I can
Content
I can’t to go to work today because I’m not well.
I can’t go to w ork today because I’m not w ell.
Answer:
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can + bare infinitive - we don't use 'to' after 'can' The correct answer is: I can’t go to work today because I’m not well. Correct
Marks for this submission: 1/1. Accounting for previous tries, this gives 1/1.
Question 2 Incorrect Mark 0 out of 1
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Question text
You don’t have to go to school at the weekend?
You don’t have to go to school at the w eekend.
Answer:
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inversion in question form with ‘have to’ The correct answer is: Don’t you have to go to school at the weekend? Incorrect
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Question 3 Correct Mark 1 out of 1
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I am have to buy a new exercise book.
I have to buy a new exercise book.
Answer:
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‘have to’ is a full verb, so no auxiliary is needed in the positive form. The correct answer is: I have to buy a new exercise book. Correct
Marks for this submission: 1/1. Accounting for previous tries, this gives 1/1.
Question 4 Incorrect Mark 0 out of 1
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You shouldn’t of do your homework five minutes before the lesson begins.
You shouldn’t do your homew ork five minutes before the lesson begins.
Answer:
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should + bare infinitive, when we talk about something in the past we say 'You shouldn't have done ..... ' here 'have' sounds like 'of' this is where this mistake comes from. Here we're talking about something in the present. The correct answer is: You shouldn't do your homework five minutes before the lesson begins. Incorrect
Marks for this submission: 0/1.
Question 5 Correct Mark 1 out of 1
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I don’t have not to work in August as school is closed for the summer.
I don’t have to w ork in August as school is closed for the summer.
Answer:
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'don’t have’ is already negative The correct answer is: I don’t have to work in August as school is closed for the summer.
Correct
Marks for this submission: 1/1.
1 Reward system Students’ behaviour can be negative or positive. It’s very easy to criticise the negative but it’s also important to praise the positive. Use a system of rewards for good behaviour. Giving rewards can be very simple. For example, good behaviour marks in the register or a star chart on the wall. It is important that students understand how the system works and can see how many points they have. The best reward systems are weekly, monthly or termly. This means that if students do badly one week they can ‘start again’ for the next week. Students are very competitive so you can have a ‘team points’ system throughout a lesson, adding points for good behaviour, taking away points for bad behaviour. With younger students try having a picture on the board and colour in sections for good behaviour, rub sections out for bad behaviour. The picture could relate to a current topic. If you include behaviour as part of assessment this will help motivate students to behave well. This also means that weaker students feel they can be successful in the class in some ways.
3 Getting students’ attention If your students understand a signal for when you want their attention it will save you time and energy. What you do will depend on the age of your students. You can hold up your hand or wait for silence, but students need to understand what the signal is. It is much easier to get attention if you use a student’s name. In the first lesson ge t students to make name badges which they put in front of them. Make silence flashcards. These can contain a picture, the word SILENCE or both a picture and a word. These cards can be used by a teacher or by children when they want to speak or they feel the noise level is too high. Singing or chanting to get attention works well with younger students as it distracts them from what they are doing. Here are two simple examples: Show five fingers, Let me see Show four fingers, Touch your knee Show three fingers, Touch your nose Show two fingers, Touch your toes Show one finger, Let me see With this finger, point to me To the tune of ‘Head, Shoulders, Knees and Toes’: Everybody look at me, look at me, Everybody look at me, look at me, Fold arms, be quiet, don’t talk to your friends . (Alt. at line up time: Stand up, chairs in, line up by the door) Everybody look at me, look at me
6 Routines: start and end of class Basic classroom routines are very important to help students learn. Students (and parents) must know what the routine is when they arrive in class (for example coats off, books out, files or folders on the desk, etc.). This is especially important in larger classes or small classrooms so that teaching time is not wasted. You should start lessons by reviewing something students have done before. Get students’ attention by starting with a game or introduce the topic of the lesson with some words on the board. Keep an eye on the time. Give enough time for students to finish the work, and leave enough time to clear up at the end of the class. Examples: Why don't you verb Why don't you speak louder? I think you should ask for help. If I were you, I would pre-teach the vocabulary. I think you should use music. What about making posters? How about changing the seating?
I think you should verb
If I were you, I would verb
I think you should verb
What about verb + ing
How about verb + ing
Examples: Why don't you verb Why don't you speak louder? I think you should ask for help. If I were you, I would pre-teach the vocabulary. I think you should use music. What about
I think you should verb
If I were you, I would verb
I think you should verb
What about verb + ing
making posters? How about changing the seating?
How about verb + ing
Question text
1.2 - Common mistakes
Read the suggestions and advice below. Each sentence has a mistake. Rewrite them correctly. Be careful with your spelling and punctuation!
1
If I am you, I'd use flashcards with younger students. Answer
If I w ere you, I'd use flashcards w ith younger students.
2
What about change the words in the song and create a new one? Answer
What about changing the w ords in the song and creating a new one
3
You should to correct speaking mistakes using your fingers. Answer
You should correct speaking mistakes using your fingers.
4
I will give students more responsibilities in the class if I were you. Answer
I'd give students more responsibilities in the class if I w ere you
5
How about use more TPR activities with your younger students?
Answer
How about using more TPR activities w ith your younger studen
6
Why you don't use a correction code with the students? Answer
Why don't you use a correction code w ith the students?
7
How about ask the students to take the class register? Answer
How about asking the students to take the class register?
8
What about to change the class rules? Answer
What about changing the class rules?
Check
I can’t go to w ork today because I’m not w ell.
Answer:
Check
Feedback
can + bare infinitive - we don't use 'to' after 'can' The correct answer is: I can’t go to work today because I’m not well. Correct
Marks for this submission: 1/1. Accounting for previous tries, this gives 1/1.
Question 2 Incorrect Mark 0 out of 1
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Question text
You don’t have to go to school at the weekend?
You don’t have to go to school at the w eekend.
Answer:
Check
Feedback
inversion in question form with ‘have to’ The correct answer is: Don’t you have to go to school at the weekend? Incorrect
Marks for this submission: 0/1.
Question 3 Correct Mark 1 out of 1
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Question text
I am have to buy a new exercise book.
I have to buy a new exercise book.
Answer:
Check
Feedback
‘have to’ is a full verb, so no auxiliary is needed in the positive form. The correct answer is: I have to buy a new exercise book. Correct
Marks for this submission: 1/1. Accounting for previous tries, this gives 1/1.
Question 4 Incorrect Mark 0 out of 1
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Question text
You shouldn’t of do your homework five minutes before the lesson begins.
You shouldn’t do your homew ork five minutes before the lesson begins.
Answer:
Check
Feedback
should + bare infinitive, when we talk about something in the past we say 'You shouldn't have done ..... ' here 'have' sounds like 'of' this is where this mistake comes from. Here we're talking about something in the present. The correct answer is: You shouldn't do your homework five minutes before the lesson begins. Incorrect
Marks for this submission: 0/1.
Question 5 Correct Mark 1 out of 1
Flag question
Question text
I don’t have not to work in August as school is closed for the summer.
I don’t have to w ork in August as school is closed for the summer.
Answer:
Check
Feedback
'don’t have’ is already negative The correct answer is: I don’t have to work in August as school is closed for the summer.
Correct
Marks for this submission: 1/1.
1 Reward system Students’ behaviour can be negative or positive. It’s very easy to criticise the negative but it’s also important to praise the positive. Use a system of rewards for good behaviour. Giving rewards can be very simple. For example, good behaviour marks in the register or a star chart on the wall. It is important that students understand how the system works and can see how many points they have. The best reward systems are weekly, monthly or termly. This means that if students do badly one week they can ‘start again’ for the next week. Students are very competitive so you can have a ‘team points’ system throughout a lesson, adding points for good behaviour, taking away points for bad behaviour. With younger students try having a picture on the board and colour in sections for good behaviour, rub sections out for bad behaviour. The picture could relate to a current topic. If you include behaviour as part of assessment this will help motivate students to behave well. This also means that weaker students feel they can be successful in the class in some ways.
3 Getting students’ attention If your students understand a signal for when you want their attention it will save you time and energy. What you do will depend on the age of your students. You can hold up your hand or wait for silence, but students need to understand what the signal is. It is much easier to get attention if you use a student’s name. In the first lesson ge t students to make name badges which they put in front of them. Make silence flashcards. These can contain a picture, the word SILENCE or both a picture and a word. These cards can be used by a teacher or by children when they want to speak or they feel the noise level is too high. Singing or chanting to get attention works well with younger students as it distracts them from what they are doing. Here are two simple examples: Show five fingers, Let me see Show four fingers, Touch your knee Show three fingers, Touch your nose Show two fingers, Touch your toes Show one finger, Let me see With this finger, point to me To the tune of ‘Head, Shoulders, Knees and Toes’: Everybody look at me, look at me, Everybody look at me, look at me, Fold arms, be quiet, don’t talk to your friends . (Alt. at line up time: Stand up, chairs in, line up by the door) Everybody look at me, look at me
6 Routines: start and end of class Basic classroom routines are very important to help students learn. Students (and parents) must know what the routine is when they arrive in class (for example coats off, books out, files or folders on the desk, etc.). This is especially important in larger classes or small classrooms so that teaching time is not wasted. You should start lessons by reviewing something students have done before. Get students’ attention by starting with a game or introduce the topic of the lesson with some words on the board. Keep an eye on the time. Give enough time for students to finish the work, and leave enough time to clear up at the end of the class. Examples: Why don't you verb Why don't you speak louder? I think you should ask for help. If I were you, I would pre-teach the vocabulary. I think you should use music. What about making posters? How about changing the seating?
I think you should verb
If I were you, I would verb
I think you should verb
What about verb + ing
How about verb + ing
Examples: Why don't you verb Why don't you speak louder? I think you should ask for help. If I were you, I would pre-teach the vocabulary. I think you should use music. What about
I think you should verb
If I were you, I would verb
I think you should verb
What about verb + ing
making posters? How about changing the seating?
How about verb + ing
Question text
1.2 - Common mistakes
Read the suggestions and advice below. Each sentence has a mistake. Rewrite them correctly. Be careful with your spelling and punctuation!
1
If I am you, I'd use flashcards with younger students. Answer
If I w ere you, I'd use flashcards w ith younger students.
2
What about change the words in the song and create a new one? Answer
What about changing the w ords in the song and creating a new one
3
You should to correct speaking mistakes using your fingers. Answer
You should correct speaking mistakes using your fingers.
4
I will give students more responsibilities in the class if I were you. Answer
I'd give students more responsibilities in the class if I w ere you
5
How about use more TPR activities with your younger students?
Answer
How about using more TPR activities w ith your younger studen
6
Why you don't use a correction code with the students? Answer
Why don't you use a correction code w ith the students?
7
How about ask the students to take the class register? Answer
How about asking the students to take the class register?
8
What about to change the class rules? Answer
What about changing the class rules?
Check
