Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g9E7qPX25233; Mon, 14 Oct 2002 03:52:25 -0400 (EDT) Date: Mon, 14 Oct 2002 03:52:25 -0400 (EDT) Message-Id: <00bf01c27356$0f6d53c0$41b5003e@nectaw98n> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Gloria Spielman <gspiel@netvision.net.il> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:8209] Re: how to teach questions and negatives X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; charset=iso-8859-1 X-Mailer: Microsoft Outlook Express 5.50.4807.1700 Status: O Content-Length: 2382 Lines: 69 Olivia Thanks for the tip. Much appreciated. That is a techinique I'd forgotton about so I appreciate the reminder! Regards Gloria Spielman ----- Original Message ----- From: "Olivia Durham" <odurham@integrity.com> To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov> Sent: Friday, October 11, 2002 06:15 AM Subject: [NIFL-ESL:8193] how to teach questions and negatives Here's a really practical new strain of thought: I have a great way to teach questions and negatives that makes sense to me. It's low tech and easy. It's helpful for beginners. (Not very first level beginners). It helps explain the question -- where did the do come from in the question and negative? And it evens out the explanation of always switching subject/verb for a question (compare to He is/ Is he?) I just get colored copier paper and cut it up into index card sizes on the paper cutter. Then I have students make these cards with me (one word per card) Pink - I/you/he/she/it/we/they White - (a few verbs) shop, come, rest, walk, etc Yellow - do, does, did Orange - on Monday, Tuesday, etc - days of the week. Brown - Not, also a period and a question mark. I have them lay their piles out in front of them, and then I teach them to make all statements (at first I leave out he/she/it) Day one: I do work on Sunday. Etc, etc. (leave out 3rd person) Practice making the question by switching the do/pronoun. Also making the negative by adding not. The students do this on their own desks. If it's going well, you can add the idea that "do" is optional in the statement but not in the ? and negative. My idea is that I say that "do" is always there, but it's invisible. (It's fun to teach this word -- you can use a picture of a ghost) It only pops out for the ? and neg. Day (or week if necessary) 2: Add did option (past) Day 3: Add he/she/it. Add a white card with an S to add to all verbs. The fun of this system is that it's incredibly easy to make ?s with "do" in the statement but as soon as you leave it out they forget every time. Then you take them back to the step of converting " He walks on Sunday" to " He does walk on Sunday" and it becomes easy again. I think doing it with your hands helps your brain to learn. Hope it's helpful to someone out there! Olivia Durham Odurham@integrity.com ABE and Eng. Dept Adjunct, Boise State University I
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