By J. Haycraft
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Extra resources for An Introduction to English Language Teaching
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Some purely practical explanation would probably be better: Formula: ‘after’ refers to something coming later in the sentence. ‘afterwards’ refers to something coming earlier in the sentence. Contrasts: I had a cigarette after lunch. I had luifchT Afterwards I had a cigarette. Try, too, to involve your students in this process of deduction. If you do so they will understand the point more clearly. Give them contrasting sentences for instance and ask them to explain the differences. In revision get them to prepare short lessons on grammatical points and then teach the class.
I studied in Paris last year' If 1 and 2 are taught together or mixed up, students will be confused. When teaching one of them you, therefore, have to be careful not to give examples, or say sentences, which belong to the other category. To take another example: Prepositions Prepositions are difficult to use in any language. However, the situation is made more difficult by ‘mother tongue interference’. Thus, ‘in can best be translated by ‘en’ in Spanish. Yet ‘en’ can also be used where we would use ‘on’ or ‘at’.
It can also involve the objects connected with these verbs: ‘drinking coffee’, ‘eating a sandwich’, etc. Revise by getting your students to mime when you say a word. 8. 49 Opposites A word can often be defined if the students know its opposite: ‘A brave man isn’t afraid’ ‘An ugly girl isn’t pretty’ ‘A plain girl isn’t pretty or ugly’ etc. 9. Synonyms As words of Latin origin in English are often paralleled by those of Anglo-Saxon origin and vice versa, synonyms can be useful for students from ‘Latin’ countries, or for Germans or Scandinavians.
