Unit 2 The Study of English
Module 1 Grammar
At the end of this module you will:-
a) be able to find your way around a grammar
b) have more understanding of grammatical terminology
c) understand the importance of knowing grammar
d) have begun to consider issues involved in teaching grammar
Grammar
This module is designed to make sure that you are aware of your own grammar, and aware that it is essential to get to grips with it. When you are teaching ESOL you do not need to tell your students the grammatical terminology unless they specifically ask for the information (language-conscious nationalities will, even at lower levels) or unless you are teaching advanced students who need the terminology. However you do need to know the terminology for yourself, both to be able to answer such questions if the students ask you and to be clear about what point you are teaching and why you are teaching it.
In order to complete this unit you will need to refer to the Back to Basics Grammar Reference included with the course. For your future career in TESOL you would be advised to obtain use a grammar book. If you have not examined different grammars, we do not suggest that you buy one at this stage, as there are many on the market and you may not be comfortable with the first one you see. A good library will have a selection to choose from. When you have examined a few we suggest that you get hold of a copy of Practical English Usage by Swan or a recent edition of A Practical English Grammar by Thomson and Martinet, whichever you feel you can most comfortably use. If you are already working in the field of TESOL and have a different grammar you should be able to use that so long as it was not written for use by Shakespeare! The English language is not static and some older grammars will now be out of date - both in the language they choose to describe and the way they describe it. Check for example what your grammar book says about the difference between ‘will’ and ‘shall’.
If it tells you that:
the ‘correct’ way to use them is ‘shall’ with the ‘I’ form : ‘I/we shall’ and ‘will’ with other forms
and gives examples like:
‘I shall not clean the kitchen, he will clean it,’
then you are in trouble and need a new book!
It is worth remembering that people enter the world of TESOL from a variety of backgrounds. Therefore some of you will find these tasks quite straightforward due to your academic background, while others will need to spend time searching through a grammar in order to make sense of them. Take your time, that is the advantage of a Distance Learning Course. After you have studied a topic in your grammar book it is useful to give yourself time to listen out for it in daily life, just as your students try to do!
There is no pressure to be the first to finish. But there may be pressure on you from students if you do not take time do this section well!
Do not depress yourself with the notion that there is somewhere one ultimate set of grammatical rules which we 'know' and you must learn. This is not true. The famous adage: Rules are made to be broken.’ was never truer than for English grammar. But there are useful rules to share with students and knowing a rule can help them succeed. When you are teaching and you do not know the rule (let us assume this is a momentary lapse as you should know it!) use deductive analysis (explained in this module).
By definition you, as a native speaker (if you are a native speaker), 'know' the grammar of English perfectly - your problem is to see it as a foreign language, to know about it and to understand the problems it poses to a foreign learner. (Non-native speakers have a distinct advantage here!) Think of this all the time that you are doing the tasks; think of simple examples where you are asked for them, make life easy for yourself and your future students!
DEDUCTIVE ANALYSIS
Always check out any grammatical structure which you are unsure of and are expected to teach. Have your own 'bible' which you can rely on as a reference before a lesson. You will need your grammar throughout your TESOL career. In this unit you are expected to use your grammar, to familiarise yourself with the layout and become skilled at using it as a quick reference.
BUT WHAT HAPPENS IF I HAVEN'T GOT MY GRAMMAR WITH ME?
If you do not know a particular grammatical structure well, but you wish to explain it to your students try using DEDUCTIVE ANALYSIS. This means working it out for yourself. Write yourself some examples. One example is very dangerous in English, there is a good chance it will be an idiom or an exception. Two examples have a better chance of illustrating an emerging pattern, but there is still a chance that one will be an exception. Three examples are much safer, hopefully two of the three will illustrate the structure and you should then be able to explain the structure successfully.
In theory it should never happen that you do not know a grammatical structure well enough to be able to explain it, exemplify it and name it. HOWEVER, early on in your TESOL career it may happen. It may also happen if you are given no warning nor preparation time before a lesson. This can happen if you are substituting for an absent colleague or on badly organised summer schools. Otherwise you should MAKE SURE you know what you are teaching by thoroughly preparing your lessons.
NB One hour of preparation is the minimum for a one-hour lesson, especially in your first year of teaching.
SELF-CHECK 2:1 1 Try to use Deductive Analysis here:
Explain when to use the preposition 'at'
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Explain the use of the three prepositions 'on', 'in' and 'at' as used with expressions of time.
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Explain the difference between 'count' and 'mass' nouns
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Work out some rules for the use of count and mass nouns. (Include the verb)
MY RULES
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Write examples to show the use of 'some' and 'any' in these cases:
Beginners - 'some' in positive sentences (in contrast to 'a')
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Elementary - 'any' in negative sentences
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Elementary - 'any' in questions
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Elementary - 'some' with questions (when you expect a positive answer)
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Intermediate - 'any' in positive sentences
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Each time a new aspect of the structure is introduced, the previous forms should be practised again and consolidated. Each form can be taught as a definite case which must be followed and only later do you point out and teach alternatives and contradictions. You usually work from the commonest first up to the more unusual forms.
SELF-CHECK 2:1 2
Now check your work with the reference grammar you have bought. Correct your work and add in any other points that are in the grammar but that you did not think of.
TEACHING GRAMMAR POINTS AND GIVING EXAMPLES TO STUDENTS.
The days are gone when teachers used to stand at the front of the class and ‘tell’ the students about grammar. It helped them with what the grammar looked like but not with how to use it. These days we need to give the students clear examples in a context of how grammar works.
SELF-CHECK 2:1 3
There are thousands of teachers and books all over the world trying to help learners by giving them ‘example sentences’ to help them with their grammar.
Look at the exercises below.
What is wrong with them? Why would they not help students with their grammar or verb tenses very much?
Exercise 1 - Articles
Jackie ordered (the / an / a) printer from Ebay.
Everyday I exercise with (the / an / a) Denise Austin video I got for my birthday.
We enjoy (the / an / a) lovely dinner with friends on Sunday evenings.
At the zoo, we saw (the / an / a) seal and (the / an / a) otter.
Exercise 2 - Tenses
In these sentences fill in the verb in the correct tense.
John _________________ (play) tennis every Sunday.
I _____________________(live) in Egypt for 3 years
I _____________________(play) football next Sunday.
I ______________________(have) coffee with my breakfast.
Problems: