1. UNIVERSIDAD DE ORIENTE
POST GRADO EN EDUCACIÓN ENSEÑANZA
CON MENCIONES
NÚCLEO SUCRE
YES/NO
QUESTIONS
PARTICIPANTS:
Fuentes, Jeisa
González, Divia
Quijada, Unis

2. YES/NO QUESTION .
Daniel: Are you ready?
Vicky: Yes, nearly
No, not quite.
Daniel wants to know
if Vicky is ready or not

3. •Different Uses .
Making a
suggestion.
Shall we eat out tonight?
Requesting.
Can / Could you write the address
down for me, please?

Offering.
Can I carry something for you?
No, You cannot.

Inviting.
Would you like to go to the party?
Yes, I’d love to.

Asking permission.

May I use your phone?
Yes, of course.

4. The meaning of
Yes/No questions .
* Negative yes/no questions.

Sometimes these can express disappointment or
annoyance.

The negative question might signals that the
speaker has reason to believe that something he or
she had previously thought was true might not be
so.

5. Examples:
Is Paul playing soccer this year?
Isn’t Paul playing soccer this year?
(different orientation)
Aren’t we going to the movies?
Isn’t she making the project?
Don’t you have bananas?
Yes, I do / No, I don’t.
Yes, We do / No, We don’t.
(presuppositional difference)

6. Focused Yes/No Questions
Sometimes yes/no questions can be more
focused in their query. A preposition may be
though to be true in
general, but one of its specific components
– Subject, Verb, Objects, Adverbialmay be still in doubt.

7. *Did Alice write a letter to
George?
Focuse
d
*Did Alice write a
letter to George?
*Did Alice write a letter
to George?
Did Alice write a
letter to George?

8. Some Versus Any:
Some and Any go before a plural
or uncountable noun.
We use SOME in offers and
requests to make them sound
.
positive.
Ex: Would you like some coffee?
We can use ANY in questions, in
negatives sentences or ones
with negatives meaning.
Ex: Have you got any butter?
Did you buy any clothes?

9. How to make a yes /no
questions.
FORM.
A yes / no question begings with an auxiliary
verb. An auxiliary verb is a form of BE, HAVE, or a
Model verb. The auxiliary verb comes before the
subject.

AUX. SUBj.
Statement: It is raining
Is
it
Raining?
Has
David got a car?
Question: Is it raining?
Can
Emma drive?
Do
you
want to eat?

10. • Subject – Operator Inversion.
With the copula BE.
Ex. Pamela was a graduate student at
the time
With an auxiliary verb.
Ex. They will be in Paris on Friday.
With another verb.
Ex. Helen plays the piano on Sunday.

11. Short anSwerS
to yeS / no
queStionS .
• With a modal
Can she go?
Yes, She can
No,She cannot
• With a phrasal modal
(the first element)
Is she able to go?
Yes, She is
No, She isn’t
• With perfect aspect
Has she gone?
Yes, She has
No, She has not.
With Progressive
Aspect
Is she going?
Yes, She is.
No,She is not.

12. Some Exercises
Answer the questions orally.

13. TH
AN
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KKS
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THAFO KS
HAN
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OR
FOR
YO R
F UUR
AT
TEN R N
YO
YTEUTIO
ON R
TIO
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AT
ATTENTION

14. 3. Fred
Kerlinger
Model. (1988)
-The Problem.
•Theory, hipothesis
and definitions.
•Previous research,
the literature.
There is a variety of
models to design a
problem too:
4. uPel – CaraCaS
Model, based on the
“American Psycohological
Associaion”. (A.P.A.)
•Introduction.
•Problem Posing.
•The research hipothesis.
•Objectives.
•Justification

15. Those different models
allow us to choose in an
easier way the one that
is closer and store our
knowledge.

16. Problem Formulation
EXAMPLE
Which are the factors that affect the
English students’
academic efficiency at U.D.O during
September 2005January 2006?)

17. • General
Objective
It expresses
the concrete
purpose in a
direct
corresponde
nce with the
problemformulation.
Exploratory Descriptive
Level
Level
Know
Define
Find out
Detect
Study
Explore
Inquire
Analyze
Calculate
Characterize
Classify
Compare
Quantify
Define
Describe
Diagnose
Examine
Identify
Measure
Explicative
Level
Check
Determine
Establish
Evaluate
Explain
Relate
Show
Verify

18. But this is a fact that must not be limited
since various general objectives can be
made, because their redaction depends on
the amount of the independent wished
situation the researcher wants to reach in a
specific period of time

19. TITLE
Causes of the
school desertion
at public
primary
schools from
Caracas
EXAMPLE.
Formulation
problem
Which are the
causes of school
desertion at
public primary
schools from
Caracas
General
objective
Identify the
causes of
school
desertion at
public primary
schools

20. • The Problem
Delimitation
The problem-delimitation means
to show through a question, the
specific research object, place
and time that will be taken into
account in the research.