Transcript Teach English Grammar

Certificate IV TESOL
Teaching English to
Speakers of Other
Languages
*10317
NAT
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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
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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.
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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?
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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
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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)
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• 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
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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.
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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)
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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.”
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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
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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!”
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• 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
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• 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.”
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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)
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Prepositions of time
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Prepositions of place
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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…)
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(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.
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Conjunctions
Conjunctions or
otherwise known as
joining / connecting
words.
Conjunctions join
words, phrases,
clauses or whole
sentences,
connecting related
ideas or elements.
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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.”
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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
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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?
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Read more at http://grammar.yourdictionary.com/style-and-usage/Antonyms-SynonymsHomonyms.html#tUP9zy6FKgcRFOI5.99