Confusing words: Whether or if?

"Police are probing WHETHER the deaths of a woman, 107, and her daughter are a murder and suicide." (The Mirror, 12 Apr 2013)

" 'I didn't know WHETHER to laugh or cry'- Twitter responds to Lindsay Lohan on Charlie Sheen's Anger Management." (The Independent, 12 Apr 2013)

I don't know whether or not I should...

 

There are often doubts regarding the use of "whether", especially among learners up to B1 level.

WHETHER /ˈwɛðə/ is a conjunction used when we're expressing a doubt or choice between alternatives.

In indirect questions which expect a yes/no answer, we can either use whether or if.

I asked them whether/if they were going to take the exams in June.

If or appears later in the sentence, we generally prefer whether, although if is also possible.

They weren't sure whether/if she was telling the truth or not.  

Whether and not if is used in the following conditions:

Before an infinitive 

They can't decide whether to take the exams in June.

After a preposition

The students were unsure about whether the teacher's explanation was helpful. 

Immediately before "or not"

I'm not sure whether or not the students are ready.  

Contrast with: I'm not sure whether/if the students are ready or not. 

Spelling 

Don't confuse the spelling of the conjunction whether with the noun weather. 

Both are pronounced the same: /ˈwɛðə/

Basic parts of a bicycle

It's been a long time since I created a tagging game, so it's about time I rectify that. Here's one on the basic parts of a bicycle. These are the answers. To play the game, click on the image.

1. bell
2. brake lever
3. stem
4. cable
5. top tube
6. brakes
7. spoke
8. fork
9. valve
10. flat tyre (puncture)
11. front reflector
12. down tube
13. saddle (seat)
14. seat post
15. seat post clamp
16. seat tube
17. tyre
18. chain
19. crank arm
20. pedal
21. rear reflector

If you need higher-resolution images, click on the following images.

Image by C. Pang

Image by C. Pang

A case for CPD and PLN...

Photos by me. See more here.

Here's an example of how a seed is taken and planted with care many miles away where it soon grows into a pretty flower. This flowering stem is again taken some distance away, where it grows and grows and we now have a lush beautiful garden...

It all started with a comment I made in Scott Thornbury's post on iTDi's blog "How important is homework?" I'd first talked about it in The Dogme Diaries, but I don't suppose many people read that ;-)

I mentioned that the homework I set a class of adult teachers was basically three questions:

• What have you learnt today?
• What part of the lesson did you like or dislike in the class today?
• What would you like to do in class next week?

A couple of months later, Alexandra Chistyakova wrote to say that she'd used the questions with her class of university students, and how well that had gone down. You can read about how she moulded my homework to suit her personality and that of her class here:

http://eltdiary.wordpress.com/2012/05/31/who-to-ask/  and

http://eltdiary.wordpress.com/2012/06/08/who-to-ask2-or-what-do-students-want/

Then, a little while later, Barbara Bujtás read Alexandra's posts and decided to adapt it to her class of 3-year-olds! You can read about it here:

https://www.facebook.com/photo.php?fbid=458868754141154&set=a.420855051275858.108546.100000541016537&type=1&theater

You can see the beauty of her work here:

So, if you're not involved in a PLN (personal learning network) or have not been convinced of it, I hope this little episode will serve to change your mind!

Alexandra and Barbara, you both rock!

Learn about continuing professional development here: http://www.scoop.it/t/continuing-teacher-development

Learn about the benefits of Twitter here: http://www.scoop.it/t/why-twitter-for-teachers

What would you do if...?

Image by Chiew Pang

When I saw this...

At first, I just walked past. Later I thought, what if...

And I started fantasizing about the briefcase holding wads of crisp bills...

Then the language teacher ego took hold of me and said, hell, there's an awful lot of possibilities there for a conversation lesson, full of lexical challenges.

So, what would you do if you saw something like this? Ponder over it while I go back to my fantasies...

This image is part of the Project 366 series. If you're involved in it, (and if not, why don't you start?) please let us know in this Google Doc. My images are in Flickr, free for non-commercial use as long as they are properly attributed.

Project 366: Carnival and other eccentricities

Images by C. Pang. See here for more.

Carnival! Some like it, some don't, but whether you do or don't, you'll most likely associate it with colour, music, fun, dance, Brazil, etc.

So, what's my lesson idea this time?

Aim: Mainly to get the students speaking!
Level: Any
Language: Emergent
Length: As long as a string
Material: Your students' photos

Ask your students to bring in a photo (preferably taken by themselves) associated with carnival, or even better, have them send it to you digitally. Collect them and prepare a mosaic like the image above. You can also set them a webquest task: find out where in the world they have carnival, when they celebrate it and how it got started in the first place.

You can arrange the students in pairs, groups or you can work individually - it depends on the size of your class.

Each student chooses one image. They describe it without saying which. The others try to guess.

Then, they're asked why they chose that particular photo.

Further discussion: Do they like carnival? Why? Why not? Do they dress up? What disguises have they used? What was the latest? What was their favourite? What's the most popular costume this year? What's the most popular ever, in their opinion? For example, in the Canaries, I think the most popular is men dressing up as women, but in a vulgar and grotesque manner: one of the images in the mosaic is a typical case. Oversized bust, badly painted lips, torn stockings, and generally, they make sure they can be easily identified as men: beard, moustache, hairy legs, etc.

What other festivals are there in which people dress in fancy costume? Do they (the students) participate in these? Why do people like to disguise themselves? What about safety in these occasions? Are there usually problems? Have they ever been involved in one?

Written task: Write about their choice of image as discussed in class.

Have you got any other great ideas?

Project 366: What's cooking?

Images by C. Pang. More of the same here.

Yeah, what's cooking, people? Literally and non-literally. Do you know that to be cooking can mean to be happening or planning (often secretly)?

In case you're wondering...mmm... how come only 7 photos? You may be thinking that I haven't been able to keep up with the project. Well, you're wrong! Here's 36 from February. To see more, click here.

Why there are only 7 in the first mosaic is to do with my lesson idea to go with these images. Set a task for your students. Write K-I-T-C-H-E-N on the board. Their task is to take pictures of what they can find in their kitchen beginning with those letters. Scroll back to the top image - can you guess the names of those objects?

Answer:

Knives, iodised salt, tea canisters, cereals, heat, eggs and nuts.

When they bring in their photos, they compare them with each other's collection. What's the most common? The most unusual? Check vocabulary, check spelling.

How far you can take this lesson depends on the level of your class. Here are some suggestions:

• Who cooks in the family?
• Do you eat in the kitchen?
• What's the size/shape of your kitchen? Describe it.
• Which is your favourite meal?
• How many meals do you eat in a day? What do you eat?
• What is your favourite food?

You can take it a step further like this (I got this idea from Brad Patterson, although his may be a little different): Mine is CLIL-influenced. ;-) Think ecosystem. Instead of you asking the question, get the students to do it after demonstrating it first.

What did you have for breakfast?

Ham sandwich and a coffee with milk.

Where does the milk come from?

Cows.

What do cows eat?

Grass.

What does grass need to grow?

Water.

Where does water come from?

And on and on it goes.

You can do cooking verbs (click to see an example), and if yours is an advanced class, you can venture into idioms (such as "If you can't stand the heat, get out of the kitchen) and phrasal verbs (cook up). I have quite a few activities on idioms. Go to the index file, and search (Ctrl F) for "idioms".

Food is a topic you can do so much with. You can have them write their own recipes (good for imperatives and linking words), you can discuss food expenditure, health, marketing, etc.

If this is successful with your class, you can, naturally adapt this for the other rooms of the house. You may like them to do my activities on Objects in the house either before taking the photos or after. For other activities go to the index file, search (ctrl F) for "houses".

For other ideas on using images in the classroom, search for "Project 366" or "Images" in the index file.

  

Project 366: The First Month

Wow! I've made it through the first month without missing a day. Every day I've tried to shoot a few photos  but not all made it to the page. The lack of control over my automatic constantly frustrated me! To see the mosaics better, click on the images or if you wish to see the individual photos, January's lot are here.

Would you use any of these photos in your lessons?

Here's an idea for you. Beam these images up on the screen. Have the students work in small groups. Ask them to invent a character or characters, then choose 7 photos, and write up a story of a week in the life of their imaginary personality or personalities.

When they finish, they read their stories out to the rest of the class. Post it here if you wish!

For more ideas on using images, go to the index file of this blog and search (ctrl F) for "images" or "Project 366".

       

Part 24 Idioms (Money) Infographic & Interactive Game

Take a look at this superb infographic from Grammar.net, study the idioms, then put yourself to the test by playing the game (click on the image below the infographic). If you would like to see the detailed explanations, go here. For more on idioms, go to the index file in Google Docs and scroll down until you see the heading Idioms.

[Infographic provided by Grammar.net]

For more on idioms, use the tag to search.

Lesson idea: Internet shopping

Here are some photos I took partly for purpose of proof, and partly for Project 366, but it occurred to me that they would act as a springboard for an interesting lesson or two. I am just going to suggest a few possibilities, but the way the lesson will flow depends on your students and you.

Topics

Internet shopping

Technology

Digital piracy

Home entertainment

Leisure activities

Grammar

Conditionals (If I could afford it... If my purchase arrived like this... If they had packed it properly...)

Modals

Vocabulary

bubble foam

flimsy

merchandise

refund

bear (the cost)

compensation

Expressions

I would appreciate it if...

I would be grateful if you could...

Would it be possible for me to...

I'm sorry to hear that...

Regarding the damaged item...

Under these circumstances...

If you would prefer to return the item...

We look forward to hearing from you soon.

Activities

Oral discussion on topics (go to Index File, ctrl+F, and search on "speaking")

Writing (complaint, request for refund, negotiation for discount)

Role-play (telephone conversation, forum, chat)

Webquests (assign a product [and a budget] and students purchase it: discuss the whys and wherefores later)

Those are just a sample of what could come up in such a lesson. If you have further ideas, you might like to share them here. If you need further spoon-feeding, I'll be here!

Broken legs in Andorra, aka To Hell with Cholesterol!

Broken legs in Andorra? Yeah, that's Cockney rhyming slang for broken eggs with chistorra, and yeah, I've just invented that, the slang, I mean. :-)

Cheese-toh-what? Well, that's a type of sausage that hails from Navarre, in the north of Spain. Wikipedia tells the story better than I can, although my images are better. And the Spanish will tell you I haven't got a grandmother. :-)

Broken eggs is a literal translation of "huevos rotos"; the recipe being "Huevos rotos con patatas y chistorra". The recipe I'm publishing here wasn't copied from anywhere else; I've sampled (or stuffed my face with, depending on who's saying it) the dish in restaurants several times, and it doesn't look too complicated. The advantage of doing it yourself is that you can do it the way you like! This post is dedicated especially to Phil Wade, a sucker for fry-ups!

Ingredients:

Measurements are approximate (I use my eyes more than the scales) and are given for 1 abundant portion (with leftover for supper); multiply accordingly by the number of portions you want to prepare for.

600g potatoes

50g chistorra

3 eggs

oil for frying and 1 tablespoon of olive oil

sea salt

1.   Prepare all the ingredients. Slice the chistorra thinly. Wash, peel and cut the potatoes into long pieces (chip-shaped). Soak them in water. Drain them before frying.

2.  Place the sliced chistorra on the frying pan without any oil. Heat it over a small to medium flame and watch the fat ooze out! Lovely! Tip: Occasionally, scoop the excess oil and pour it into your deep-fryer. I like the sausage really well done, i.e. melt as much fat away as possible.

3.  Heat abundant oil in a deep frying pan, or a deep-fryer, if you have one. When it's hot enough (when you see steam floating up), put the potatoes in. Watch your hands! Occasionally, turn them over. You'd want the chips to be done, but not too done, or they'll be too dry.

4.  At the same time, heat a tablespoon of olive oil (if you can afford it) over a small frying pan. Heat it on a lowish flame (on my glass ceramic induction hob, I do it on mark 4). Break the eggs into the pan gently, avoiding breaking the yolks. You want them sunny-side up, and you want them slightly under-cooked. The heat of the chips will cook them further.

5.  What you're aiming for is for the three ingredients to be ready in about the same time. Practice makes perfect! When they're done, place the chips onto a deep bowl. A mini-wok is great. Sprinkle a little (only a little) sea salt over the chips. Add the chistorra. Tip the eggs over this mix, oil and all.

6.  With two forks, start breaking the egg yolks roughly, and toss the mixture. Serve immediately, straight from the bowl with some warm sliced baguette, if you wish.

7.  However, if you're one of the finer creatures on this earth, or your guests are, you can dish it onto a plate, like this.

Enjoy! The photos are available from ELTPics, or with a reasonable fee, you can have the higher resolution versions to adorn your greasy café! ;-)

Best 7 of 11 stitched up

Just as you thought it was safe to store away all your PCs for the festive break, along comes yet another tool to help enrich your browsing experience. Will it? Or will it stay stitched up? Take a look at a quick Stich.It of the best 7 of 2011 of this blog. If you disagree, I'd love to hear from you!

#ELTBITES Challenge: We like to move it, move it

Once in a while I read something and I find myself thinking, "Now, why didn't I think of that?". Well, Richard Gresswell had such an idea. He started a blog, called it ELTBITES, and challenged us:

"Describe an activity that requires no more than the teacher, students, and possibly making use of the board, pens, and paper. Describe the activity aims and procedure concisely in no more than 200 words."

Here is my contribution, which may not be all that original.

Image from ELTPics by @yearinthelifeof

Level: any
Time: as long as interest prevails
Material: your tongue, and students who obey instructions
Aims: vocabulary, warmer, filler, exercise, fun, ...
Procedure:

This is a simple activity to get the students moving, but, be warned, it can be addictive. I had students wanting to do it again and again, but, perhaps, it was just an excuse for them not to do any 'school work'! ;-)

Think of the language you want your students to work with. Say, you want to revise colours and clothes:

Those of you whose bedroom is white, stand up. (Notice use of relative pronoun, imperative.)

Remain standing.

What about blue?

And black? (I once had a student who has a black bedroom! Of course, we started a mini-conversation.)

Now, if you're wearing white trainers, sit down.

If you're wearing blue jeans, stand up.

You can vary the movements:

If you don't have a belt on, take one step to the left.

If you're wearing black underwear, take two steps back. (This will raise a lot of sniggers!)

Keep it dynamic. Think of unusual stuff (if you can touch your nose with your tongue...). Get them to observe each other (those who have short curly hair...). With higher levels, think of more challenging questions (those who believe in... those who would like to...).

Basically, the limit is your imagination. Hand the activity over to your students. Get them to ask the questions, and use their own commands. Encourage them to be creative.

If you do use this activity, tell us about it!

Stand By Me, Japan

This is a good an excuse as any to listen to a good song, and, at the same time, be reminded of the suffering the great nation had to endure earlier this year.

Why not use this video as a springboard for a class discussion on natural disasters, for example?

You might like to read this post on activities using songs.

 

Modal verbs: must, have to, or have got to?

Many students have trouble understanding the difference between must and have to, and it's really hardly surprising.

Before we get into that, I'd like to say, first, that we can use have to and have got to without any difference in meaning. The difference is the same as that between have and have got: the former is more formal, the latter is more colloquial. Have is more common in US English, and have got is more common in UK speech.

Most of the time, the difference between must and have to (when they are used in the positive) is so subtle as to make it rather pedantic.

Consider this:

I've got to go to the supermarket tomorrow.
I must go to the supermarket tomorrow.

The general explanation is that have (got) to implies a third party obligation and must implies a personal obligation.

Therefore the first sentence suggests that someone else wants me to go to the supermarket while the second sentence suggests that I personally want to. Regardless of which is used, it doesn't prevent the listener from understanding the essence of what is being communicated: the action of going to the supermarket.

What is important to note, however, is that when an adverb of frequecy is present, we generally prefer to use have (got) to.

I always have to eat breakfast.
I've always got to eat breakfast.
I must always eat breakfast.

On the other hand, in negative usage, the difference is significant.

When we want to say that something is not allowed, we use mustn't, but to say that it is not necessary, we use don't have to or haven't got to.

You mustn't smoke in here. (Smoking is prohibited)
You don't have to come in early tomorrow. (You can if you want, but it isn't necessary)

Rather than spending too much time trying to explain the subtle differences between must and have to when used positively it is far more important to help them understand the frequent errors they make with must. Here are two very common examples.

You must to wait here.
He doesn't must come tomorrow. (He mustn't/doesn't have to come tomorrow)

Remember that the modal verbs must, can, could, may, might, will, would, shall, and should are never followed by 'to' nor are they preceded by an auxiliary such as 'do'.

Note that these verbs do require a 'to':

have (got) to
ought to
need to (need functions as a normal verb in this case, although need also exists as a modal verb)


I've got to publish this article before the end of this week.
They ought to give you the contract - you're the best person for the job!
I need to have my hair cut.
Note the difference: You needn't come and get me; I'll make my own way.


For some practice, you can try Grammar Secrets.

Fertilised by Plant Maker

  

Used to + infinitive or -ing?

There are two forms of 'used to'.

When we talk about past habits and states, especially when they are no longer true, used to is followed by a verb in the infinitive form and 

always refers to the past.

When we want to convey the meaning of 'accustomed to', used to  is followed by a verb in the -ing form; this version exists in all the tenses: present, past and future. In addition it has to be preceded by the verb 'be', 'become' or 'get'.

Past habits and states

I used to have long hair, but no-one believes me!
She used to be so shy, but just look at her now!
Didn't they use to play for Barcelona football club?
My wife never used to like technological gadgets, but now she can't live without them.

Accustomed to

I am used to staying on my own now but I used to be terrified.
After all these years, Jason still hasn't got used to driving on the right.
Don't worry, you'll soon become used to everyone stopping you on the streets to say hello.
It took her a long while, but she eventually became used to eating with chopsticks.

It is worth pointing out here that the 'to' in this 'used to' is a preposition. One way of knowing if it's a preposition is to substitute what comes after it with a noun. If it sounds good, it's correct!

I am used to spicy food. (I am used to eating spicy food)
Jill hasn't got used to her Mac yet; she still misses her old PC.

For the difference between 'would' and 'used to' see:
http://aclil2climb.blogspot.com/2011/09/what-is-difference-between-to-and.html


       

Saxon Genitive: Steve Jobs's or Steve Jobs'?

I was surprised, to say the least, to see this on Twitter yesterday.

I immediately responded with this tweet.

The apostrophe 's to denote possession is also known as 'Saxon genitive', which originated from Anglo-Saxon, also known as Old English. The fact that English is the only language to use this form of spelling makes it difficult for learners. The purpose of this post is not, however, to explain the rules governing the use of the possessive 's. For that, I'd suggest looking at your favourite grammar book.

Here, I'd just like to touch on the spelling bit.

Singular noun not ending in '-s'

This is straightforward. We just add 's to a singular noun.

my wife's bicycle
my friend's computer
Max's mobile phone
Spain's economic crisis

Regular plural nouns

This is also straightforward. We add the apostrophe at the end.

their sons' school
her parents' business
the girls' boyfriends

Irregular plurals

These get an 's just like singular nouns.

the children's video games
women's rights
people's choice

Nouns ending with -s

Here, we can either add 's or just an apostrophe at the end. It is said that adding 's is a more common procedure. Some follow the rule of adding 's if it's a singular noun and only ' if it's a plural noun.

Charles' wife OR Charles's wife
Steve Jobs' death OR Steve Jobs's death
Doris' iPad or Doris's iPad

It is worth pointing out the pronunciation rules though. The ending '-s is pronounced just as in that of plurals.

Alice's /ˈælɪsɪz/
Jobs's /ˈdʒɑːbzɪz/
St. James's Park /seɪnt ˈdʒeɪmzɪz pɑːk /
Socrates' /ˈsɒkrətiːziz/

   

Steve Jobs 24 Feb 1955 - 5 Oct 2011, R.I.P.

This is indeed a sad day for many, and whether you're an Apple fan or not, I'm sure it must have affected you.

There's nothing I can add to what has been said before, and what is still being said now, so I'll let Steve speaks for himself.

 

       

Truth or Lie: Activity for any classroom

I recently responded to a blog challenge by a video recording of myself - you can see it by clicking here. Most EFL teachers are probably aware of the activity where students are asked to say some things about themselves, and the others are to guess if they're true or false.

I suggested taking this a step further and have the students bring video recordings of themselves saying those things.

But, you can take it yet another step further. Although this activity is popular in the EFL classroom, there's no reason why it can't be used in the other classes, too. The topic doesn't need to be personal; it could be on anything. Examples:

• What is a tangent, or an apex? (Geometry/Art)
• They could describe an animal or an ecosystem. (Science)
• They could talk about the rules of rugby. (PE)
• They could talk about countries, or climate. (Geography)

As you can see, the limit is the extent of your imagination! Try it and let us know!

Blog Challenge: Compare & Contrast

This challenge has been suggested by Anne & Brad.

Although there are many personal photos in my collection that I can choose, I decided on these two, which weren't taken by me. And that's all I'm going to say about them!

What can you say? Add your comments below.

Adjectives with -ed and -ing endings, but how about relaxed and relaxing?

Most learners very quickly grasp the concept of the difference between adjectives ending in -ed and those ending in -ing. They would have been told that adjectives ending with -ed describe our feelings and those ending with -ing describe what cause the feelings in the first place.

Compare:

We were bored out of our minds in today's class.
Today's class was terribly boring!

Suzanne was terribly interested in what Pedro had to say.
Pedro was saying some very interesting stuff.

I was all right until he started explaining about learning theories, then I got totally confused.
I found his explanation of learning theories very confusing.

More often than not, these adjectives describe emotions and feelings. For more examples and activities, click here.

However 'relax' sometimes generates doubts.

Although we can say "I feel very relaxed working in here; it's got an extremely relaxing atmosphere" to mean I'm relaxed working in here because the atmosphere is relaxing, a relaxed atmosphere and a relaxing atmosphere can actually mean two different things.

Relaxed could mean informal, comfortable, cozy, lenient, easygoing, free from tension, calm while
relaxing refers to a feeling of physical or mental rest.

So, a relaxed atmosphere doesn't necessarily mean a relaxing atmosphere. Imagine a scenario where you work in an office where it's generally very relaxed - you can dress how you wish, working hours are flexible, managers' doors are always open, etc, but you may be an odd fish and actually find this way of working contrary to your perception of work, and, as a result, don't find working here very relaxing!

Do you agree? Can you think of other adjectives like this?

You might also like this: http://aclil2climb.blogspot.com.es/2010/04/adjectives-of-emotions-and-feelings-ed.html