2 It is assumed that students are familiar with most of the above points, allowing the class to provide much of the information. You can tell them that you know that this exercise is too easy, but that for the average learner, problems with the singular plural exist through many years of English and use; therefore, this revision of the bases. Use the table so that everyone can focus on a word that requires -s/-. Also discuss why other words don`t have an extension. EXPANSION ACTIVITY (for use now or later in the unit): With copies of all the paragraphs you choose, rotate the students and discuss every word that ends in -s. (Some words, of course, are simply written with a final -s, z.B bus.) ANSWER: 2. works /s/ – singular verb [note: each is a singular word followed by a singular word, never plural, noun; therefore, the day does not take a final here.] 3. consists of singular verb [a current current current of tension; Subject: system] planets /s/ Pluriel Noun 4. turns /s/ – singular verb 5.
animals /z/ – plural noun [water is a non-captive noun, so it has no s.) 6. necessary /z/ – singular verb 7. Students /s/, tests /s/ – plural nomen 8. Wings /z/ – plural noun [Note: The bird depicted in the chapter title is a swallow, especially a barn swallow. Other types of swallows have shorter tails.] 9. Swallows /z/, creatures /z/ – noun plural 10. Butterflies /z/ – plural noun [-y is changed to -i. Also: an adjective, beautiful, DO NOT take a -s.] 11. Sunsets /s/ – plural noun [An adjective, beautiful, does not take final -s.] 12. contains /z/ singular verb, books – noun plural 13. Encyclopedias /z/, things /z/ – plural nouns 14.
uhren /z/ – Singularverb [-it is added, not only -s, and pronunciation adds a syllable.] 15. changes /z/ – singular verb [Only -s added, but pronunciation adds a syllable.] CHART 6-1: FINAL -S/-ES: USE, PRONUNCIATION, AND SPELLING Most of your students probably know the elementary grammar in this diagram, but they are still sporadic, if not often final. The text aims to increase students` awareness of oral production by revising the rules and focusing on oral production. Promote the clear and correct pronunciation of -s/-es in your students who speak throughout the semester. Perhaps mention that the use of false final pronunciation -s/-this helps to have a foreign accent. While there is nothing wrong with having a foreign accent as long as others can understand the speaker, students might want to work to minimize their accents. EXERCISE 2, 85. Pronunciation of the last -S/ES. (Chart 6-1) See p.
13 this Teacher`s Guide to Information on Voiceless and Voiceless Sounds. EXPANSION ACTIVITY: After all three groups of words have been practiced, you can try a game in which you can spell a word aloud or write it on the board, and a student must pronounce it correctly, with particular attention to pronunciation. NOTE: Almost all students find th-final -s a difficult mouth. The words that you can use if you want to practice final th -s follow: speechless /s/: months, tenths, spoken forces /z/: clothes (few words end in /z/. Others: reassured, hateful, look) speechless: baths (n.) vs. baths (v.), breathing (n.) v.s. Atem atem (v.) ERRATUM: In the first impression of the student manual, the second column of Group C contains two articles bearing the number 30. The second column should be numbered from 30 to 35 instead of 30 to 34. This is corrected in the following print. GROUP A RÉPONSES: 2.
Feeds /z/ 3. Hass /s/ 4. Cover /z/ 5. sleep /s/ 6. robs /z/ 7. Travel /s/ 8. packt /z/ 9. wishes / z/ 10. /z/ 11.
guesses /z/ 44 CHAPTER 6, Subject Verb Agreement 6 CHART 6-3: SUBJECT VERB AGREEMENT: USING EXPRESSIONS OF QUANTITY Explain how and why examples a) and (b) differ: (a) it is only a book, while (b) deals with more than one book, and indicate how this affects the verb.