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Developing language knowledge Grammar 1. Revision, diagnostics, clauses and tenses This document contains material that focuses on identifying trainees’ level of language knowledge, so that sessions on the course can be tailored to their needs and prior knowledge. There is material to suit both ESOL and Literacy trainees. There is also a planned ESOL session which picks up on some areas of common difficulty and then focuses trainees on the reason for learning about more complex grammar, which is to prepare them to be able to teach at higher levels, especially Levels 1 and 2. There is considerable scope for differentiation in this session, both in terms of speed of completion and by providing more challenging tasks for some trainees than for others – see [square brackets] in worksheet – or by giving some trainees more time to research language teaching points. Grammar 1 – diagnostic, self assessment, focus on clauses, tenses Self-access work and 2 hour session Self-access work Materials 1.1 Pre-course work Pre-course task including work on grammar, lexis and phonology [ESOL trainees] or grammar [Literacy Pre-course task trainees] (not included) During first few weeks: Self study of following chapters in Thornbury’s About Language, using commentary in book to check own Thornbury, S. (1997) About work. Language ESOL trainees: Introductory unit Cambridge: CUP Ch11 – Word classes Ch 12 – The simple sentence Ch 13 – The complex sentence Ch 16 – Time and tense Literacy trainees: Introductory unit Ch 9 – Word formation and spelling – tasks 1–6 only Ch11 – Word classes Ch 12 – The simple sentence Ch 13 – The complex sentence 1.2 Diagnostic [ESOL] and self-evaluation [ESOL and Literacy] Trainees complete diagnostic tasks and self-evaluation during early part of course (PTLLS). Tracking grid can be used by tutor to record strengths and areas for development. Self-evaluations can be used to inform individual action plans and content of future class sessions. 1 Diagnostic task (pp.4-5 below) Diagnostic summary grid (p.6) Grammar selfevaluation (p.7) Grammar 1 – diagnostic, self assessment, focus on clauses, tenses 1.3 ESOL Session Learning outcomes: By the end of the session, participants will have: • revised sentence and clause types and be able to identify them • identified variety of tenses and verb forms and have revised some of their uses • learnt how to divide sentences and clauses into SVOCA constituents • researched a grammar point for teaching to L1 or L2. Session pre-reading and tasks: Thornbury, S. (1997) About Thornbury ch. 15 The verb phrase – complete tasks Language Cambridge: CUP Time: Session plan: Materials 0.00 1. Introduction What new terms have trainees learnt from Thornbury work (ch 15)? Check: finite/non-finite stative/dynamic verb I feel obliged I discovered 0.20 1.00 Share objectives and outline session: Practice on clauses SVOCA tenses teaching Levels1 and 2 2. Identification practice Revision sheet – work in pairs ex. A. Differentiate by getting some trainees to omit items in square brackets Instructions: indicate items as follows: Complex – underline Compound – underline wavy Non-finite subordinate clause – yellow Finite subordinate clause – green Relative clause – pink Noun clause – blue Feedback: Some examples on Ppt 2-3 [Put answer sheet on Moodle afterwards for checking] 3. SVOCA • Start by referring to Thornbury ch. 12 • Identify sentence constituents on Ppt 4 and answers on 5 • Ex B on revision sheet, in pairs • Feed back and clarify – answers on Ppt 6 2 Ppt 1 Revision sheet (p.8 below) Highlighters Ppt 2-3 Answer sheets (p.9-11 below) Thornbury Ppt 4-5 Ppt 6 1.15 4. Time and tense Example C&D on revision sheet Feedback on relationship between time and tense 1.25 5. Teaching analysis and ideas Pairs choose a grammar point from task sheet and brainstorm, research, select, evaluate. Feed back if time 1.55 – 2.00 Reflective journal Trainees reflect and write about their learning and possibilities for application of today’s session. 3 Teaching grammar at Levels 1 and 2 sheet (p.12 below) Course books, grammar books, etc, for reference Ppt 7 as a prompt Language analysis – diagnostic guide Name: …………………………………. A Terminology and identification Read the text and then complete the task below. Grammar in the classroom It is important to remember that language teaching is a means to an end. The main objective is to change the students’ behaviour, not the teachers’; language learning is more important than language teaching. There have always been arguments about the best way to teach languages. At one time explanation followed by example and practice was considered the ‘obvious’ way to do things; at another time students were presented with examples and simply expected to follow the model, without explanation. Much modern thinking suggests that breaking the language down into small, separate pieces may not be the best way. What ever method is adopted, however, students inevitably ask their teacher Is …also possible?, Why can/can’t I say…? Teachers cannot avoid the fact that exploring and understanding patterns and important semantic distinctions is part of language learning. Often, however, the way they answer these questions is counter-productive. It is easy to confuse, instead of helping the student. Efficient language learning must reflect the nature of language, and the nature of learning. Teachers often feel that explaining grammar is an important part of their job. Such a view must be a mistake – it is placing the emphasis on the teacher, instead of on the student. The teacher’s task is not to tell the student how the language works, but to find good questions to ask students about examples, so that students may discover for themselves. Rules and explanations have a part to play in the language classroom. But it is a part which is often smaller than language teachers think. Some things do not need to be explained at all and some need to be explored again and again, through a combination of explanation, example, diagram and discussion. Understanding in these areas needs to be seen as a process which carries on from lesson to lesson, and even from year to year as students deepen their understanding. Lewis, M (1986) The English Verb Thomson Heinle p.15 From Lewis, M. The English Verb, 1E. © 1986 Heinle/ELT, a part of Cengage Learning, Inc. Reproduced by permission. www.cengage.com/permissions For each of the following, find an example from the text above and write it in the space. Verb and noun structures 1. Present perfect tense .......................................................... 2. Passive verb .......................................................... 3. Modal verb expressing possibility ........................................................ 4. Modal verb expressing obligation ........................................................ 5. Modal verb expressing deduction ........................................................ 6. Phrasal verb ........................................................ 7. Uncountable/mass noun ........................................................ Clause types 1. Relative clause ........................................................ ........................................................ 2. Sentence with a subordinate clause (complex structure). Underline the subordinate clause. ........................................................ ........................................................ ........................ 3. Sentence with coordinating structure (compound structure) .............................................. ........................................................................................................................................... 4 Text organisation and cohesion 1. Ellipsis (omission) ........................................................ 2. Backward pronoun reference ........................................................ 3. The topic sentence in paragraph 2 .................................................................................... ........................................................................................................................................... 4. The supporting ideas in paragraph 2 (underline them in the text) B Student errors Look at the errors in the following examples and explain why they might have occurred. Use separate paper. 1. *It was a fantastic show. However I enjoyed it very much. 2. *I rang up so I booked the tickets. 3. *My children are waiting. I must pick up them from school. 4. *Dear Sir.....I want you to sort out my problem. 5. *Will you borrow me your dictionary? 6. *My sister was wounded in a car crash. 7. *Suddenly there came a friend to me. C Phonology 1. From the list of strong and weak forms, choose the most likely pronunciation for each of the given words in the conversation below. Write it in above the words, in phonemic script. strong form weak form but /bʌt/ /bət/ me /mi:/ /mɪ/ and ‘She said she didn’t know about she me, but he must have told her.’ he should ‘What do you think you and he do should do?’ must have /ænd/ /ʃi:/ /hi:/ /ʃʊd/ /du:/ /mʌst/ /hæv/ /ən/ /ʃɪ/ /ɪ/ /ʃəd/ /də/ /məs/ /əv/ 2. What happens to the pronunciation of the following in fast speech? I don’t know ........................................................................................................................... ten-pin bowling ...................................................................................................................... six students ........................................................................................................................... I saw him yesterday ............................................................................................................... 3. In what context would you stress the word ‘in’ in the utterance: “I live in Blackburn.”? 5 Language analysis – diagnostic summary A Terminology and identification Names Verb and noun structures Clause types Cohesion Paragraph organisation B Student errors Linking words B1 and 2 Multi-word verbs and register B3 and 4 Vocabulary B5 and 6 Existential there B7 C Phonology Strong and weak forms C1 Phonemic script C1 Connected speech C2 Contrastive stress C3 6 Grammar self assessment Topic Name: Good understanding Date: Some understanding I need to work on this area My top 4 priorities Sentence structure and type – simple, compound, complex Terminology for word classes Clause and phrase structure, incl. subordinate clauses Conjunctions Marked and unmarked forms Noun phrase, incl. modification and determiners (articles etc) Verb phrase, incl. transitive, intransitive, finite, non-finite Modals Voice (active and passive) Aspect (e.g. perfect) Tenses Adverbial element Word order Prepositions and phrasal verbs ? Which elements of grammar do you enjoy teaching and feel you teach successfully? Which elements of grammar do you avoid teaching or feel you teach less successfully? 7 Grammar revision A. In the following extract, find examples of the following [more advanced items in square brackets]: • complex sentence, compound sentence, finite subordinate clause, [non-finite subordinate clause], relative clause, [noun clause]; • verb forms: present continuous, past continuous, present perfect continuous, passive (various tenses) • auxiliary verb, [stative verb], dynamic verb; • time adverbial phrase, time adverbial clause, conditional clause, purpose/result clause, reason clause ‘Living language learning’ Paul Bress (2006) English Teaching Professional 42 Having just returned from a couple of weeks in Italy, I have been thinking again about how I learn (and like to learn) foreign languages. On this particular occasion I came away thinking that the whole process is a very messy business – and all the better for it! I found my Italian coming along in leaps and bounds without there being any semblance of system in my learning. In fact, the way I learnt was almost diametrically opposed to the way languages are taught in some classrooms. Here are some examples of what didn’t happen to me in Italy: • I didn’t learn all the reflexive pronouns in 45 minutes. • I didn’t learn one preposition, and then seven more because ‘that was what we were doing that day’. • I didn’t learn how to say seventeen, and then all the other numbers between ten and twenty, because ‘that was on the syllabus’. My awareness that I was not having to endure this process reminded me of the need to mimic L1 acquisition in the L2 classroom, something that has always felt right to me subjectively. If we do try to mimic the L1 acquisition process, then we are encouraging the holistic learning process. In other words, we are encouraging language to be learnt not in the suspended animation of the pick ’n’ mix classroom, but in a way that is part and parcel of living itself. So I’m using holistic learning here to mean ‘learning to do things in a foreign language’. However, it’s one thing to make the case for holistic learning, but quite another to say what it constitutes. Here is my attempt to do so. This article from English Teaching Professional is reproduced with the permission of the publishers, Pavilion Publishing www.keywayspublishing.com B. Sentence constituents – mark these sentences with SVOCA (See chapter 12 of Thornbury, S. (1997) About Language, Cambridge: CUP) The whole process is a very messy business. I didn’t learn all the reflexive pronouns in 45 minutes. So I’m using holistic learning here to mean ‘learning to do things in a foreign language’. C. Look at the seven underlined verb forms in the text. Discuss which meaning of that form they represent and why that form was chosen. D. Time and tense – read the following sentences. What is the tense of each verb in bold? Does the verb refer to the present, the past or the future? (See Thornbury, About Language ch. 16) 1. My son is graduating next year. 2. When you have finished your marking, how about going out for a while? 3. Hello, I didn’t know you worked here! 4. Mary tells me that you’re looking for a new job. 5. It’s time you were moving on! 6. I’ll email you as soon as I get to work. 7. If nobody turned up for next week’s session, what would you do? 8. I’ll open that door for you! From this exercise what conclusions can you draw about the relationship between time and tense? 8 Grammar revision – answers (some highlighted and some in italics) A. In the following extract, find examples of the following: • complex sentence, compound sentence, finite subordinate clause, [non-finite subordinate clause], relative clause, [noun clause]; • verb forms: present continuous – I'm using, past continuous – was not having, present perfect continuous – have been thinking, passive (various tenses) – are taught, to be learnt • auxiliary verb – having, didn't, stative verb – felt, dynamic verb – returned; • time adverbial phrase, time adverbial clause, conditional clause, purpose/result clause, reason clause ‘Living language learning’ Paul Bress (2006) English Teaching Professional 42 Having just returned from a couple of weeks in Italy, I have been thinking again about how I learn (and like to learn) foreign languages. On this particular occasion I came away thinking that the whole process is a very messy business – and all the better for it! I found my Italian coming along in leaps and bounds without there being any semblance of system in my learning. In fact, the way I learnt was almost diametrically opposed to the way languages are taught in some classrooms. Here are some examples of what didn’t happen to me in Italy: • I didn’t learn all the reflexive pronouns in 45 minutes. • I didn’t learn one preposition, and then seven more because ‘that was what we were doing that day’. • I didn’t learn how to say seventeen, and then all the other numbers between ten and twenty, because ‘that was on the syllabus’. My awareness that I was not having to endure this process reminded me of the need to mimic L1 acquisition in the L2 classroom, something that has always felt right to me subjectively. If we do try to mimic the L1 acquisition process, then we are encouraging the holistic learning process. In other words, we are encouraging language to be learnt not in the suspended animation of the pick ’n’ mix classroom, but in a way that is part and parcel of living itself. So I’m using holistic learning here to mean ‘learning to do things in a foreign language’. However, it’s one thing to make the case for holistic learning, but quite another to say what it constitutes. Here is my attempt to do so. 9 Grammar revision – answers [continued] A. In the following extract, find examples of the following: • complex sentence, compound sentence, finite subordinate clause, [non-finite subordinate clause], relative clause, [noun clause]; • verb forms: present continuous – I’m using, past continuous – was not having, present perfect continuous – have been thinking, passive (various tenses) – are taught, to be learnt • auxiliary verb – having, didn't, stative verb – felt, dynamic verb – returned; • time adverbial phrase, time adverbial clause, conditional clause, purpose/result clause, reason clause ‘Living language learning’ Paul Bress (2006) English Teaching Professional 42 Having just returned from a couple of weeks in Italy, I have been thinking again about how I learn (and like to learn) foreign languages. On this particular occasion I came away thinking that the whole process is a very messy business – and all the better for it! I found my Italian coming along in leaps and bounds without there being any semblance of system in my learning. In fact, the way I learnt was almost diametrically opposed to the way languages are taught in some classrooms. Here are some examples of what didn’t happen to me in Italy: • I didn’t learn all the reflexive pronouns in 45 minutes. • I didn’t learn one preposition, and then seven more because ‘that was what we were doing that day’. • I didn’t learn how to say seventeen, and then all the other numbers between ten and twenty, because ‘that was on the syllabus’. My awareness that I was not having to endure this process reminded me of the need to mimic L1 acquisition in the L2 classroom, something that has always felt right to me subjectively. If we do try to mimic the L1 acquisition process, then we are encouraging the holistic learning process. In other words, we are encouraging language to be learnt not in the suspended animation of the pick ’n’ mix classroom, but in a way that is part and parcel of living itself. So I’m using holistic learning here to mean ‘learning to do things in a foreign language’. However, it’s one thing to make the case for holistic learning, but quite another to say what it constitutes. Here is my attempt to do so. B. Sentence constituents – mark these sentences with SVOCA (See ch. 12 of Thornbury, S. (1997) About Language, Cambridge: CUP) The whole process is a very messy business. I didn’t learn all the reflexive pronouns in 45 minutes. So I’m using holistic learning here to mean ‘learning to do things in a foreign language’. C. Look at the seven underlined verb forms in the text. Discuss which meaning of that form they represent and why that form was chosen. • have been thinking – recent activity, continuing, relevant to present • learn – habitual activity • is – general truth • learnt – past completed activity at a specific time • are taught – habitual activity, passive because agent is assumed (‘by teachers’) • are encouraging – current activity going on during a specific (temporary) time period • am using – current activity at this moment 10 D. Time and tense – read the following sentences. What is the tense of each verb in bold? Does the verb refer to the present, the past or the future? (See Thornbury, About Language ch. 16) 1. My son is graduating next year. present continuous/future reference 2. When you have finished your marking, how about going out for a while? present perfect/future ref. 3. Hello, I didn’t know you worked here! simple past/present ref. 4. Mary tells me that you’re looking for a new job. simple present/past ref. 5. It’s time you were moving on! past continuous/present ref. 6. I’ll email you as soon as I get to work. present simple/future ref. 7. If nobody turned up for next week’s session, what would you do? simple past/ future ref. 8. I’ll open that door for you! ‘will’ future/present or very near future ref From this exercise, what conclusions can you draw about the relationship between time and tense? No one-to-one relationship can be assumed. 11 Teaching grammar at levels 1 and 2 (mostly verb phrase issues) Choose one of the following areas, and with your partner: 1. Brainstorm what you know about this topic, how you could teach it, etc. 2. Look it up in course books and grammar books to find out the key uses, problem areas, etc. 3. Decide which contexts would be most suitable for teaching this item and what order you would do things in 4. Evaluate the material you have looked at for use with a Level 1 or 2 class Modals for possibility and probability Modals for deduction Modals for obligation Conditionals Present perfect simple and continuous Sentence linking – contrast, reason, result clauses (although, however, in spite of, because, so that, etc) Future forms Tenses in time clauses (when, as soon as, etc) Gerunds and infinitives Relative clauses Passive Indirect questions and reported speech Participle clauses Focusing with noun clauses (it clauses, what clauses) This resource has been produced as a result of a grant awarded by LSIS. The grant was made available through the Skills for Life Support Programme in 2010. The resource has been developed by practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes. 12