writing assignment omar santos 15 points

John has to wear a tie at work. 2 CSS: Do I need to sleep? (Yes) Why do I need to sleep? (Because I feel tired) Is it necessary that I go to sleep? (Yes) Are we talking about the past? (No) FORM Have + infinitive have to sleep Have to is often grouped with modal auxiliary verbs for convenience, but in fact it is not a modal verb. It is not even an auxiliary verb. In the have to structure, “have” is a main verb. The structure is:3 subject + have + infinitive (with to) Examples in the simple tense: subject auxiliary verb main verb have infinitive (with to) She has to work. o not have to see the doctor. Did you to go to school? In informal speaking and writing we use the contraction ‘eve after pronouns in affirmative in affirmative sentences (e. G. I’ve to sleep) PRONUNCIATION /have TA slim:p/4 Sentence stress: This is placed on the verb have and on the verb sleep. The teacher needs to show linking between have and to, and to help with the pronunciation of “sleep”. APPROPRIATE Informal, in this case it can be used when you are talking with somebody you know. Anticipated problems and solutions

Problem (Meaning): Students might use another modal verb like must or need. Solution: Use the concept questions to reinforce the meaning. Problem (Form) Sometimes students could say “I have the need of sleeping” because it is easier for them to express the need of doing something. It is difficult for students of other nationalities to learn this kind of expression. Solution: Elicit the correct form of the sentence and cross out “the need of sleeping” on the board and write the infinitive above the correction. Problem (Pronunciation) Students may stress to or I when they are speaking.

They also may not understand the right link of “have to”. Solution: Elicit and mark the correct sentence on the board. Use drills to help them with the linking of the phrase and the stress on the syllables. LEXIS: He eventually decided to buy the green car. MEANING: In this sentence eventually is used to say that he buys a new car after a long time or after a lot of effort. Definition: in the end, especially after a long time or a lot of effort, problems, etc. 5 Eventual and eventually are “False friends” for people who speak some languages of European origin.

They do not mean the same as, for instance eventual or eventually, and are not used to express the idea of possibility. For this meaning we use possible, perhaps, if, may, might. 6 CSS Did he decide to buy the green car? (Yes) Did he decide immediately to buy the green car? (No) Did it take his time to think about buying the green car? (Yes) Eventually is an adverb of time. /even. Thus. AI. i/ The noun is composed of five syllables and the main stress is on the second syllable. Eventually is neutral on appropriate. Problem (Meaning): Students might think eventually means perhaps, if, may.

Problem (Form) Sometimes students might think eventually is not an adverb. It is difficult for students of other nationalities to learn this kind of adverb especially because for some European students is a “false friend”. Solution: Explain the students what is an adverb with some examples of sentences on the board. Problem (Pronunciation) Students may stress the first or the third syllable when they are speaking. Solution: Use drills to help them with the stress on the syllables. LEXIS: When I get the flu I always suffer of unpleasant symptoms. MEANING

When someone suffers of”unpleasant symptoms” means that he or she does not feel good and has side effects from a virus. Do I feel good? (No) Is there more than one? (Yes) Is it possible to treat it? (Yes) Adjective + Noun Unpleasant symptoms is a lexical phrase used to describe conditions or problems, in this case related to health. Unpleasant symptoms / unpleasant slipstream / The sentence stress is placed on the adjective unpleasant and the verb suffer. Also there is a weak T on unpleasant. 7 It can be considered formal or informal depending on the context, it can be used n all types of speaking and writing situations.

Problem (Meaning): Students might get confused with the meaning of unpleasant and symptoms sometimes. Solution: Use the concept questions to reinforce the meaning. Problem (Form): Sometimes students might think that unpleasant is a noun instead of an adjective or that unpleasant is singular instead of plural. Solution: Explain the students what is an adjective and afterwards give them some examples of sentences on the board. Explain the difference between singular and plural form off noun. Problem (Pronunciation) Students may stress the first or the third syllable of unpleasant when they are speaking.

Students may stress the second syllable of the word symptoms. Solution: Use drills to help them with the stress on the syllables. Do you know what has happened to me? I have just forgotten my wallet at the supermarket. In this sentence has happened is used to talk about a past action which has a connection with, or a relevance to, the present situation. It is often used when describing the very recent past which affects the present. When we say something has happened, we are talking about the past, but also thinking about a present situation.

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