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Topic : Teaching grammar Duration: 1 hour This module is designed to empower the learners with methods of teaching grammar and to provide them with sufficient information about different issues related to teaching grammar. Introduction: A long time ago when education did not have to be so complicated as must be today, the main in school were referred to as the three R’s : reading , ‘riting , and ‘ rithmetic. These three R’s remain. Two of them, reading an d writing , make up a large part of the school subject called English. If someone were to ask you the unlikely question, “ What do you do in English?” your reply might be something like this : “ In English we read stories and poems and stuff like that. We learn about nouns and verbs ,and well, subject and predicates, I guess. We write our own stories and poems and themes . And we give talks in front of the class.” A teacher , however, would use different terms in answering the same question. Instead of mentioning just stories and poems, a teacher might say you study literature. Noun , verb, subject , and predicate are terms used in the study of grammar. Writing stories , poems , and themes is practicing written composition. Talks in front of the class are a means of improving your speech . The four main areas of English , then are literature, grammar , composition , and speech. ( Warriner’s , English Grammar and Composition). Intended outcomes are: - Develop the learners’ conceptualization of teaching grammar. - Identify the role of grammar in ELT. - Realize effective grammar presentation and its materials. - Be aware of methods for grammar practice.- Deal with grammatical mistakes. Module (6) consists of: 1. Grammar in general. 2. The place of grammar teaching . 3. The grammatical terms. 4. Presenting & explaining grammar. 5. Grammar practice activities. 6. Grammatical mistakes. Objectives: To give the definition of grammar. To be familiar with grammatical terms. To present grammar lesson carefully accurately To be aware of the learner’s mistakes as foreign language learners. What is grammar ◦ Grammar is sometimes defined as ‘ the way words are put together to make correct sentences’. ◦ e.g. I am a teacher is grammatical *I a teacher, and *I are a teacher are not. * We can , however, apply the term ‘grammatical’ to units smaller than sentences. A brief phrase said or written on its own can be grammatically acceptable or unacceptable . In its own right : a tall woman sounds right ; a woman tall does not. Grammatical structure 2 A specific instance of grammar is usually called a ‘structure’. 3 E.g. The past tense: go ( went) 2 The plural nouns : bag ( bags ) 3 The comparison of adjectives . Tall ( taller than ) Question: Do all languages have the same structures? Study the table Arabic language )markers ) الحركات.1 . كتب الطالب في الدفتر: * أصلية .شرح المعلم الدرس ذهبت الطالبتان إلى المكتبة: * فرعية به.م+ فعل+ مفعول به أو فاعل+ فاعل+ فعل.2 المعلم شرح الدرس/ شرح المعلم الدرس ضمير المخاطب في اللغة العربية.3 أتنم أو أنتن: جمع, أنت أو مثنى أنتما: مفرد English language • • • • • • • • • 1 Vowels : • * I sit next to my friend . • * Huda puts her book in her book. • 2. Sentence arragement • S.+V+Obj. • 3. You / yourself / yourselves is used for two ,three and more. • E.g. Please, help yourselves. • 4. (s) after the third person singular pronoun in present tense These discrepancies of languages structures cause problems to foreign language learner. Question: How difficult is the structure to learn of the speaker of the other language? GRAMMATICAL MEANING Grammar does not only affect how units of language are combined in order to ‘look right’; It also affect their meaning. The teaching of grammatical meaning tends, unfortunately, to be neglected in many textbooks in favour of an emphasis on accuracy of form. The role of grammar teaching The place of grammar in the teaching of foreign languages is controversial. Most people agree that knowledge of a language means among other things, knowing its grammar. Do you agree or disagree? Give evidence. Opinions about the teaching of grammar . Critical reading: Read the following extracts , and you may find it helpful to observe the following sequence for each extract. 1. Summarize in your own words what the writer saying . 2. State whether you agree or disagree in principle. 3. In the light of your experience as teacher or learner, add further criticism, positive or negative, of the writer’s point of view. Where you can, quote evidence from your own or others’ experience to back up your point of view. Opinions about the teaching of grammar . 1. The important point is that the study of grammar as such is neither necessary nor sufficient for learning to use a language. L. Newmark ’How not to interfere with language’ in Brumfit, C.J. and Johnson,K.(eds) The communicative Approach to language Teaching. Oxford University Press, 1979,p. 165 2. The student’s carving for explicit formulization of generalization can usually be met better by the textbooks and grammars that he reads outside class than by discussion in class. Ibid Opinions about the teaching of grammar . 3. The evidence seems to show beyond doubt that though it is by communicative use in real ‘speech acts’ that the new language ‘sticks’ in the learner’s mind, insight into pattern is an equal partner with communicative use in what language teachers now see as the dual process of acquisition/learning . Grammar, approached as a voyage of discovery into the patterns of language rather than the learning of prescriptive rules , is no longer a bogey word. Eric Hawkins, awareness of Language: An Introduction, Cambridge University Press, 1984, pp. 150-1 Stages for teaching Sentence Structure Basic Clause Structure Clause Phrase The Four Sentence Types in English Writing Zu’rob , Muneera and Kanana , Patricia,(2010). ‘English Course in Social Sciences', The Palestinian Women’s Research and Documentation Center-UNESCO, Sharek Cultural Centre, Ramallah Sentence Structure in English Writing , Part 1 Basic Clause Structure Sentences can be defined according to their purposes A declarative sentence An interrogative sentence (asks question) Positive Some birds fly south in winter. Negative Some birds do not fly south in winter. An imperative sentence (Gives a command) Do these birds fly south in winter? Fly south this winter! Sentences can be defined according to their purposes An exclamatory sentence A subjunctive sentence (express a strong feeling) Oh! I just love these cute birds! I wish these cute birds didn’t fly in winter. Practice 1 - Define the following sentences according to their purposes? - Ali usually wakes up at six o’clock in the morning. - Does Ali wake up at six o’clock in the morning? - Open the door, Huda? The Grammar Rules for Basic Clause Structure in English Pre-question: - Is the following sentence right or wrong? In the park a young boy yesterday a black snake bit. The reader of the above sentence may not understand who or what bit what or who. In order to make sure that it is a snake who bit a young boy, the words have to be placed in a certain order, which in English is usually fixed. In addition , phrases describing place and time, also follow a certain order. The correct sentence is therefore : A black snake bit a young boy in the park yesterday. Grammar Rules for Basic Clause Structure A basic sentence At least One independent clause A predicate A subject The verb of the sentence Objects that are affected The subject A subject A person A place An object An abstract object Types of a subject A simple subject A complete subject e.g. The lion roared Simple Its modifiers subject e.g. The big lion roared A compound subject A complete compound subject Two or more nouns or pronouns e.g. The lion and the lioness roared Compound sentence Its modifiers e.g. The big strong lion and the beautiful lioness roared Practice 2 Read the following paragraph and classify sentences according to structure: Last spring some of us wanted a basketball diamond. We looked around the neighborhood , and we found an empty lot. After we had discussed our plan with the owner, we asked our parents about fixing it up . When the cleanup day came , some of us cleared trash, and the rest of us worked on smoothing the turf. The project took three full weekends. (Warriner’s English Grammar and Composition/ Third Edition) Writing Assignment Write a paragraph about a project you think is important. Include at least one of each kind of sentence. Write the kind of sentence in parentheses after the sentence. A predicate of a clause: Gives information on the subject Describing it or identifying the action it performs or that is performed. Answers the question What happens ? What is described? E.g. The lion roared E.g. The lion is beautiful E.g. The lion was hunted Practice 3 In the next sentences , underline the predicate: - The dog smelled the thawing roast. - The motor sounded good. - She is healthy and full of vigor. - The food was eaten. - Niagara Falls are visited every Summer . Objects A direct object An indirect object A typical word order for an English one-clause-sentence would be therefore Subject – Verb – Direct Object – Indirect Object e.g. The teacher gave an assignment to the students. To expand the basic one-clause-sentence, you can add manner How?, place (where?) and time ( when? How often?) modifiers.These usually appear in the above mentioned order. An easy formula to help you remember the basic word order for a basic English sentence is: Subject-Verb-Object-Manner-Place-Time, or the acronyms SVOMPT (pronounced as swamp) e.g.The teacher gave an assignment to the students quickly in class yesterday. Sentence Structure in English Writing , Part 2 pra Phrases Right or Wrong? Is the following a grammatical sentence? - The amazingly beautiful old city zoo in the western side of the capital city of Berlin Wrong! It is merely a complete subject without a predicate and therefore cannot stand alone as a sente This “ piece of sentence” is a phrase. A phrase: is a group of words that does not contain both a subject and a predicate and therefore cannot stand alone as a clause or sentence. The Grammar Rules for Phrases in English Visiting the Berlin zoo was a great experience. [ gerund phrase functions as a noun = subject of the sentence] A gerund phrase A noun phrase The old Berlin zoo was established back in 1844. [ noun phrase functions as a subject] Types of phrases A verb phrase The old Berlin zoo was established back in 1844. [ verb phrase functions as verb in sentence] A prepositional phrase During my last visit ,to Berlin, in 2002, I took the train to the Berlin zoo. [ prepositional phrase always starts with a preposition and functions as a modifier] Practice 4 - In the next sentence , underline the phrase and then mention its type. - A black snake bit a young boy in the park yesterday. Sentence Structure in English Writing , Part 3 Clauses Right or Wrong? Consider this, is the following a grammatical sentence? Because we visited both the Paris and Berlin zoos? Wrong! The reader of the above line may mistake it for a sentence, but in fact it is not .Even though it answers to the basic requirement for a sentence, which is having both a subject and predicate , it does not stand on its own; it presents the reason for something else. It is in fact a dependent clause. Dependent clauses modify independent clauses and therefore must appear beside them. The Grammar Rules for Clauses in English A clause : is a group of words that contains both a subject and a predicate but cannot always be considered as a full grammatical sentence. (a)- An independent clause ( main clause Clauses : Contains both A subject both (Simple sentence) A predicate Coordinating conjunctions (fan boys) are used to connect elements of equal weight such as two independent clauses, using comma before the conjunction. E.g. (1): We visited Paris last September. ( simple sentence) E.g. (2):We visited Paris in September, and then we visited Berlin in October fan boys for Clauses and nor but or yet so (B)- A dependent clause ( subordinate clause) Contains a subject and a verb but cannot stand alone as a sentence. It must be a part of a sentence, on which it depends for meaning. Reading a dependent clause on its own leaves the reader wondering where the rest of the information is. Kinds of dependent clauses: is: An adverb clause or adverbial clause ( subordinate clause) (1 a type of dependent clause which starts with a subordinating conjunction ( e.g. because, although, when , if , until, as if etc.) Adverb clauses are similar to adverbs, usually answer questions such as : Why? How? When? Under what circumstances? E.g.1- We wanted to go to the Louvre (as early as we could). [ The adverb clause modifies the verb phrase wanted to go; it explains when?] **** We (wanted to go) to the Louvre early. [ the adverb modifies the verb phrase wanted to go; it explains when? E.g. 2- We ate dinner (where all the locals usually go to) . [ The adverb clause modifies the verb ate; it answers the question where?] 2) An adjective clause: ( A relative clause) , just like an adjective, modifies the noun or pronoun preceding it . It starts with a relative pronoun ( e.g. who, which, that , where, when whose, whom , whoever etc.) E.g. 1- This is a great museum. [ the adjective great modifies the noun museum] E.g. 2- This is a museum that we visited last year.[ the adjective clause modifies the noun museum] E.g. 3- In Paris, we met good friends. [ the adjective good modifies the noun friends] E.g. 3- In Paris, we met friends whom we haven’t seen for years. [ the adjective clause modifies the noun friends] Use who, whom, whoever and whomever when the adjective clause refers to a person or an animal with a name. Use which or that when the adjective clause refers to a non-person (thing) or an animal that is not a pet. E.g. (The French lady) who was our guide turned out to be a distant relative of ours. [ the French lady is a person , who is used] Sentence Structure in English Writing , Part 4 The Four Sentence Types in English Writing Clauses of different types can combine to form the four of sentences in English writing. Good writers use a variety of sentence types at varying lengths to make their writing more interesting and dynamic. Remember to use proper punctuation and a variety of connectors to make logical connections both within and between sentences. A simple sentence We had a great visit to Paris and Berlin last September A compound sentence We visited Paris last September, but my sister Visited Berlin last summer Types of a sentence A complex sentence While we were walking through The Louvre, we suddenly met Our neighbour John an his family. A compound complex sentence While we were walking through the Louvre, which is one of the most famous museums in the world, we suddenly met our neighbor John with his family, and all of us went out for lunch at a splendid restaurant. Presentation and explaining grammar Question: Is it easy to present and explain a foreignlanguage grammatical structure to a class of learners? To present and explain a foreign-language grammatical structure to a class of learners is surprisingly difficult for the following reasons : First, you need to understand yourself what is involved in ‘knowing ‘ the structure ( its written and spoken forms, and in particular what is likely to cause difficulties to the learners ; and second you need to know how to present examples and formulate explanations that will clearly convey the necessary information. Thirdly, it is important to know how to present the structure’s form and meaning yourself in a way that is clear , simple , accurate and helpful. The further problem of grammar presentation is to find the appropriate balance between simple and accurate. An activity: A common Problem of Practice Mr. Khalifah is trying to teach his class about subject-verb agreement in English. He is explaining the concept to the whole class, using examples from the textbook. Several students begin talking to each other. Mr.Khalifah tries to ignore this and go on with his presentation, but a moment later even more students begin to talk. Mr. Khalifah says,‘Would everyone please be quiet and listen. You’re going to be doing some exercises and , I you don’t listen, you won’t know what to do ’. The class becomes quiet, and Mr. Kalifah continues his explanation . Within two minutes, the noise level begins to rise again, and Mr. Khalifah reminds the class to be quiet. Directions Dear learners, at your table ,review the case and respond to the following questions: • What is the teacher trying to do ? • What is the problem? • What additional information does Mr. Khalifah need to help him plan? • How will he collect it ? And what will he do with it? * What will approach will he develop to try out? * What data will he gather as he tries this new approach? * Will he need a ‘critical friend’? * What does he learn? * What will be his next step? Guidelines on presenting and explaining a new grammatical structure. 1. In general ,a good presentation should include both oral and written forms, and both form and meaning. 2. It is important for learners to have plenty of contextualized examples of the structure and to understand them .Visual materials can also contribute to understanding. 3. The answers to this will depend on your situation and learners. On the whole older or more analytically-minded learners will benefit more from the use of terminology. 4. Again , this very much depends on own your situation and judgment . 5. This is the problem about striking the right balance between accuracy and simplicity .Your explanation should cover the great majority of instances learners are likely to encounter ; obvious exception should be noted , but too much details may confused. As a rule, a simple generalization is more helpful to learners than a detailed grammar –book definition. Task Present and explain a grammatical structure to a class ; the presentation should not take longer than five minutes . ( You may or may not wish to consult a grammar book to help you prepare.) Awareness Meaningful drills Controlled drills Grammar practice activities Guided meaningful practice Free sentence composition Discourse composition More about The definition of grammar: Grammar is a description of the way a language works. It explains many things. For example, grammar tells us the order in which sentence parts must be arranged. It explains the work done by the various kinds of words – the work done by the various References: - Teaching grammar: Series Editors : Williams ,Marion and Wright ,Tony .Cambridge Teacher Training and Development . Cambridge University Press (A Course in Language Teaching - Al Najah University). - Introduction : Warriner’s English Grammar and Composition- Second Edition - Opinions about teaching of grammar: * Approach to language Teaching. Oxford University Press, 1979,p. 165 * Eric Hawkins, awareness of Language: An Introduction, Cambridge University Press, 1984, pp. 150-1. * Ibid - Sentence Structure Recognition Practice: Zu’rob , Muneera and Kanana , Patricia,(2010). ‘English Course in Social Sciences', The Palestinian Women’s Research and Documentation Center-UNESCO,Sharek Cultural Centre, Ramallah - Practice 2 / 3 : Warriner’s English Grammar and Composition- Third Edition Videos: Effective learning for rapid English Language Learning * English Grammar Teaching : Many , Much and a lot of http://www.youtube.com/watch?v=uu4b5Gjl2JQ * Countable & uncountable nouns http://www.youtube.com/watch?v=v92p3zSsR08