative adjectives: that book. many quantifiers: any day, each day. *sub- rules* 4. "belonging" to institutions when we want to show that someone belongs to something. hospital, church, school, sea (navy) e.g. she is still in hospital he went to sea when he was young 5. before names of meals to describe an occasion e.g. are you coming to lunch? 6. in most of *Time expressions* next week, last year, at six o'clock 7. work/ home/ bed after verbs of motion before work/home/ bed she went home. she is in bed. 8. proper nouns people places (cities, villages, streets, forests, parks)

Time vs. Tense problems

when the present (tense) is used to refer to the future (time)

Synonyms

words that have similar meanings