Teach English in XichuAn Zhen - Tianshui Shi

GRAMMAR: 4 Years to study whole Grammatical System MODAL AUXILIARY VERBS: Basic Rules: Modals are: ?can ?could ?may ?might ?shall ?should ?will ?would ?must ?have to ?have got to ?need to ?needn?t ?ought Used before verbs to add meaning to main verb. Also to express number of different ideas: ?Obligation ?Possibility/probability ?Permission/prohibition ?Ability ?Advice Modal verbs used to express different degrees of formality i.e. ?Can I??.? ? ?May I?..? Modal verbs don?t change in form according to a person i.e. Modal - I can play/He can play with present simple I play/He plays Modal verbs followed by verb in its base form i.e. I might go. Applies to both present & future meanings. More complicated to use modal verbs to express ideas in the past. ? Modals with more than One meaning may express past ideas in different ways according to different meaning. ? Refer chart pg. 2-3 using: may might need to must have to have got to should/ought to should can could be able to would Use of modal verbs change formality & meaning of main verb. Sometimes little/no difference or more notable. 1.Which is more polite? - a 2.Which advice is stronger? - c 3.In which is the speaker least worried? - b 4.In which doesn?t it matter which door you use? - b 5.In which is speaker the most sure? - d 6.Which is the most definite? - a 7.In which is the speaker least sure? ? c 8.Which implies a reason for Jacks departure? - c 9.Which is the strongest, and how is it different from the sentences for nr. 2? ? c ? a is advice while b is a rule/order to be followed 10.How are these different? a) I?ve got to go ? Done with a current appointment at hand & required to leave. b) I have to go ? No specific time set to go but I will. c) I should go ? Vital to leave. d) I?d better go ? Best interest to leave. e) I?d rather go - Expected to stay but does not want to. TEACHING IDEAS: ROLE-PLAY: Modal verbs lend themselves to expressing function of English, role-plays are rich source of teaching ideas .e.g. A Dr ? patient role-play would be productive for modals that express advice & obligation i.e. ?You should take these tablets & rest? RULES: Establishing rules & regulations for Hotel provides good opportunity for usage of modal verbs of obligation, prohibition & permission. i.e. ?You can?t have overnight guests? etc. SIGNS: Guess meaning of traffic or other signs i.e. ?You mustn?t park here? etc. PASSIVE VOICE: Two voices in English: Active: ?My wife chose the wallpaper. Passive: ?The wallpaper was chosen by my wife. In passive the object of an active verb becomes the subject of the passive verb. Both sentences have same meaning but focus is different. In active voice focus is on the agent i.e. my wife ? she?s responsible! In passive voice the focus is also on subject i.e. wallpaper, at this time But in passive voice the agent ? or doer of the action ? is less important or does not appear. i.e. Active - I painted the door last week. Passive - The door was painted last week ? no agent. Only transient verbs ? verbs followed by an object like: ?sell ?take ?buy ?write etc. are used in the passive. Not possible to use verbs like; ?happen ?sleep ?come ?seem which are intransitive verbs ? in the passive. FORM: Auxiliary verb ?be? (as per table below) + past participle For both active & passive voice the tense of sentence remains the same. In passive voice tense indicated by auxiliary verb ?be??. In active voice tense shown by main verb. TENSE: PASSIVE FORMATION: Present Simple is/are + Past Participle Present Continuous is/are being + Past participle Present perfect have/has been = Past Participle Past Simple was/were + Past Participle Past Continuous was/were being + Past Participle Past Perfect had been + Past Participle Future Simple will be + Past Participle Future Continuous will be being + Past Participle Future Perfect will have been + Past Participle ?Going to? future going to be + Past participle Note: Perfect Continuous tenses not normally used in the passive. Changing?? Active into Passive: 1.A crocodile eats Henry Henry is eaten by a crocodile. 2.A crocodile is eating Henry Henry is being eaten by a crocodile 3.A crocodile has eaten Henry Henry has been eaten by a crocodile 4.A crocodile ate Henry Henry was eaten by a crocodile 5.A crocodile was eating Henry Henry was being eaten by a crocodile 6.A crocodile had eaten Henry Henry had been eaten by a crocodile 7.A crocodile will eat Henry Henry will be eaten by a crocodile 8.A crocodile is going to eat Henry Henry is going to be eaten by a crocodile 9.A crocodile will have eaten Henry Henry will have been eaten by a crocodile USAGE: Most frequently used when not know/not important or we don?t want to say exactly who performs an action. I.e. Trespassers will be prosecuted. Not important who will prosecute if you trespass. Last might a man was murdered. Not known who was murdered. Passive may be used with a ?by? phrase when speaker/writer wants listener/reader to know who performs action. E.g. Life on the Mississippi was written by Mark Twain. Mark Twain important to meaning & emphasis is on ?Life on the Mississippi?. Mark Twain wrote Life on the Mississippi conveys same meaning but now focus would be on Mark Twain. TYPICAL STUDENT MISTAKES: ?Leaving the verb ?to be? out of sentence. ?Using the verb ?to be? in the wrong tense. ?Overuse of ?by? TEACHING IDEAS: ?Cutting up varied active/passive sentences & getting students to match them. ?Students write general knowledge quiz using passive examples. i.e. ?Who was ?Murder on the orient Express? written by? RELATIVE CLAUSES: Clause is group of words containing subject & verb. THREE CATEGORIES OF CLAUSES: Independent Clause: Complete sentence. Contains subject & verb of a sentence. Dependent Clause: Not a complete sentence. Must be connected to independent clause. Relative Clause: Is a dependent clause that modifies a noun. Describes, identifies or gives further information about noun. Also referred to as an adjective clause. Relative clause introduced by relative pronoun: who, which, that, whose, whom etc. or there may be no relative pronoun. Two types of relative clauses ? defining & non-defining. Information given in defining relative clause essential to meaning of the sentence. My girlfriend who lives at number 35 has been arrested. Defining relative clause makes clear which person/thing we talking about. This sentence without commas actually strongly infers that I have several girlfriends! Information given in non-defining relative clause is not essential to meaning of sentence. Information can be taken out without changing meaning of the sentence. My girlfriend, who lives at number 36, has been arrested. Commas are critical in non-defining relative clauses. A comma is put before relative pronoun & at end of the clause. It?s clear I only have one girlfriend. If remove commas and the who lives at number 36 clause, same basic information would be conveyed by sentence my girlfriend has been arrested. ?Examples of pronouns in defining relative clauses: pg. 7 ?Examples of pronouns in non-defining relative clauses. pg. 8 PHRASAL VERBS: Phrasal verbs or multi-word verbs, consist of a verb = one or two particles. ( A particle may be a preposition or an adverb or an adverb + a preposition. i.e. She told Paul off. = She criticized/scolded Paul Three basic types of phrases verbs: ?Type 1 ? Intransitive: cannot be followed by direct object: He didn?t turn up. (He didn?t arrive) ?Type 2 ? transitive separable: object pronouns only come between verb & particle: She took her on. correct (meaning she opposed her) She took on her. incorrect. Object noun can come either between verb & particle or after particle: She took Anna on. correct She took on Anna. Correct ?Type 3 ? transitive Inseparable: object phrase or object pronoun both come after the particle: She got over the operation. (meaning she recovered) She got over it. Also includes phrasal verbs that have two particles: adverb followed by preposition. She looks up to her grandmother. My wife puts up with a lot of criticism of her cooking. Addition of particle frequently changes meaning of verb. Phrasal verbs difficult to understand & best learned as vocabulary items. Teachers keep track of phrasal verbs that have been taught & try using them naturally during uncontrolled practice/conversations. If dropped now & again should be more familiar to students. Students will then hear them in various contexts & hopefully start using them naturally for themselves. Choosing particular subject can make process of learning phrasal verbs easier. The subject could be driving which could cover: drop off pull over slow down get in bump into catch up with run over keep up with pick up pull out turn off look out for pull into fill up break down run out of