Moore - Language Comparison -ESL 502
•Download as PPT, PDF•
1 like•983 views
This presentation shows the common errors and makes suggestions of what to work on next in the classroom. with a L2 speaker It provides a language comparison between English and Spanish.
Report
Share
Report
Share
![Demographic/Background Information: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Spanish and English Language Comparison
This document summarizes and analyzes language errors made by Rafael Z., a native Spanish speaker learning English as a second language. It categorizes Rafael's written and spoken errors, including incorrect adjective-noun order, missing auxiliary verbs, spelling mistakes, awkward sentence structure, issues with subject-verb agreement, improper use of articles, incorrect or missing prepositions, tense errors, incorrect word usage, and other miscellaneous errors. The document analyzes that Rafael's errors are largely due to language interference from his native Spanish, including differences in word order, verb conjugation, use of articles, prepositions, and other grammatical structures between Spanish and English.
Language Comparison powerpoint
This document summarizes the linguistic abilities and errors of an 8-year-old English Language Learner from Puerto Rico in the 2nd grade. His biggest weakness was reading, being approximately one year behind. Some common errors included issues with digraph pronunciation, fluency, spelling vowels incorrectly, word order mistakes, and improper use of verb tenses. These errors can be attributed to transfers from rules in Spanish to English. The summary recommends teaching connections between English and Spanish while also directly instructing the new rules of English.
A comparison of spanish and english poster
1. Provide direct and explicit mini-lessons on grammar rules with examples, including exceptions like irregular verbs.
2. Incorporate engaging activities like games and songs to provide repeated practice with nouns, verbs, and pronouns.
3. Display print materials like books and charts to expose Maritza to correct grammar in context.
English and spanish
The document discusses Spanish and English languages by comparing their features, grammar, and vocabulary. Some key points made are:
- Spanish is spoken by about 322 million people worldwide, with 20% residing in the US.
- Spanish has 27 letters in its alphabet while English has 24, and Spanish words are generally spelled phonetically.
- Spanish grammar uses gendered articles and adjectives typically come before nouns.
- English and Spanish share some vocabulary due to their common ancestry and Spanish words introduced to English.
- An interview with a Spanish-speaking girl named Angie showed errors in verb tenses and articles when speaking English.
The similarities and differences between spanish and english
Language teachers must analyze these types of interference to teach according the students´ problems and needs.
Comparing english and spanish powerpoint
This document compares and contrasts features of English and Spanish phonology, morphology, syntax, semantics, and spelling. It analyzes writing samples from a 12-year old Spanish-speaking ELL student in 5th grade named Javier, identifying error patterns in areas like verbs, pronouns, prepositions, and spelling. It concludes that Javier's errors are developmentally appropriate and provides teaching strategies and references to support ELL students.
Language comparison presentation
This document compares and contrasts the English and Spanish languages. It discusses differences in their alphabets, sounds, punctuation, nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. It also provides an example analysis of errors made by an English language learner whose first language is Spanish, noting common issues with verb tense, phonetic sounds, and possible reasons for the errors based on differences between the two languages. Suggestions are made for ESL teachers to methodically teach English, starting simply and gradually increasing difficulty.
Difficulties for Spanish Speakers Learning English
This document highlights common grammatical difficulties for Spanish speakers learning English, including differences in pronouns, adjectives, plurals, articles, and subject dropping. Native language influences, such as Spanish rules for possessive pronouns and adjectives, can cause learners to make errors like using possessive pronouns that agree with objects or placing adjectives after nouns. Teachers must be aware of potential transfer errors to effectively address them.
Recommended
Spanish and English Language Comparison
This document summarizes and analyzes language errors made by Rafael Z., a native Spanish speaker learning English as a second language. It categorizes Rafael's written and spoken errors, including incorrect adjective-noun order, missing auxiliary verbs, spelling mistakes, awkward sentence structure, issues with subject-verb agreement, improper use of articles, incorrect or missing prepositions, tense errors, incorrect word usage, and other miscellaneous errors. The document analyzes that Rafael's errors are largely due to language interference from his native Spanish, including differences in word order, verb conjugation, use of articles, prepositions, and other grammatical structures between Spanish and English.
Language Comparison powerpoint
This document summarizes the linguistic abilities and errors of an 8-year-old English Language Learner from Puerto Rico in the 2nd grade. His biggest weakness was reading, being approximately one year behind. Some common errors included issues with digraph pronunciation, fluency, spelling vowels incorrectly, word order mistakes, and improper use of verb tenses. These errors can be attributed to transfers from rules in Spanish to English. The summary recommends teaching connections between English and Spanish while also directly instructing the new rules of English.
A comparison of spanish and english poster
1. Provide direct and explicit mini-lessons on grammar rules with examples, including exceptions like irregular verbs.
2. Incorporate engaging activities like games and songs to provide repeated practice with nouns, verbs, and pronouns.
3. Display print materials like books and charts to expose Maritza to correct grammar in context.
English and spanish
The document discusses Spanish and English languages by comparing their features, grammar, and vocabulary. Some key points made are:
- Spanish is spoken by about 322 million people worldwide, with 20% residing in the US.
- Spanish has 27 letters in its alphabet while English has 24, and Spanish words are generally spelled phonetically.
- Spanish grammar uses gendered articles and adjectives typically come before nouns.
- English and Spanish share some vocabulary due to their common ancestry and Spanish words introduced to English.
- An interview with a Spanish-speaking girl named Angie showed errors in verb tenses and articles when speaking English.
The similarities and differences between spanish and english
Language teachers must analyze these types of interference to teach according the students´ problems and needs.
Comparing english and spanish powerpoint
This document compares and contrasts features of English and Spanish phonology, morphology, syntax, semantics, and spelling. It analyzes writing samples from a 12-year old Spanish-speaking ELL student in 5th grade named Javier, identifying error patterns in areas like verbs, pronouns, prepositions, and spelling. It concludes that Javier's errors are developmentally appropriate and provides teaching strategies and references to support ELL students.
Language comparison presentation
This document compares and contrasts the English and Spanish languages. It discusses differences in their alphabets, sounds, punctuation, nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. It also provides an example analysis of errors made by an English language learner whose first language is Spanish, noting common issues with verb tense, phonetic sounds, and possible reasons for the errors based on differences between the two languages. Suggestions are made for ESL teachers to methodically teach English, starting simply and gradually increasing difficulty.
Difficulties for Spanish Speakers Learning English
This document highlights common grammatical difficulties for Spanish speakers learning English, including differences in pronouns, adjectives, plurals, articles, and subject dropping. Native language influences, such as Spanish rules for possessive pronouns and adjectives, can cause learners to make errors like using possessive pronouns that agree with objects or placing adjectives after nouns. Teachers must be aware of potential transfer errors to effectively address them.
Data Analysis and Language Comparison
This document summarizes an interview with a Spanish-speaking student named Rodrigo from Peru who is learning English. It outlines some of the difficulties he faces due to differences between Spanish and English grammar and pronunciation. These include:
1) Words with multiple meanings in Spanish but singular meanings in English.
2) Unfamiliarity with English contractions, as Spanish only has two.
3) Errors with prepositions, past tense verbs, word order, pronunciation of vowels, use of articles, and double negatives - all influenced by his native Spanish.
4) Key differences like English having more vowel sounds, subject omission in Spanish, inflection for gender/number, and lack of contractions beyond "a+
Fletcher u08a1
This document discusses a student named Rossi who speaks Spanish as her native language and is learning English. It analyzes some of the common errors Rossi makes in spoken English and attributes them to differences between the Spanish and English languages. The teacher creates lessons to target Rossi's errors by breaking them into categories based on their linguistic causes. Through individualized and small group practice of pronunciation, spelling, grammar and other areas, Rossi is improving in her English skills.
Learn Spanish Vocabulary
The document discusses various methods for learning and remembering Spanish vocabulary, including mnemonic devices, acronyms, acrostics, rhymes and songs, word associations, visual clues, and flashcards. Mnemonic devices, acronyms, acrostics, rhymes and songs can help with memorization. Word associations use logical or illogical connections between English and Spanish words. Visual clues include drawings, diagrams, and charts. Flashcards are portable and allow frequent short review sessions of vocabulary, grammar rules, and questions. Consistent short study sessions are recommended for effective memorization.
Language Comparison
The document analyzes the errors made by a 19-year old Russian ELL student and compares Russian and English languages. [It summarizes that] the student made errors with capitalization, grammar, and punctuation that were likely due to interference from her native Russian language, which does not use articles or capitalize the first-person pronoun. It also finds that Russian uses different intonation patterns and verb conjugations than English. The document provides instructional implications for teachers to understand students' first languages and use various techniques to help ELLs improve their English skills.
Graded portillo final project language guide
This document provides a language and grammar guide for mainstream high school teachers to help English language learner (ELL) students. It defines and provides examples of key English language concepts such as lexicon, syntax, functions, sentence structure, clauses, punctuation, verbs, nouns, adjectives, prepositions, and discourse. The guide notes common challenges ELL students face with these concepts, such as irregular verbs, plural nouns, subject-verb agreement, word order differences between English and their native language, and unfamiliar discourse markers. The overall purpose is to help teachers understand and address language barriers facing ELL students.
Linguistic Challenges of ELL Students
Gabriella is a 20-year-old Spanish-speaking English language learner from Miami who experiences linguistic challenges in her daily communication. These challenges stem from direct translations from her native Spanish to English, which result in errors in morphology, phonology, and semantics. Specifically, she struggles with word forms and tenses, pronunciation of certain English sounds, and conveying the intended meaning of words. Through analysis of her speech, it is clear that semantic errors are most common, as she relies on Spanish translations. With continued English practice and acquisition of more advanced vocabulary, her language skills will likely continue improving over time.
Language Comparison poster
The document provides information comparing the English and Tagalog languages. It discusses some key differences between the two languages, such as Tagalog having fewer consonant sounds than English, verbs being regular tense rather than having different forms, and sentences following a VSO rather than SVO structure. It also presents examples of errors made by a Filipino student named Rica in learning English, and provides instructional implications and strategies for addressing challenges like past tense formation and differences in word stress between the two languages.
Bass jayne u11a1 language comparison
This document discusses English language learning challenges faced by students whose first language is Spanish. It provides an example case study of a 5th grade student named Liz who has been in the US for 3.5 years. Liz struggles with several aspects of English pronunciation and grammar that differ from Spanish. The document analyzes specific errors Liz makes and implications for instruction, such as helping her improve use of suffixes, contractions, silent letters, and diphthongs. It concludes that Liz's situation is common for Spanish-speaking immigrants and more support is needed to transfer language skills between Spanish and English.
Data Analysis and Comparison
This document summarizes the differences between Spanish and English languages and the impact on a Spanish speaker, Jorge, learning English. It outlines phonological differences like certain vowel and consonant sounds that are challenging for Jorge. It provides examples of Jorge's errors such as omitting plural 's' or using incorrect verb tenses. The document concludes that Jorge will benefit from conversations with English speakers, ELL courses, and reading to improve his pronunciation, vocabulary, and grammar.
6 nouns and articles
Nouns in Spanish are classified as either masculine or feminine. Masculine nouns typically end in o, í, ú or a consonant while feminine nouns often end in a, ad, ción, or sión. There are exceptions like una mano that is feminine despite ending in o. To make nouns plural, words ending in a vowel simply add s, those ending in a consonant add es, and words ending in z change the z to c before adding es. Adjectives follow the same pluralization rules as nouns.
Formato plano 10th p3week7_prepositional&phrasal verbs
This document provides information about prepositional and phrasal verbs. It begins by giving examples of connecting verbs to common prepositions like "to", "at", and "for". It then distinguishes between phrasal verbs and prepositional verbs. Phrasal verbs combine a verb and particle, while prepositional verbs combine a verb and preposition. The main difference is that phrasal verbs can be separable, meaning the object can go between the verb and particle, whereas prepositional verbs are inseparable and the object must follow the preposition. Several examples of both types of verbs are given. Students are then instructed to complete exercises practicing the use of these verbs and given a list of verbs to study for an upcoming
Language Comparison Poster Presentation
This document compares the Polish and English languages and analyzes errors made by a Polish English language learner named Monika. It finds that Monika struggles most with verb tense, article usage, and word order due to differences between Polish and English grammar. Polish uses cases and genders while English relies on word order and articles. Instruction should highlight differences and provide practice to help learners overcome challenges from their first language interfering with their second.
Savitski u11a1
This document discusses the challenges a Spanish-speaking student named Sue faced in learning English. [1] Sue dropped out of high school and took ESL classes that were too advanced for her level. [2] She later learned English with help from her brother and coworkers. [3] The document analyzes challenges Spanish speakers face in pronouncing certain English sounds and with grammar rules like tense and pluralization.
Language Comparison
The document compares key differences between Spanish and English language structures that would cause errors for a Spanish-speaking English language learner. It provides examples of errors made by Luigi, a 27-year-old student from the Dominican Republic studying in English. Luigi's errors demonstrate issues with subject-verb agreement, tense, articles, prepositions and word order that stem from applying rules of Spanish syntax to English. The summary identifies that the learner's "interlanguage" leads to these differences being sources of error.
7 adjective form, position, and agreement
There are two types of Spanish adjectives: four-form adjectives whose base form ends in "o" and agree in gender and number, and two-form adjectives whose base form ends in "e", a consonant, or "ista" and agree in number only. Exceptions include adjectives of nationality and those ending in "ón", "án", "ín", or "(d)or" which are four-form despite ending in consonants. Adjectives are generally placed after nouns when providing descriptive information.
Familia y diccionario
The document outlines the objectives and activities for a Spanish class focusing on vocabulary about family descriptions and dictionary skills. Students practiced describing their families, identifying family members, and looking up words in a dictionary to understand parts of speech and gender. The homework assigns revising family vocabulary, learning family terms in Spanish, and practicing descriptive sentences about their families.
Esl for the_native_italian_speaker
Attilio, a native Italian speaker, has some common errors when speaking English due to differences between Italian and English grammar rules. [1] He sometimes adds unnecessary endings like "a" to verbs or uses the wrong tense. [2] He struggles with word choices like using "gassy water" instead of "sparkling water" and says he feels "half and half" instead of "OK". [3] Prepositions are challenging as there is not always a direct translation between Italian and English prepositions. [4] Pronouns, articles and plural vs. singular can be confusing due to differences in gender between languages. [5] Some words are truncated in the Italian dialect which can carry over when speaking
Subject-Verb Agreement 01
The document discusses the rules of subject-verb agreement, including that the expression "the number" takes a singular verb but "a number" takes a plural verb. It also explains that the phrases "there is" is used with singular subjects while "there are" is used with plural subjects. Additionally, it notes that when words come between the subject and verb, you should identify the subject based on who or what the sentence is about to determine the correct verb form. The document provides examples and exercises for learners to practice these subject-verb agreement rules.
French and english language power point
This document analyzes errors made by a French student named Ann who has been learning English for over 30 years in the U.S. An analysis of 46 errors found verb tenses, subject-verb agreement, and adjectives/adverbs to be the most common issues. The document then provides background on the French language and compares features of French and English phonology, syntax, morphology, and writing systems. It concludes with instructional implications, suggesting activities to help Ann practice areas of difficulty like verb tenses and subject-verb agreement.
A1/1 An Introductory Lesson to German (for speakers of English)
Ever so often it is being said that German is a hard language to learn and that German society is ruled by strict norms and sometimes somewhat unusual values. Yet, every year, many people strive to learn the language for very different reasons.
Here, you will gain an insight into what it is that really constitutes German society and how we bring language and culture into concept. -- Come and see for yourself
Grammar class IX
The document discusses a grammar class lesson on gerunds and infinitives. It defines gerunds as verb forms ending in "-ing" that can function as nouns, and infinitives as verb forms with "to" that can be objects of other verbs or subjects and objects of their own. It provides examples of verbs that are commonly followed by gerunds or infinitives as objects. The document also references additional resources on gerunds and infinitives for further study.
Common errors2
The document provides examples of common errors in academic writing and suggestions for correcting them. It discusses avoiding abbreviations, maintaining consistent pronoun usage, varying sentence structures and words for flow, keeping consistent verb tense, proper word choice to avoid homonym confusion, parallel structure in lists, and more. Correct examples and explanations are given for each error type to help writers improve.
More Related Content
What's hot
Data Analysis and Language Comparison
This document summarizes an interview with a Spanish-speaking student named Rodrigo from Peru who is learning English. It outlines some of the difficulties he faces due to differences between Spanish and English grammar and pronunciation. These include:
1) Words with multiple meanings in Spanish but singular meanings in English.
2) Unfamiliarity with English contractions, as Spanish only has two.
3) Errors with prepositions, past tense verbs, word order, pronunciation of vowels, use of articles, and double negatives - all influenced by his native Spanish.
4) Key differences like English having more vowel sounds, subject omission in Spanish, inflection for gender/number, and lack of contractions beyond "a+
Fletcher u08a1
This document discusses a student named Rossi who speaks Spanish as her native language and is learning English. It analyzes some of the common errors Rossi makes in spoken English and attributes them to differences between the Spanish and English languages. The teacher creates lessons to target Rossi's errors by breaking them into categories based on their linguistic causes. Through individualized and small group practice of pronunciation, spelling, grammar and other areas, Rossi is improving in her English skills.
Learn Spanish Vocabulary
The document discusses various methods for learning and remembering Spanish vocabulary, including mnemonic devices, acronyms, acrostics, rhymes and songs, word associations, visual clues, and flashcards. Mnemonic devices, acronyms, acrostics, rhymes and songs can help with memorization. Word associations use logical or illogical connections between English and Spanish words. Visual clues include drawings, diagrams, and charts. Flashcards are portable and allow frequent short review sessions of vocabulary, grammar rules, and questions. Consistent short study sessions are recommended for effective memorization.
Language Comparison
The document analyzes the errors made by a 19-year old Russian ELL student and compares Russian and English languages. [It summarizes that] the student made errors with capitalization, grammar, and punctuation that were likely due to interference from her native Russian language, which does not use articles or capitalize the first-person pronoun. It also finds that Russian uses different intonation patterns and verb conjugations than English. The document provides instructional implications for teachers to understand students' first languages and use various techniques to help ELLs improve their English skills.
Graded portillo final project language guide
This document provides a language and grammar guide for mainstream high school teachers to help English language learner (ELL) students. It defines and provides examples of key English language concepts such as lexicon, syntax, functions, sentence structure, clauses, punctuation, verbs, nouns, adjectives, prepositions, and discourse. The guide notes common challenges ELL students face with these concepts, such as irregular verbs, plural nouns, subject-verb agreement, word order differences between English and their native language, and unfamiliar discourse markers. The overall purpose is to help teachers understand and address language barriers facing ELL students.
Linguistic Challenges of ELL Students
Gabriella is a 20-year-old Spanish-speaking English language learner from Miami who experiences linguistic challenges in her daily communication. These challenges stem from direct translations from her native Spanish to English, which result in errors in morphology, phonology, and semantics. Specifically, she struggles with word forms and tenses, pronunciation of certain English sounds, and conveying the intended meaning of words. Through analysis of her speech, it is clear that semantic errors are most common, as she relies on Spanish translations. With continued English practice and acquisition of more advanced vocabulary, her language skills will likely continue improving over time.
Language Comparison poster
The document provides information comparing the English and Tagalog languages. It discusses some key differences between the two languages, such as Tagalog having fewer consonant sounds than English, verbs being regular tense rather than having different forms, and sentences following a VSO rather than SVO structure. It also presents examples of errors made by a Filipino student named Rica in learning English, and provides instructional implications and strategies for addressing challenges like past tense formation and differences in word stress between the two languages.
Bass jayne u11a1 language comparison
This document discusses English language learning challenges faced by students whose first language is Spanish. It provides an example case study of a 5th grade student named Liz who has been in the US for 3.5 years. Liz struggles with several aspects of English pronunciation and grammar that differ from Spanish. The document analyzes specific errors Liz makes and implications for instruction, such as helping her improve use of suffixes, contractions, silent letters, and diphthongs. It concludes that Liz's situation is common for Spanish-speaking immigrants and more support is needed to transfer language skills between Spanish and English.
Data Analysis and Comparison
This document summarizes the differences between Spanish and English languages and the impact on a Spanish speaker, Jorge, learning English. It outlines phonological differences like certain vowel and consonant sounds that are challenging for Jorge. It provides examples of Jorge's errors such as omitting plural 's' or using incorrect verb tenses. The document concludes that Jorge will benefit from conversations with English speakers, ELL courses, and reading to improve his pronunciation, vocabulary, and grammar.
6 nouns and articles
Nouns in Spanish are classified as either masculine or feminine. Masculine nouns typically end in o, í, ú or a consonant while feminine nouns often end in a, ad, ción, or sión. There are exceptions like una mano that is feminine despite ending in o. To make nouns plural, words ending in a vowel simply add s, those ending in a consonant add es, and words ending in z change the z to c before adding es. Adjectives follow the same pluralization rules as nouns.
Formato plano 10th p3week7_prepositional&phrasal verbs
This document provides information about prepositional and phrasal verbs. It begins by giving examples of connecting verbs to common prepositions like "to", "at", and "for". It then distinguishes between phrasal verbs and prepositional verbs. Phrasal verbs combine a verb and particle, while prepositional verbs combine a verb and preposition. The main difference is that phrasal verbs can be separable, meaning the object can go between the verb and particle, whereas prepositional verbs are inseparable and the object must follow the preposition. Several examples of both types of verbs are given. Students are then instructed to complete exercises practicing the use of these verbs and given a list of verbs to study for an upcoming
Language Comparison Poster Presentation
This document compares the Polish and English languages and analyzes errors made by a Polish English language learner named Monika. It finds that Monika struggles most with verb tense, article usage, and word order due to differences between Polish and English grammar. Polish uses cases and genders while English relies on word order and articles. Instruction should highlight differences and provide practice to help learners overcome challenges from their first language interfering with their second.
Savitski u11a1
This document discusses the challenges a Spanish-speaking student named Sue faced in learning English. [1] Sue dropped out of high school and took ESL classes that were too advanced for her level. [2] She later learned English with help from her brother and coworkers. [3] The document analyzes challenges Spanish speakers face in pronouncing certain English sounds and with grammar rules like tense and pluralization.
Language Comparison
The document compares key differences between Spanish and English language structures that would cause errors for a Spanish-speaking English language learner. It provides examples of errors made by Luigi, a 27-year-old student from the Dominican Republic studying in English. Luigi's errors demonstrate issues with subject-verb agreement, tense, articles, prepositions and word order that stem from applying rules of Spanish syntax to English. The summary identifies that the learner's "interlanguage" leads to these differences being sources of error.
7 adjective form, position, and agreement
There are two types of Spanish adjectives: four-form adjectives whose base form ends in "o" and agree in gender and number, and two-form adjectives whose base form ends in "e", a consonant, or "ista" and agree in number only. Exceptions include adjectives of nationality and those ending in "ón", "án", "ín", or "(d)or" which are four-form despite ending in consonants. Adjectives are generally placed after nouns when providing descriptive information.
Familia y diccionario
The document outlines the objectives and activities for a Spanish class focusing on vocabulary about family descriptions and dictionary skills. Students practiced describing their families, identifying family members, and looking up words in a dictionary to understand parts of speech and gender. The homework assigns revising family vocabulary, learning family terms in Spanish, and practicing descriptive sentences about their families.
Esl for the_native_italian_speaker
Attilio, a native Italian speaker, has some common errors when speaking English due to differences between Italian and English grammar rules. [1] He sometimes adds unnecessary endings like "a" to verbs or uses the wrong tense. [2] He struggles with word choices like using "gassy water" instead of "sparkling water" and says he feels "half and half" instead of "OK". [3] Prepositions are challenging as there is not always a direct translation between Italian and English prepositions. [4] Pronouns, articles and plural vs. singular can be confusing due to differences in gender between languages. [5] Some words are truncated in the Italian dialect which can carry over when speaking
Subject-Verb Agreement 01
The document discusses the rules of subject-verb agreement, including that the expression "the number" takes a singular verb but "a number" takes a plural verb. It also explains that the phrases "there is" is used with singular subjects while "there are" is used with plural subjects. Additionally, it notes that when words come between the subject and verb, you should identify the subject based on who or what the sentence is about to determine the correct verb form. The document provides examples and exercises for learners to practice these subject-verb agreement rules.
French and english language power point
This document analyzes errors made by a French student named Ann who has been learning English for over 30 years in the U.S. An analysis of 46 errors found verb tenses, subject-verb agreement, and adjectives/adverbs to be the most common issues. The document then provides background on the French language and compares features of French and English phonology, syntax, morphology, and writing systems. It concludes with instructional implications, suggesting activities to help Ann practice areas of difficulty like verb tenses and subject-verb agreement.
A1/1 An Introductory Lesson to German (for speakers of English)
Ever so often it is being said that German is a hard language to learn and that German society is ruled by strict norms and sometimes somewhat unusual values. Yet, every year, many people strive to learn the language for very different reasons.
Here, you will gain an insight into what it is that really constitutes German society and how we bring language and culture into concept. -- Come and see for yourself
What's hot (20)
Formato plano 10th p3week7_prepositional&phrasal verbs
Formato plano 10th p3week7_prepositional&phrasal verbs
A1/1 An Introductory Lesson to German (for speakers of English)
A1/1 An Introductory Lesson to German (for speakers of English)
Similar to Moore - Language Comparison -ESL 502
Grammar class IX
The document discusses a grammar class lesson on gerunds and infinitives. It defines gerunds as verb forms ending in "-ing" that can function as nouns, and infinitives as verb forms with "to" that can be objects of other verbs or subjects and objects of their own. It provides examples of verbs that are commonly followed by gerunds or infinitives as objects. The document also references additional resources on gerunds and infinitives for further study.
Common errors2
The document provides examples of common errors in academic writing and suggestions for correcting them. It discusses avoiding abbreviations, maintaining consistent pronoun usage, varying sentence structures and words for flow, keeping consistent verb tense, proper word choice to avoid homonym confusion, parallel structure in lists, and more. Correct examples and explanations are given for each error type to help writers improve.
The goals class for Sunday, Octuber 1st 2023.pptx
This document contains the goals and lesson plan for an English class that will take place on Sunday, October 8th, 2023. The lesson focuses on grammar, including a review of the simple present tense and completing exercises on verb forms. Students will also read a paragraph and fill in verbs in their correct form. The lesson then covers asking and answering questions, describing similarities and differences between classmates, and vocabulary related to describing people's appearance.
English Grammar Reference Book_Jacqueline Melvin.pdf
This chapter discusses parts of speech and sentence structure in English. It explains the use of subjects, verbs, pronouns, and possessive pronouns to form complete sentences. Specifically, it covers the importance of including a subject before the verb in affirmative sentences. It also addresses common errors such as using two subjects instead of one or omitting the subject. The chapter provides examples to illustrate proper sentence construction in English.
Simple present tense rules exercises
The document discusses the simple present tense in English. It describes how the simple present tense is used to describe repeated or habitual actions, facts that are always true, and habitual behaviors or habits. It provides examples of verbs conjugated in the simple present tense and discusses how to form negative sentences and questions in the simple present tense using auxiliary verbs like do/does. It also provides examples of short answers to yes/no questions in the simple present tense.
Gerunds and infinitives
This document provides an overview of the grammatical functions of gerunds and infinitives. It discusses how gerunds and infinitives can function as subjects, objects, complements, and in prepositional phrases. It provides examples of verbs that can take gerund or infinitive complements and explains the differences. Guidelines are given for using possessives with gerunds. In summary, the document is a reference on the various grammatical roles of gerunds and infinitives in sentences.
Fieldwork Journal Week 2 Introduction To begin, Mrs. .docx
Fieldwork Journal Week 2
Introduction:
To begin, Mrs. Peterson’s second grade class has about 17-20 students in it. A majority of
the students are girls with only a few boys. She has about 3 or 4 “EL” (English Learner) students
and over half of her class are lower reading level and lower performing students. Her class is also
a “SpEd” combo which means that some of her students have IEP’s (Individual Education Plans)
alongside her English Language Learners. On the agenda for January 24th, 2019, I observed Mrs.
Peterson begin class with high-frequency word practice. After, the students broke into their
reading rotations, and then onto STAR testing. For high-frequency words, they were given a
worksheet to complete during rotations. Some of the high-frequency words the students were
focusing on included: above, different, few, they, which, began, enough, grow, were and why. On
the back of the worksheet, the focus was on phonics, specifically the vowels “oi” together.
Student Observations/Miscellaneous:
I sat down with a student named Zoey to work on high-frequency words. We worked on
the sentence: “The small plane flew above our town”. She had to sound out the word “small”
after originally pronouncing it incorrectly. When finding the blank for the sentence “The man
____ to run after that big dog growled”, she took her time on the word “man”, especially
sounding out the letter “M”.
Anna was reading a chapter book called “The Kidnapped King”. She reads extremely
well at this level and is reading at a very fast pace. However, she got stuck on the word “touch”
for “touch football”. I learned that Anna is a student who graduated out of “EL”, she did not
speak English before. I would have never guessed.
A student named June is from Japan, so English is completely new to her in speaking,
reading and writing. She was writing words that begin with “L” on a piece of paper and speaking
them to Mrs. Peterson. One of the words she had the hardest time with was lɛts. She kept
pronouncing it as lɪts. She also got stuck on the word “looking” and would say the root word
first, then the suffix and put them together to sound it out. She also learned for the first time what
the sound “f” made.
Mispronounced consonant sounds:
wɪf/instead of wɪð, rɑ/instead of ɑr, gʌt/instead of ɪŋg, laɪt/instead of laɪf, kaʊtɜr/instead of
ˈkwɔrtər, wɔrɛfk^h/instead of wɜrk, sɪns/instead of ˈsaɪəns, snɪflɛs/instead of ˈsnɪfəlz, dɜr/instead
of ðɛr
Mispronounced vowel sounds:
tərɔrs/instead of ˈtutərz, plæn/instead of pleɪn, oʊər/instead of ˈaʊər
Sentence-level problems:
Working with June, an EL student, I found many sentence formation issues. However, most of
the other students in her class had them as well. These included:
“More harder” instead of “harder”, “What a big noise those drum makes” instead of “What a big
noise those drumS make_”, “teached” instead of the past tense “taught”
Speaking habits:
Most of the EL learners h.
Common Errors in Writing
The document provides examples of 15 common errors in academic writing and how to avoid them. It discusses issues such as using abbreviations, shifts in pronouns and verb tense, lack of variety, parallel structure, cliches, subject-verb agreement, comma splices, redundancy, prepositions, run-on sentences, apostrophes, dangling participles, and semicolons. For each error, it gives clear explanations and illustrates the differences between correct and incorrect usage with examples. The purpose is to help writers improve the quality and clarity of their formal academic prose.
Common Errors in Writing
The document provides 15 common errors in academic writing and examples to illustrate each error. The errors discussed include: abbreviations, shifts in pronouns, lacking variety, shifts in verb tense, misuse of words, parallelism, cliches, comma splices, redundancy, ending sentences with prepositions, run-on sentences, apostrophes, dangling participles, semi-colons. For each error, the document explains the issue and provides both incorrect and corrected examples to demonstrate proper writing conventions.
Sandia English
This document provides an English grammar lesson on the present continuous tense. It discusses how to form the present participle by adding "-ing" to verb bases and lists some spelling rules. Examples are given of affirmative and negative statements using the present continuous (e.g., "I'm studying English" and "I'm not studying English"). The lesson concludes with exercises asking students to change affirmative statements to negative statements using contractions.
PPA.Bus Eng 1.-2nd term.ef17. 20pp.IlovePDF
The document provides information about the present simple tense in English. It begins with the basic form of the tense, which is subject + verb. It then lists 10 common uses of the present simple tense, such as for facts, habits, routines, permanent situations, and events that are certain to happen. The final sections explain how to form questions and negative sentences in the present simple tense.
Present perfect4web
This document provides a grammar lesson on the present perfect tense. It explains that the present perfect is used to talk about something that started in the past but is still ongoing or relevant in the present. It outlines the form of the present perfect, which uses either "has" or "have" plus the past participle of the main verb. It also discusses how to form negative sentences and questions in the present perfect.
TYPE OF SENTENCES
This document provides an overview of grammar concepts including parts of speech such as subjects, verbs, complements, modifiers, and pronouns. It defines these terms and provides examples to illustrate them. Key points covered include:
- The subject is the person or thing performing the action of the sentence and normally precedes the verb.
- A verb shows the action of the sentence and may be a single word or verb phrase.
- A complement completes the verb and generally follows it. Not every sentence requires a complement.
- A modifier provides details like time, place or manner and often uses prepositional phrases.
- Pronouns can act as subjects, complements, possessives or reflexives depending on
The present tense
The document describes the simple present tense in English. It is used to describe repeated or habitual actions, facts that are always true, and actions that occur regularly. The simple present tense is formed by using the base form of the verb, and adding "s" to verbs in the third person singular. Negative sentences are formed with "don't" or "doesn't" and questions are formed with "do" or "does." Wh-questions use the same structure but start with interrogative words like what, when, where, why, how, which, and who.
Cung cấp giáo viên nước ngoài - 12 tenses in English
Mong muốn trở thành một trong những nhà cung cấp và quản lý giáo viên nước ngoài hàng đầu tại Việt Nam, ngoài việc đầu tư về phát triển quy mô, công ty Hawaii Education không ngừng nâng cao nguồn cung cấp giáo viên nước ngoài ổn định và chất lượng dịch vụ để trở thành đối tác đáng tin cậy với khách hàng.
wb
The document provides an overview of the contents and structure of an English language textbook. It lists 12 units that make up the book. Each unit covers a different topic area and includes sections on grammar, vocabulary, reading, and skills practice. The units progress from basic social interactions and communication to more advanced topics like the future of society, global culture, science and technology. Various language structures, functions and lexical areas are presented and practiced in each unit to build students' English proficiency.
verb noun collocations
Verb noun collocations including the following verbs:
have, organize, plan, make, get, take, catch, ask, lose, pay, run, do
There is a fill in the blanks and a word match activity included in this slide show.
There are also 3 slides that have collocations that use swear words.
Intermediate level grammar review day 2
This document provides an overview of several English grammar topics including:
- Prepositions of time such as "in", "on", "at"
- Using gerunds (-ing form) and infinitives after certain verbs
- Forming the present simple tense
- Using modal verbs like "can", "should", and "may"
- Distinguishing between the future tenses with "will" and "going to"
- Comparatives and superlatives
- Expressing time frames
Intermediate level grammar review day 2
This document provides a summary of key grammar points taught in an intermediate English grammar review class. It covers the use of prepositions like "in", "on", and "at" to indicate time; gerunds and infinitives after verbs; the present simple tense; modal verbs like "can", "should", and "may"; the future tenses with "going to" and "will"; nouns for countries, languages and nationalities; countable and uncountable nouns; and comparatives and superlatives. Examples are provided to illustrate the proper use of each grammar structure.
Past simple
This document provides information about using verbs in the simple past tense in English. It discusses how regular verbs are conjugated by adding "-ed", and lists common irregular verbs like "call", "have", and "be". It provides examples of using simple past verbs to talk about completed actions, series of actions, durations, habits, and past facts/generalizations. The document encourages practicing simple past verbs by making sentences and questions.
Similar to Moore - Language Comparison -ESL 502 (20)
English Grammar Reference Book_Jacqueline Melvin.pdf
English Grammar Reference Book_Jacqueline Melvin.pdf
Fieldwork Journal Week 2 Introduction To begin, Mrs. .docx
Fieldwork Journal Week 2 Introduction To begin, Mrs. .docx
Cung cấp giáo viên nước ngoài - 12 tenses in English
Cung cấp giáo viên nước ngoài - 12 tenses in English
Moore - Language Comparison -ESL 502
- 1. Language Comparison English vs. Spanish By: Elizabeth Moore
- 7. Actual Errors from Jane (Prompt: What did you do over the weekend? ) What Student did: What is correct: Error: Weel what I do is that I go tu the pul whe is hut, Or I go to the besh tu play whit my brother in the warer. Well, what I do is I go to the pool when it is hot, or I go to the beach to play with my brother in the water. *Spelling *Insertion of word that *Comma usage Or a gow tu the par. Also, I go to the park. *Spelling *Article error Or I play whit my frenths in the neyverjud. Another thing I do is I play with my friends in neighborhood. *Spelling *j instead of h *Sentence beginning Or I estay in my hause and seen TV or see yuotube washin fani videos. I stay in my house and watch TV, youtube, or family videos. *Spelling *e in front of st blend *verb usage *comma usage that is the staf I du in Puerto Rico That is the stuff I do in Puerto Rico *Spelling *Capitalization When in Unada Esteit I don’t now watt u du bikause I em neuw and I don’t have eni Frends in the neverjud. I don’t know what you do in the United States because I am new and don’t have many friends in the neighborhood. *Spelling *e in front of the st blend *Word order *Capitalization
- 8. Actual Errors from Jane (Prompt: What are your plans for the Summer? ) What Student did: What is correct: Error: I guna du is that my and may frend Caser wi are gona du a slomber party. I am going to have a slumber party with my friend Caser. *Spelling *word order *verb usage And I guna guw tu visit mey and TiTi Luli. I will go to visit my TiTi Luli (Aunt). *Spelling *Conjunction usage *Word order And I gunna go to the muvis. I am going to go to the movies too. *Spelling *Conjunction usage And I guna go to a pul if whe fair wan. If we find a pool, I am going to go to the pool also. *Spelling *comma usage *Word order And I gunna go to this ni werld for my first tam. Finally, I am going to go to the new world for my first time. *Spelling *Sentence at the end of the paragraph would make more sense at the beginning of the paragraph
- 9. Language Comparison English vs. Spanish
- 12. References: Phonological Influences. (n.d.). In ELL Assessment for Linguistic Differences vs. Learning Disabilities. Retrieved July 8, 2011, from Google. Spanish Grammar Rules. (n.d.). Retrieved June 22, 2011, from Google. Spanish Language Characteristics. (n.d.). Retrieved July 8, 2011, from Google.