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Pronouncing the word “to” with an infinitive in informal American English

Today in class a student asked about the different ways to pronounce the word to prior to an infinitive in informal American English:

  • want to see dddx= wanna see
  • need to go = needa go
  • try to = try da

This came as we were discussing the note on page 265 of the textbook (Grammar in Context 1, Fourth Edition by Sandra N. Elbaum. Boston: Heinle. 2006. ISBN 978-1-4130-0736-7):

In other infinitives, we often pronounce to like “ta” or “da” (after a vowel sound) or “a” (after a “d” sound). [sic

That rule seems like a good general guideline, but when to choose either “ta” or “da”? And what about “like to watch”? It does not end in a vowel sound, it ends in a “k” sound  /lɑɪk/ (Source: the Cambridge American English Dictionary via http://onelook.com) and yet the book suggests we use the “ta” sound, and it does sound that way when I say it out loud.

I went to the internet and found some interesting resources. I hope to arrive with more precise instructions by Wednesday. Anyone reading, can you clearly explain when to pronounce “to” as either “ta”, “da” or “a” in informal American English?

Here is one video from ESL Video Courses about infinitives in general,

This video from Rachel’s English is more technical:

I imagine searching through her videos on the letter “t” will help answer:

When do you pronounce “to” as either “ta”, “da” or “a” in informal American English?

Posted in American English, COC IEP 200, Conversational American English, EFL, ELL, ELT, ESL, Grammar in Context 1 Fourth Edition, informal American English, TEFL, TESL, TESOL

What we Did in Our COC IEP 200 Class on Tuesday, August 20th, 2013

COC IEP 200 | Fall Trimester 2013 Block 2 Lesson 6

WHAT HAPPENED IN CLASS

a | 09:30 – 10:42 | News Hour | Good grammar means more money (20th August, 2013)
http://breakingnewsenglish.com/1308/130820-grammar.html
* The three vocabulary words we will focus on from this article for Thursday’s quiz are: text, profitable and campaign.

b | 10:52 – 12:00 | NorthStar Listening & Speaking 2 | Unit 1
* Reviewed last night’s vocabualry homework, then spent a while digging into each of the words.
* Completed the vocabulary activity on pages 9-10.

c | 12:45 – 13:55 | Fiction | Jungle Love (pp. 42 – 43)
p. 42 | QUESTION: What was like a bomb exploding? | ANSWER: The pelican diving into the sea to catch a fish.
p. 42 | Q: What is a jetty? | A: British word for dock.
p. 42 | Q: Does Lisa really like birds? (look at page 7) Why do you think she tells Ian she likes birds? | A: No, she does not like birds. She probably tells Ian she does, because she wants to talk to him and attract his attention.
p. 43 | Q: Why is Lisa jealous of the pelican? | A: Ian seems more interested in it than her.
p. 43 | Q: Why does Lisa frown? | A: Because Ian made a comment about her eating too much that made her sound greedy.
p. 43 | Q: How is Caroline boring to Ian? | A: She always worries about what she eats and if it’s too much fat.

d | 13:55 – 14:06 | Grammar
* Reviewed Monday’s grammar homework.

e | 14:06 – 15:00 | Elements of Style Elective

HOMEWORK

1 | Study NorthStar & news vocabulary for Thursday’s quiz 2
2 | Take notes on the Listen a Minute Advertising exercise and write 6 discussion questions
3 | Finish up any missing homework

COPYRIGHT NOTES

Copyright © 2013 by Charlie Danoff (contact@mr.danoff.org)/Mr. Danoff’s Teaching Laboratory (http://dalab.cc).
Rights given a  CC Zero 1.0 Universal (CC0 1.0) Public Domain Dedication (http://creativecommons.org/publicdomain/zero/1.0/).

Posted in COC, COC IEP 200, ELL, ELT, ESL, Grammar in Context 1 Fourth Edition, IEP, IEP 200, Jungle Love, NorthStar: Listening and Speaking Level 2, TESL, TESOL, The College of Chicago

What we Did in our COC IEP 200 Class on Wednesday, May 22nd

Spring Trimester 2013 Block 3

Lesson 3: (May 22)

In Class

  1. News Hour: Began by having the students look for the IPA sounds we are studying this week in the “Experts Wonder What Happened to Monarch Butterflies” News for You article. Read “Lawsuit Says Anheuser-Busch Beers Are Even More Watered Down Than You Think” article from TIME Magazine’s website and completed a worksheet prvided by Emily Kiang.
  2. NorthStar 2 R&W: Reviewed student’s work on pages 162-3.
  3. Grammar in Context 1: Reviewed student’s work on page 135.
  4. Documentary Project: Outlined the time schedule students will have to follow as they develop their documentaries.
  5. Review Ordinal Numbers and Go Over General Number Pronunciation
  6. Short Story: Read pages 56-7 of the “Sweetie” story from Frozen Pizza and other slices of life

For Next Class

To Read

To Do

  1. NorthStar 2 R&W: “READING TWO: On the Road with John Madden” on pages 163-4 and “STEP 1: ORGANIZE” on pages 164-5.
  2. Grammar in Context 1: “5.3 | Questions with Whose Exercise 4” on page 136
  3. Documentary: Contact 1 person/place to interview
  4. Study for Quiz 1 on Thursday: Download Study Guide (28 kB .odt file from danoff.org)

COPYRIGHT NOTES

  • Please respect the copyright plus terms and conditions of all links, books and media not by Charlie Danoff.
  • Unless otherwise noted, white board photos and/or text Copyright © 2013 by Charlie Danoff. Rights given a CC Zero 1.0 Universal Public Domain Dedication.

Posted in COC IEP 200, ELL, ELT, ESL, Frozen Pizza and other slices of life, Grammar in Context 1 Fourth Edition, NorthStar: Reading and Writing Level 2 Third Edition, Sweeite, TESL, The College of Chicago

What we Did in our COC IEP 200 Class on Monday, May 20th

Spring Trimester 2013 Block 3

Lesson 1: Introducing Possessive Form of Nouns, Travel Vocabulary, Butterfly News & Short Story Reading Practice (May 20)

  1. News Hour | Reading Learning Objective(s): Comprehending main ideas and some details from a news article. |Read “Experts Wonder What Happened to Monarch Butterflies” News for You article and then answered the comprehension questions from the “Teacher’s Guide.” Had a discussion about why the butterfiles were called “Monarchs,” turns out it “was first published in 1874 by Samuel H. Scudder because ‘it is one of the largest of our butterflies, and rules a vast domain;’ however, the name may be in honour of King William III of England.” (via Wikipedia).
  2. NorthStar 2 R&W | Vocab Learning Objective(s): Use context to infer meaning of new vocabulary. | Pages 155-9.
  3. Grammar in Context 1 | Grammar Learning Objective(s): Introduce Possessive Form of Nouns | Pages 131-4.
  4. Introduce this Month’s Syllabus and Calendar
  5. Movie Project | Went over their homwork for tonight and that they will be able to choose between
  6. Short Story | Reading Learning Objective(s): Students practice independent reading, so they will be comfortable doing it on their own time. | Read pages 58 to 59 of “Sweetie”

For Next Class

To Read

  1. This Syllabus

To Do

  1. What do you want added to the syllabus? How would you like it changed? (Write answers in your notebook)
  2. Movie Project: Brainstorm and write 3 ideas for a short film or 3 ideas for a documentary on your blog.
  3. Grammar in Context 1: “5.1 | Possessive Form of Nouns Exercise 1″ on page 133 and “Exercise 2″ on page 134
  4. NorthStar 2 R&W: “READING ONE: The Climate Train” on pages 159-60 and “READ FOR MAIN IDEAS” on page 161
  5. Study Vocabulary from NorthStar 2 Unit 8 for Quiz 1 on Thursday
  6. Bring your laptop to school on Tuesday

COPYRIGHT NOTES

  • Please respect the copyright plus terms and conditions of all links, books and media not by Charlie Danoff.
  • Unless otherwise noted, white board photos and text Copyright © 2013 by Charlie Danoff. Rights given a CC Zero 1.0 Universal Public Domain Dedication.

Posted in COC IEP 200, ELL, ELT, ESL, Frozen Pizza and other slices of life, Grammar in Context 1 Fourth Edition, NorthStar: Reading and Writing Level 2 Third Edition, Sweetie, TESL, TESOL, The College of Chicago

What we Did in our COC IEP 200 Class on Wedensday, May 8th

Spring Trimester 2013 Block 2

Lesson 11: (May 8)f

In Class

  1. News Hour: Read the “How Congress Could Change Immigration LawsNews for You article and then completed the 7 difficult comprehensin questions from the “Teacher’s Guide”. We had a informative discussion about immigration and emigration here in the USA as well as in their own countries. To finish I gave the faux Citizenship Test from the “Teacher’s Guide” orally to the class instucting them to answer as quickly as possible, with the stakes being only 1 of them would win and become a USA citizen.
  2. Homework Check-in
  3. Prepare for Quiz 3: We reviewed this quiz’s study guide (.odt file from danoff.org).
  4. Grammar in Context 1: Pages 114 to 119
  5. NorthStar 2 R&W: Reviewed exercises 3 and 4 on page 149, which (most) students already completed for homework.
  6. Short Story: Read the second e-mail in the “Sweetie” story from Frozen Pizza.

For Next Class

To Read

  1. Quiz 3 Study Guide

To Do

  1. NorthStar 2 R&W: Exercises 1 and 2 on page 150
  2. Grammar in Context 1: Exercise 15 on pages 119-20

COPYRIGHT NOTES

  • Please respect the copyright plus terms and conditions of all links, books and media not by Charlie Danoff.
  • Unless otherwise noted, white board photos and text Copyright © 2013 by Charlie Danoff. Rights given a CC Zero 1.0 Universal Public Domain Dedication.

Posted in COC IEP 200, ELL, ELT, ESL, Frozen Pizza and other slices of life, Grammar in Context 1 Fourth Edition, NorthStar: Reading and Writing Level 2 Third Edition, TESL, TESOL, The College of Chicago

What we Did in our COC IEP 200 Class on Monday, April 29th

Spring Trimester 2012 Block 2

Lesson 5: (April 29)

In Class

  1. News Hour: Read the “City in Estonia Gives Citizens a Free Ride” News for You article and completed the comprehension questions from the Teacher’s Guide. Afterwards we had a discussion about the pluses and minuses of the CTA (Chicago Transit Authority) and Metra trains in Chicagoland.
  2. Homework Check-in
  3. NorthStar 2 R&W: Reviewed student work on pages 138-9 and read this unit’s second passage on pages 140-1.
  4. Grammar in Context 1: Reviewed grammar concets and question answers, then read the passage on pages 108-9.
  5. Movie Project: Went over the weekend’s Analyze the story exercise in class. The students generally answered the questions correctly, but the story’s dark side/windows metaphor was lost. I gave a quick overview of the force from Star Wars and then the dark side, once that was understood the students got the metaphor that Apple computers were like the Jedi order (good people using the force), and Windows computer were like those who’d chosen the dark side and joined the sith. They didn’t find it funny (and I agree), bute they understood the metaphor joke was not the point of the exercise.
  6. Short Story: Read pages 88 and 89 of the Don’t Miss the Mozart story from Frozen Pizza and other slices of life.
  7. Student Grammar Questions (will be on Thursday’s quiz):
    • What’s the difference between “interesting” and “interested”? “Interesting” is a noun, while “interested” is a verb. Finding something interesting means you like it and/or want to learn more about what you’re describing. To be interested in something means you want to do it or learn more about it; you are interested in things you find interesting.
    • What’s the difference between “instead” and “instead of”? Both mean something replaces another thing; i.e., “rather”. Instead is an adverb, while instead of is a preposition. Instead of can come at the beginning or middle of a sentence; instead in the middle or at the end. Examples: “He chose to play computer games instead of doing his homework.” “He was going to study, but he played computer games instead.” “Instead of his girlfriend cleaning his apartment, he cleaned her house.”
  8. Student Vocabulary Questions (will be on Thursday’s quiz):
    • What’s the meaning of the idiom as a matter of fact? -> It is used when arguing or discussing something with another person to say something surprising; say “Actually …”; “In addition …” and/or to clearly state a fact. The word “matter” means something that is important.
    • “The ‘L’” taught students that in chicago typically the CTA trains are not called the subway, but its local nickname instead: “The ‘L’” which is short for elevated tracks.

For Next Class

To Read

  1. Grammar in Context 1: “Finding an Apartment” on pages 108 to 109
  2. Frozen Pizza and other slices of life: Pages 90 to 91

To Do

  1. NorthStar 2 R&W: Comprehension questions on page 141 and “STEP 1: Organize” on page 142
  2. Study for Quiz 2 on Thursday
  3. Movie Project: Download and install hte Celtx software from celtx.com by clicking “Get Started Now”
  4. Blog: Comment on your partner’s blog
  5. Blog: Respond to your partner’s blog

COPYRIGHT NOTES

  • Please respect the copyright plus terms and conditions of all links, books and media not by Charlie Danoff.
  • Unless otherwise noted, white board photos and text Copyright © 2013 by Charlie Danoff. Rights given a CC Zero 1.0 Universal Public Domain Dedication.

Posted in COC IEP 200, Don't Miss the Mozart!, ELL, ELT, ESL, Frozen Pizza and other slices of life, Grammar in Context 1 Fourth Edition, NorthStar: Reading and Writing Level 2 Third Edition, TESL, TESOL, The College of Chicago

What we Did in our COC IEP 200 Class on Thursday, April 25th

Spring Trimester 2012 Block 2

Lesson 4: (April 25)

In Class

  1. News Hour: Read the “First Lady’s Anti-Obesity Effort Gets Results” News for You article and completed the fun Teacher’s Guide activity that had the students develop a healthy breakfast menu for a food desert. As an astute student pointed out, the article was a nice complement to our current NorthStar 2 Unit on Organic Food. Trans fat commonly used to keep food tasting scrumptously fresh longer was a new vocabulary term. image
    Triglyceride Hydrogenation&Isomerization V.1 by Jü (Own work) [CC0], via Wikimedia Commons. Afterwards we had a discussion about processed foods and the dubious quality of the AP statistics reported in the article.
  2. Quiz 1 on NorthStar 2 R&W Unity 7 Vocabulary Words; Grammar in Context 1: “4.1 | Singular and Plural-An Overview”

Frozen Pizza and other slices of lifeDownload .odt file from danoff.org

  1. Short Story: Started the “Don’t Miss the Mozart” Frozen Pizza story
  2. Movie Project: Began part 2 of Analyze the story the Wikiversity Film School’s Formatting the Script lesson. Developed a worksheet for the students to complete on their blogs.Download .odt file from danoff.org [54.8 kB].

For Next Class

To Read

  1. Grammar in Context 1: “4.4 | Irregular Noun Plurals” on page 106
  2. Frozen Pizza and other slices of life: Read pages 88 to 89
  3. NorthStar 2 R&W: “B) READING TWO: Miles to Go Before You Eat” passage on page 140

To Do

  1. Grammar in Context 1: Exercises 4 and 5 on page 107
  2. NorthStar 2 R&W: “READ FOR DETAILS” on pages 137-8 and “MAKE INFERENCES” on page 139
  3. Study for Quiz 2 on Thursday
  4. Movie Project: Complete the Analyze the story exercise on your blog.
  5. Blog: Comment on your partner’s blog
  6. Blog: Respond to your partner’s blog

Posted in COC IEP 200, ELT, ESL, Frozen Pizza and other slices of life, Grammar in Context 1 Fourth Edition, IEP, NorthStar: Reading and Writing Level 2 Third Edition, Star Reporter, TESL, TESOL, The College of Chicago

What we Did in our COC IEP 200 Class on Wednesday, April 17th

dfd

Lesson 15: (April 17)

In Class

  1. News Hour: Read and discussed the “Multiple Explosions Hit Boston Marathon” English Wikinews Article. Before our class discussion divided the students into teams to create comprehension questions for eachother:
    • Who is Ed Davis? (Boston policeman)
    • Where was the third bomb? (JFK Presidential Library and Museum)
    • What did participants see on the street? (2 explosions)
    • How much money can you get for offering information to the authoritites? (None)
    • What time did the explosion occur? (four hours after the start of the men’s race)
    • How many explosions were at the Boston Marathon? (2)
  2. Homework Check-in
  3. Survey project: Had each student do a practice run of their presentation to prepare for tomorrow
  4. Fast Listening; students completed 2 of the Listening Quizzes for Academic Purposes:
  5. Final Exam Prep: Working from the (Study Guide) continued yesterday’s activity of having students quiz eachother in teams; these are the review questions:Grammar in Context 1 Lesson 3:
      1. How _____ do you brush your teeth? (often)
      2. I ______ wake up late in the morning. (never)
      3. Q: What time do you go to bed at night? (I got to bed at …)
      4. Q: ____ she ____ late? A: She is always late.
      5. Mother’s Day is _____ in June. (never [it’s in May])
      6. FIX THE ERRORS – Q: How often do he go to the club? A: He go usually to the club. (Q: How often does he go to the club? A: He usually goes to the club.)
      7. I don’t like to sleep in class, so I _____ sleep in class. (don’t)
      8. Q: ____ he _____ a girlfriend? A: Yes, he always _____.
      9. Vincent _____ _____ [is; never; are; sleeps] in class. (never sleeps)
      10. FIX THE ERRORS – She never does eat in class. (She never eats in class.)

      Ordinal #’s

        1. 983rd = nine hundred eighty third
        2. 85th = eighty fifth
        3. 90th = ninetieth
        4. 1,111th = one thousand and one hundred eleventh

        Expressing Habitual Present with When –Clauses

          1. CONJUGATE AND COMPLTE SENTENCE: I get very _____ [hungry] when I exercise. (hungry)
          2. FILL IN THE BLANK: Bob gets very lonely when he’s ____ home. (when)
          3. FIX THE SENTENCE: When I have a broken heart I always drink a lot. (need to add a comma after heart)
          4. FILL IN THE BLANK: When I watch TV __ ____________. (comma in first blank, logical response to watching TV in second)

        For Next Class

        To Do

        1. Project: Finish your presentation
        2. Study for the Final Exam

        COPYRIGHT NOTES

        • Please respect the copyright plus terms and conditions of all links, books and media not by Charlie Danoff.
        • Unless otherwise noted, white board photos and text Copyright © 2013 by Charlie Danoff. Rights given a CC Zero 1.0 Universal Public Domain Dedication.

        Posted in COC IEP 200, ELL, ELT, ESL, Grammar in Context 1 Fourth Edition, TESL, TESOL, The College of Chicago

        What we Did in our COC IEP 200 Class on Wednesday, April 10th

        To see all the classes from Spring Trimester Block 1 IEP 200 class at the College of Chicago, please read the course calendar here. 

        Lesson 11: (April 10)

        In Class

        1. News Hour: “Students Hurry to Finish GED® Test Before It Changes in 2014” and “Far From the Front Lines, Computer Warriors Feel Stress
        2. Short Story: Finish team review activity
        3. Survey – Explain online and offline options for students to conduct their surveys
        4. Grammar in Context 1: Pages 90 to 93
        5. NorthStar 2 R&W: Pages 128 to 130

        For Next Class

        To Do

        1. Project: Do your survey
        2. Study for Quiz 3 (Download study guide handout from danoff.org).

        COPYRIGHT NOTES

        • Please respect the copyright plus terms and conditions of all links, books and media not by Charlie Danoff.
        • Unless otherwise noted, white board photos and text Copyright © 2013 by Charlie Danoff. Rights given a CC Zero 1.0 Universal Public Domain Dedication.

        Posted in COC IEP 200, ELT, ESL, Frozen Pizza and other slices of life, Grammar in Context 1 Fourth Edition, NorthStar: Reading and Writing Level 2 Third Edition, TESL, TESOL, The College of Chicago

        What we Did in our COC IEP 200 Class on Monday, April 8th

        To see all the classes from Spring Trimester Block 1 IEP 200 class at the College of Chicago, please read the course calendar here. 

        Lesson 9: (April 8)

        In Class

        1. News Hour: “Pakistani Teen Shot by Taliban Returns to School in England” News for You article. This was the second News for You article we read about Malala, we first discussed her story back in October.
          • Students read the article independently
          • Photocopied the “Teacher’s Guide” activity for the students
          • Had a short class chat about the discussion questions
        2. Homework Check-in
        3. Review Quiz 2 and grades thus far
        4. Survey project: Review hypotheses and go over the survey essay outline:

          1. Introduction
          2. Research
          3. Hypothesis
          4. Results (table, graph)
          5. Analysis
          6. Conclusion
          7. Appendix (survey questionnaire)
        5. Grammar in Context 1: Pages 87 to 89

          • As a comprehension check I had the students work with partners to develop their own “How often …” question as with 2 answer sentences, each having the same meaning, but putting the frequency expression at a different point in the sentence.
        6. NorthStar 2 R&W: Pages 124 to 126
        7. Tech Setup: Wordpress.com app

        For Next Class

        To Read

        1. NorthStar 2 R&W: Page 127

        To Do

        1. Project: Organize your essay into the 7 sections we discussed in class and make the changes I give you in my comments on your essay
        2. NorthStar 2 R&W: Exercise 1 on page 127 and exercise 2 on pages 127 to 128
        3. Study for Quiz 3: Frozen Pizza, Vocabulary plus the words from Fast Listening 7 “Taxi Ride,” Grammar
        4. Blog: Comment on your partner’s blog
        5. Blog: Respond to your partner’s comment on your blog

        Posted in COC IEP 200, ELT, ESL, Grammar in Context 1 Fourth Edition, NorthStar: Reading and Writing Level 2 Third Edition, TESL, TESOL, The College of Chicago