General Feedback - Sheffield Group

FEEDBACK
SHEFFIELD GROUP SEPTEMBER 2008


SELF STUDY

· Can take any form (blog, notebook, folder)
· Need to show evidence of at least 3 hours work per day (60 hours for the course) above and beyond the homework set. Homework is for all the class – self study is for you!
· Show analysis of language problems and that the exercises you have chosen are an attempt to address these.
· Reflection of study patterns, class activities and resources used.
· Show an attempt to prepare for your Masters study – book lists, reading summaries, academic word lists.
· Recording & Revising Vocabulary (See Initiative – Learner Training)


PRESENTATIONS

General Impressions:
· Sometimes the presentations had a clearer structure than the accompanying essay – why?
· Poorly organised presentations tended to be the longest. – why?

Areas to watch:
· Reading from the computer monitor or the screen
· Body language, Eye contact, What to do with your hands.
· Referring to your slides when answering a question – you should know it – besides in a presentation you are TELLING the information
· Overviews that tell us nothing

Areas to work on:
· Collocation
· Chunking
· Consonant clusters
· Word endings – Grammar Problem? Pronunciation Problem? Or both?

Persistent Errors:
1. It will be existing for a long time.
2. The internet speed up the process.
3. How we can forbid the damage to the environment?
4. The impact on pharmaceutical field has been great.
5. The information technology has seen the greatest improvement.
6. That’s all I can talk about.
7. I end up my presentation
8. They have more choice to choose.
9. The using of traditional medicine.
10. Here are some examples about new developments/ This is an answer of the problem.

ESSAYS


· Essay structure

Good essays identified general effects that were relevant to their subject area in the first part of the essay then discussed them with specific reference to their subject area, supported with examples, in the second part.

Weak Essays tended to talk about Globalization in broad terms in the first part and their subject area in the second as if they were two separate essays.

· What do your quotations illustrate?
· Plagiarism
· Sentence Structure obscuring meaning
· Vague vocabulary – e.g. get

Thinking About Grammar - Tenses

Here are the notes from this month's grammar overview. I think you realise now that studying grammar rules may not be the best way of resolving persistent problems with structure. If you approach the subject differently maybe you can make the breakthrough which eluded you this month.

Good Luck.
SB

THE ENGLISH TENSE SYSTEM

· What are the main differences between the English tense system and your own language?
· What tenses do you have difficulty with?

In the English system there are 2 elements of meaning:

TIME

But be careful !
Your plane leaves at 10.00 tomorrow. (present tense referring to the future)
I wish I was taller. (past tense referring to the present)
I could come tomorrow if you like. (past tense referring to the future)


ASPECT
· SIMPLE - complete, finished, formal, permanent, emphasises amount
· CONTINUOUS – duration, in progress, temporary, surprise, irritation, informal
· PERFECT – completed before another time, action producing a result relevant to a later situation. Shows the relationship between different times.

Each of these aspects adds another layer of meaning to the verb.

Choosing the right tenses depends on many factors not a set of grammatical rules!!!

Consider
1. THE NATURE OF THE ACTION OR EVENT

I’ve been asking him to mend the TV for the last 6 weeks.

What extra information does the present perfect continuous tell you?
How would you translate it in your own language so that it contained all the same information?

2. HOW THE SPEAKER SEES THE EVENT

What is the different point of view expressed in the sentences below?

He always buys her flowers.
He’s always buying her flowers.

3. THE NATURE OF THE VERB

The house belonged to my father, now it belongs to me.

I’ve been waiting for you for ages and it’s raining!

Why have we used simple and continuous forms with these verbs?




EXERCISE 1 – SIMPLE & CONTINUOUS
What is the difference in meaning between the pairs or groups of sentences below?

Everyone’s very nice to me
Everyone’s being very nice to me

I’ll see Luis about it later.
I’ll be seeing Luis about it later.
The plane will be landing at Heathrow in 20 minutes.

What do you do?
What are you doing?

He fired the gun.
He was firing the gun when I saw him

I’ve checked my emails and there’s no reply.
I’ve been checking my emails, that’s why I’m late.

The train leaves in 5 minutes.
The train is leaving in 5 minutes!

EXERCISE 2 – PERFECT
What is the difference in meaning between the pairs or groups of sentences below?

They’ve been married for 30 years.
They were married for 30 years.

I come from Scotland.
I’ve come from Scotland.

When I’ve talked to him, I’ll tell you.
When I talk to him, I’ll tell him.

The arrangements will be finalized on Friday.
The arrangements will have been finalized by Friday.

Did you ever meet my grandfather?
Have you ever met my grandfather?

I wish I knew the way.
I wish I had known the way.

Thinking About Grammar

Here are the notes from the discussion I had with the York group on Monday. I think it is valid sometimes to consider grammar from a different perspective - to focus on context, choice and meaning and notice how structures are being used around you.
SB


WAYS OF THINKING ABOUT MODALS


1. CONTEXT

Think about the context first – that will help you decide what range of modals are available.
Horoscopes are good sources of modals. Highlight the modals below and think about their use.

“All along, there's been a role for you to play - a crucial task for you to carry out, a key connection that only you can make and uphold. But for some reason, you've been out of touch with a person who is able to help you find your niche. Today's New Moon somehow brings back the sense of involvement that you once had and allows you to see what ought to have been obvious. You've got friends who know how valuable you are - and who need something that only you can supply.”

© Jonathan Cainer 2006

2. USE

An auxiliary verb might have many uses not just as a modal. Look a the examples of “should” below – in only two sentences should is used as a modal (once to show probability and once to express an obligation/recommendation). What are the other uses?

(a) She should be home by now.
(b) You should talk to your father.
(c) If you should see David, tell him I need to see him.
(d) Should it rain, the game will be cancelled.
(e) The lawyers recommend that we should take no further action.
(f) I’m amazed that anyone should think like that.
(g) I should say so!
(h) How should I know?
(i) Why should I tell you?
(j) Then guess what? Who should I see but John himself!
(k) I should think so.

Which sentence(s)
(i) Shows surprise?
(ii) Shows irritation?
(iii) Is a set phrase meaning “As far as I know”?
(iv) Contains a subordinate clause?
(v) Is a conditional expressing weak probability?
(vi) Contains a modal expressing obligation or a strong recommendation?
(vii) Contains a modal that expresses probability from a more personal perspective?
(viii) Is a set phrase showing strong agreement?








3. CHOICE

Even within the same use, different modals convey different ideas and attitudes. It often depends on who is talking. When talking about obligation, for example, it is wrong to always use “must” as must also contains information about who holds authority in a particular situation.

Consider the examples below. Think about their difference in meaning – the questions will help you.

(a) We must have a party to celebrate.
(b) We should have a party to celebrate.

(Both are suggestions, but which speaker is more certain that the party will actually take place?)

(a)You must wipe your feet before entering the house!
(b) You have to wipe your feet before entering the house, don’t you?

(Who has authority here? Who is making the rule - The person saying it or someone else?)

(a) You have studied grammar for 6 years so you must know the rules by now.
(b) You should know the rules by now, but if you don’t, get studying!
(c) You have to know the rules to pass the exam.

(Which sentence expresses an assumption, a necessity which one gives advice?)

Special Uses of Must:

Where would you read/hear these sentences? What does that tell you about some of the uses of must?

· CLOSING DOWN! EVERYTHING MUST GO!
· PASSENGERS MUST NOT CROSS THE RAILWAY LINES. USE THE UNDERPASS
· CANDIDATES MUST BE AT THEIR ROOM AT LEAST 15 MINUTES BEFORE THE EXAM BEGINS
· You must come and have dinner with us this week.


Some Other Situations:

(a) I must buy a new dictionary.
(b) I have to take 2 pills, 3 times a day.
(Which modal is used to express a habitual action?)


(a) Something should be done to stop rising crime!
(b) Something must be done to stop rising crime!
(Which speaker feels more strongly about this issue?)

(a) People caught shoplifting have to be prosecuted.
(b) People caught shoplifting must be prosecuted.
(Which speaker is merely commenting on the obligation and which speaker approves of it?)

4. THE SPECIAL CASE OF “CAN” AND POSSIBILITY

Many of you were surprised to find that we use could/might/may to express the possibility of a particular action but not can. Can can, however, express the general possibility of something (e.g. the circumstances of the situation permit it) or occasional possibility (e.g. sometimes it is possible).

What is the difference in meaning in these two sentences:

This beach might be dangerous, I’ve never been here before.
This beach can be dangerous, so swim between the flags.

Look at the sentences below, which uses of can are correct?

· It can be the postman at the door.
· You can ski on the hills, there is enough snow.
· He can be very unreasonable at times.
· He can be at home by now.
· Can you get to the Trevi Fountain from here?

SELF STUDY ASSESSMENT MONDAY

Monday (8th September) is your last opportunity to submit your self study blogs and portfolios for assessment. This is worth 15% of your final grade and is considered to be an important element of your course.

While looking at your blogs during tutorials today I noticed that many of you are just using your blogs for saving articles you have read or recording grammar and listening exercises. While this is helpful and valid, what you also need to do is use this medium to reflect on your learning and language development and, based on that reflection, reassess your aims for the future.

If you are not sure where to begin, take some time out this weekend to write some paragraphs (100 words each) on the following topics:

1. What have you learnt this week - about yourself, about your academic skills, your approach to your studies, English in general, the culture and attitudes of the environment in which you are studying. Have any of your prejudices, habits or perceptions been challenged by these new experiences?

2. What are your objectives for next week - taking into account of the assessments you have to pass? How do you intend to do this?

3. What are your long term goals and objectives academically? What areas do you still need to develop to ensure success on your Masters course.

4. On a practical level - discus which websites, books or classroom activities you have found helpful in your development this month.

5. Finally I'd like you to consider how you like to learn and whether this has changed over the last month.

I'm looking forward to reading your responses and discussing them with you on Monday.

Sean

CRUNCH TIME!

It's crunch time and I'm not talking about the credit crunch (though I seem to be the only person in the U.K. not talking about it).

The next few days are crucial if you want to pass this course.

You should have finished your 2nd and 3rd drafts by now so that you can bring your essay into class tomorrow. If you do this then we can try to solve any problems together before the deadline on Friday. As I said today, do not count on having the self study session on Friday to finish your essay. On Friday we will start working on presentations (which you must give on Tuesday) and bring all your self study work on your blogs up to date. Remember these blogs are about reflecting on your progress and making plans for your future study - a list of websites is not sufficient! On Monday you must submit all your self study work for the month and it is worth 15% of your final grade - which could mean the difference between a pass and a fail.


The Exam is on Wednesday so start revising now. To recap, there will be 3 sections:
Grammar (50%) Modals, Tenses, Verb Patterns, Discourse Markers & Word Families
Writing (25%) A summarising task
Listening (25%) A note taking task

The exams are being written at the moment and reflect all the work you have been doing in class this month. We will confirm the precise timing of the exam once all the questions and tasks have been finalised.

You are nearly there! Heads down! Noses to the grindestone and shoulders to the wheel for the next few days!

SB