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Engaging Grammar: Practical Advice for Real Classrooms Presented by Amy Benjamin www.amybenjamin.com “ I’ve never known a person who wasn’t interested in language.” -Steven Pinker, The Language Instinct I teaching grammar. I never learned it. What if I’m wrong? Shouldn’t they already have had this in the lower grades? Do kids really have to learn all these terms? There’s no interesting way to teach grammar. It’s just drill and workbook. M I. Cesar Chavez helped the farm workers. He advocated for them. He did not encourage violence. He led a boycott instead of violence. The boycott was an effective method of resistance. (30) III. Cesar Chavez, advocate for farm workers, helped them not by encouraging violence, but by leading a boycott. The boycott was an effective method of resistance.. (25) II. Cesar Chavez helped the farm workers, and he advocated for them. He did not encourage violence. He led a boycott instead of violence, and the boycott was an effective method of resistance. (32) IV. Cesar Chavez, advocate for farm workers, helped them not by encouraging violence, but by leading a boycott, which is an effective method of resistance. (24) Grammar is the most significant determiner of sophisticated style. M Students struggle with going from speech to writing, and then from informal to formal style. Human Folder Sentences Can be used to teach: What a complete sentence is: subject/predicate Subject-verb agreement Whether or not a noun needs a noun marker (the, a/an, some) How to use comma/conjunction to join the clauses (signal clause boundaries in a compound sentence) Compound elements (subjects, predicates, objects): when to use AND without the comma Words to use: trees fly bamboo pandas birds fish can climb frogs in the pond a handsome prince appeared monkeys mud eat sunflowers bend to face the sun love kissed princess waddle penguins the frog as swim Joiners: comma (alone) comma and comma but comma so because period Detachable S 1. Grammar is a system of making sentences out of parts. The parts have to match (agree): Number (singular or plural) Gender (masculine, feminine, neutral) Case (subjective, objective, possessive) Tense (past, present, future) 2. Writers and speakers place the parts in a certain order and that order affects the impact of the message. 3. The two main parts of language are nouns and verbs. Everything else either modifies nouns or verbs or joins words, phrases, and clauses. M How? Learning Principles Based On: • • • • • • Manipulatives Visuals Patterns Intuition Inductive reasoning Authentic language M Grammar instruction to create stylized sentences Grammar instruction to fix errors Kinds of Information Noun Phrases: Who? What? Adjective Structures Which one? What kind? How many? Verb structures: What is its action? What is its nature? Adverb structures: Where? When? Why? In what manner? How often? www.amybenjamin.com Why Teach Verbs? 1. Strong verbs energize writing. 2. Writers must decide on a consistent verb tense. 3. Writers must decide whether to use active or passive voice. 4. Errors in verb usage are highly stigmatized: Incorrect form of irregular verbs (*I seen, *brung, *brang, *have went, *have sang, etc.) 5. Whether we have an action verb or a BE verb determines pronoun case use and adjective/adverb use. Base form: walk, sing Progressive form: walking, singing Past form: walked, sang Participial form: (have) walked, (have sung) Hanout, 11 Verb Land, USA Active Voice: I stole the cookie from the cookie jar. Passive Voice: The cookie was stolen from the cookie jar by me. (BE + Participial form= passive voice) “Where We Find Out the Action of Things” ACTION TOWN Verbals: 1. Participle: (acts as adjective) ACTION verbs are modified by adverbs:She sings happily. the dancing bear; the stolen cookie 2. Infinitive: (acts as noun) Let us never fear to negotiate. 3. Gerund: (Acts as noun) Teaching makes me happy. ACTION verbs take objective case pronouns as objects: We saw him steal the cookie from the cookie jar. Auxiliaries: Modal Auxiliaries: Would Will Have: creates the perfect tenses Should Shall Could May (has sung, etc.) Can Might Be: creates the Must progressive tenses (am singing, etc.) Auxiliaries and modal auxiliaries combine with action verbs to create various tenses. www.amybenjamin.com TO BE: I am,was We are,were You are ;were He, she, it is They are,were Sense Verbs: feel, look, sound smell, taste Also: seem, become, appear grow BE TOWN “Where We Find Out the Nature of Things” BE verbs are completed by adjectives: He is happy. BE verbs take subjective case pronouns as complements: It was I who stole the cookie from the cookie jar. Action verbs are modified by adverbs. bouncy shy friendly shyly vivaciously protectiveprotectively Pepper is… recklessly hungry silly Pepper behaves… Pepper acts…cautiously jovially Pepper looks..l Pepper seems… Pepper became… playfully playful adventurously curiously Linking verbs are completed by adjectives. adventurous curious Linking verbs tell the nature of things. Linking verbs: BE, + sense verbs: look, sound, smell, feel; seem verbs: seem appear, become, grow Village 5: The village where verbs… www.amybenjamin.com Irregular Verb Villages Village 1: The village where verbs… have, had, have had send, sent, have sent build, built, have built Pop. approx 20 verbs Village 2: The village where verbs… Village 3: The village where verbs… keep, kept, have kept sleep, slept, have slept sell, sold, have sold bring, brought, have brought catch, caught, have caught Pop: approx 40 verbs Village 4: The village where verbs… cut, cut, have cut hit, hit, have hit put, put, have put quit, quit, have quit Pop: approx 40 verbs Village 6: The village where verbs… spin, spun, have spun sit, sat, have sat stand, stood, have stood Pop: approx 70 verbs Village 7: The village where verbs… mow, mowed, have mown sew, sewed, have sewn swell, swelled, have swollen blow, blew, have blown fly, flew, have flown take, took, have taken shake, shook, have shaken see, saw, have seen Pop. approx 10 verbs Pop: approx 75 verbs swim, swam, have swum ring, rang, have rung sing, sang, have sung go, went, have gone Pop: Approx 25 verbs www.amybenjamin.com 1. Characterize the pattern of each of the irregular verb villages. 2. The following verbs are lost. Help them find their villages. So that they don’t get lost again, explain to them the ways of their villages: teach wring shrink break steal drink think speak cost win lie lay hurt get seek make choose broadcast bet bid freeze