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Certificate IV TESOL Teaching English to Speakers of Other Languages *10317 NAT next Unit 2/3 Session 5 September 24th 2016 Analyze & Teach English Language Teach English Grammar In this session, we will be looking at: • Parts of speech next Teach English Grammar We need both functional and traditional grammars for an overall, comprehensive understanding of the world of grammar. Functional Grammar – uses a ‘top down’ approach where the staring point is the big picture of social purposes of language. F G talks about participants and we see that they are represented in words through noun groups which can contain articles, adjectives, nouns. Traditional Grammar – uses a ‘bottom up’ approach where we focus on words and sentences and the form of language. T G gives us common language for focusing on form – talking about how specific language chunks are created. next Grammar and language learning Discuss in pairs: • Think of a child, how do they acquire language? What is the process they go through to learn their L1 (First language)? • If we do not teach children grammatical terms when they begin the language learning process, why then do we need to know all of these terms when learning a L2? Can’t older people learn in the same way? • How does language learning differ in childhood from adulthood? Why? next Parts of speech WORD CLASSES Semantics – what does it mean? (Dictionary meaning) Structural – what is the form? What does it look like? Functional – what part does it play in the sentence? Derivational morpheme - is an affix that's added to a word to create a new word or a new form of a word. Compare with inflectional morpheme. Derivational morphemes can change the grammatical category (or part of speech) of a word. Inflectional morpheme - is a suffix that's added to a word to assign a particular grammatical property to that word. Compare with derivational morpheme. Inflectional morphemes serve as grammatical markers that indicate tense, number, possession, or next comparison. NOUNS Semantics – name of a person, place or thing. Structural • Derivational morphemes (-ity, -ness, -hood, -dom, -ion). • Inflectional morphemes (plural -s, possessive – ‘s). Function • Subject of a sentence • Object of a sentence • The complement of a copular verb (always after a linking verb e.g. “BE” or “seem” • E.g. (‘doctor’ in “He’s a doctor.” SVC) or (‘happy’ in “Tom seems happy.” SVC) • Indirect object (whom) next • Can come after a preposition VERBS Semantics – describing actions of states of being Structural • Derivational morphemes ( - ise, -ate, -ify). • Inflectional morphemes (3rd person singular -s “he walks”, simple past tense: ed, past participle: ed, -n “walked, shown”, present participle: ing.) Grammatical function – the verb is the only absolutely essential component of a sentence. Verb types • Dynamic (action, doing) verbs • E.g. walk, fantasise, google, sleep • Stative (state) verbs (being) • E.g. be, feel, know, have (meaning possess), understand (not next used in continuous tenses) Verbs can be: • Transitive (objects verbs – requires an object to convey the full meaning): Ian McEwan wrote Atonement. • Intransitive (non object verbs): Something terrible happens in the story • Ditransitive (two object verbs): Robbie sent a letter to Cecilia. Copular verbs • linking verbs of complement verbs • they tell you more about the subject • the complement completes the meaning of the verb e.g. be, seem, look, smell, become. • E.g. “She looks incredible in that green dress” SV(copular)A Phrasal verbs • Made up of a ‘normal’ verb plus a particle (adverb or preposition) e.g. look after, log on, show off, put up with. next VERBS Tense and aspect • Tense – inflection change in form - Present simple and past simple • Aspect – perfect aspect (perfective) for whether something has been completed or not. E.g. verb + have + ed “I’ve finished the painting.” • Aspect – continuous aspect (progressive) for whether an action is in progress or not. Verb + be + ing “He’s walking the dog.” • E.g. present (tense) progressive (aspect) next ADJECTIVES Semantics – describing word Structural • Derivational morphemes (-ful, -ive, -ish, -able, -ent). • Inflectional morphemes (-er, -est) comparative and superlative Grammar function • Come before a determiner and a noun (attributive), “A handsome young man.” • After a copular verb (predictive) “Lewis is sensational in his new movie.” next Order • Comparison adjectives (show adj) add -er, and – est • Superlatives must have ‘the’ e.g. “the brightest” • Long adj (3 syllables +) use ‘more’ or ‘most’ e.g. “the most delightful.” • Two syllable adj use ‘more’ e.g. “more careful”, “more gorgeous” • Two syllable adj ending in -y (add – er, -est) Gradable / non gradable • most adjectives are gradable (hot, wet, interesting, jealous) we intensify by adding ADVERBS such as (very, fairly, incredibly, pretty, bloody). • Non-gradable adjectives are adjectives like ‘married’ or ‘wooden’. You can’t be very married or a bit married. Nongradable adjectives do not have different degrees. • Adjectives like ‘terrifying’, ‘freezing’ ‘amazing’ are also nongradable adjectives. They already contain the idea of ‘very’ innext their definitions – ‘freezing’ means ‘very cold’ etc. ADVERBS Semantics – added to the verb. Describing direction, location, time, manner of frequency, and degree. Structural • Derivational morphemes (some - ly). • Inflectional morphemes – a few inflect for comparative / superlative. Grammatical function • Adverbs modify verbs e.g. “She drives carefully.” • Adverbs intensify adjectives e.g. “You look absolutely marvellous.” • Intensify other adverbs e.g. “She works incredibly hard.” • Intensify whole sentences e.g. “Unfortunately, there is no wine next left in the bottle.” AUXILIARY VERBS Semantics – helps you do something e.g. mark tense TO BE is used: • Present participle to make continuous tense e.g. “Freddy is studying.” • Past participle to make passive voice forms. “The dishes were washed by Jane.” • Present participle to make future progressive e.g. “I will be planting my own veggie garden this summer.” TO DO is used: • Used to mark tense – it is meaningless • To make a question and negatives in the present simple and past simple E.g. “Do you like to go running?” • To make affirmative present simple and past simple statements • E.g. “We did prepare our homework for Mrs. Da Silva!” next • E.g. “We do enjoy going for a walk each night!” TO HAVE is used: • With the past participle to make the perfect tense • E.g. “She has had that car for years!” Modal Auxiliaries • Can, will, may, might, shall, should, could, would, must. • They have their own rules: • Used to express possibility, desire, doubt, etc. • Bare infinitive – take infinitive without ‘to’ e.g. “I shall invite them.” • There is no 3rd person singular form • They from negatives by adding ‘not’ e.g. “I wouldn’t do that if I were you.” • They form questions by inverting e.g. “Could you help me, please?” • Limited in tenses next • They cannot be preceded by another modal PRONOUNS Semantic – stand in the place of a noun Grammatical function • Personal pronouns (I, me, you, he, him, she, her, they, them, we, us, it). Personal pronouns are the most highly inflected class as they inflect for gender (he/she), number (I/we), case (I, me, mine). • Indefinite pronouns (someone, anyone, everybody, anybody, each, all) • Relative pronouns (who, whom, whose, which, that, what) • Possessive pronouns (my, our, your, his, her, their, its) • Demonstrative pronouns (this, that, these, those) • Quantifiers (one, several, much) e.g. “I haven’t got one.” next PREPOSITIONS Semantics - a word governing, and usually preceding, a noun or pronoun and expressing a relation to another word or element in the clause. Function • Followed by a noun, pronoun or noun phrase • They can make connections between words They mark: Place Time Instrument Direction Manner e.g. on the table, in the soup, above the houses e.g. at 4 o’clock, in two weeks, for three years e.g. with a hammer, by reading e.g. into the cup, towards the window, through the park e.g. with great sensitivity, in an authoritative tone They can be • One word (by, with, from) • Several words (on account of, in the event of) next Prepositions of time next Prepositions of place next DETERMINERS Semantics • Always come before a noun • Sometime one or more adjectives can come between the determiner and the noun e.g. “It is a beautiful garden.” (Determiner/adj/noun) • There cannot be two determiners together Function • Articles • Quantifiers • Numbers • Originals (an, the a), (possessive adjectives - your, mine, his…) and (demonstrative pronouns – this, that, these, those) (much, many, some, any, few, little…) (one, two, three…) next (first, last, next, thirty-first…) DEFINITE ARTICLES & INDEFINATE ARTICLES Semantics – one type of determiner Function • A, AN, THE or zero article • Depends on whether the noun that follows is: single or plural, countable or uncountable, general or specific CONJUCTIONS • CC – Coordinating Conjunctions (and, but, or, unless) • SC - Subordinating Conjunctions (because, although, since, if, after) • You cannot have two conjunctions together. next Conjunctions Conjunctions or otherwise known as joining / connecting words. Conjunctions join words, phrases, clauses or whole sentences, connecting related ideas or elements. next INTERJECTIONS They are usually spoken words like “hey!” or “oh!” COLLOCATIONS See dictionary - ozdic.com Why certain words occur together e.g. make a salad, bake a cake, etc. IDIOM “It’s raining cats and dogs.” next Morphemes Prefix - is placed at the beginning of a word to modify or change its meaning. Suffix - is a group of letters placed at the end of a word to make a new word. A suffix can make a new word in one of two ways: 1. inflectional (grammatical): for example, changing singular to plural (dog → dogs), or changing present tense to past tense (walk → walked). In this case, the basic meaning of the word does not change. 2. derivational (the new word has a new meaning, "derived" from the original word): for example, teach → teacher or care → careful TASK: Complete task 2/3.5 of your workbook Use page 51 of your textbook as reference next Synonyms, antonyms, homonyms Antonyms Antonyms are words that mean the opposite of other words. The antonym of big is small, for example. English also lets its speakers make their own antonyms just by adding a prefix. Can you give me an example? Synonyms Synonyms are words that share meanings with other words. Can you give me an example? Homonyms Homonyms are words that sound alike but have different meanings. They're great. They are source of entertainment, confusion, and inspiration. Can you give me an example? next Read more at http://grammar.yourdictionary.com/style-and-usage/Antonyms-SynonymsHomonyms.html#tUP9zy6FKgcRFOI5.99