An Introduction to English Language Teaching by J. Haycraft

By J. Haycraft

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Example: the difference between ‘remember to do something’ (remember + to 4- infinitive) and ‘remember doing something’ (remember + -ing form) Think of some examples: turn off the electricity, lock the house up. feed the cat . { 23 24 An Introduction to English Language Teaching ( posting the letter. 'I B : She remembered <1putting the money in a drawer. locking the house up. J If you think about these examples and the situations, the explanation emerges: A : ‘remember to’ - she didn’t forget to turn off the electricity.

I’ve been living/studying/working etc. in London for two months’. Thus you teach a new tense with no new vocabulary except ‘been’, and without confronting them with the complex past participles of irregular verbs. Structure teaching at advanced and intermediate levels often derives from items which have come up in reading or conversation, or involves explaining mistakes in composition and homework. In fact, this is probably the best approach as advanced level students often feel they know more than they do and are impatient with a formal presentation.

B: Mary’s boyfriend. Mary is not at home. Dialogue: A : Hello. B: Hello. Is that Mrs Campbell? A: Yes. Who’s that? B: John. A : Oh, yes. B: Is Mary there? A : No, sorry. B : Oh, thank you. Teaching language skills 21 A : Goodbye. B: Goodbye. ) From the beginning, then, this kind of practice not only trains students to speak in certain situations, but also means consolidating structure, vocabulary and idiom in an interesting way, while getting students to express realistic personal attitudes - an essential aim of language teaching.

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