The document discusses different types of questions in English including yes/no questions, tag questions, wh-questions, and problems English language learners face with questions. It provides examples of how to form various questions and suggests an activity for teaching questions that involves students giving answers that others must form into the corresponding wh-question.
Draw Me a Picture - Pronunciation Aids for Visual LearnersJudy Thompson
TESL Canada 2015 Presentation:
What is the difference between Written and Spoken English? How colors can bridge reading to pronunciation? What does the Roadmap for learning to speak English look like and how is English similar to other languages? See the answers to all of these questions and more in this radical approach to teaching/learning speaking.
Draw Me a Picture: Tools for Visual LearnersJudy Thompson
What would a picture of language acquisition look like? The 6-Point Model for Speaking English shows you along with images for every aspect of language learning from the historical breakdown between Writing and Speaking in 1476 and the 6-Point Model (which is essentially the road map to fluency), to Venn diagrams on how English compares to other major languages are all represented in pictures. This presentation features a series of images that show how to teach learners to speak English quickly and confidently using simple tools they already have - ABC's and Colors. Draw Me a Picture was presented at TESL Canada 2015 and TESL Ontario 2015. Since a picture says a thousand words there is a lot of material to digest in this talk. For copies of the images email judy@thompsonlanguagecenter.com
Workshops on this accelerated learning system are also available.
I am not afraid flash card activities setkathaonratha
Katha on Ratha's activities for I am not afraid - level 1 book. This ppt has got flash card activities which can be used for word level and sentence level games.
Centennial College Teaching Speakng WorkshopJudy Thompson
A 3 hour presentation at Centennial College in Toronto. The workshop showcased the English Phonetic Alphabet (EPA) and Thompson Vowel Chart. It included handouts and in-class exercises for teachers of EAP, ESL and International Students.
My Journey from ESL Teacher to Language coachJudy Thompson
I was thrilled to become a certified TESL teacher but quickly learned I didn't have the tools I needed to make the difference I wanted to make for my students. I hope my story of transition to language coach shaves years off of yours.
This keynote for the TESL Niagara Conference 2014 was teacher training lesson on a quick and dirty method for teaching anyone to speak English with the Thompson Vowel Chart from the back of a business card and an elastic band. First, participants had to throw out (or at least relegate to a back burner) everything they thought they knew about English and how to teach it. We started from scratch using only features of English that are always true and the information students already know - their name, the alphabet and colors. The 1 hour presentation trotted out a system for teaching speaking to students of all levels and provides students with the tools they need to figure out pronunciation without a teacher present.
A good time was had by all!
Reference Charts and Classroom Lessons - As children become readers, they must understand the parts of a sentence. Parts of a sentence include nouns (words that name people, places, or things), verbs (words that show action), adjectives (words that describe nouns), adverbs (words that describe verbs) and articles (words that define nouns – a, the). Children will move from simple sentences to more complex sentences encountered in their reading and writing.
Draw Me a Picture - Pronunciation Aids for Visual LearnersJudy Thompson
TESL Canada 2015 Presentation:
What is the difference between Written and Spoken English? How colors can bridge reading to pronunciation? What does the Roadmap for learning to speak English look like and how is English similar to other languages? See the answers to all of these questions and more in this radical approach to teaching/learning speaking.
Draw Me a Picture: Tools for Visual LearnersJudy Thompson
What would a picture of language acquisition look like? The 6-Point Model for Speaking English shows you along with images for every aspect of language learning from the historical breakdown between Writing and Speaking in 1476 and the 6-Point Model (which is essentially the road map to fluency), to Venn diagrams on how English compares to other major languages are all represented in pictures. This presentation features a series of images that show how to teach learners to speak English quickly and confidently using simple tools they already have - ABC's and Colors. Draw Me a Picture was presented at TESL Canada 2015 and TESL Ontario 2015. Since a picture says a thousand words there is a lot of material to digest in this talk. For copies of the images email judy@thompsonlanguagecenter.com
Workshops on this accelerated learning system are also available.
I am not afraid flash card activities setkathaonratha
Katha on Ratha's activities for I am not afraid - level 1 book. This ppt has got flash card activities which can be used for word level and sentence level games.
Centennial College Teaching Speakng WorkshopJudy Thompson
A 3 hour presentation at Centennial College in Toronto. The workshop showcased the English Phonetic Alphabet (EPA) and Thompson Vowel Chart. It included handouts and in-class exercises for teachers of EAP, ESL and International Students.
My Journey from ESL Teacher to Language coachJudy Thompson
I was thrilled to become a certified TESL teacher but quickly learned I didn't have the tools I needed to make the difference I wanted to make for my students. I hope my story of transition to language coach shaves years off of yours.
This keynote for the TESL Niagara Conference 2014 was teacher training lesson on a quick and dirty method for teaching anyone to speak English with the Thompson Vowel Chart from the back of a business card and an elastic band. First, participants had to throw out (or at least relegate to a back burner) everything they thought they knew about English and how to teach it. We started from scratch using only features of English that are always true and the information students already know - their name, the alphabet and colors. The 1 hour presentation trotted out a system for teaching speaking to students of all levels and provides students with the tools they need to figure out pronunciation without a teacher present.
A good time was had by all!
Reference Charts and Classroom Lessons - As children become readers, they must understand the parts of a sentence. Parts of a sentence include nouns (words that name people, places, or things), verbs (words that show action), adjectives (words that describe nouns), adverbs (words that describe verbs) and articles (words that define nouns – a, the). Children will move from simple sentences to more complex sentences encountered in their reading and writing.
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The IELTS test has two forms: the Academic test (or module) and the General Training test (or module). The module that you take depends on the reason that you are taking it for....
Tinker Tailor Soldier Sailor - What you Can Do as a Technical CommunicatorBeth Agnew
What can you do as a technical communicator? Just about anything! This presentation shows the versatility of those who work in tech comm, and why companies need us.
2. Presented by:
Khadija GOUALI
Naima SELLAM
Supervised by:
Jennifer JUNE EVANS
Youssef TAMER
3. YES/NO Questions
Tag Questions
Wh-Questions
Other types of YES/NO and Wh- Questions
Problems that ESL/EFL students have with
Questions
Suggested activity for teaching Questions
4. 1) Subject-auxiliary (or subject-aux) inversion:
Ex: -Has he read the letter?
-Is he a teacher?
-Could you pass the salt?
2) Do insertion or do support:.
Ex: Does she go to school everyday?
5. Do not imply any expectation regarding
whether the answer will be yes or no.
Ex: do you like dancing?
6. To form a negative Yes/No question, the verbal element
is contracted with not at the beginning of the question.
Generally asked to confirm a specific expectation or
assumption.
Ex: Didn’t you bring the book?
Can often express annoyance or disappointment
because of a previous expectation that has not been
met.
Ex: Haven’t you talked to him yet?
7. 1) Elliptical Yes/No Questions:
Ex: You want to talk to her?
Ex: You hungry?
8. 2) Declarative Yes/No Questions: They are used to:
a- Check information:
Ex: a- This my younger brother.
b- He is your brother?
b- Repeat to question or confirm what has already been said.
Ex: a- I lost my job yesterday.
b- You lost your job?
c- Express surprise, amazement, or annoyance.
Ex: You bought a car ?!
9.
10. Tag question is a special constraction in
English. It is a statement followed by a mini-
question and the mini-question at the end is
called a question tag.
Ex:- He does, doesn’t he?
- He will play basketball, won’t he?
11. Statement Question Tag
-Positive statement -Nagative tag
Snow is white Isn’t it?
-Negative statement -Positive tag
You don’t like me Do you?
12. The statement and the tag are always
separated by a comma.
The verb in the statement should be the same
tense as the verb in the tag.
Ex: -His parents are very old, aren't they?
-You won't tell him my secret, will
you?
13. If the statement does not use an
auxiliary/modal (i.e. it is in the present or
past simple tense), then the auxiliary to
do must be used.
Ex: She comes from Korea, doesn't she?
14.
15. It is possible for a positive statement to
be followed by a positive tag for even more
effect (sarcasm, anger, disbelief, shock,
concern etc).
Ex: Oh you will, will you?
You think you're funny, do you?
16. Real question rising intonation
Ex: The chairman is coming at 3.00,
isn't he?
Not a real question flat or falling intonation
Ex: It's a nice day today, isn't it?
17. WH- Questions about an object:
a-wh-movement and subject-aux inversion
Ex: What are you carrying?
b- wh-movement and do insertion
Ex: Who did you see?
18. WH- Questions about a subject: The subject is converted
to the appropriate wh-word
Ex: Who kicked the ball?
WH- Questions with How + Adjective/Adverb: How is
combined with adj and adv to form questions: how many,
how long…
Ex: How many children do you have?
Embedded WH- Questions: inserted questions inside a
large sentence
Ex: I don’ t know what she is doing?
19. 1-WH- Information Questions:
Ex: Where did she go?
2-Repeat Please Questions:
Ex: When did she get in?
3-Two different word order:
Ex: When did she go ?
She went when?
4-Elaborate Please Questions:
Ex: When?
20. 1- Alternative Questions:
*Offer at least two alternative answers.
Ex: Is she from Korea or Japnease?
2- Echo Questions:
*Repeat all or part of what has been said.
Ex: Did you borrow my car keys?
Did I borrow your car keys?
21. 3- Exclamatory Questions:
*Exclamations asserting the belief of the
speaker.
Ex: Isn’t he smart?
4-Rhetorical Questions:
*Are not intended to be answered, but
instead, serve to state the opinion of the
speaker.
Ex: -Have you heard the news about Alan?
-Who hasn’t?
22. 5- Display Questions:
*Do not begin with Wh-word and are often
used by teachers to request that students
display their knowledge about sth.
Ex: So this play is about what?
23.
24. The influence of the Native Language
1- Intonation (Portugues lng)
Ex: - Você mora perto daqui?
- you live near here?
- “Do you live near here?”
2- A question marker + intonation (Arabic lng)
Ex: - Ji:ridu an jal3aba.
- He wants to play.
- Hal Ji:ridu an jal3aba?
- Does he want to play?
25. 1- Negative Yes/No questios (Korean lng)
Ex: a: Ne ol swu-eps ni?
= Can’t you come?
b: A-ni,na ka-l-swu iss-e?
= No, I can come.
No -> to a negative question = Yes
Yes -> to a positive question = No
26. 2- Wh- information questions (Portugues lng)
Ex: - O que falou a Nicole Kidman?
-What said Nicole Kidman?
( what did Nikole Kidman say?)
27. This activity is going to be like a quiz show.
A selected student will give an answer to a
question chosen by him/her, then ask the
students to figure out what the appropriate
wh- question for that answer is.
The time given to figure out the question is
limited ( 10 seconds)
28.
29. The Teacher’s Grammar of English by Ron
Cowan.
http://esl.fis.edu/grammar/rules/questions.h
tm
http://www.english-
zone.com/grammar/tags01.html
http://www.perfect-english-
grammar.com/questions.html
http://www.learnenglish.de/grammar/questi
ontext.htm