Transcript Role of utterance repetition in language learning

Role of repetition and frequency in
language learning
What every CEGEP teacher should know about its theory and practice
Elizabeth Gatbonton
Concordia University
Presented at RASCALS, 2014
Email: [email protected]
What every CEGEP teacher knows about the role of
repetition in language learning
•Repetition is important in language learning.
•Language is a set of skills.
•Language users must have automatic control of speech
•Automatic means that utterances are:
-easily retrieved from memory,
-processed quickly, and
_produced without hesitations and
unnecessary pauses.
•Automatization can be attained only through repetition
What every CEGEP teacher should know about the theory
of repetition in SLA.
Repetition is central in a recent theory about what drives second
language acquisition (SLA):
Frequency theory Ellis, 2002, Collins & Ellis 2009
This theory suggests:
•exposure to comprehensible input Krashen 1993
•access to opportunity to produce output through interaction
Long, 1997; Swain, 1998; 2005
are not what promotes acquisition.
What every CEGEP teacher should know about the theory
of repetition in SLA
What promotes acquisition:
•frequent exposure to comprehensible input Krashen 1993
•have repeated opportunities to be confronted with and
successfully deal with language that is slightly above one’s level
of competence
•frequent access to opportunity to produce output through
interaction Long, 1997; Swain, 1998; 2005
•have repeated opportunities to make hypothesis about how
things work and have these hypothesis confirmed or
disconfirmed while using language.
What every CEGEP teacher should know about the theory
of repetition in SLA
What promotes acquisition:
•frequent exposure to comprehensible input Krashen 1993
•have repeated opportunities to be confronted with and
successfully deal with language that is slightly above one’s level
of competence
•frequent access to opportunity to produce output through
interaction Long, 1997; Swain, 1998; 2005
•have repeated opportunities to make hypothesis about how
things work and have these hypothesis confirmed or
disconfirmed while using language.
Let’s illustrate how this works:
Let’s illustrate how this works: A lesson in Inuttitut
To illustrate how it works
To illustrate how it works: A lesson in Inuttitut
Paitsik
Selma
Let’s test your knowledge
Analysis:
3. Possible to achieve only through piecemeal learning of
thousands of examples of this form meaning-mapping.
Analysis:
Pules
Paitsi
Illiniatisiji
iu
U
U
vunga
vunga
vunga
Inuttitut root words in citation forms always end in k but k
drops when post base is attached. That vunga means I,
and u is a bridging sound. That there is no be equivalent,
that vunga becomes ven when you ask questions etc. a
Summary:
What every CEGEP teacher should know about the practice
of repetition . . .
Research and anecdotal findings about what goes on in many
language classrooms today.
Whether they are meaning-based : Collins, Trofimovich,
White, Cardoso, Horst, 2009), Lyster, 1994; Swain 1988, White,
Collins, Trofimovich, Cardoso, & Horst, 2007)
Or focused on grammar instruction. Lightbown, Halter,
Meara, 1998; Duff, et al.
Suggest that we cannot assume:
That structures that students need to know will occur
naturally in the classroom
that if they occur, that they will be repeated enough to
ensure acquisition.
What every CEGEP teacher should also be aware of about
repetition . . .
•General findings of classroom corpus research on:
2. Teacher talk during actual
1. Teacher talk (Classroom
language instruction (Lightbown
corpus): Collins et al (2009).
White et al, 2007
et al 2009, Duff & Polio, 2009),
Few:
Exemplars of targeted
language structures
3rd person singular verbs, simple Rare:
past verbs (e.g.,regular verbs),
Multiple repetitions of
certain pronouns (e.g., his/his
each exemplarhers)
Low frequency occurrence:
Of commonly targeted but
“late acquired” structures:
What every CEGEP teacher probably does not know or is
not aware of . . .
3. In vocabulary learning (Horst, 2010; Meara, Lightbown et al, Meara, et al)
•Classrooms may be filled with student-teacher talk while
performing tasks, and even explicit language instruction.
However,
•Most words used come from Nation’s first 1,000- 3,000
word lists
•Very few rare words
•Very few repeated words
•Highest multiple repetition, if it occurs, is 2-3 at most.
What every CEGEP teacher should also be aware of about
repetition . . .
Conclusion:
•learners are not hearing many exemplars of targeted
structures in the classroom
•they hear it at most 2 or 3 exemplars or tokens
According to research on vocabulary learning:
Minimum number of repetitions required for meaning of
vocabulary items to be recognized and retained (e.g., Horst,
Cobb, & Meara, 1998; Nation, 2001)
•8 times at least
So why are we not doing more repetitions?
Widely held beliefs about repetition that prevent us from
doing so
•Repetitions is boring
•Repetition is incompatible with communicationg
•Pattern practice does not work.
But hark. The news is not all gloom and doom.
•We are now finding ways to increase input and output
frequency in:
•Task based classrooms
*Grammar instruction classroom
Gatbonton & Iwashita (2011)
•Developed a task that could elicit many examples of
regular and irregular past tense verbs.
•We tested whether the increase in the frequency
occurrence of these verbs led to accuracy in past tense
morphology.
The Study-in brief
•Task – ACCESS Alibi Game:
•Used it teaching 33 adult Chinese learners of English during
the first 4 hours of a 24-hour course in English.
•Calculated how many propositions* containing past tense verbs
were used from hour 1 to hour 4 of the lesson, how many of
these were repeated and how many times each.
•Examined whether there was an association between
an increase in frequency of use of these utterances
with an increase in accuracy gains with the past tense
from hour 1 to hour 4.
Results
First, some stats on the speech corpus:
N=26*
Total # of propositions used over 3 hours
Total # of past events propositions
(all utterances used in describing past events:
full propositions and short answers)
Total number of utterances containing past
tense verbs (full)
Total # of verb types used
*Data of 4 were excluded for incomplete data sets
6,915
5,345
(77%)
3,638
(59%)
119
Tokens of 10 Frequently used verbs
Went
Watched
took
had
was
did
got
bought
washed
waited
786
334
266
229
211
209
132
123
93
69
Total: 2,452 tokens
Mean: 245
Range: 69-786
So, massive amount of
repetition
Types of repeated utterances (Samples
only)
Went
took
watch
washed
I/we went home.
I/we went to bed.
I/we went to a/the PL (restaurant, park,
cinema, the movie, library)
I/we went to PL (Ottawa, church, school)
I /we went to VP (shop, ski)
I took the bus, metro
I took a shower, bath
It took (us/them) TIME (hours, mins)
I /we watched tv.
I/we watched the EVENT (news, movie,
program)
He washed the dishes
Increase in the use of utterances with Went”
14
12
10
8
Use
Accuracy
6
4
2
0
Task 1
(FSW)
Task 2
(PD)
Task 3
(ALIB)
Increase in the accuracy of utterances with “Went”
14
12
10
8
Use
Accuracy
6
4
2
0
Task 1
(FSW)
Task 2
(PD)
Task 3
(ALIB)
Increase in use and accuracy of “Went”
14
12
10
8
Use
Accuracy
6
4
2
0
Task 1
(FSW)
Task 2
(PD)
Task 3
(ALIB)
‘’Take home message:
•Repetition is essential in language learning
•Without it language cannot be fully learned.
•Whatever the reasons, we do not promote repetition in our
classrooms to a high enough level to trigger acquisition
•But we can develop ways to do so
•We will discuss these ways in the workshop following
‘Thank you for listening !!!!
[email protected]
Rascals workshop
Part 2
Elizabeth Gatbonton
Concordia University
Grammar teaching
Stages in the lesson: Some steps similar in both types
Inductive
Deductive
•Presentation
•Presentation
-Elicit exemplars.
-State the rule.
-Give exemplars to
-Analyze exemplars to
illustrate rule
show structure.
-Abstract the rule and
-Check if students
state it.
Understood rule
•Practice rule
•Practice rule
•Produce: Apply rule in
•Produce: Apply rule in
context
context
30
Repetition and frequency
Promoting repetition in a traditional teaching approach
Presentation
Production
Repeat after me
Pattern practice
Substitution drills
Practice
Expansion drills
Transformation drills
Repetition occurs in the Practice component of a PPP lesson, whether it is
inductive or deductive
Repetition and frequency
A traditional inductive grammar lesson: Sample
1. Presentation
a. Present exemplars (Exemplars not on same theme)
He was killed in the war
He saw film.
His cousin took the car The car was sold.
The tree was cut.
He bought a house.
b. Analyze the exemplars
•Read each sentence. Underline the verb in each.
•Underline the subject in each.
•Is the subject the doer of the action in sentences in
Column A? What about in Column 2?
Is the subject the doer of the action in sentences
Repetition and frequency
A traditional inductive grammar lesson
c. Analyze the exemplars (continued).
Is there a difference between the form of the verb in
the sentences in Column 1 and those in Column 2?
What is the form of the verb in the sentences in
Column 2?
Et cetera……..
d. Abstract the rule:
How is the passive verb formed?.
Is the subject the doer in a passive sentence?
Etc……
Repetition and frequency
A traditional inductive grammar lesson
2. Practice
•Indicate whether sentence is passive or active
•What is the passive form of these verbs?
•Transform these active verbs into passive verbs.
•Cloze exercise.
Phil ___ wounded in the war.
He ___ shot in his left left.
He ____ left all alone in the field.
He died. He ___ killed by neglect.
Repetition and frequency
A traditional inductive grammar lesson
3. Produce
Complete the following sentences using a passive verb
•The woman ______________________
•Her bag __________________________by a thief.
•The thief ____________________by the police.
•The bag was ___________________________
Observation: There are few exemplars used to illustrate the grammatical
point and multiple repetition of the same utterances is rared.
Repetition and frequency
Today’s inductive grammar lesson: A sample
1. Present the exemplars:
a. Role play the following mugging scene . Victim = woman
-mugged, pushed, robbed. Object stolen: bag. Thief:
grabs bag, pushes woman, runs, bumps into policeman.
b.
Using the role play elicit the exemplars:
Describe what the thief did. What happened to the
woman. What happened to the thief.
Write down the answers. Separate active sentences
from passive as they are given
Repetition and frequency
Today’s inductive grammar lesson: A sample
c.
Call the students’ attention to the exemplars
The woman was mugged.
The thief saw a woman.
She was pushed.
He grabbed her bag.
She was robbed.
He pushed her down.
Her bag was stolen.
He tried to ran away.
He bumped into a policeman. The thief was arrested.
The bag was returned
The policeman arrested
to the woman.
him.
Repetition and frequency
Today’s inductive grammar teaching lesson: A sample
c.
Analyze the exemplars
i. Lead students to read each sentence
ii.
Have them notice the difference in meaning
between the sentences in Column 1 and
those in
Column
2.
iii. Have
them notice
the difference between the
forms of the active verbs and that of the
passive verb.
q.
Abstract the rules
i.
Help students abstract the rules.
Repetition and frequency
Today’s inductive grammar teaching lesson: A Sample
c.
Practice
i. Indicate whether the sentence is passive or not
Peter called the newspaper to report the mugging.
It was already reported.
The headline read: Woman was mugged.
Her bag was stolen.
A thief grabbed her bag.
The police arrested the thief.
The bag was returned to the woman
Repetition and frequency
Today’s inductive grammar teaching lesson: A sample
c.
Practice: continued
Complete this cloze:
I ____ the story of the woman who ___ ____the other
day. Her bag ___ ____by a thief. She was waiting for
a bus when the thief _____ her bag. The woman
______. Her shout ___ _____by a policeman nearby.
He ______ the thief the next day. He ___ him
mugging another person. The woman’s bag ___
_____the next day. Someone ___it into the bushes.
The thief ___ ____ in prison.
Repetition and frequency
Today’s inductive grammar teaching lesson: A sample
3.
Produce
a. Write the story as though it happened to you or to
someone you know. Adjust the details to fit the situation
b. Record your story as a news cast and read it in class
Repetition and frequency
How was the repetition accomplished in that lesson?
1. Use a role play to elicit the exemplars. Use extension
activity in the production exercise
2. Elicit the exemplars so that a coherent story is told.Ask
your eliciting questions so that the answers illustrate
the form you want to focus upon. Ensure that you
have enough exemplars to illustrate your point.
3.
Make sure the same set of utterances are used in your
practice and Production exercises (Same theme
different setting
Promoting repetition in a reading to grammar lesson
 Not always done
 Usual approach:
*move from reading to oral fluency
*move from reading to vocabulary development
•Easy to move from reading to grammar if text is structure focused
Example: Clear grammatical structure in text: The Sonar Cane:
The sonar cane looks a bit like a traditional white cane but
has a semicircular black box on two wheels attached to
its bottom end. As a person pushes the cane along, it
transmits ultrasonic pulses that bounce off obstacles up
to six feet ahead and reflect back to sensors at the base
of the case. The cane then automatically turns its wheels
to steer around the obstacle. The person feels the
movement and follows along, also sidestepping the
object. "It's With the price of guide dogs running into the
tens of thousand of dollars, the white cane is still the
most commonly used aid for the visually impaired. The
venerable tool is the focus of research of Johann
Borenstein and Iwan Ulrich, mechanical engineers at the
University of Michigan. They have developed a cane
that uses sonar to steer the cane's user around
obstacles.
Obvious grammatical point
• The sonar cane takes the place of guide dogs.
• It looks like a traditional white cane.
• It weighs eight pounds.
• It has a semicircular box on two wheels attached to its
bottom end.
• It also has a small on board computer and an array of
ultrasonic sensors.
What happens if no particular struture leaps out?
MEDICINE - Pain reliever, fever reducer, anti-inflammatory, preventive
medicine for heart attack and stroke -- the humble aspirin looks
increasingly like a miracle drug. Last March two studies confirmed
that it might also help prevent the growth of polyps associated with
colon cancer. The first study was conducted from1999 to 2003 at the
Digestive and Nutrition Division of the University of North Carolina at
Chapel Hill, under the direction of Dr Robert Sandler, Professor of
Medicine in that institution.
In this study 635 patients between 30 and 80 years old, with a history
of colon or rectal cancer were the participants. The researchers first
screened the participants to make sure it was safe for them to take the
aspirin daily, and monitored them for their motivation and adherence to the
dosing schedule. Following the initial three-month evaluation period, 635
patients were randomly assigned to either the aspirin or placebo group.
The patients remained under the care of their regular physicians, and
the investigators monitored the findings of their colonoscopies or
sigmoidoscopies. These examinations were periodically conducted
during routine follow-up care for colon cancer patients. Researchers
measured the proportion of patients in each group who developed
polyps, the size and extent of the polyps and how long it took for the
polyps to first appear.
Statistics revealed that only 17 percent of patients in the aspirin group
had developed one or more adenomatous polyps compared to 27
percent of those in the placebo group. The aspirin also decreased
the number of adenomas each patient developed and prolonged
the time to their initial appearance. These findings held true even
after controlling for age, sex, cancer stage, the number of
colonoscopies and the time to the initial colonoscopy.
When no particular linguistic structure leaps out, use comprehension check questions to elicit
the structures: E.g., past verbs
 Why does the author say that aspirin looks increasingly a miracle drug?
 What else does the article say that aspirin might be able to do in addition to
the above?
 How many studies were conducted to determine this effect
 How many people participated in the first study?
 What did these people do during the first study?
 How did the researchers measure the effects of aspirin?
 What were the result of the first study?
 Were the results of the second study similar?
 How many participated in the second study?
 What were the results?
Another set of comprehension check questions for the same text,
bringing out different target structure: Passive construction.
 What is the article about?
 Why is aspirin considered by the author to be a miracle drug?
 What new effect was aspirin found to have?
 On what basis was aspirin determined to have this effect?
 How many studies were conducted on the effects of aspirin?
 Who conducted the first study?
 How many participants were asked to participate?
 How were the participants chosen?
 What was the experimental group instructed to do?
 What was the Placebo group instructed to do?
 How was the effect of aspirin measured in these patients?
 What were the result of the first study.
Ask the class questions to elicit the target structures



Aspirin was considered by the author to be a miracle drug.
Aspirin wasfound to have ___ effect
Aspirin was determined to have this effect by…
 How many studies were conducted on the effects of aspirin?
 Who conducted the first study?
 How many participants were asked to participate?
 How were the participants chosen?
 What was the experimental group instructed to do?
 What was the Placebo group instructed to do?

How was the effect of aspirin measured in these patients?
Promoting repetition in a Communicative Language
teaching CLT) approach- Late Period
Two ways
Communication
Role plays, problem solving
puzzles
Form focused
teaching –grammar, practice
Drills
Form-focused
teaching: grammar,
practice
Communication
Role plays, problem solving
puzzles
Task-based language teaching (TBLT)
Parts of a TBLT lesson
Pre-task
Find with the topic
Find out if learners have language needed to do task
Do enabling tasks: Teach utterances they need so they
can do tasks.
Main task: (eg..Role play, presentation, consensus building
task, picture description reading, etc
Post task: wrap up, extension, grammar improvement
Repetition and frequency
Different strategies in promoting repetition in TBLT
1.
Pre- task planning strategy:
Add a planning component to the Pre-task.
Have students plan what they will do in the main task
Have them think of the sentences they need to use.
2.
Task repetition strategy
Repeat the same task.
Have a different audience each time
Reduce the time it takes each time
Repetition and frequency
Different strategies in promoting repetition in TBLT
3. ACCESS strategy (creative automatization-Gatbonton & Segalowitz,
2005)
Do not add to the task but change the design of the task so
that repetition becomes the main means of attaining the
task goal. Inherent repetition
2.
Enabling strategy:
Include enabling tasks in the pre-task section. Enabling
tasks are mini tasks designed to focus on the target
structure and do not have a real world goal.
Repetition and frequency
Different strategies in promoting repetition in TBLT
5.
The pyramid strategy
Start with a pair: The pair does the task
2. Pair form a larger group: Each set of pairs exchange
information
3.
Each group of four report their information to the
class.
3.
Every one works together to form a consensue
Repetition and frequency
Different strategies in promoting repetition in TBLT
6.
The class profile strategy
a. Each student finds out from classmates same set of
information needed to create a profile of the group
b.
Every one reports information gathered to the group
c. The group discuss the common characteristics of
thegroup.
The ACCESS* strategy
*Acquisition in Communicative Contexts of Essential Speech
Sequences
Gatbonton & Segalowtiz, 1988; 2005
ACCESS
•Interactive
Involve at least 2 participants.
•Goal-oriented
goal
interaction designed to achieve a
or outcome
•Genuinely
communicative:
Learners themselves decide what to say.
Info given by one helps both attain goal.
•Inherently
Repetitive
Repetition part of task design.
Crucial in achieving goal
•Formulaic
Designed to elicit useful, reusable
utterances.
TBLT features
Summary: All tasks have to be:
ACCESS
Involve at least 2 participants.
•Goal-oriented
interaction designed to achieve a goal
or outcome
•Genuinely
communicative:
Learners themselves decide what to say.
Info given by one helps both attain goal.
•Inherently
Repetitive
Repetition part of task design.
Crucial in achieving goal
•Formulaic
Designed to elicit useful, reusable
utterances.
ACCESS features
•Interactive
TBLT features
Summary: All tasks have to be:
ACCESS Strategy
Improving TBLT’s ability to improve accuracy:
ACCESS
Tasks are designed according to three criteria
•Interactive: Requires at least 2 people to do the task
1. Have to be
genuinely
communicative
•Student centered: Task goal attained only if Ss express
own intentions, which remain unknown until expressed.
•Info-gap driven: Exchange of new info leads to the
attainment of task goal.
•Task goal inherent to task. Goal cannot be attained
2. Have to be
inherently
repetitive
unless through repetititive acts.
•Each S asks same questions to all, gives same
info to many. Info repeated in various contexts
Today’s Lesson
Improving TBLT’s ability to improve accuracy:
ACCESS
With special characteristics: Tasks have to be designed
•Focus utterances that have clear pragmatic
3. Have to
promote a critical
mass of Formulaic
utterances
functions (are useful in real-world communication)
•have high re-use potential, either verbatim or with
only slight modifications.
•Tasks must create a critical mass of these
utterances, with many tokens each.
Repetition is promoted through tasks designed according to
three criteria
Inherently
repetitive
Genuinely
communicative
New info is exchange
Genuine need for info
Repetition is main means
of reaching task goal.
Formulaic
Produce mass of
reusable sentences
62
ACCESS strategy
63
Have Ss work in small groups.
 Have each group decide which accident
triggered the other accidents.
 Have each group report what they came up with
to the class.
 Have the class arrive at a concensus on one
order of events.(No correct answer)
Full description of task is found in Gatbonton, E (1994) Bridge to Fluency. Speaking
1. Pp.82-104. Prentice Hall, Canada & Editions du Renouveau Pedagogique Inc.
(ERPI) Quebec.
64
•Stage 1: Planning:
Ss work in pairs to
create an alibi.
•Stage 2: Interrogation:
Pairs interrogated
separately by the class
ACCESS-refitted Alibi Game (AAG)**
Ensure utterance repetition per stage
Original Alibi Game*.
The Alibi Game
Pre-Task 1
•Find Someone Who (FSW) Find out
who did certain activities the weekend
before:
Pre-Task 2
•Picture Story: Describe a couple’s
weekend based on pictures. Compare
their weekend to the couple’s:
Main Task
ALIBI Planning (AP) Work in pairs to
create your alibi:
Wrap up
•Lawyer Consultation (LC): Have your
Alibi story tested by a “lawyer”.
*Lee (1965)
**Gatbonton (2004)
The Alibi Game Task
Used in the Course: (Week 1)
Stage 1: Alibi Planning (FSW, PD, and Alibi planning proper):
was completed in 2 hours in Day 1 and hour 1 in Day 2.
Stage 2: Alibi Interrogation began on second hour of Day 2
and was completed on Day 4.
We will report only the Stage 1 (Alibi planning) data.
•Stage 1: Planning:
Ss work in pairs to
create an alibi.
•Stage 2: Interrogation:
Pairs interrogated
separately by the class
ACCESS-refitted Alibi Game (AAG)**
Ensure utterance repetition per stage
Original Alibi Game*.
The Alibi Game
Pre-Task 1
•Find Someone Who (FSW) Find out
who did certain activities the weekend
before:
Pre-Task 2
•Picture Story: Describe a couple’s
weekend based on pictures. Compare
their weekend to the couple’s:
Main Task
ALIBI Planning (AP) Work in pairs to
create your alibi:
Wrap up
•Lawyer Consultation (LC): Have your
Alibi story tested by a “lawyer”.
*Lee (1965)
**Gatbonton (2004)
Find Someone Who…
1. Learners given a set of questions. They survey the
class and find answers to questions. If someone
answers “yes”, they have to probe the question further. If
someone says “no”, they move on.
2. Questions to find out if Ss did specific activities
during the previous weekend. Examples
•Did you go out of town? •Did you call your
parents?
•Did you help someone?
PICTURE DESCRIPTION TASK
Ss build a story about a couple’s weekend based
on pictures. Talk about when they did things, for
how long, and why (if relevant)
How do you think these people are related to one another?
Pre-task
Who is the grandfather?
Work in groups of 3
and answer these
questions?
Who do you think Jenny is?
How is he related to Mary?
How is he related to Bobby?
Sam
Mary
John
Bobby
Jenny
Gatbonton, E. (2004) Bridge to Fluency, Speaking 1. Prentice Hall, Canada
Mely
Main Task:
Part 1
Creative Automatization
(Role Play: Pretend to be a Family)
1. You will be divided into two groups. In your group, pretend
that you are all members of the same family. Choose a
name for your family.
2. Write the names of group members.
______________ Family
_____________ Family
3. Figure out how you are related to one another.
Main Task:
Part 2
Use this family tree to record your relationship.
+
+
+
Main Task:
Part 3
Creative Automatization Phase
(Find out about the other family).
1. Interview one member from the other group and
figure out how they are related to one another.
2. Draw a family tree of on your classmate’s
pretend family.
3. Show him your family tree and decide how your
two families are the same or different.
Consolidation Phase: 1
Fluency and accuracy exercise
Work with your partner. Figure out who is related to whom?
Consolidation Phase 2
Focus on the language
1. Read these sentences? Where did you first hear them used?
Sam Smith is the husband or Mary
Warren Smith
Mary is Sam’s wife.
Joseph Warren is the brother of Mary Dick is Lynn’s husband.
Warren Smith
Mely Jones is a daughter of John
Tommy is Mely’s brother.
and Elly
Lynn Smith is the sister of Elly
John is Lynn’s brother in law.
2. What common meaning is expressed by all these sentences?
3. What do all the sentences in Column 1 have in common?
4. What do all the sentences in Column 2 have in common?
Consolidation Phase 1: Focus on the language (continued(
Sam Smith is the husband or Mary
Warren Smith.
Joseph Warren is the brother of
Mary Warren Smith.
Mely Jones is a daughter of John
and Elly.
Lynn Smith is the sister of Elly.
Mary is Sam’s wife.
Dick is Lynn’s husband.
Tommy is Mely’s brother.
John is Lynn’s brother in law.
4. All these sentences express possession?
5. What are the ways that we can express possession in English?
6. Does your language have different ways of expressing possession?
Consolidation Phase (cont’d)
Figure out how the two people in each picture are related.