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izz aty

Using Pictures for Lessons | Junk Mail Catalogs: A Treasure-Trove for Language Teachers - 0 views

www.njcu.edu/...schwartz.html

pictures images ideas lessons activities writing speaking grammar resources reference using language learning education learning language

shared by izz aty on 15 Aug 11 - No Cached
  • Teachers can easily use junk mail catalogs to create a picture file and then design lessons based on the pictures. This article briefly explains the benefits of using pictures, offers some suggestions for using pictures from junk mail catalogs, and describes three lesson plans
  • Pictures are a great incentive for language production and can be used in many ways in the classroom. "Specifically, pictures contribute to: interest and motivation; a sense of the context of the language; a specific reference point or stimulus" (Wright 19)
  • The lesson plans discussed below are for speaking, grammar, and writing activities
  • izz aty on 15 Aug 11
     
    Focus on Speaking/Writing:          This is for students at beginning and intermediate levels. The objective is to practice asking and answering questions. Each student needs one picture. (Pictures of people from various ethnic, economic, age, and gender groups are particular]y useful. Fashion catalogs are good sources of such pictures.) The procedure is as follows: First, as a class, have the students generate a list of interview questions. Write them on the board. Then distribute the pictures to the students. Tell them they will become the person in their picture. The students must create a biography for that person. Give the students time to think. Next, divide the students into pairs. Tell them to take turns interviewing each other, using the questions generated earlier. Students should give answers based on the identities they created for the person in their picture. As a follow-up, students can write a one-paragraph biography of their person. Focus on Grammar: This works well with intermediate-level students. The objective is to practice using comparatives and superlatives. The materials needed are sets of pictures--one set per student--which show similar objects; e.g.,a set that shows different kinds of shoes, a set that shows different kinds of hats, or watches, or cars, etc. The directions for the activity are: Give one set of pictures to each student. Tell students they should use comparatives and superlatives (which have been taught prior to doing this activity) to describe the objects in their pictures. They should write as many sentences as possible. When students have finished writing, they should form small groups and read their sentences to each other. 'They should check for errors, both spoken and written, and discuss whether they agree or disagree with the statements made about the objects in the pictures. This activity also lends itself to a discussion of culture--for example, if the pictures present items of clothing, teachers can
izz aty

Quotation Marks: Where Do the Periods and Commas Go--And Why? - 0 views

grammartips.homestead.com/inside.html

quotation marks punctuation grammar sentence english language language learning reference learning

shared by izz aty on 09 Apr 12 - No Cached
  • use a question mark or an exclamation point with a sentence that ends in a quotation, we follow the dictates of logic in determining where the question mark or exclamation point goes
  • part of the quotation itself, we put it inside the quotation marks, and if it governs the sentence as a whole but not the material being quoted, we put it outside the quotation marks
  • Universal American usage places commas and periods inside the quotation marks, regardless of logic.
  • ...8 more annotations...
  • rule applies even when the unit enclosed at the end of the sentence is just a single word rather than an actual quotation
  • British don't do it that way.  They are inclined to place commas and periods logically rather than conventionally, depending on whether the punctuation belongs to the quotation or to the sentence that contains the quotation, just as we do with question marks and exclamation points.
  • if another set of words or a parenthetical citation gets between the quoted material and the end of a sentence, then the comma or period will follow the intervening elements
  • this comma and period inside the quotation marks business is strictly American usage
  • when that last little item enclosed in quotation marks is just a letter or a number, in which case the period or comma will go outside the closing quotation marks
  • even more important is the matter of consistency
  • if you are an American, you need to keep your commas and periods inside your closing quotation marks
  • only American printers were more attached to convenience than logic, since British printers continued to risk the misalignment of their periods and commas
izz aty

EFL/ESL Teaching Techniques from The Internet TESL Journal - 0 views

iteslj.org/Techniques

esol efl esl materials resources teaching learning english language learning language english education teaching reference lesson plans activities ideas classroom management internet technology speaking listening reading writing oral culture drama grammar

shared by izz aty on 21 Feb 12 - Cached
  • Adults
  • Adapting the L2 Classroom for Age-related Vision ImpairmentsBy Jessica A. ThonnTeaching Adult ESL LearnersBy Yi Yang
  • Authentic Materials / Realia
  • ...53 more annotations...
  • Effective Ways to Use Authentic Materials with ESL/EFL StudentsBy Charles Kelly, Lawrence Kelly, Mark Offner and Bruce VorlandAuthentic Materials and Cultural Content in EFL ClassroomsBy Ferit KilickayaUsing Creative Thinking to Find New Uses for RealiaBy Simon Mumford
  • Autonomy
  • My Philosophy for Teaching English for BusinessBy Lawrence BaronUsing Authentic Business Transcripts in the ESL ClassroomBy Jonathan CliftonTeaching Business Communication to LEP StudentsBy Ken LauFrameworking in Business English ClassesBy John AdamsonTeaching Tips for ESL University Business English InstructorsBy William BrooksMethodology for Using Case Studies in the Business English Language ClassroomBy Peter Daly
  • Becoming a Better Teacher
  • Matching Teaching Styles with Learning Styles in East Asian ContextsBy Rao ZhenhuiTeam Teaching Tips for Foreign Language TeachersBy Rebecca Benoit and Bridget HaughThe Importance of Eye Contact in the ClassroomBy Robert Ledbury, Ian White and Steve Darn
  • Business English
  • Three Activities to Promote Learners' AutonomyBy Galina KavaliauskienëGetting Students Actively Involved Using "The Mistake Buster" TechniqueBy Hai K.P. Huynh
  • Classroom Management
  • Perpetual Motion: Keeping the Language Classroom MovingA technique that allows students to practice with as many different partners as possible.By Christopher KelenInteresting Ways to Call Roll in JapanBy Lawrence KlepingerLet Your Students Teach Their ClassBy Naoyoshi Ogawa and Dennis WilkinsonEncouraging Students to Interact with the TeacherBy Roger NunnWhat to Do with Failing StudentsBy Marty DawleyCultural Kickboxing in the ESL Classroom: Encouraging Active ParticipationBy Jan Guidry LacinaA Group Introduction Activity to Create a Safe AtmosphereBy Clay Bussinger
  • Computers
  • Using Presentation Software to Enhance Language LearningBy Miriam Schcolnik and Sara KolQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisUsing PowerPoint for ESL TeachingBy Don L. Fisher
  • Culture
  • Encouraging English Expression through Script-based ImprovisationsBy Manette R. BerlingerTeaching Conversation Skills With Content Based MaterialsBy Greg GoodmacherUsing Pair TapingBy Peter H. SchneiderTeaching Conversation Strategies Through Pair-TapingBy Nancy Washburn and Kiel ChristiansonBoosting Speaking Fluency through Partner TapingBy David E. Kluge and Matthew A. TaylorOvercoming Chinese-English Colloquial Habits in WritingBy Ted KnoyCommunicative Language Teaching in a Multimedia Language LabBy Shih-Jen Huang and Hsiao-Fang LiuIt's on the Cards: Adapting a Board-game Communicative ActivityBy Bob Gibson Leaving the Room: An Introduction to Theme-Based Oral EnglishBy Stewart Wachs
  • The Talking Stick: An American Indian Tradition in the ESL ClassroomBy Kimberly FujiokaRole Playing/SimulationBy Patricia K. TompkinsBrainstorming Before Speaking TasksBy Brian CullenTeach Students to Interact, Not Just TalkBy Gerard CounihanFive Steps to Using Your Textbook to Build a More Dynamic EFL Conversation ClassBy Stephen B. RyanDialog Performances: Developing Effective Communication Strategies for Non-English Majors in Japanese UniversitiesBy Susan Gilfert and Robert CrokerOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. RyanDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnTips for Teaching Conversation in the Multilingual ESL ClassroomBy Cara PulickTeaching "How are You" to ESL StudentsBy Brendan DalyUsing Games to Promote Communicative Skills in Language LearningBy Chen, I-JungFacilitating English Conversation Development in Large ClassroomsBy Gerry GibsonHelping EFL/ESL Students by Asking Quality QuestionsBy Nasreen HussainSuccessful Classroom Discussions with Adult Korean ESL/EFL LearnersBy Hye-Yeon Lim & W. I. GriffithIncreasing Authentic Speech in Classroom DiscussionsBy Georgia SmyrniouDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnA Practical and Effective Way to Enhance the ESL Students' Oral CompetenceBy Yichu Qi
  • Conversation / Oral English
  • Practical Techniques for Teaching Culture in the EFL ClassroomBy Brian Cullen and Kazuyoshi SatoRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaCompliments: Integrating Cultural Values into Oral English ClassesBy Chou, Yen-LinRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaGuidelines to Evaluate Cultural Content in TextbooksBy Ferit Kilickaya
  • Drama
  • Drama Techniques for Teaching EnglishBy Vani Chauhan
  • Four Skills
  • Using Picture Dictation Exercises for Practising All Four SkillsBy Sylvia Sao Leng IeongTeaching the Four Skills in the Primary EFL ClassroomBy Marcos Peñate Cabrera and Plácido Bazo
  • Ideas
  • The Structural Drill in Remedial TeachingBy Felix MosesClassroom Techniques for Contextualization:How to make "This is a pen." a pragmatically motivated utterance.By Yoshinori SasakiA Technique for Practising Conditional SentencesBy Galina KavaliauskieneGrammar Correction in ESL/EFL Writing Classes May Not Be EffectiveBy Ronald GrayDoing Things with Sentences in the ESL ClassroomBy Simon MumfordTeaching ESL Students to "Notice" GrammarBy Francis J. Noonan IIIUsing Simple Poems to Teach GrammarBy Hawanum HusseinCommunicative Grammar -- It's Time to Talk.By Noriko NishiguchiEmpowering English Teachers to Grapple with Errors in GrammarBy Caroline Mei Lin HoHelping Students with ModalsBy Michael ThompsonA Technique for Practising Conditional SentencesBy Galina Kavaliauskiene
  • Humor
  • Using Humour in the Second Language ClassroomBy Paul-Emile Chiasson
  • Grammar
  • Using the Internet in ESL Writing InstructionBy Jarek KrajkaSome Possibilities for Using On-line Newspapers in the ESL ClassroomBy Jarek KrajkaGetting Your Class ConnectedSome ideas on using e-mail and homepages.By Dennis E. WilkinsonActivities for Using Junk Email in the ESL/EFL ClassroomBy Suggested ways to use junk mail and some ready-to-use handouts for the classroom.By Michael IvyLet the E-mail Software Do the Work: Time Saving Features for the Writing TeacherBy Ron BelisleDiscussion Forums for ESL LearningBy Peter ConnellReport on a Penpal Project, and Tips for Penpal-Project SuccessBy Vera MelloUsing E-mail in Foreign Language Teaching: Rationale and SuggestionsBy Margaret Gonglewski, Christine Meloni and Jocelyne BrantHow to Build a Multimedia Website for Language StudyBy Randall S. DavisMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardInteractivity Tools in Online LearningBy Chien-Ching LeeTeaching Search Engines to ESL Students: Avoiding the AvalancheBy Kirsten LincolnTeaching EFL/ESL Students How to Use Search Engines and Develop their EnglishBy Rupert HeringtonInteractivity Tools in Online LearningBy Chien-Ching LeeMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardHow to Build a Multimedia Website for Language StudyBy Randall S. DavisQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisCreating a Learning Community Through Electronic JournalingBy Anne BollatiA Model of Team Teaching in a Web-mediated EAP CourseBy Mihye Harker & Dimitra KoutsantoniUsing LiveJournal for Authentic Communication in EFL ClassesBy Aaron Patric CampbellWeblogs for Use with ESL ClassesBy Aaron Patric Campbell
  • 75 ESL Teaching IdeasBy Hall Houston
  • Redesigning Non-Task-Based Materials to Fit a Task-Based FrameworkBy Kevin RooneyA Holistic Classroom Activity - The Class SurveyBy Roger NunnThree Activities to Promote Learners' AutonomyBy Galina Kavaliauskienë
  • Music and Song in DiscussionBy Brian CullenSong DictationBy Brian CullenTeaching Phrasal Verbs Using SongsBy Subrahmanian UpendranHelping Prospective EFL Teachers Learn How to Use Songs in Teaching Conversation ClassesBy Natalia F. OrlovaFocused Listening with SongsBy Isaiah WonHo Yoo
  • Getting the Most from Textbook Listening ActivitiesBy Thomas LavelleTraining for Impromptu Speaking and Testing Active Listening With a Focus on Japanese StudentsBy Cecilia B-IkeguchiDictation DrawingBy Brian GroverReal Audio to Augment Real Listening in the ESL ClassroomBy Frank TuziSelf-Instruction by Audio CassetteBy John SmallDictation as a Language Learning DeviceBy Scott AlkireFocused Listening with SongsBy Isaiah WonHo YooListening Activities for Effective Top-down ProcessingBy Ji LingzhuDictation as a Language Learning DeviceBy Scott Alkire
  • Material Development / Activity Ideas
  • Internet
  • Motivation
  • Sustaining an Interest in Learning English and Increasing the Motivation to Learn English: An Enrichment ProgramBy Supyan Hussin, Nooreiny Maarof, and J. V. D'CruzHelping ESL Learners to See Their Own ImprovementBy Upendran SubrahmanianCommunicating SuccessBy Trevor SargentCreative and Critical Thinking in Language ClassroomsBy Muhammad Kamarul KabilanLearner Training for Learner Autonomy on Summer Language CoursesBy Ciarán P. McCarthyEncouraging Students to Become Stakeholders in the ESL ClassroomBy Karen BordonaroMotivation in the ESL ClassroomBy William T. Lile
  • Music and Songs
  • Listening
  • Pronunciation
  • Some Techniques for Teaching PronunciationBy David F. DaltonTesting Some Suprasegmental Features of English SpeechBy Mehmet CelikTeaching English Intonation to EFL/ESLStudentsBy Mehmet CelikReverse Accent Mimicry: An Accent Reduction Technique for Second Language LearnersBy Laurence M. HiltonA Quick Way to Improve /r/ and /l/ PronunciationBy Tim GreerTeaching English Intonation to EFL/ESLStudentsBy Mehmet Celik
  • Teaching Debate to ESL Students: A Six-Class UnitBy Daniel KriegerGuiding ESL Students Towards Independent Speech MakingBy Françoise Nunn and Roger NunnA Genre Approach to Oral PresentationsBy Fiona Webster
  • Public Speaking
  • Teaching EFL/ESL Students How to Read Time and NewsweekBy J. Ignacio BermejoGraffiti for ESL ReadersDescribes an activity using content-based articles.By Brent BuhlerReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireHow to Read Nonfictional English Text Faster and More EffectivelyBy Helmut StiefenhöferWhat Do We Test When We Test Reading Comprehension?By Akmar MohamadTeaching ESL Reading Using ComputersBy Saad AlKahtaniAn Integrated Approach to Teaching Literature in the EFL ClassroomBy Christine SavvidouA Fun Reading Quiz GameBy Madhavi Gayathri RamanReading Aloud (Out Loud) in Conversational English Classes By Derek KellyUsing Children's Literature with Young LearnersBy Eowyn BrownUsing News Stories in the ESL ClassroomBy Robin Antepara
  • Reading
  • Testing
  • A Method for Oral Testing in University English Programs at Korean UniversitiesBy David B. KentMeasuring Word Recognition Using a PictureBy Jungok Bae
  • Video
  • Developing Film Study GuidesBy Donna Hurst TatsukiDeveloping an English for Specific Purposes Course Using a Learner Centered Approach: A Russian ExperienceBy Pavel V. SysoyevVideotaping an English Mini-drama in Your ClassroomBy David G. MagnussonUsing CNN News Video in the EFL ClassroomBy Alan S. MackenzieContent Video in the EFL ClassroomBy Michael FurmanovskyCaptioned Video: Making it Work for YouBy Randall S. DavisUsing Movie Trailers in an ESL CALL ClassBy John GebhardtVideo Production in the Foreign Language Classroom: Some Practical IdeasBy Sebastian Brooke
  • Vocabulary
  • Personal Vocabulary NotesBy Joshua KurzweilLearner-centered Vocabulary Building PracticeBy Sadia Yasser AliA Learner-Centred Approach to Vocabulary Review Using BingoBy Galina KavaliauskienëSongs, Verse and Games for Teaching GrammarBy Arif Saricoban & Esen MetinDeductive & Inductive Lessons for Saudi EFL Freshmen StudentsBy Mohammed Y. Al-KharratWarm-up Exercises in Listening ClassesBy Zhang Yi JunGetting Japanese Children to Make Use of Naturally-sounding English in the ClassroomBy Junko YamamotoVocabulary Teaching Using Student-Written DialoguesBy Alice Dana Delaney WalkerTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareDrilling Can Be FunBy Simon MumfordThe Use of Corpora in the Vocabulary ClassroomBy Yu Hua ChenBuilding Vocabulary Through Prefixes, Roots & SuffixesBy William PittmanPersonal Vocabulary NotesBy Joshua KurzweilTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareMeasuring Word Recognition Using a PictureBy Jungok Bae
  • Writing
  • Secret Partner Journals for Motivation, Fluency and FunBy Timothy StewartReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireA Peer Review Activity for Essay OrganizationBy Bob GibsonMaking Jigsaw Activities Using Newspaper ArticlesBy David DycusUsing Postcards in the ClassroomBy Peter LobellLess Is More: Summary Writing and Sentence Structure in the Advanced ESL ClassroomBy George L. GreaneyTeaching Integrated Writing SkillsBy Cecilia B-IkeguchiCorrecting Students' WritingBy Bryan MurphyUsing E-mail in EFL Writing ClassesBy Eui-Kap LeeApproaching Writing Skills through Fairy TalesBy Silvia BrutiTeaching ESL/EFL Students to Write BetterBy Yesim CimcozEnglish Writing Program for Engineering StudentsBy Hui Mien TanFreewriting, Prompts and FeedbackBy Kenneth J. DicksonPortfolios and Process Writing: A Practical ApproachBy Simon ReaInteractive Writing in the EFL Class: A Repertoire of TasksBy María Palmira Massi
  • Using Cooperative Learning to Integrate Thinking and Information Technology in a Content-Based Writing LessonBy Gabriel Tan, Patrick B Gallo, George M Jacobs and Christine Kim-Eng LeeEncouraging Engineering Students to Write Simple EssaysBy Thevy RajaretnamIntegrating Writing with ReadingBy Yang ShuyingThe Process Writing MethodBy Daniel J. JarvisSuggestions for Evaluating ESL Writing HolisticallyBy Matthew W. CurrierDeveloping Writing Skills in a Foreign Language via the InternetBy Roger C. KenworthyCreating a Writing Course Utilizing Class and Student BlogsBy Andrew JohnsonA Fun Way to Generate Ideas for Comparison ParagraphsBy Melodie CookSeeing is Understanding: Improving Coherence in Students' Writing By Chien-Ching LeeDeveloping Task-based Writing with Adolescent EFL StudentsBy Maria CabralProviding Feedback on ESL Students' Written AssignmentsBy Jason Gordon WilliamsSimple Steps to Successful Revision in L2 WritingBy Catherine ColemanTeaching TESOL Undergraduates to Organize and Write Literature ReviewsBy Roberto CriolloThe Process Writing MethodBy Daniel J. JarvisIntegrating Writing with ReadingBy Yang ShuyingEncouraging Engineering Students to Write Simple EssaysBy Thevy Rajaretnam
  • Other
  • Maximizing Study Trips AbroadBy Howard HigaThe Application of Universal Instructional Design to ESL TeachingBy Kregg C. StrehornBaFa BaFa: Does it Work with University EFL Learners?By Donald Glenn CarrollA Tutor-Guided Learning Scheme in a Self-Access CentreBy Lai Lai KwanImproving Science Students' Fluency through Project WorkBy Nebila Dhieb-HeniaUsing Service-Learning as Part of an ESL ProgramBy James M. MinorIncorporating Critical Thinking Skills Development into ESL/EFL CoursesBy Andy HalvorsenHelping ESL Learners to Minimize Collocational ErrorsBy Rotimi TaiwoUsing Concept Maps to Gauge Students' UnderstandingBy Lee Chien ChingContent Based ESL Curriculum and Academic Language ProficiencyBy Clara Lee BrownUsing Pictures from MagazinesBy Joep van der WerffEnhancing Critical Thinking with Structured Controversial DialoguesBy Hanizah Zainuddin & Rashid A. MooreUsing Expectations to Improve LearningBy Gena BennettIntegrating Language Learning Strategy Instruction into ESL/EFL LessonsBy Catherine Y. KinoshitaUsing Checklists to "Standardise" ContentBy Chien-Ching LeeGames in the ESL and EFL ClassBy Angkana DeesriOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. Ryan
izz aty

English Tenses - 0 views

www.ego4u.com/...tenses

grammar resources reference esol writing speaking tips english esl tense language language learning

shared by izz aty on 06 Jun 12 - Cached
  • Simple Present A: He speaks. N: He does not speak. Q: Does he speak? action in the present taking place once, never or several times facts actions taking place one after another action set by a timetable or schedule always, every …, never, normally, often, seldom, sometimes, usuallyif sentences type I (If I talk, …) Present Progressive A: He is speaking. N: He is not speaking. Q: Is he speaking? action taking place in the moment of speaking action taking place only for a limited period of time action arranged for the future at the moment, just, just now, Listen!, Look!, now, right now
  • Simple Past A: He spoke. N: He did not speak. Q: Did he speak? action in the past taking place once, never or several times actions taking place one after another action taking place in the middle of another action yesterday, 2 minutes ago, in 1990, the other day, last Friday if sentence type II (If I talked, …) Past Progressive A: He was speaking. N: He was not speaking. Q: Was he speaking? action going on at a certain time in the past actions taking place at the same time action in the past that is interrupted by another action when, while, as long as
  • Present Perfect Simple A: He has spoken. N: He has not spoken. Q: Has he spoken? putting emphasis on the result action that is still going on action that stopped recently finished action that has an influence on the present action that has taken place once, never or several times before the moment of speaking already, ever, just, never, not yet, so far, till now, up to now Present Perfect Progressive A: He has been speaking. N: He has not been speaking. Q: Has he been speaking? putting emphasis on the course or duration (not the result) action that recently stopped or is still going on finished action that influenced the present all day, for 4 years, since 1993, how long?, the whole week
  • ...3 more annotations...
  • Past Perfect Simple A: He had spoken. N: He had not spoken. Q: Had he spoken? action taking place before a certain time in the past sometimes interchangeable with past perfect progressive putting emphasis only on the fact (not the duration) already, just, never, not yet, once, until that day if sentence type III (If I had talked, …) Past Perfect Progressive A: He had been speaking. N: He had not been speaking. Q: Had he been speaking? action taking place before a certain time in the past sometimes interchangeable with past perfect simple putting emphasis on the duration or course of an action for, since, the whole day, all day
  • Future I Simple A: He will speak. N: He will not speak. Q: Will he speak? action in the future that cannot be influenced spontaneous decision assumption with regard to the future in a year, next …, tomorrow If-Satz Typ I (If you ask her, she will help you.) assumption: I think, probably, perhaps Future I Simple (going to) A: He is going to speak. N: He is not going to speak. Q: Is he going to speak? decision made for the future conclusion with regard to the future in one year, next week, tomorrow Future I Progressive A: He will be speaking. N: He will not be speaking. Q: Will he be speaking? action that is going on at a certain time in the future action that is sure to happen in the near future in one year, next week, tomorrow Future II Simple A: He will have spoken. N: He will not have spoken. Q: Will he have spoken? action that will be finished at a certain time in the future by Monday, in a week Future II Progressive A: He will have been speaking. N: He will not have been speaking. Q: Will he have been speaking? action taking place before a certain time in the future putting emphasis on the course of an action for …, the last couple of hours, all day long
  • Conditional I Simple A: He would speak. N: He would not speak. Q: Would he speak? action that might take place if sentences type II (If I were you, I would go home.) Conditional I Progressive A: He would be speaking. N: He would not be speaking. Q: Would he be speaking? action that might take place putting emphasis on the course / duration of the action   Conditional II Simple A: He would have spoken. N: He would not have spoken. Q: Would he have spoken? action that might have taken place in the past if sentences type III (If I had seen that, I would have helped.) Conditional II Progressive A: He would have been speaking. N: He would not have been speaking. Q: Would he have been speaking? action that might have taken place in the past puts emphasis on the course / duration of the action  
izz aty

How to Write Killer Copy for Your Website - 0 views

www.weebly.com/...e-killer-copy-for-your-website

writing language copywriting writing style language learning

shared by izz aty on 29 May 15 - No Cached
  • Here are some ways to write effective copy without pulling out your hair in the process.
  • Set a Goal
  • Every action or click is a sales pitch to move to the next element
  • ...23 more annotations...
  • the end result is the same — to “sell" the user on a specific action. Frame every sentence in a way that leads users to this goal.
  • Use Clear, Concise Language
  • Every word on your website should have a purpose.
  • Use simple words, sentence structures and clear language
  • Edit, Edit, Edit!
  • Create a Voice
  • Establish a connection with your copy's tone and voice
  • The voice should match your brand image and remain consistent across channels
  • make a list of 10 words that describe your brand or blog, use those words to frame how you speak to users and use those words and synonyms in your copy
  • Remember, you are speaking to and creating a connection with users; personal pronouns are good option.
  • Avoid phrases that contain jargon or industry-specific terms unless they are necessary
  • Every word needs to be read and reread until it makes perfect sense
  • Replace boring words with those that incite action
  • Remember the basics of sentence structure -- include a subject and action. Hire an editor to help clean up your copy
  • Paint a Picture
  • The language on your website should pair with the visuals for a complete package. Simple descriptors can help show users what you are trying to say quickly.
  • Keep it Simple
  • Avoid things that are strange or overly complicated in introductory copy
  • Simple language is not only easy to understand, but it is also respectful of the user's time
  • Write Actively
  • Think of every sentence as it is actually happening — a subject performs an action (active voice).
  • Use strong active phrases and verbs and write in the active voice
  • There's a fun little trick to help you identify active versus passive voice: If you can add “by zombies" after the verb, and the sentence makes sense, you are writing in the passive voice and should restructure
izz aty

The Best Way to Learn a Language | The Live in Asia Blog - 0 views

www.liveinasiablog.com/best-way-to-learn-a-language

language learning education language learning esol strategies reference grammar learner learning styles study tips studying

shared by izz aty on 31 May 11 - No Cached
  • 1. Define fluency for your own purposes.
  • There are different levels of fluency. At the very least, being “fluent” means being able to communicate well enough to take care of daily tasks, including shopping, ordering food, communicating with drivers, getting medical care, etc. That’s a lot different, for example, than being fluent in the business lingo of your target language. To keep focused, and motivated, define your fluency goals based on your own needs. Then, when you reach a fluency goal, congratulate yourself on a job well done. After that, if you so desire, make a new fluency goal. Doing this will give you motivational “victories” in what can otherwise seem like a never-ending conquest.
  • 2. Get Structure
  • ...23 more annotations...
  • Some people can grab a book, start practicing, and, after some time, master a new language. For the other 99% of us, the best way to learn a language is to use a product that provides some structure. For me, computer-based learning is the best. I can study whenever I feel like it. I can study at my own pace, and I can focus on the topics that I find most meaningful.
  • 3. Be consistent.
  • The best way to learn a language is to study it every day. That is not to say that you have to study it all day, every day. It just means that all of your high school teachers, and your parents, were right—cramming is not an effective way to learn something. You will learn far more if you study one hour a day five times per week than if you study five hours on Monday and take the rest of the week off. Be consistent.
  • 4. Speak Out!
  • speaking out is the most important part of learning a language. You can memorize a million vocabulary words, but if you are not actively using them, you will not be able to recall them when you need them most. I don’t know what it is, to be honest, but there is something about actually getting the words to come out of your mouth that makes them stick in your head. Linguists often say, “Once you use a word three times in conversation, you own it.”
  • 5. How to Speak Out.
  • You don’t even need a speaking partner. This is one of the only situations in life where it’s perfectly acceptable to have conversations with yourself. Or, even better, sing to yourself. It’s a great way to learn!
  • Of course, at some point, you are going to want to talk to a real person. For that, turn to the language learner’s best Internet friend—Skype. Skype is a free Internet chat program that has both video and sound. Get yourself a free Skype account, search forums for a language learning partner, and then get talking! There are millions of people on the Internet who want to speak in your target language. Don’t be shy! Get out there and talk to them–it’s the best way to learn a language fast!
  • 6. Categorize
  • The human brain naturally likes to categorize things. If you want the best way to learn a language, be good to your brain and give it what it wants. You’ll be glad you did.
  • 7. Work in Phrases
  • Understand that you can get a great deal done knowing just a little bit of your target language; it’s amazing how repetitive daily conversation is. The quickest way to learn a language, at least at a rudimentary level, is to learn these basic survival phrases.
  • The key is to remember that you are trying to communicate, not trying to show how eloquent you are. You can be eloquent later.
  • 8. Use Flash Cards
  • If you want to speak another language, you have to memorize vocabulary. There is no way around it! The simplest, most effective way to learn vocabulary is to make your own flash cards.
  • With new vocabulary words, do not make stacks of more than 25-30 cards. It is not efficient to memorize too many words at once. Also, make sure you continue to shuffle the cards as you learn; otherwise, your mind will memorize the order of the words, and you will have difficulty recalling their meanings in a different context.
  • 9. Review Basic English Grammar
  • review the basics. I’m talking about knowing the difference between nouns, pronouns, verbs, adjectives, and adverbs. I’m talking about understanding subjects, predicates and articles. Understand basic sentence structures.
  • when you learn the sentence structure of a new language, you will not just “know how to use it.” You will have to learn, for example, where to place verbs and nouns in a sentence.
  • if you can’t recall what articles and verbs are, you will not be able to take advantage these learning tips, and it will take you much longer to figure out how to structure sentences.
  • 10. Figure out what kind of learner you are.
  • Each of us learns differently. Find out what learning style works best for you and focus on learning in that way.
  • when learning a new language, you should always use a variety of strategies. For example, you should not just read and memorize, even if that is your best learning strategy. Focus on that, but also listen to recordings, speak dialogues, write sentences, and learn grammar rules.
izz aty

Double standards in sentencing - Story | The Star Online - 0 views

thestar.com.my/...story.asp

news malaysia politics sports discrimination crime rape court

shared by izz aty on 22 Aug 12 - Cached
  • even if one were to believe that the sanctity of the courts is so fragile that a punitively deterrent punishment is required for the flinging of footwear, it is impossible to ignore the incongruous disparity in the punishments meted out to these two men for crimes of such vastly different seriousness.
  • Much has been said about the judge’s unbelievable comment when sentencing Noor Afizal. Apparently being a national bowler with a bright future is enough to let you escape jail time for rape.
  • what is this “bright future” the judge is thinking about? The man is a child rapist; he confessed to it. He should not be allowed to represent the country in anything at all.
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  • It does not matter in the slightest that children mature at different rates; what matters is that in general, this society believes that girls under the age of 16 are not yet ready to make decisions regarding their own sexual activity.
  • There are mental, psychological and also physiological elements to this need for protection.
  • The sexual act by itself could have implications for a child’s well-being, but a child from our society would surely be traumatised in the event that she got pregnant and had to face either childbirth or abortion. Furthermore in immature bodies, the experience can also be seriously harmful physically.
  • izz aty on 22 Aug 12
     
    HOSLAN Hussein gets one year in jail for inaccurately chucking (he missed) his slippers at a judge. Noor Afizal Azizan gets a fine and zero jail time for raping a 13-year-old girl. It boggles the mind. Hoslan's sentence, in my view, was very harsh and over the top.
izz aty

Vocabulary-Lesson Plans and Activities | ESL Voices - 0 views

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academic academic word list vocabulary corpus esol word frequency words english language learning lesson plan resources esl teaching learning

shared by izz aty on 21 Feb 12 - No Cached
  • Guessing Meanings From Context Learners who can guess the meanings of words from context are able to read and decipher words independently, outside of class and are prepared for the vocabulary included in standardized tests such as the TOEFL. Linguist Paul Nation suggests teaching students the following procedure for guessing the meaning of words in context. 1. Look at the unknown word and identify its part of speech. For example, is it a noun, verb, or adjective? 2. Next, look at the sentence containing the unknown word. If the word is a noun, what adjectives describe it? If it is a verb, then what nouns go with it? 3. Study the relationship between the sentence containing the unknown word and the other sentences. Are there cues like conjunctions (because, but, if)?  Are there any adverbs (however)? The possible types of relationships are cause and effect, contrasts, and summary . 4. Try to guess the meaning of the word. 5. Use an English-English dictionary to see if you were correct. New Ways in Teaching Vocabulary by Paul Nation.
  • Using  Graphic  Organizers Another effective strategy for teaching the meanings of words is the use of graphic organizers. There are literally dozens of styles, and each has its unique purpose. One example would be a vocabulary map for analyzing new words and their associations: On the board draw a circle or a square and write the word: Draw a circle next to it and place the part of speech Draw another for a synonym Draw one for antonym Underneath draw a square for a sentence using the word, another square for a picture representing the word, and another square for the definition of the word. Have students work in groups on one of these charts and then share their work with the class. Find more ideas for graphic organizers at Graphic Organizers Enchanted Learning.
  • Antonyms, Synonyms and Homophones Whenever students encounter a new word, they should record it into their vocabulary notebooks (see introduction) and add not only the meaning but as many associations as possible, including antonyms, synonyms, and homophones related to the word. Antonyms are words that mean the opposite of each other. Example: The antonym of long is short. Synonyms are words that have similar meanings. Example: Some synonyms for long are lengthy and elongated. Homophones are words that sound the same, but are spelled differently. Examples: new, knew Homographs (or homonyms) are words that are spelled the same but are pronounced differently and have different meanings. Examples: wind (noun, air current) and wind (verb, operate by turning a key or handle). Not all words have homophones or homographs. Additional Sources: Online Thesaurus Synonyms, Antonyms, Homonyms
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  • Breaking Down Compound Words A compound word is a word made up of two other words. An effective method for understanding the meaning of a compound word is to break the compound word down into its components. Examples: drugstore (a store that sells drugs), lifeboat (a boat that preserves life)
  • Affixes: Roots, Prefixes, Suffixes Students can also learn the meanings of words by breaking them down into their roots and affixes. The root is the base word; the affix can be a prefix placed before the root or a suffix placed after the root. Some roots can appear alone, as well as with affixes; others appear only with affixes. Examples: port = to carry prefix ex = out, out of ex + port = export, to carry something out of an area im = in, into im + port = import, to carry something into an area suffix able = to be able transport + able = portable, able to be carried ex + port + able = something that can be carried out of an area Additional Sources: Wikipedia List of PrefixesMichigan Proficiency Exams-List of Prefixes Michigan Proficiency Exams-List of SuffixesList of Suffixes (UK) Wikipedia List of Latin words with English derivatives (Latin roots) Online Etymology Dictionary
  • Idioms and Phrasal Verbs Students need to master idioms and phrasal verbs if they are to feel at home in English. Idioms (idiomatic expressions) An idiom is a phrase or an expression with a special meaning that cannot be understood from the individual meanings of its words. For example, to fly off the handle means to lose one’s temper or to get angry. You can find more idioms at http://www.usingenglish.com/reference/idioms/ Phrasal verbs A phrasal verb usually consists of a verb and a preposition, that together have a special meaning. For example, put off means to postpone. Sometimes a phrasal verb may consist of three parts. E.g., put up with means to tolerate. Note: Some phrasal verbs can be also be considered idioms (like put up with) when the meaning of the individual words is different from the meaning of the sum of its parts. You can find more phrasal verbs at http://www.learn-english-today.com/phrasal-verbs/phrasal-verb-list.htm Terminology  the technical vocabulary of a particular area. Terminology or jargon are words used to identify the technical vocabulary of a particular area or subject. For example, stethoscope, and blood pressure cuff, are terms used in the field of medicine. Word Games and Crossword Puzzles In addition to teaching your students strategies for dealing with learning new vocabulary, provide your students with vocabulary games and puzzles so they can practice. There are several great vocabulary games and puzzles in the word games area. ESL Voices Word Games
  • izz aty on 21 Feb 12
     
    When it comes to teaching vocabulary, one challenge is knowing which words and phrases to teach. There are several areas that should always be included in vocabulary instruction. In addition to single words, idioms: (time on my hands, getting cold feet) and phrasal verbs (get in, go out).  It's especially important for students to learn idioms, phrasal verbs, because there's no logical way to figure out their meaning from the individual words. Also keep in mind that reading is a channel for new vocabulary growth, so always include vocabulary exercises whenever you assign new reading material. It's also a good idea to have students keep a vocabulary notebook. The notebook could be organized into sections for words from novels, selected readings, or news articles, as well as vocabulary they've encountered at random. However the vocabulary books are organized, make sure everyone has the same plan. In this section there are several good strategies you can use for teaching vocabulary. There are also activities you can try with your students to increase their knowledge of English vocabulary.
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Comma splice - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Comma_splice

grammar comma punctuation linguistics metalinguistics metalanguage english esol language learning learning resources reference education language esl

shared by izz aty on 30 Dec 13 - Cached
  • There are several ways to correct a comma splice:
  • Change the comma to a semicolon, dash, or colon:
  • Write the two clauses as two separate sentences:
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  • Use a semicolon plus a conjunctive adverb:
  • Make one clause dependent on the other:
  • Insert a coordinating conjunction following the comma:
  • splices are sometimes acceptable when the clauses are short and alike in form, such as: The gate swung apart, the bridge fell, the portcullis was drawn up. The famous sentence I came, I saw, I conquered falls into the same category.
  • often considered acceptable in poetic writing. The editors of the Jerusalem Bible translate Isaiah 11:4 as: His word is a rock that strikes the ruthless, his sentences bring death to the wicked
  • The British author Lynne Truss[9] observes: "so many highly respected writers observe the splice comma that a rather unfair rule emerges on this one: only do it if you're famous." She cites Samuel Beckett, E. M. Forster, and Somerset Maugham. "Done knowingly by an established writer, the comma splice is effective, poetic, dashing. Done equally knowingly by people who are not published writers, it can look weak or presumptuous. Done ignorantly by ignorant people, it is awful."
  • Comma splices are considered acceptable by some in passages of spoken (or interior) dialogue, and are sometimes used deliberately to emulate spoken language more closely.
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Teacher Nuha's English Blog | PMR - Summary Tips - 0 views

teachernuha.blogspot.com/...pmr-summary-tips.html

PMR summary english esol essay education language learning genre teaching references _

shared by izz aty on 04 Jul 12 - No Cached
  • Awarding of marks Content - 5 marks  Language - 5 marks Total - 10 marks
  • Your summary will be assessed based on the following: Ability to identify main contents. Ability to write the main contents in your own words without changing the original meaning.
  • Things to remember: Use the 10 words (introductory line) given. Make sure the spellings are correct. Leave out unnecessary details like explanations and repetitions. Check the pronoun to be used (I, you, she, he). Do not write more than 60 words. If your summary is longer than the words allowed, you might have included irrelevant points. If your summary is too short, you might have missed out important points.
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  • How to earn maximum marks for summary? 1) Rearrange the sentence This hobby enriches one's geographical and historical knowledge of a country. (Arranged as) One's geographical and historical knowledge of a country can be enriched. 2) Replace some words with synonyms This would enhance family ties. This would strengthen family ties. (but make sure the new word does not change the meaning or the idea presented by the content point) 3) Add sequence connectors & conjunctions Example of sequence connectors: Firstly, Secondly, Next, Then, Moreover, Besides, etc. Example of conjunctions: and, or, etc. Example of sentence: Next, collecting coins enables us to widen our circle of friends and enhance our family ties. (arrange the points as they appear in the original text)
  • REMEMBER! Use simple and precise sentences to present your content points. Write the number of words at the bottom right of your answer. Do not exceed the word limit.
izz aty

20 Terrifying Two-Sentence Horror Stories - Mandatory - 0 views

www.mandatory.com/...ng-two-sentence-horror-stories

horror story writing creative writing scary fiction reddit

shared by izz aty on 04 Mar 14 - No Cached
  • Therealhatman I woke up to hear knocking on glass. At first, I thought it was the window until I heard it come from the mirror again.
  • Jmperson The last thing I saw was my alarm clock flashing 12:07 before she pushed her long rotting nails through my chest, her other hand muffling my screams. I sat bolt upright, relieved it was only a dream, but as I saw my alarm clock read 12:06, I heard my closet door creak open.
  • Miami_Metro Growing up with cats and dogs, I got used to the sounds of scratching at my door while I slept. Now that I live alone, it is much more unsettling.
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  • Calamitosity She asked why I was breathing so heavily. I wasn't.
  • JustAnotherMuffledVo I begin tucking him into bed and he tells me, "Daddy, check for monsters under my bed." I look underneath for his amusement and see him, another him, under the bed, staring back at me quivering and whispering, "Daddy, there's somebody on my bed."
  • Doctordevice I awoke to the sound of the baby monitor crackling with a voice comforting my firstborn child. As I adjusted to a new position, my arm brushed against my wife, sleeping next to me.
  • The_D_String My wife woke me up last night to tell me there was an intruder in our house. She was murdered by an intruder 2 years ago.
  • Wartortlesthebestest There's nothing like the laughter of a baby. Unless it's 1 a.m. and you're home alone.
  • madamimadamimadam You get home, tired after a long day's work and ready for a relaxing night alone. You reach for the light switch, but another hand is already there.
  • Skuppy My daughter won't stop crying and screaming in the middle of the night. I visit her grave and ask her to stop, but it doesn't help.
  • Guztaluz There was a picture in my phone of me sleeping. I live alone.
  • If you're looking for a horrifying story that will keep you up tonight, don't waste all that time watching a horror movie. Reddit has provided us with pages of terrifying horror stories wrapped up in two sentences or less. Here are twenty of our favorite stories guaranteed to make you keep your lights on tonight.
izz aty

Daily Grammar Archive - Comprehensive Archive of Grammar Lessons - 0 views

www.dailygrammar.com/archive.html

grammar english esol esl educaion learning language learning writing reference resources language speakng

shared by izz aty on 01 Jul 12 - Cached
  • izz aty on 01 Jul 12
     
    This archive contains links to all of our free grammar lessons and quizzes.  Daily Grammar consists of 440 lessons and 88 quizzes.  Lessons 1-90 cover the eight parts of speech, which are verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions, and interjections.  Lessons 91-300 cover the parts of the sentence, such as appositives, predicate nominatives, direct objects, prepositional phrases, clauses, and verbals.  Lessons 301-440 cover the mechanics of grammar, which is also known as capitalization and punctuation.  You can use this archive to study Daily Grammar at your own pace.  Our lessons have been organized by lesson number and by subject.
izz aty

Idioms | ESL Voices - 0 views

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idioms esl english esol learning language learning language education phrases

shared by izz aty on 21 Feb 12 - No Cached
  • izz aty on 21 Feb 12
     
    The English language has many idiomatic expressions. Idiomatic expressions or phrases are difficult because their meanings are not literally, but metaphorical. For example the expression, "Time on my hands"  does not mean that there is a clock on my hands, or that I am holding a clock or watch,  but that  there is additional time to do other things. For example, in the sentence " I have a lot of time on my hands now that classes are finished"  means now that I no longer have to study for classes, I am free to do other things with my time. The following idioms are common in American English. They are listed in alphabetical order for your convenience.   When you think you're ready, go test your knowledge in the Game room.
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Grammar: Table of English Tenses (pdf) - 0 views

www.englisch-hilfen.de/...tenses_table.pdf

grammar resources reference esol tense pdf writing reading speaking listening esl language learning learning english

shared by izz aty on 06 Jun 12 - Cached
  • izz aty on 06 Jun 12
     
    Signal words, description of usage, constructed form, examples of affirmative/negative/interrogative sentences of different tenses: Present: simple, progressive, simple perfect, perfect progressive Past: simple, progressive, simple perfect, perfect progressive,  Future: 'will', 'going to', progressive, perfect simple, perfect progressive Conditional: simple, progressive, perfect, perfect progressive
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Upgrade SPM English grading - Letters | The Star Online - 0 views

www.thestar.com.my/...grade-SPM-English-grading.aspx

english malaysian education language learning SPM esol tertiary education grading

shared by izz aty on 27 Jul 13 - No Cached
  • izz aty on 27 Jul 13
     
    "SPM grade A in English is supposed to represent distinction or excellent proficiency in English. Sadly, in our present scenario there are grade A students who cannot string a sentence together, let alone communicate in standard English."
izz aty

Kurt Vonnegut: 8 Basics of Creative Writing - 0 views

www.writingclasses.com/...538

writing style literacy writing learning reference language learning teaching resources

shared by izz aty on 06 Aug 11 - Cached
  • izz aty on 06 Aug 11
     
    Eight rules for writing short fiction: 1. Use the time of a total stranger in such a way that he or she will not feel the time was wasted.2. Give the reader at least one character he or she can root for.3. Every character should want something, even if it is only a glass of water.4. Every sentence must do one of two things - reveal character or advance the action.5. Start as close to the end as possible.6. Be a sadist. Now matter how sweet and innocent your leading characters, make awful things happen to them - in order that the reader may see what they are made of.7. Write to please just one person. If you open a window and make love to the world, so to speak, your story will get pneumonia.8. Give your readers as much information as possible as soon as possible. To heck with suspense. Readers should have such complete understanding of what is going on, where and why, that they could finish the story themselves, should cockroaches eat the last few pages. The greatest American short story writer of my generation was Flannery O'Connor (1925-1964). She broke practically every one of my rules but the first. Great writers tend to do that. - Vonnegut, Kurt Vonnegut, Bagombo Snuff Box: Uncollected Short Fiction (New York: G.P. Putnam's Sons 1999), 9-10.
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Idioms and phrases | The Free Dictionary - 0 views

idioms.thefreedictionary.com

idioms english language education reference phrases

shared by izz aty on 09 Aug 11 - Cached
  • izz aty on 09 Aug 11
     
    The idiom dictionary is compiled from the Cambridge International Dictionary of Idioms and the Cambridge Dictionary of American Idioms. The Cambridge International Dictionary of Idioms explains over 7,000 idioms current in British, American and Australian English, helping learners to understand them and use them with confidence. The Cambridge Dictionary of American Idioms, based on the 200 million words of American English text in the Cambridge International Corpus, unlocks the meaning of more than 5,000 idiomatic phrases used in contemporary American English. Full-sentence examples show how idioms are really used.
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Articles - Printable Teacher Handout - UsingEnglish.com - 0 views

www.usingenglish.com/...216.html

grammar printables articles esl language learning education learning resources teaching

shared by izz aty on 15 Aug 11 - No Cached
  • izz aty on 15 Aug 11
     
    Choose the correct article to complete the sentence. 60 questions.
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Lesson Plans: Using pictures - 0 views

teachers.net/...1479.html

pictures images ideas lessons activities writing grammar vocab education learning resources teaching reference language learning language english

shared by izz aty on 15 Aug 11 - Cached
  • save every picture from every magazine, calendar, and newspaper. I have my student aide cut them out and then I laminate them. I sort them into big manila envelopes into 1. people 2. animals 3.landscape scenes 4. single objects 5. situational scenes in whichpeople may be talking or laughing or crying..... (can't think of the others). Then I use them for EVERYTHING.
  • Materials Required: pictures cut from calendars, magazines, newspapers
  • izz aty on 15 Aug 11
     
    1. Kids get into groups and are given a stack of pictures into which I have put pictures from each of the above category. I usually put around 15-20 in each stack. When we do nouns.... I will place big signs on the board with "common" "proper" "abstract" "concrete" "plural" and any others we are studying. Their group has to go through their stack and find one to correspond with each topic AND they have to have a justification for each. 2. When I do prepositions, I give each student a situation picture and have them list as many preps. as they can find in each picture. I give a prize for the most found. 3. When we study characterization, I give each student one picture from the "people" envelope and have them write a brief character sketch based on what they perceive. 4. When I do verbs, I will give each row ONE picture. I tell the students in the first seat of each row to take out one piece of paper. When I say "GO", the first person looks at his picture and comes up with one action verb. Then very quickly writes it down and passes it back. The next person has to write down another action verb and pass it back to the next. It just keeps going. The person in the back runs the picture up to the front person. I usually start another picture back as soon as the first person passes it to the next. In about 4-5 minutes, I stop and the row with the most and the most accurate verb list gets a prize or pig points. 5. When we do short stories, I give each person an envelope in which I have put 2-3 people (characters), 1 place picture (setting) and 1 picture from the situational. After we have discussed the "elements",they begin to write their own short story based on what they have in front of them. 6. When I teach a vocabulary word that is a little more difficult, I always go to my stack to find one that illustrates it. For example, I found a perfect picture of a clear blue lake with not one ripple to show them "placid". They never forgot that word. 7.
izz aty

Use of present tense in reports - WordReference Forums - 0 views

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language learning grammar sentence tense punctuation language report format writing writing style writing format english reference

shared by izz aty on 09 Apr 12 - No Cached
  • First I explain something about the findings they reported. After the participant had completed the task, he immediately fell asleep. That has to be in past perfect/past.
  • Then I comment on the researchers' findings in the report. The researchers are quick to conclude that it was the task that caused the participant's exhaustion. What the researchers fail to address is that the participant had run a marathon earlier that day. Here I use the present tense to talk about what is in the report and I still use past perfect/past to talk about the events in their experiment.
  • izz aty on 09 Apr 12
     
    When is the best time to use present tense in a report? I'll have to provide an example, because I can't think of an adequate way to describe what I'm trying to ask without one. "After the participant had completed the task, he immediately fell asleep. The researchers are/were quick to conclude that it was the task that caused the participants exhaustion. What the researchers fail/failed to address was that the participant had run a marathon earlier that day." This passage is very vague, and for that I'm sorry, but I hope my question is apparent. In a report such as this, is it better to use the present tense to convey the researchers' own statements, or is past tense better? Because the researchers did do the concluding in the past, but I've been told that using present tense is preferable (as it is when writing a report about characters' actions in a fiction story). I hope my question isn't too convoluted... Thank you!
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