Grammar
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Grammar refers to the set of rules used to build sentences and define the relationships between words to allow for more effective communication. While children acquire language naturally without being explicitly taught grammar, practicing complex grammar structures can help them learn faster and improve through comparison. However, learning a language solely through dictionaries and grammar rules is the wrong approach and will not result in strong speaking skills. It is important to use the language for communicative purposes and take into account all language skills. Common grammar exercises include error correction, sentence transformation, and gap-filling activities.
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Grammar is the set of rules that transforms words into understandable phrases and determines language patterns. Learning grammar can help increase reasoning abilities and enable faster language learning through more efficient use of time. Effective grammar learning methods include clearly organized explanations using simple language, definitions of terms, practice exercises using real examples, and guidance on pronunciation. Regular review of a grammar book with examples can greatly improve English usage abilities.
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This document discusses grammar and strategies for studying grammar. It defines grammar as a set of rules that transforms words into understandable phrases. It recommends forming hypotheses about grammar rules and checking hypotheses. The document lists reasons for studying grammar such as improving skills in a foreign language, gaining prestige through proficiency, and more accurate communication. It describes common grammar exercises like transformations, gap-filling, and error correction. It notes differences between oral and written grammar.
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This document provides an overview of the audiolingual method for teaching language. It describes how the audiolingual method focuses on the structure of language, teaching listening and speaking first before reading and writing. Key learning activities include dialogues, drills, repetition and transformation exercises where students practice manipulating language forms. The teacher leads the learning process while students play a reactive role, responding to drills without initiating interaction to avoid mistakes.
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This document discusses grammar, its importance, and strategies for learning grammar. It defines grammar as the form and structure of words, and the rules that govern how words fit together into phrases and sentences. Grammar is important because it determines word patterns and relationships, and transforms a list of words into understandable phrases. The document recommends strategies for learning grammar such as buying an effective grammar book, using internet resources, attending classes, practicing at home, learning patterns, and reading frequently.
The Parts Of Speech
This document discusses the eight parts of speech in English: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. It provides definitions and examples for each part of speech. Nouns refer to people, places, things, events or ideas. Pronouns replace nouns. Verbs indicate actions or states of being. Adjectives describe nouns. Adverbs modify verbs, adjectives or other adverbs. Prepositions show relationships of time, place or direction. Conjunctions join words and phrases. Interjections express strong emotions. Understanding parts of speech is essential for determining word meanings in sentences.
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The document outlines 5 golden rules for teaching language through a lexical approach:
1. Use lexical materials like authentic texts that students want to discuss, and exploit texts through lexical exercises.
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Grammar is the set of rules that transforms words into understandable phrases and determines language patterns. Learning grammar can help increase reasoning abilities and enable faster language learning through more efficient use of time. Effective grammar learning methods include clearly organized explanations using simple language, definitions of terms, practice exercises using real examples, and guidance on pronunciation. Regular review of a grammar book with examples can greatly improve English usage abilities.
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This document discusses grammar, its importance, and strategies for learning grammar. It defines grammar as the form and structure of words, and the rules that govern how words fit together into phrases and sentences. Grammar is important because it determines word patterns and relationships, and transforms a list of words into understandable phrases. The document recommends strategies for learning grammar such as buying an effective grammar book, using internet resources, attending classes, practicing at home, learning patterns, and reading frequently.
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This document discusses the eight parts of speech in English: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. It provides definitions and examples for each part of speech. Nouns refer to people, places, things, events or ideas. Pronouns replace nouns. Verbs indicate actions or states of being. Adjectives describe nouns. Adverbs modify verbs, adjectives or other adverbs. Prepositions show relationships of time, place or direction. Conjunctions join words and phrases. Interjections express strong emotions. Understanding parts of speech is essential for determining word meanings in sentences.
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Discrete-item tests assess individual components of grammar knowledge through multiple choice questions, gap fills, and grammar interpretation tasks. They focus more on form than meaning but are easy to design and mark. Oral performance tests require students to describe pictures in pairs while being assessed on their use of grammar, vocabulary, and pronunciation based on a scoring rubric. While more valid for developing communicative competence, oral tests are more difficult to administer and score reliably.
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This document discusses considerations for different types of language tests. It notes that proficiency testing has low importance for directly testing limits, while placement tests have high importance. Achievement and diagnostic tests are more applicable for testing grammar through techniques like paraphrase, completion, and modified cloze exercises. Careful allocation of points is needed, separating points for items testing more than one grammar concept. Vocabulary tests for placement should sample high frequency words according to textual importance and usefulness. Both recognition and production can be tested, though production has less applicability for achievement tests. Communicative tests are less important for learning but suitable for assessing the learning process with less backwash effect.
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1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
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This document discusses effective ways of teaching grammar at the elementary level. It provides general principles and techniques for grammar instruction, including:
- Presenting new grammar items clearly with short rules in the student's native language.
- Ensuring students have opportunities to practice the new grammar through exercises.
- Introducing grammar structurally by pattern with examples for different situations.
- Using visual aids like tables, charts, drawings to facilitate learning.
- Explaining difficulties students may face and considering various teaching approaches.
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How to test grammar email
This document discusses two methods for testing grammar: discrete-item tests and oral performance tests.
Discrete-item tests assess individual components of grammar knowledge through multiple choice questions, gap fills, and grammar interpretation tasks. They focus more on form than meaning but are easy to design and mark. Oral performance tests require students to describe pictures in pairs while being assessed on their use of grammar, vocabulary, and pronunciation based on a scoring rubric. While more valid for developing communicative competence, oral tests are more difficult to administer and score reliably.
Both test types provide feedback to learners and teachers, encourage review, and influence the learning process, though testing grammar presents challenges in validity, reliability, and practicality for educational
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The document discusses various formats for testing grammar, including recognition (e.g. multiple choice, true/false) and production (e.g. sentence building, transformation). It notes advantages and disadvantages of different formats, and suggests they should provide context, require communicative responses to demonstrate meaning, and test production abilities, not just recognition. Picture-based and story-based activities are proposed to integrate testing of grammar knowledge and skills.
Testing grammar and vocabulary
This document discusses testing grammar and vocabulary in language assessments. It begins by outlining reasons for testing grammar, including that grammatical ability limits other skills and it helps diagnose gaps for teachers and learners. It then provides examples of different item types for testing grammar, including gap filling, paraphrase, completion, and multiple choice. Scoring considerations for production-based grammar tests are mentioned. The document also discusses testing vocabulary and provides examples of item types, such as recognizing synonyms, definitions, and filling gaps. Pictures and definitions are provided as examples for production-based vocabulary testing.
Let's design a unit
This document presents a proposed teaching unit designed by Montse Irun. It includes references to sources that discuss using real-life situations and competency-based learning. The unit proposes using a real communicative situation to determine language and text needs, then applying the communication skills to similar contexts with modeling and training. It also includes a diagram showing how complexity of language and cognitive demands can be scaffolded in the unit.
Teaching grammar
This document discusses various aspects of grammar including what grammar is, spoken vs written grammar, reasons for and against teaching grammar, and approaches to teaching grammar. It defines grammar as the study of possible forms in a language. It presents inductive and deductive approaches to teaching grammar and discusses teaching grammar in context using relevant rules like context, use, economy, relevance, nurture, and appropriacy.
Activities that help
This document provides tips and strategies for beginner teachers. It recommends using technology, common interests with students, and pair sharing activities to engage students without pressure. The document also suggests bringing imagination and various classroom tools like YouTube, blue-tack, and post-its. Teachers should be clear about learning aims, focus on previous knowledge, provide success criteria, and present material visually and interactively through games, role plays, and group work with assigned roles. Several educational websites are also recommended.
Testing Grammar
This document discusses various formats for testing grammar and considerations for their use. It suggests that grammar be tested within communicative contexts to evaluate a test taker's ability to use grammar appropriately. Formats recommended include having test takers write something of discourse length for a known audience, describe pictures without seeing them, dictate pictures to peers, put a story in order, or role play in limited situations. The goal is to go beyond recognition to production and evaluate understanding of grammar in service of communication.
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The document outlines a lesson plan for teaching students a song about London Bridge. It includes an introduction showing pictures of London Bridge, playing the song and having students fill in missing lyrics, discussing the correct lyrics, playing the song again for students to sing along, and having a student describe London Bridge based on the song.
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This document discusses using mobile technologies and social media platforms in the English classroom. It begins by outlining some of the tools available on mobile devices that could be used for educational purposes. It then addresses pros and cons of smartphone use in schools. Some key recommendations are to inform parents of mobile learning lessons, set clear usage rules, emphasize digital citizenship, and choose apps and activities carefully according to age and methodology. Specific app suggestions are provided for vocabulary, grammar, listening, writing, reading, and gamification. Ideas for using platforms like Facebook, Twitter, and Instagram to practice language skills are also presented.
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Using songs is an effective way to teach English as it appeals to humans' natural fondness for music. Songs expose students to authentic language and make learning fun. They can be used to improve vocabulary, grammar, and accents. The teacher should select songs with clearly articulated lyrics that students can relate to, avoiding slang or obscure cultural references. Effective classroom activities using songs include fill-in-the-blank exercises, identifying mistakes in lyrics, and rearranging verses.
Errorcorrection
This document discusses error correction in language learning. It addresses what types of errors learners make, when teachers should correct errors, why errors occur, and how teachers can correct errors. The types of errors include problems with word stress, intonation, word order, choice of words, register, and verb form. Learners make errors due to transferring their first language rules, overgeneralizing language rules, fossilizing incorrect forms, not knowing rules, and slips caused by factors like hurry or tiredness. Teachers should consider whether correction will help or hinder learning, the learner's language level, and how the learner may take the correction. Methods of correcting discussed are prompting, questioning, repetition, reformulation, finger correction
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The document discusses fragments, fused sentences, run-on sentences, and comma splices. It defines these grammatical errors and provides examples and corrections. Fragments are incomplete sentences missing a subject, verb, or both. Fused sentences incorrectly join independent clauses without proper punctuation, either as run-on sentences with no punctuation or comma splices using only a comma. The document provides guidance on identifying and correcting these common errors.
Feedback to learners & discipline
The document discusses feedback and discipline in the EFL classroom. It defines feedback as information given to learners about their performance to improve. Errors made by learners are evidence of developing competence, and can be caused by interference from their first language or overgeneralizing rules. Feedback should be given sensitively and effectively to help learners self-correct. Discipline involves creating a safe learning environment through establishing ground rules, routines, and consequences. Strategies for maintaining discipline include organizing pair and group work, using worksheets, and having consistent expectations.
Testing Grammar and Vocabulary Skill
This document discusses considerations for different types of language tests. It notes that proficiency testing has low importance for directly testing limits, while placement tests have high importance. Achievement and diagnostic tests are more applicable for testing grammar through techniques like paraphrase, completion, and modified cloze exercises. Careful allocation of points is needed, separating points for items testing more than one grammar concept. Vocabulary tests for placement should sample high frequency words according to textual importance and usefulness. Both recognition and production can be tested, though production has less applicability for achievement tests. Communicative tests are less important for learning but suitable for assessing the learning process with less backwash effect.
Academic speaking uas
1. The document discusses five key areas of error correction: attitude to error correction, categorizing errors, models for correcting writing, the role of planning, and practical techniques.
2. It categorizes errors based on their cause, such as random guesses, testing hypotheses, or carelessness, and by linguistic type like vocabulary, pronunciation, grammar, or misunderstanding.
3. Models for correcting writing focus on comprehensibility, whether the task is finished, and giving feedback.
Mike Astbury
The document outlines grammar games and exercises for teaching English, including sentence matching, gap fills, storytelling, quizzes, and error correction. It provides instructions and examples for each activity, targeting grammatical structures like infinitives, gerunds, and relative clauses. The exercises are meant to provide practice and production opportunities for these grammar points in a fun, game-based way.
Testing grammar
The document discusses various techniques for testing English grammar, including:
1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
It provides examples and guidance on preparing different grammar test items, ensuring clear instructions, using appropriate contexts, and avoiding distractors that confuse students. The goal is to effectively test mastery of specific grammatical concepts.
Grammar test 1 out of 8: Incorrect Omissions – Omission of Prepositions
The document is a quiz from the website EnglishGrammarPass.com about English grammar. It contains 10 multiple choice questions testing the correct use of prepositions in different contexts. After the questions, the correct answers are provided on the last slide along with a link to an interactive exercise on the website for further practice.
Certificate of Proficiency in English
The Cambridge English: Proficiency (CPE) exam is the most advanced Cambridge English qualification, assessing English ability at Level C2 of the Common European Framework. It can be taken by people of any age, gender, nationality, religion, or background. Passing the CPE demonstrates an ability to understand and engage with complex academic texts and discussions, as well as write confidently on any subject. The exam aims to provide a fair and reliable assessment of English skills across varieties like British and American English. Performance is evaluated based on criteria like grammatical and lexical resource, discourse management, pronunciation, and interactive communication.
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- Using visual aids like tables, charts, drawings to facilitate learning.
- Explaining difficulties students may face and considering various teaching approaches.
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The document summarizes several approaches to teaching English as a foreign language (TEFL), including their key advantages and disadvantages. The approaches discussed are: grammar-translation, direct method, reading approach, audio-lingual approach, community language learning, silent way, communicative approach, functional-notional approach, total physical response (TPR), and natural approach. Each approach is briefly characterized with its focus on skills, use of the native language, and role of the teacher.
16108810032 Suci nurjanah
The document discusses various approaches to teaching English as a foreign language. It begins by describing teacher-centered and student-centered approaches. Teacher-centered approaches focus on the teacher imparting knowledge while student-centered approaches give students more freedom and focus on collaboration. It then summarizes 10 different language teaching methods: grammar translation, direct method, structural approach, oral approach/situational language teaching, audiolingual method, total physical response, silent way, communicative language teaching, natural approach, and task-based language teaching. For each method it provides a brief overview of the theories and techniques used.
Grammar
The document discusses common grammar concerns in writing classes such as fragments, comma splices, run-ons, misplaced modifiers, spelling, apostrophes, verb tense, subject-verb agreement, and pronoun agreement. It notes that while grammar instruction aims to teach students sentence structure and clarity, research shows that traditional grammar instruction and drills do not improve writing and may have negative effects. Studies find that sentence combining and extensive reading and writing are more effective approaches. The document provides directives for teachers to focus on manageable grammar concepts, accept language changes, and prioritize clarity of communication over minor errors.
Dm
The direct method of teaching foreign languages was developed in response to limitations of the grammar translation method. It focuses on developing oral communication skills in the target language and refrains from using the learner's native language. Key principles include using the target language exclusively, teaching grammar inductively, and focusing on pronunciation. The teacher acts as a facilitator rather than instructor, and students learn through demonstrations, questions, and spontaneous use of the language.
English teacher: English learner forever
This document discusses the importance of English language teachers continuously developing their own English proficiency. It includes quotes from experts emphasizing that teachers need a deep understanding of grammar, vocabulary, pronunciation and other aspects of the language to be effective educators. The document also notes that while courses are sometimes available, many schools do not prioritize language development for teachers. It provides suggestions for independent study including extensive reading, media consumption, and exam preparation. Recommended resources for different areas of language study are also listed.
English teacher english learner forever
This document discusses the importance of English language teachers continuously developing their own English proficiency. It includes quotes from experts emphasizing that teachers need a deep understanding of grammar, vocabulary, pronunciation and other aspects of the language to be effective educators. The document also notes that while some schools offer courses for teachers, language development is often overlooked or not prioritized. It provides suggestions for independent study, including extensive reading, using reference materials, taking exams, and following language blogs.
Direct method and grammar translation method haseema group
The document compares and contrasts the Direct Method and Grammar Translation Method of teaching foreign languages. [1] The Direct Method aims to immerse students in the target language similarly to first language acquisition, using the target language exclusively and teaching grammar inductively. [2] In contrast, the Grammar Translation Method was originally used for dead languages and focuses on translating between languages, with little emphasis on speaking or listening skills. [3] Key differences include the Direct Method teaching grammar inductively while Grammar Translation uses rules, as well as the Direct Method emphasizing oral communication and Grammar Translation prioritizing reading and writing.
Directmethodandgrammartranslationmethodhaseemagroup 130104094536-phpapp01
The document discusses and compares the Direct Method and Grammar Translation Method of teaching foreign languages. The Direct Method aims to immerse students in the target language through speaking and listening exercises, while inductively teaching grammar. In contrast, the Grammar Translation Method focuses on reading, writing, and translating between the native and target languages through explicit grammar instruction. Key differences include how vocabulary, grammar, and student/teacher roles are approached in each method.
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Grammar
- 2. • Set of rules to build sentences. • Relationships between words. • More effective/clear communication. WHAT IS GRAMMAR?
- 3. GRAMMAR, CHILDREN AND ADULTS • Language acquisition process. • They are never taught grammar. • They practice a lot/long time. • Experiment: understanding of complex grammar.1 • Logic and reasoning to learn. • Improve faster and compare. 1. Psychologists at the University of Liverpool (at the Child Language Study Centre).
- 4. ONLY GRAMMAR? • Learn only with dictionaries and grammar. • Wrong way/won’t speak well.2 • Use it for communicative purposes. • Take into account all the skills. 2. Ellis. (1994). The study of second Language Acquisition
- 5. COMMON EXERCISES • Error correction exercises. • Sentence transformation exercises. • Gap-fill exercises.
- 6. ERROR CORRECTION • Read and understand. • Search and cross out unnecessary words. • At least, three correct lines. • No more than six.
- 7. SENTENCE TRANSFORMATION • Guess tested structure. • Think of phrases with the word. • Check the sentence. • Don’t omit information.
- 8. GAP-FILL • Read. • Remember what they test. • Pay attention to punctuation and speech. • Notice the register. • One word per gap. • Check the spelling.
- 10. THANKS FOR YOUR ATTENTION!