The document discusses teaching grammar to advanced English language learners. It provides a list of grammar structures and meanings that advanced students should learn, including the present perfect continuous, modals, the third conditional, phrasal verbs, the past perfect continuous, and adverbial clauses. It also discusses principles for teaching grammar to this level, such as identifying relationships between grammar and discourse and exploring differences between spoken and written English.
We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
Linguistic competence
The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
Why do grammar activities like these?
As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
Finding patterns: verbs
This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
5. Advanced syllabus Grammar Structure/form Meaning Function Sample Present Perfect Continuous has/have + been +verb+ing. Present Perfect Continuous is used for Actions that started in the past and continue in the present, as well for actions that have recently stopped. Retelling past actions, emphasizing time. He has been painting the house for 5 hours. Look at her eyes! I'm sure she has been crying. Modals Must/Have to/Should These type of modals demonstrate necessity, obligation and even prohibition Express Obligation. Show Necessity Mike has to make up the assignments he missed. I must call my parents tonight. I should renew my driver’s license. Third Conditional (If+past perfect,) [would have+past participle] Use the third conditional to talk about an Impossible past situation that did not happen. Hypothesizing. If I had bought a lottery ticket, I would have won it. If it had rained yesterday, what would you have done? Phrasal Verbs Made up Calm down Check out A phrasal verb is a verb plus a preposition or adverb which creates a meaning different from the original verb. Provide Detail. I made up that story. Calm down your making me nervous! Check out on line 4 please.
6. Advanced syllabus Grammar Structure/form Meaning Function Sample Past Perfect Continuous Had+been+verb+ing * The past Perfect is the same for all persons. The past perfect continuous tense is like the past perfect tense, but it expresses longer actions in the past before another action in the past. Relating past events to other past events. John was very tired. He had been running. I could smell cigarettes. Somebody had been smoking. Adverbial Clauses When, Before, After, Until, etc. An adverbial clause is a clause that has an adverb-like function in modifying another clause. Providing additional/qualifying information. I was driving when I had an accident on the highway. After you finish running, take a short break.
7. From start to finish Grammar Items Examples Articles Nouns and Compounds The tiny kitchen of our friendly neighbors. Organizing Information There is-was/There are-were. Tenses: I do, I am doing, I have done, I have been doing. I did, I was doing, I had done, I had been doing. Tenses: I will do, I’m going to do, I will be doing, I will have been doing. Linking Verbs Be, get, seems, become. Quantifiers: Relative Clauses My brother, who is only six, can speak 4 languages. I don’t like the table that stands on the kitchen. Modals Adverbs and Conjunctions Prepositions Up, down ,next to, in between, along from, thought, during, except. Passives: It was done, it has been done, it had been done, It will be done.
8. From start to finish Grammar Items Examples Articles An Important Meeting, A useful career, The Faculty of Languages. Nouns and Compounds The tiny kitchen of our friendly neighbors. Organizing Information There is-was/There are-were. Tenses: Present Simple, Continuous, Present perfect and continuous. Past Simple, Continuous, Past perfect and continuous. I do, I am doing, I have done, I have been doing. I did, I was doing, I had done, I had been doing. Tenses: Future-will, going to, future continuous, future perfect continuous. I will do, I’m going to do, I will be doing, I will have been doing. Linking Verbs Be, get, seems, become. Quantifiers: Some, any, much, many. Some people are missing , I don’t have any food left. She has many friends. I didn’t have much money left Relative Clauses My brother, who is only six, can speak 4 languages. I don’t like the table that stands on the kitchen. Modals Should vs ought to, will and would, may and might, can, could, be able to, must, have to. Adverbs and Conjunctions Yesterday, slowly, here, there, but, although, in spite of. Prepositions Up, down ,next to, in between, along from, thought, during, except. Passives: Past, Perfect and future It was done, it has been done, it had been done, It will be done.
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11. Assessing Advanced learners Skehan, 1998, A cognitive approach to Language Teaching. Level Grammatical Accuracy Fluency Beginning Can use simple structures correctly, but still systematically makes some mistakes. Can keep going comprehensibly, even though pausing for grammatical and lexical planning repair is very evident, especially in longer stretches of free production. Intermediate Does not make mistakes that lead to misunderstanding; errors occur, but it is clear what he/she is trying to express Can produce stretches of language with a fairly even tempo, although he/she can be hesitant as he or she searches for patterns and expressions. There are few noticeable long pauses. Advanced Good grammatical control; occasional slips or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. Can express him/herself fluently and spontaneously, almost effortlessly, although a conceptually difficult subject can hinder a smooth flow of language.