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Pre-course Assignment This assignment is due Monday, Week 1, at the start of your first workshop Trainee’s name: ____________________________ Comments box – only for use of course trainers _____ Please redo the parts marked. _____ This assignment needs no further work. Trainer’s comments: Signature of trainer/date: To the trainee: The primary purpose of this pre-course assignment is to get you prepared for parts of the TEFL course that require you to have a basic understanding of grammar and phonology that you will need for the course and for your classroom teaching practice. These language areas are often addressed in modern EFL coursebooks. Remember that taking the time to research language areas is part of our TEFL course and will be an ongoing part of your career in TEFL. The research for these items can primarily be done by using the internet. GOOGLE is a very helpful search engine. Here are sites that will help you with the grammar items in this assignment: • • • • • englishpage.com eflnet.com teachingenglish.org.uk usingenglish.com arts.uottawa.ca/writcent/hypergrammar 1. Here are some abbreviations often seen in dictionaries. What do these abbreviations mean? Please give two examples for each abbreviation. Abbreviation n. adj. adv. v. pron. prep. conj. art. det. sing. pl. sb. sth. Meaning Noun Two examples book, house XXXX XXXX XXXX XXXX 2. Write a sentence with one countable noun and underline that noun. Write a sentence with one uncountable noun and underline that noun. 3. Write a sentence with a relative pronoun that refers to a person and underline that pronoun. Write a sentence with a relative pronoun that refers to a thing and underline that pronoun. Write a sentence with a possessive pronoun and underline that pronoun. Write a sentence with a personal pronoun and underline that pronoun. Write a sentence with a reflexive pronoun and underline that pronoun. 4. English has three articles. Which two are indefinite? Which one is definite? 5. Give an example of a phrasal verb that begins with the following words: Example: look look over shut ________________ switch ________________ put ________________ turn ________________ take ____________ 6. What is a modal verb? Give three examples. 7. Common verbs that are used as auxiliary verbs are: be, have and do. Write one short sentence for each verb that demonstrates a form of that verb used as an auxiliary verb and NOT a main verb. Then underline the auxiliary verb in each sentence. be: have: do: 8. What is a collocation? Give three examples. 9. Please identify the verb tense (and use) in sentences a-h, choosing one of the tenses from the box below. Then, using a different main verb, write one more sentence with the indicated tense. Some tenses are used more than once. • • • • • • • • present simple (for habits or states) present simple (for the future) present continuous (for an event happening at the moment of speaking) present continuous (for the future) past simple (for a completed action in the past) past continuous (for an action in the past happening over a period of time) present perfect simple (for completed actions in the past that happened at indefinite times) present perfect continuous (for an action that started in the past and continues until now) Example: a. b. c. d. e. f. g. h. He watches television every evening. Name of verb tense (use): present simple (for habits or states) Sample sentence: I often read newspapers. I’ve been living here for six years. Name of verb tense (use): Sample sentence: The train leaves tomorrow at ten. Name of verb tense (use): Sample sentence: He’s cutting the grass. Name of verb tense (use): Sample sentence: I like swimming. Name of verb tense (use): Sample sentence: I’ve been there three times. Name of verb tense (use): Sample sentence: I’m meeting my boss after work. Name of verb tense (use): Sample sentence: I lived there when I was a child. Name of verb tense (use): Sample sentence: What were you doing at 9:00 last night? Name of verb tense (use): Sample sentence: 10. Consider this sentence: Charles gave Diana a ring. The subject is: The verb is: The direct object is: The indirect object is: 11. Consider this sentence: It’s a small world. What part of speech is the word small? What is the comparative form of small? What is the superlative form of small? What article is used with the superlative form? What is the comparative form of important? What is the superlative form of important? Why are the comparative and superlative forms different for small and important? What do students need to know about the spelling of the comparative and superlative forms of adjectives like healthy and heavy? The adjectives good, bad and far are exceptions to the rule. What are their comparative and superlative forms? 12. Underline the three phrasal verbs this teacher has used in these instructions (note that phrasal verbs, sometimes called multi-word verbs, are composed of two or three words): We are going to go over your homework so take out your workbooks. Martina, what did you come up with for number one? Restate these instructions using simpler language without phrasal verbs. Complete sentences are not necessary. What gestures and materials might a teacher use while giving these instructions? Why might these things help students? How could the teacher check to make sure the students have understood the instructions? What might the teacher do if it’s clear that some students haven’t understood the instructions? 13. What are the mistakes in these sentences (there may be more than one)?: Example: She work in bank. The student has omitted the “s” on the third person singular form of “work” and has dropped the article “a” before the noun. a) He drive black big car. b) They have everything what you need. c) Charles was married with Diana. d) He is a strong smoker. e) I go every weekend shopping. f) Can you tell me where is our teacher? g) I am liking classical music. h) I am very interesting for Beethoven. i) He knows the way how to do it. j) We don’t have some milk. k) I have been there yesterday. English Phonology Write alongside these definitions the words they define. The first has been done for you. phonology phoneme diphthong word stress sentence stress phonetics pitch vowel consonant intonation The study of speech sounds, how and where they are made, and how they are perceived: phonetics The study of the distinct sound units of a language, combinations of sounds, stress and intonation: A speech-sound where the airstream is partially or completely blocked, or forced through a narrow opening so that it escapes with audible friction, e.g. /p/, /t/: A speech sound often considered one vowel in a language, but actually involving one vowel gliding into another, e.g. in British my, the sound of the y is made by /a/ gliding into /I/: A speech sound in which the airstream is not blocked, and which is usually pronounced with vibration of the vocal cords, e.g. /i:/, /æ/: The smallest unit of sound in a language which can distinguish two words, e.g. /p/ and /b/ make pit and bit recognizable as different words: The pronunciation of a syllable with more force than the surrounding syllable, e.g. in British convenience the ven syllable sounds louder or stronger than the other two: The pronunciation of a word or words with more force than the surrounding words: The relative height of speech sounds as perceived by the listener: The way in which the voice goes up and down in the course of an utterance: A. Are these phonemes voiced or unvoiced? Write V (voiced) or U (unvoiced) alongside them: /p/ /d/ /m/ /k/ /ð/ /∫/ /f/ /ŋ/ /h/ B. Write alongside these phonemic transcriptions the words they represent. (Note: some may represent more than one word-spelling) The first has been done for you. /naIt/ night, knight /ðeə(r)/ /d u:s/ /kз:nəl/ /θi:v/ /jet/ /θru:/ /siŋ/ /t∫i:k/ C. Write alongside each of these words the number of the phonemic transcription for the sound of the final two letters, -ed 1. /d/ 2. /Id/ 3. /t/). The first has been done for you. feared 1 hummed wanted talked worked needed D. Write alongside each of these words the syllable bearing the main stress. The first has been done for you. enchant-ed chant photograph photographer photographic electric electricity unity united LEXIS - Important Terminology Match the following terms with their definitions: 1. Antonyms a. Words that come before a noun to show how the noun is being used 2. Synonyms b. Words that sound the same but are spelled differently 3. False Friends c. Words or phrases used as an exclamation 4. Homophones d. A way of forming new words by shortening the old ones 5. Compounding e. A way of forming words by putting words together 6. Shortening f. Words that share a similar meaning 7. Conjunctions g. Opposites 8. Determiners h. Words that join other words, phrases or sentences 9. Interjections i. Words that have a similar form but different meaning in two languages Give two examples for each: 1. Antonyms 2. Synonyms 3. False Friends 4. Homophones 5. Compounding 6. Shortening 7. Conjunctions 8. Determiners 9. Interjections