By J. Haycraft
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Extra info for An Introduction to English Language Teaching
His son is at university. Response: He’s the policeman whose son is at university. 4. 8. g. from a positive statement to a negative statement. This is particularly useful for comparing positive, negative, and interrogative forms. Promp t : Response: I’ve got a red car. Have you got a red car? She’s got a new bicycle. Has she got a new bicycle? and so on. This type of drill can be difficult to put into context, but in the above, for example, you could do it simply by stressing the adjective and introducing scepticism into the question form : I’ve got a red car.
And so on. 4 . PROGRESSIVE SUBSTITUTION DRILL Technique: Give the model sentence. Then give prompts that have to be substituted in different parts of the sentence and which may require alteration of other words. As this drill is more complicated, it is not so useful for initial practice but is ideal for the quick revision of different points, and really makes students think. Objective: to practise the first conditional, at the same time revising ‘will/won’t ’ and the third person of the simple present.
Thus, when analysing ‘the’ we have to discover which applications are difficult because of mother tongue interference. Let us examine this in more detail. We start again with the general rule: W e use “the” to define. ’ English does not use the definite article with the following words used in a general sense. However, other languages would use the equivalent o f ‘the’. ’ (Greek) Although these examples come under the main rule in English we must be aware of them, then, if they differ from the language of the students we are teaching.