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A Word on Grammar: The Tricky “Want”

A word on Grammar, , ,

In case you haven’t figured it out by now , I am  kind of a  very-much-into-games teacher, but this doesn’t mean  that everything in my classes  is fun. I would be lying to you. I wouldn’t  dare say a large part, but  a significant part of my classes, is dedicated to teaching “boring” stuff, which might be dull, but necessary; and I think my students would agree here.

One of these boring, yet interesting, parts of the lesson today will be dedicated to fixing mistakes from their written assignments.

One of the most common mistakes students make and that can be easily fixed is with the verb “want”.

The verb “want” is probably one of the first verbs we learn in English and  the simple structure  “I want to go” or “she wants to buy” poses no problem. But as become more fluent in the language ,we risk trying more complex sentences and this is where “want” becomes tricky.

THE TRICKY “WANT”

Read the sentence below  and decide whether it’s right or wrong.

Do you want that I give you a lift home?

If you think it’s wrong, then you’re right 🙂 and you might want to stop reading this post now. Hey! I wouldn’t blame you!  But, if you  can’t see why the sentence above is incorrect, then dear reader, this post is right for you and here’s the explanation

  • “want” is not followed by a “that clause”. Instead we use an object+ infinitive structure. So,

  • Look at how we introduce the subject after the verb ” to want”:

  • Some other common verbs that can be followed by object+infinitve are: advise, allow, ask, encourage, forbid, intend, invite, need, persuade, recommend, teach,  warn, tell, cause…etc.
  • “Want” can also mean ” need” in informal English. We can say that a thing “wants” (meaning “needs”) something, in particular with reference to actions.In this case, “want” is followed by an -ing form.

                 ♥ Those windows need cleaning (= needs to be cleaned)

                 ♥ This floor needs sweeping (= needs to be swept)

You can also say :

                ♥ Those windows need to be cleaned

               ♥  This floor needs to be swept

Test your knowledge with this translation exercise (sentences in Spanish, sorry!)

Conjunto de Fichas creado con GoConqr por cristina.cabal

Lingro: a Cool Way to Read and Increase your Vocabulary

Dictionaries, Reading, , ,

Everybody knows  that one of the best ways to acquire new vocabulary is by reading, but what do you normally do? Do you look up new words as you come across them while you’re reading, do you write them down to look them up later  when you put down your book,or do you just skip them and try to infer their meanings?

If you should ask me, most of the times I try to  work out the meaning of words. I try to figure out what the words mean by looking at the context. However, I have to admit, that when I am reading on my iPad I find myself looking up words much more often  than when I am reading a book or something on the Internet, and this is thanks to the built in dictionary that makes things easier and even fun; I sometimes play against myself trying to guess the meaning of a word and then checking in the dictionary.

We could say that Lingro works like a built in dictionary, too. Lingro is an amazing free website that can facilitate a lot the reading process.

How does it work?

  • Enter the website address to make all the words on the page clickable
  • Click on any word to see its definition in English or in any other 11 languages
  • Register if you want create and categorize word lists and play  flashcard games
  • It’s free. Registering is optional

 

Lesson Plan: Are you a Risk Taker?

Lesson Plan: Advanced, , , , , , , , ,

In this engaging series of activities students will discuss different actions that involve taking risks. It aims at developing students’ communicative, listening and writing skills through the acquisition of new vocabulary.

Level: advanced

Time required: 60 minutes

Materials: handout 1 and handout 2

Warming up: The video

  • Do a quick survey asking students: Do you enjoy taking risks?
  • Play the first 55 seconds of the video and pause it. Ask students in pairs to discuss what they would do in this situation. Get feedback. Ask the class as a whole to predict what might happen to the people who decide to run the risk and take the two empty seats.
  • Play the video until the end. here

Step 1. Speaking based on visual prompts

  • Class as a whole. Ask students: What’s the most dangerous thing you’ve ever done?
  • Put students in pairs. Tell them you are going to show them different activities that involve taking risks. Ask students to discuss whether they would be willing to try them or not, giving reasons for their choice.

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Step 2. Working with vocabulary .

  • Put students in pairs and ask them to write, in two minutes, words related to taking risks. On the board, write their suggestions.
  • Give them handout 1. Focus on any new words/expressions.
  • Prepare slips of papers with the new vocabulary and follow the steps given for activity number 4 in the article “Nine ways to revise vocabulary using slips of paper”.

 

Step 3. Speaking. Using new vocabulary.

We all know how difficult it is for students to introduce  new vocabulary when they speak. This activity aims at encouraging students to use new words.

Step 4. Listening Comprehension

Tell students they are going to see a video about parkour. Hopefully, students will remember what parkour is, as they came across this word at the beginning of the lesson.

  • Link to the activity here.
  • Direct link to the video here

 

If you are running short of time, you can always set this activity as homework.

Step 5: Writing

Ask students to write a “for and against essay” on one of these quotes

  • “To know what life is worth you have to risk it once in a while” Jean- Paul Sartre
  • “The biggest risk is not taking any risk”-Mark Zukerberg

Tips on how to write a “ for and against essay” in the Writing Section of Blog de Cristina.

 

The quiz: 13 Modern Words Recently Added to the Dictionary in 2015

Dictionaries, Did you know?, Funny Stuff, Games, Slides, The English language, ,

Three years ago, a colleague of mine wrote the word “selfie” on the board. She says none of her students knew what the word meant. Nowadays, even my great grandmother, should I have one, would most definitely know what a “selfie” is, and would probably have taken one or two to send her peers.

It is said that the English language has more words than any other language in the world and it seems it might be true. The Oxford Dictionary Online stores over 600,000 words. Despite this number, new words are coined, clipped and blended all the time and although some of them are very soon forgotten, others make their way into the dictionary.
But how do they choose the words they include in a dictionary? The answer is simple: people need to use them. Basically editors watch the word for several years to see how it is used in both spoken and written English. They check to see that the word is used to express an idea clearly, and that the idea is understood. Then, when the word is seen in writing and speech regularly, it can go in the dictionary.

New words are added every year, but also words that are no longer used are eliminated.

Every year, the Oxford Dictionary selects a Word of the Year. “Selfie” was chosen Word of the Year three years ago. This year, the award has been given to the emoji (plural emoji or emojis) Face with Tears of Joy. The decision to choose a pictogram as word of the year, when it is clearly not a word, has been publicly criticized by many. But despite the selection of this word being frowned upon in many circles, the question to consider is: if words are used to communicate, aren’t emojis also used to communicate feelings and emotions in this new digital era?

So, as stated above, lots of new words enter the dictionaries every year. In this little quiz below you will find some of the most recent additions to the dictionaries

Are you up to the challenge?

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Inspiration for Writing: Inference Riddle Games

Games, Writing, , ,

Who doesn’t like a good riddle?

It seems to me that children nowadays never listen to riddles. In fact, I don’t think I have ever asked a riddle to my children, but when I was a kid, things were different. I don’t know if things have changed for the better or for the worse, but they have certainly changed.  I used to sleep over at my grandma’s twice a week when I was at primary school. I have such good memories! I looked forward to those evenings spent playing cards and singing old Asturian songs. My granny had a memory like an elephant and could even remember the lullabies her mother used to sing to her… and the riddles, she always surprised me with a new one. It’s a pity she’s not here anymore, she would have helped me write this post. Unfortunately, I have a memory like a sieve and I can only remember one of the riddles she asked me and my siblings. She gave us one clue at a time and we wouldn’t let her continue until we had run out of ideas; then she gave us the second clue and so on

  • a minute has one
  • a moment has two
  • but a second, none . Who am I?

Answer: The M

Giving homework to our students is something we often do. I’m not going to discuss in this post whether this is a good or bad thing to do, though with me teaching adults and being flexible for this reason, I cannot see any disadvantages to dedicating some time to brushing up on some of the contents studied during the week. It will surely hurt nobody! Having said this, I also want to point out that giving students assignments they will enjoy and assignments where they will have to produce their own content, makes all the difference.

Level: B2 (Advanced)

Aim: to improve writing through riddles

GETTING READY FOR THE TASK

  • Write the word “Riddle” on the board and ask students to explain or give an example of what a riddle is (A question or statement intentionally phrased so as to require ingenuity in ascertaining its answer or meaning-Oxford Dictionary).
  • Give two examples of riddles and ask students to guess the answer.

                 Example 1. What flies forever, and never rests? (The wind)

For the second example of a riddle, read one clue at a time and let them guess before you read the second clue.

Example 2

  • a minute has one
  • a moment has two
  • but a second, none . Who am I?

                                             Answer: The M

EXPLAINING THE TASK

  • Tell students their task at home will be to write a riddle to be read in class and for the other students to guess. They can decide whether to write a short riddle like example 1 above or an inference riddle with some clues as example 2 above.
  • Go to  philtulga.com and play some inference riddles with them. For a more student-centred approach, you can ask volunteers to read the clues.

REPORTING THE TASK

  • In this stage, students will need to read the written assignment.
  • Depending on how large your class is, you might want to ask students to work in pairs or in small groups.
  • Groups will take it, in turn, to read their riddles to the rest of the groups. If it is an inference riddle with several clues, ask students to read one clue at a time. With each clue, groups will need to make a guess. Allow only one guess per clue.
  • Points should be awarded for every correct guess.
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