Teaching English as a Foreign Language, Second Edition

Towards the end of Phase 2
The teacher is still writing on the blackboard, pupils are
copying busily:
The Negative Interrogative of verbs other than ‘be’ and
‘have’ is formed by using the interrogative form with ‘do’
and placing ‘not’ after the subject, thus:
1st Person Singular
Do I not walk?
2nd Person Singular
Do you not walk?
3rd Person Singular
Does he, she, it not walk?
1st Person Plural
Do we not walk?
2nd Person Plural
Do you not walk?
3rd Person Plural
Do they not walk?
By this time pupils have written out in full the paradigms for
positive and negative declarative, and the positive and
negative interrogative for ‘be’, ‘have’, and ‘walk’ with some
additional examples where these were felt to be useful.
Phase 3
The teacher cleans the last paradigm off the board and
writes:
(1) Give the 3rd Person Singular Interrogative forms of
the simple present tense of each of the following
verbs: walk, talk, come, go, run, eat, drink, have,
open, shut.
He says, ‘Do these exercises, please’ and writes again:
(2) Give the 2nd Person plural Negative Interrogative
forms of the simple present tense of the following

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In the Classroom
22
verbs: write, wash, love, be, push, pull, want, hit,
throw, ride.
…etc. etc.
Here then are scenarios for three very different kinds of
lesson, and in Chapter 12 there is a plan for a lesson of yet
another kind.
The key questions
In considering these lessons there are at least five important
questions that anyone who aspires to be at all professional
about teaching English as a foreign language needs to ask.
Each question implies a whole series of other questions and
they might be something like these: