53533382 Scott Thornbury Post Conference Handout

8/2/2019 53533382 Scott Thornbury Post Conference Handout

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:I . Here is a written message someone left after listening to their answerphone, What was theorfglnal answerphone message?:

1 'Hi, this is Dave. Can you ask Pam tophone me tonight at home and givehim your passport number?'

2 'Hi, this is Dave. Can you ask Pam tophone him tonight at home and giveher my passport number?'

3 'Hi, this is Dave. Can you ask Pam tophone Luke tonight at home and givehim your passport number?'

4 'Hi, this is Dave. Can you ask Pam tophone me tonight at home and giveme her passport number?'

5 'Hi, this is Dave. Can you ask Pam to

phone him tonight at home and giveme her passport number?'

6 'Hi, this is Luke. Can you ask Pam tophone Dave tonight and give me herpassport number?'

2 Now, write the answerphone messages for these written messages:

3

Bernard 2

Stcphane' phoned.//leeds B~r!Jet)s

phone manbpl er ,nCTneh~m t h~s

SOIV'f\,O \iver ?hO V\eG ,\-TOISV\'+Sot NOIV\C~sV\LAV'f\ber.9hoV\eher +0 +e\\ her +0

?noV\e' \iV'f\ O '(YI vi


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1 Expand this headline into a full sentence. Can you predict the story?

I M A N P R O P O S E S IN A IR P O R T , W O M A N A C C E P T S O N P L AI

2 Now, usethe notes (in the order given) to write a newspaper text of six sentences. Youmayneed t~c~9nge the form of some of the words.when Charles Devlin propose Lilian Lyle outside duty-free shop Rome airport she tellhave wait replynot have wait longmid-flight Heathrow Captain Murray Smiles announce over airliner address system'have message Charles Devlinproposal marriage Lilian accept'passengers applaud cabin crew offer congratulations Ahmed Habibi passenger Dubaiemerge first-class cabin bear two gold watch offer coupledeclare most romantic thing hear 30 years

3 Compare your text with the original story at the bottom of the page.

4 Now, see if you can make a one-sentence news item out of the following notes:birdwatcher protest fishermen Newhaven Sussex they bare backsides shout abusehe look through binoculars town pier later discover they mistake he fisheriesinspector

fold here

Exercise 3 Here is the original text:

Charles Devlin proposed toLilian Lyle outside the duty-free shop atRome airport, she told him that he wouldhave to wait for a reply.

He did not have to wait long. In mid-flightto Heathrow, Captain Murray Smilesannounced over the airliner's address

system: 'I have a message for CharlesDevlin. His proposal of marriage to Lilianhas been accepted.'

Passengers applauded, cabin crew offeredcongratulations and Ahmed Habibi, apassenger from Dubai, emerged from thefirst-class cabin bearing two gold watchesthat he offered to the couple. It was, hedeclared, the most romantic thing he hadheard for 30 years.

Exercise 4


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1 Readthis description (A). Compare it withthe poem (B). What are the differences?

AI am sitting on the sand and

watching the sea. The sun is setting.

There is a fisherman pulling his boat

out of the water and up the beach,

and there are birds flying and

screaming, fighting for pieces offish. There is an old man walking his

dog along the beach, throwing sticks

for it to catch. Now I can hear

someone singing, far away. Now I

can hear nothing, apart from the

sound of the waves quietly breaking

on the shore.

B

sitting on the sand

watching the sea

the sun setting

a fisherman pulling his boat

out of the water

birds flying, screaming, fighting

for pieces of fish

an old man walking his dog

throwing sticks

someone singing, far away

then nothing

2 Change this description into a poem:

We were walking in the mountains. Therewas a strong wind blowing and above usdark clouds were forming. It was late. Therewas no sign of the little house. Thensuddenly, we saw the moon rising over themountain. We could see the path leading tothe house. There was a light burning in thewindow. We were home at last!

3 Now, change this poem into a prosedescription:

I

parting at dawn

clouds turning from red to gold

a light rain falling

somewhere a dog is barking

and the car stands humming

your hand in mine

eyes not meeting

only two hearts beating

the night too short

and too long

the day that is coming

Ruth Norby


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1. Are these sentences true or false?In Britain ...1 '" you have to vote when you are 18.2 ... you don't have to marry until you are 16.3 '" you should pay for a seat on trains once you turn 5.4 '" you don't have to do military service.5 '" you can buy cigarettes once you turn 16.6 you shouldn't smoke.7 you can't buy a pet yourself until you are 12.8 '" you can drive when you are 17, but you should have a licence.9 '" you should see a dentist regularly.

10 '" you have to start your education by t he time you are 5.

2 Now, correct the false sentences so that they are true.

3 Write a similar true/false quiz for your own country.

4 The government is considering introducing some new laws. In groups, read and discuss eachproposal. Change each statement in any way you like, so that it reflects the opinion ofeveryone in the group.1 Young people should pay rent to their parents.2 The Internet must be censored.3 Children don't have to be educated in schools.4 Famous people have to be protected from the media.5 Sports people shouldn't make money from advertising.6 The government can tap telephone calls.7 Everyone except children has to pay taxes.

8 Politicians can accept gifts but not money.9 Smokers have to pay for their own health care.

10 Minority languages don't have to be protected.11 Same-sex couples can marry but they can't adopt children.12 People have to get a permit to own a gun.13 Capital punishment can be used for some crimes.14 Parents with more than two children can get assistance from the government


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:1 look at the pictures, read the sentences and work out the name (first name and familyname) of each person.

The person who ordered chicken is called Chris.The person who has long hair is called Kim.The person who bought a coffee is called Robin.The person who is standing on a glass is called Jo.The person who is eating ice cream is called Pat.The family name.of the person who has a long hair is Smith.The family name of the person who is eating an ice cream is Brown.The family name of the person who ordered a chicken is MacDonald.The family name of the person who bought coffee is O'Connor.The family name of the person who is standing on glass is Patel.

2 Now, check that you know the difference between:chicken a chickenhaircoffeeglass

a haira coffeea glass


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:1 Choosethe sentence that goes with the picture.

a) The elephant frightened themouse.

b) The elephant was frightenedby the mouse.

a) The mother fed the child.b) The mother was fed by the

child.

a) The man bit a snake.b) The man was bitten by a

snake.

a) The detective followed thewoman.

b) The detective was followed.

a) The professor drove to theuniversity.

b) The professor was driven to

the university.

a) This dog bites!b) This dog was bitten!

2 Now, write sentences to go with these pictures.


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1.2 Grammar poemsLevel Intermediate and above

Time 20-25 minutes

Aims To reinforce grammar terms through creative writing.

Preparation

Prepare a poem 'rubric' (i.e.the framework for a poem) that consistssolely of parts of speech.

Example 1 article + noun

2 participle, participle, participle3 adjective, adjective4 repeat 15 pronoun + verb6 pronoun + verb7 pronoun + always/never/still + verb8 repeat 19 repeat 3

10 repeat 2

Procedure

1 Write the rubric on the board, and check that the learners arefamiliar with the names of the different parts of speech.

2 Tell them that this is the model for a poem. The first line is the title ofthe poem, for example: The S ea , A F ore st,The Sharks,etc.

3 Learners work individually or in pairs to compose their poems.4 They then exchange poems, or the poems can be illustrated and

displayed around the room. Here, for example, is a poem that isbased on the above rubric:

Example The Sea

Smiling, frowning, laughingAngry, joyfulThe seaIt comes


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1.7 Do-it-yourself concordancingLevel Elementary and above

Time 30-45 minutes

Aims To sensitize learners to the grammar words in English, theirfrequency, and their multiple uses.

Preparation

Choose a text, either authentic or from a coursebook, of at least 200words in length. Use a text that learners are already familiar with. Itcould be an authentic text. Or it could be a reading passage, or atranscript of a listening passage, from the coursebook. It is important

that the text is as natural as possible, i.e. that it hasn't been speciallywritten to display a particular grammar feature. (The sample textbelow, a 219-word transcript from n a tu ra l E n g lis h I nte rm e d ia tewould besuitable.) Make copies of the text and distribute these to the class.

Procedure

1 To demonstrate the activity, and to show what concordancinginvolves,

choose a grammar word that occurs with relatively high frequency inthe text, write it on the board, and ask the learners to tell you howmany times it occurs.

2 Then ask them to tell you the words that occur on either side of it, upto about six. This context should be sufficient to demonstrate thegrammar pattern the word is embedded in at the phrase or clauselevel, and to give enough context for the meaning to be easily

retrievable.3 Write these contexts on to the board, arranging them in lines and so

that the keyword is aligned down the centre. This example is takenfrom the sample text below:

last year, when I was IN India,

we asked this man to take us IN his coracle

so we stepped IN very carefully,

there were three of us IN this boat

water started coming IN (Oh no! )

(These are called concordance l ines.)


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4 Ask learners if they can identify any patterns in the lines that are __displayed. For example, three of the examples of in above arefollowed by a place, in the form of a noun phrase ( Ind ia , h is co rac le , thi s

boat),while the other two are not. These two are in turn preceded bya verb ( st epped , coming) .You could point out that, where in is followedby a noun, it is functioning as a preposition. But where in is notfollowed by a noun, and it is preceded by a verb, it is functioning asan adverb-as the adverbial particle of a phrasal verb, in fact.

5 Now, ask learners to work individually or in pairs to prepare theirown concordance lines based on the text. Depending on what youchoose to be your focus, either assign different words to differentpairs, or assign the same words to all pairs. Choose words that occurat least three times in the text, and (for the purposes of this task)make sure they are grammar words. In the example text above, thefollowing words might usefully be studied: go (and going), r eal ly, so ,and was. Here, for instance, are concordance lines for so(from thesample text below):

and s o we asked this man to take us

and erm, SO we stepped in very carefullyit was s o peaceful and quiet

and s o our little boat started

going round

we managed to get out, SO it was, it was exciting

6 When the learners have prepared their concordance lines, theyshould then start looking for patterns. To do this, it will help if they

look at the words immediately to the left and to the right of thekeyword, and try to identify what part of speech it is. They shouldalso be warned that there may only be one pattern in the (relativelylimited number of) lines that they have.

7 Iflearners have been working on different words, they could writetheir concordance lines on to an overhead projector transparency,and then can take turns to 'explain' their lines to the rest of the class.If they have been working on the same words, they could exchangelines and classifications, and compare their answers.

Sample text Well, erm, last year, when Iwas in India, erm, myself and myboyfriend wanted to go from one side of the river to the other side ofthe river (Mm)and so we asked this man to take us in his coracle-which is I don't know if you know what they are (No!)but they're a


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and eventually he pulled us to the side and er, we managed to get ot.;so it was, it was exciting and it was different, but erm, it was a bit to:frightening.

(naturalEnglish I nt er m ed ia te L is te ni ng B o ok le t.Oxford University Press, 2002)

Variation

The concordance lines can be used to make sentence gap-fills, withthe keyword blanked out, which can then be exchanged with othergroups, who have to guess what the missing word is, as in Activity 1.:Dictionary grammar, above.

Comments1 The classification of concordance lines can, of course, be done by

consulting dictionaries and grammars.

2 This activity has focused solely on grammar words, but other highfrequency words, such as high frequency verbs, like take, make, andget, and high frequency nouns, like way, thing, and place, could also betargeted.

Follow-up

This activity is a good way ofintroducing learners to the idea ofkeeping a Keyword Notebook-that is, a notebook in which they recordexamples of the high frequency words in English, one word per page.As they encounter new instances of these words (in their classroomwork or outside the classroom), they can add lines to their

concordances, and even number them according to the use eachexample represents. For example in1 = preposition; in2 = adverb.

Comments

Alist of the top 100 most frequent words in English can be found onpage 127.

Acknowledgements

I am grateful to Jane Willis for introducing me to the idea oflearnersmalting their own concordances.

1.8 Keyword stories


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Preparation __

1 Choose a keyword-that is a word that has high frequency in English,either because it is a grammar word or because it is a highly versatile

content word (like ta ke , g ot, th in g, w a y) .Write a short text that usesthis keyword a number of times and in a number of different ways.You can consult the entries in a dictionary for ideas.

Example This sample text below uses got.)

Tom and Liz got on well and in time they got married. But Tom gotbored. He got up to no good. One night he got home late. 'You'vegot lipstick on your collar: she said. She got to thinking, She got a

gun. He got what was coming. She got the first bus out of town.They never got her.

2 Prepare some sentences for dictation that do not include thekeyword, but which can be paraphrased using the keyword.

S he never arrived at w ork on tim e.(= She never got to work on time.)W hat do you have in your hand?(= What have you got in your hand?)Theye njo ye d e ac h o th er 's c om p a ny.(= They got on well [with each

other].)Thec hild re n s oo n b ec am e b or ed .(= The children soon got bored.)etc.

3 Finally, prepare some sentences that can be paraphrased usinganother keyword, for example, take:

Exam pie Thebu s j ou rn ey w as very lo ng .(= The bus journey took a long time)P le as e r em o ve y ou r h at.(= Please take off your hat)

C an you pho to gra ph m e?(= Can you take my photograph?)I u su ally g o to w orkby bus. (= I usually take the bus to work)etc.

Example

Procedure

1 Students read the story, and identify the keyword, that is the wordthat is significantly prominent, i.e. got. (In this case it occurs in everysentence.)

2 Using dictionaries and working in pairs or small groups, they'unpack' the text, that is, they work out what it means so that theyare prepared to give a paraphrase of the story, without using the verbgot. You can give an example: Tom and Liz got on w ell.= Tom a nd L iz like deach o the r.In some cases, the unpacking may only involve

b i i h k d i h f l h h f


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Comments

These keyword stories are designed to display a particular feature ofthe language in a way that makes it stand out, but they are not of

course representative of real texts, where such a high degree ofrepetition would be unusual.You may wish to make this point to thelearners, if it is not already obvious.

1.9 Keyword insertionLevel Intermediate and above

Time 15-25 minutesAims To raise awareness about the frequency and multi-functionality of

keywords (words that have high frequency in English,eitherbecause they are grammar words or because they are highlyversatile content words).

Preparation

Prepare a text with all instances of one keyword removed. In thesample text below, all twelve examples of way (and ways)have beentaken out. Make copies for your students.

Procedure

1 Hand out copies of the text, and tell learners that twelve instances ofthe word way/wayshave been removed. Working individually, or inpairs or small groups, their task is to re-insert them. So, the firstsentence of the sample text below would read: A n eig hb ou r o f m i n ew holivesacross the ~ ...Depending on the level ofthe class, you maywant to let them consult dictionaries as they do the task.

2 Once the task has been completed, check by having learners taketurns to read the sentences of the text aloud.

Sample text My neighbour

Aneighbour of mine who lives across the phoned me to say that hewas in a bad. 'Can you stop by on your to work?' he asked. Iwouldn'tusually go out of my for him, and my first thought was, no. He hasbeen a bad neighbour in more than one. For a start, he always parkshis car in the. He's one of those people who like to get their own. Healso owes me money by the On the other hand I quite like him in a


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Follow-up 1

Ask learners to classify all the different uses of the keyword, once thewords themselves have been reinserted into the text. Or ask them torecord them in the form of a spidergram (see Activity 1.8 Follow-upfor an example).

Follow-up 2

Ask learners to write their own texts, based around a high frequencyword, and then to prepare a version of the text with all instances ofthat word removed. Learners then exchange texts and 'test' each

other. It will help iflearners have access to a dictionary when doingthis task.

Comments

Such texts are not that difficult to compose, since keywords are-bydefinition-highly frequent, and therefore even naturally occurringtexts are likely to have a high proportion of them. Of course, as in

Activity 1.8, 'Keyword stories', a text with a dozen or more of thekeywords in it is very contrived, but this does not necessarily detractfrom its value as a learning tooL

- ------ ----


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2.3 True or false?Level Any

Time 20-30 minutes

Aims To rehearse a grammar item in a personalized context.

Preparation

Prepare, for dictation, five or six sentences about yourself or aboutsomeone likely to be well known to the learners. Some of thesentences should be true, some false. At least one of the sentences

should contain an item of grammar that you plan to highlight. Forexample, here are five sentences about the author of this book, oneof which is false. They have been designed to include different timeexpressions (sinceI was 25; never)but could equally well be used tofocus on a verb form, such as the present perfect:

I a ve bee n tea ch in g s in ceI as 25.When I was 26 I went and taughtin Egypt.A fter th atI aught in P ola nd fo r five y ea rs .I once workedin N ewZealand.I a ve n ever ta ug htin C h in a o r J ap an .

46 I Sentence grammar


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-Procedure

1 Tell the class you are going to dictate some sentences. At this stage,do not tell them who they are about, or that some are true and some

false. Dictate the sentences, one at a time, at natural speed, repeatingonce or twice.

2 Allow learners to compare in pairs to make sure they have the samesentences. If there are any problems, dictate the problem sentencesagain.

3 Ask questions to check that learners know the meaning of any wordsthat might be unfamiliar.

4 Ask individuals to read back the sentences aloud to the class, and/orask learners to come and write the sentences on the board. It is veryimportant, for the purposes of this activity, that the sentences are'standardized', that is, that everyone has the same version.

S Tell the class who the sentences are about (if they can't alreadyguess), and tell them that some of the sentences are true, and somefalse. (You can choose whether or not to tell them how many arefalse.) Ask them to decide which are true and which are false, and tocompare in pairs.

6 Have a show of hands about each sentence, challenging learners tojustify their choice. Finally, tell the class the correct answer.

7 If the sentences are about yourself, invite the learners to ask morequestions about any of the topics mentioned. For example, W hy didyougo a nd te ac hin E gypt? Wo uld yo ulike to workin C h in a o r J a pa n ? ,etc.

8 Now it is time to focus on the embedded language feature. Forexample, each of the following sentences has a time adverbialembedded in it. (A t ime adverbial is a word, phrase, or clause whichadds information about time to the sentence.)

I a ve b ee n te ac hi ngs in ce I w a s 2 5.W hen I w as26 I en t a nd tau gh tin Egypt .A fte r th at I aught in Polandf or f ive year s.I nce workedin N e w Z ea la n d.I ave never taught in C h in a o r J ap an .

Show learners one example of the targeted feature, then ask them tofind the same feature in the other sentences.

9 Conduct an open class feedback on the task using this opportunity to

2.3 ~


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- 11 Learners then form small groups to take turns to read their sentencesaloud to one another and say if they think the sentences are true orfalse, if this option in Stage 11 has been chosen. Learners then usethese sentences as the basis for a conversation in which they askfurther questions about the content of each other's sentences.

Variation 1

The same process can be used to contrast two related structures, as inActivity 2.2. For example, the sentences chosen above could be usedto focus on the difference between the present perfect and the pastsimple. In this case, learners can be asked first to separate the

sentences into two groups.

Variation 2

1 Having dictated your own sentences (as in Stages 1-7 above), omit thelanguage focus (Stage 8)but instead ask learners to create sentencesabout themselves, using your sentences as a model, and to writethese down. Learners should use your sentences as a model but no

grammar point is preselected.2 Elicit some of these back on to the board, and group them according

to the language structures they embed. For example, put all thesentences that use the present perfect together, and all the sentencesthat use the past simple together-or all the sentences that use fo rand all the sentences that use since.

3 Elicit corrections for any sentences that are not well formed.

4 Use these sentences as the 'data' for the language focus, as in Stage 8above.

Comments

1 Dictating the sentences in Stages 1-4 ensures that learners engagewith both the form and the meaning of the sentences but you couldalso simply write the sentences on the board for learners to copy

down. Then proceed as in Stage 5.2 Other topics which could be used are daily routine, free-time

activities, the school curriculum, or even last night's TVviewing, allof which provide content for this kind of activity, as well as providinguseful models for the learners' own sentences. Here are somee amples ( ith time ad erbials nderlined):

2 12 Picasso sentences


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2.12 Picasso sentences

Level Elementary and above

Time 20-30 minutes

Aims To review any grammar structure.

PreparationPrepare about six to eight sentences which include the targetstructure, and which represent a situation that can be drawn. Writethe sentences on slips of paper.

Example Here are six sentences that practise the present perfect with just:

M y sister has just had a baby.M yu ncle ha s ju st b eento N ew York .M yg ra nd pa re nts h av e ju stmovedhouse.M y eld er b roth er ha s ju st h ad a n o pera tio n.M yy ou ng er b ro th er h as ju st g ra du ate d.M y d au gh te r h as ju st le arn tto read.

Sentence grammar I 61


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Procedure

1 Demonstrate the activity: attempt to elicit a sentence that containsthe structure you have selected by drawing on the board. This will beeasier ifit is a structure that has been recently presented and

practised. For example, to elicit the sentence M yp are nts h av e ju st b ee nto Egypt ,draw two stick figures on the board, and shapes to representthe Pyramids. Write a recent date above the picture. Draw furtherstick figures, if necessary, to establish the relationship (i.e. parents)with yourself. Once learners have more or less guessed the sentence,tidy it up for them, and then write it on the board-this will serve asa model.

2 Divide the class into teams of about three or four students each. Eachmember of each team will take turns to come to the front of the class,be shown one of the sentences (all team representatives are shownthe same sentence simultaneously), and return to their group wherethey 'draw' the sentence. Speaking, writing, or mime are notallowed.

3 The first group to produce the full sentence aloud and correctly

formed, according to the model, wins a point. Then another teamrepresentative comes forward from each group, and the process isrepeated with a new sentence.

4 When all the sentences have been used, elicit the sentences backfrom the groups and write them on the board (their drawings willhelp to remind them of what the sentences were about). Use thisstage to focus on the form and meaning of the structure.

2 31 P bl l i t ti ( i t t)


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2.31 Problem-solving presentation (using text)Level Pre-intermediate and above

Time 20-30 minutes

Aims To draw learners' attention, using a text, to a conceptual distinction

that they may not have previously noticed, or which they may nothave thought significant.

Preparation

Write a text and associated comprehension questions in such a waythat the questions require learners to discriminate between twocontrasting grammar items. The items can either be in the text itself,or in the questions about the text. For example, see Worksheet 2.31a,designed to alert learners to the way used to is used to refer to pasthabits, and habitual states, and how it contrasts with the presentsimple for present habits and habitual states. Make a copy of theprepared text for each learner.

Procedure

1 Distribute the text and allow learners time to read it silently. Check

the meaning of any vocabulary likely to be unfamiliar.2 Ask Questions 1and 2. Depending on their familiarity with the form

us ed to,learners may not appreciate that it differs from the presentsimple, and answer either Jenny or Jamie indiscriminately. Give clearfeedback on their answers. For example:

TEACHER Who used to live in Italy?STUDENT 1 Jamie.TEACHER No. Listen: who used to live in Italy? etc.

3 Work through a few more questions in open class, just to make surethat the learners have got the general idea, and then let them workindividually or in pairs on the rest.

4 Check the answers and elicit a rule about the use of u sed to ,i.e. that itis used only to talk about past habits or habitual states.

5 Learners can then rewrite the texts, substituting used to whereappropriate.

6 Finally, they can write short texts about themselves, incorporatingus ed to.


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3 W ho used to liv e in F ra nc e?

4 W h o liv es in F ra nc e?

5 W ho used to b e a n E ng lis h te ac he r?6 W h o is a n E ng lis h te ac he r?

7 W h o is m a rrie d?

8 W ho used to be mar ried?

9 W h o p la ys te nn is ?

10 W ho used to p la y te nn is ?

11 W h o w rite s p oe try?

12 W ho used to write poe try?

Worksheet 2.31aJenny and JamieJenny lived in Italy for two years and then she moved to France.Sheworked as an English teacher in Italy, and she does the samein France. She was married to an Italian, but now she is divorced.She plays tennis a lot, and she writes poetry.

Jamie has lived in Italy for five years now. Before that he lived inFrance. He worked as an English teacher in France. Now he's awriter. He wrote poetry when he was young but now he writes

travel books. His wife is a cook. In his free time Jamie goes sailing.He played tennis in his youth, but now he sayshe's too fat.

1 W ho used to liv e in Ita ly ?

2 W h o liv es in Ita ly ?

Photocopiable Oxford University Press

Variation

Worksheet 2.31.b is an example of a task in which the targetedgrammar items are included in the text, rather than in the questionsthat follow it. The task hinges on learners understanding thedifference between the past simple, to talk about a time period thatis 'detached' from the present (because the person referred to is


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Worksheet 2.31 bH ere are tw o texts that have been m ixed up. O ne is about Arthur M illerand the other is a bout D avid M am et. Can you sort them out?

Arthur Miller was born in New York in 1915, and died in 2005.David Mamet was born in Illinois in 1947.He lived most of his life in New York.He has lived mostly in New York.He has worked asan actor, director, and writer.He worked as a writer and director, but never acted.He wrote many plays and screenplays.

He has written many plays and screenplays.He also wrote two travel books.He has also taught drama.He has been married twice, and has three children.He was married twice-once to the film star Marilyn Monroe.

Photocopiable Oxford University Press

The two texts are:Arthur Miller was born in New York in 1915, and died in 2005. Helived most of his life in New York. He worked as a writer anddirector, but never acted. He wrote many plays and screenplays.He also wrote two travel books. He was married twice-once to thefilm star Marilyn Monroe.

David Mamet was born in Illinois in 1947. He has lived mostly inNew York. He has worked as an actor, director, and writer. He haswritten many plays and screenplays. He has also taught drama. Hehas been married twice, and has three children.

Comments

Aswith Activity 2.30, the above tasks, by creating a grammar'problem', are designed to raise awareness about conceptualdistinctions that might otherwise go unnoticed .

., ':t2 'Grammaring' sentences

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53533382 Scott Thornbury Post Conference Handout

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