- •Teaching Grammar
- •D Observation task
- •Input reading 1
- •Exploratory task 1.1 Give the normative parallels to the following sentences
- •Input reading 2
- •Element production
- •Prediction of the next steps
- •Next step production
- •Input reading 3
- •Produce a list of your favorite and most successful techniques of teaching grammar
- •Exploratory task 3.1
- •Exploratory task 3.2
- •Exploratory task 3.4
- •Exploratory task 3.5
- •Exploratory task 3.6
- •Exploratory task 3.7
- •Exploratory task 3.8
- •Exploratory task 3.9
- •Exploratory task 3.10
- •When did it stop raining. A/How long hasn't it been raining? b/ When wasn't it raining?
- •You've been talking on the phone for two hours. A/ You've just stopped talking on the phone. B/ You started talking on the phone two hours ago.
- •Observation task 3.1
- •Input reading 4
- •Exploratory task 4.2 Try to give rules to the following language samples (all language samples are grammatically correct and have a certain sensible communicative message)
- •Exploratory task 4.3
- •Exploratory task 4.4
- •Stage of teaching (e.G. Material presentation, meaningful drill, communicative production etc)_________________________________________________________
- •Integrated task 4.1
- •Answer keys
- •Glossary of Grammar Terms
- •References and Further Reading
Glossary of Grammar Terms
Anticipatory IT occupies subject position and "anticipates" the subject (It's time that she has finished with Simon)
Auxiliary verb (helping verb) occurs with a main verb (She HAS made a chocolate cake)
Clause is a string of words consisting of at least a subject and a predicate. A sentence can consist of a matrix (main) clause and a subordinate clause. E.g. I know that he is a coward.
Cleft IT is emphatic. E.g. IT was John who opened fire.
Complex sentence contains the main and at least one subordinate clause
Compound sentence contains coordinated main clauses. E.g. They saw the enemies and the enemies saw them.
Declarative sentence makes a statement. E.g. It is autumn now.
Determiners occur before nouns. E.g. the, a, our, both etc
Direct object follows a transitive verb. E.g. Jim sold the CAR.
Dummy "it" is used in reference to time and weather. E.g. It is raining.
Ellipsis occurs when clauses, phrases or words are omitted from a sentence but the meaning is recoverable from the context. E.g. Talk to you later.
Existential sentences contain "there is/are"
Finite verbs carry Tense. Without Tense the verb is non-finite, e.g. the infinitive.
Function words are prepositions, conjunctions and pronouns.
Indirect object is the receiver of the action. E.g. Tom gave LIZZ flowers ("flowers" is direct object)
Infinitive is the verb form following "to". E.g. to live
Intransitive verbs do not take complements. E.g. She cried.
Inversion is the property of an auxiliary to move to the front of the sentences as in interrogatives. E.g. "DO you run fast?"
Modal auxiliary is a type of auxiliary verb expressing permission (may), obligation (must), ability (can) prediction (will) etc.
Modal verbs express modality, i.e. the dimension of an utterance to reveal "personal component" in the message. E.g. Your mom MUST HAVE DONE the cooking (strong supposition). Modal verbs are sometimes called "defective" as most of them do not permit particle "to" before the infinitives. E.g. He CAN BUY anything.
Mood classifies verbs as indicative (It was late) or subjunctive (If it were late …)
Paradigm is the set of forms that a word or structure can assume. E.g. write, wrote, written, writing etc
Passive voice expresses an action done to a subject. E.g. The ball was kicked at last.
Progressive aspect is grammatically encoded with be + -ing participle. E.g. The primadonna is singing tonight.
Prototype is the primary type of a thing or a phenomenon
Reflexive pronouns are followed by "self". E.g. myself.
Transitive verbs take one or more complements. E.g. I gave HER MONEY ("give" is a transitive verb).
References and Further Reading
Aitken, R. 1995. Teaching Tenses. Longman.
Batstone, R. 1995. Grammar. OUP.
Bloomfield, L. 1933. Language. N.Y.
Brazyl, D.1995. Grammar of Speech. OUP.
Brown, G. and Yule, G. 1997. Teaching the Spoken Language. CUP.
Bygate, M., A. Tonkyn, and E. Williams. (Eds) 1994. Grammar and the Language Teacher. Prentice Hall.
Byrne, D. 1996. Teaching Oral English. Longman
Ellis, R. 1996. The Study of Second Language Acquisition. OUP.
Chomsky, N. 1965. Aspects of the Theory of Syntax. Cambridge. Mass.
Devitiis G.,L.Mariami and K.O'Malley. 1995. English Grammar for Communication Exercises. Longman.
Graham, C. 1978. Jazz Chants. N.Y. OUP.
Green, R. 1997. Moving with Grammar. Beaumont Publishing. London.
Hadfield, J. 1987. Advanced Communication Games. Nelson.
Harmer, J. 1989. Teaching and Learning Grammar. Longman. London.
Langacker, R. 1987. Foundations of Cognitive Grammar. Stanford. CA.
Lyons, J. 1968. Introduction to Theoretical Linguistics. CUP.
MacCarthy, M. and R.Carter. Spoken Grammar: what is it and how we can teach it? ELT Journal. Vol. 49/3. July 1995. P. 207-218.
McKay, S. 1987. Teaching Grammar Form, function and Technique. Prentice Hall.
McLaughlin, B. 1987. Theories of Second Language Learning. London. Edward Arnold
Nunan, D. 1991. Language Teaching Methodology. Phoenix ELT. N.Y.
Rinvolucri, M. 1997. Grammar Games. CUP.
Rosch, E. 1978. Principles of Categorization. In E.Rosch and B.Lloyd (Eds). Cognition and Categorization. Hillsdale.
Rutherford, W. 1987. Second Language Grammar: Learning and Teaching. London.
Skehan, P. 1998 A Cognitive Approach to Language Learning. OUP.
Ungerer F. and H. Schmid. An Introduction to Cognitive Linguistics. 1997. Longman. N.Y.
Ur, P. 1996. A Course in Language Teaching. CUP.
Ur, P. 1988. Grammar Practice Activities. CUP.
Willis. J. 1999. A framework for Task-Based Learning. Longman.