Particularly useful for teachers looking for materials on the following topics: Teaching Speaking, Teaching Speaking and Grammar, Teaching Speaking in Communicative Context, Teaching the Macro Skills, Approaches in Teaching Grammar, Communicative Teaching of Grammar, and Language Teaching.
Sentence Types by Function
Compiled and presented by Belachew W/Gebriel
Jimma University
CSSH
Department of English language and Literature
What is a sentence?
A sentence is a group of words that makes sense.
A sentence expresses a complete thought.
A sentence begins with a capital letter and ends with appropriate terminal punctuation mark.
A sentence has at least one subject and one verb.
There are four types of sentences by function/meaning.
Declarative Sentence – statement
Interrogative Sentence - Question
Imperative Sentence – Command and Request
Exclamatory Sentence
Declarative sentence
A declarative sentence makes a statement.
It is punctuated by a period.
Examples: The concert begins in two hours.
Green is my favorite color.
Addis Ababa is the capital city of Ethiopia.
I love my country.
Dr. Abegaz is the founder of Cardiac Center.
True love never fades with time.
Interrogative Sentence
An interrogative sentence asks a question.
It ends in a question Mark(?)
An indirect question ends with a period(.)
There are four different types of interrogative sentences: Wh-questions, yes or no questions, alternative questions, tag questions
Types of Interrogative Sentences
Wh-Questions
Imperative Sentence
An imperative sentence gives an order or makes a polite request. Imperatives can also express good wish.
It ends with a period or exclamation mark (./!)
Example
Please lower your voice.
Meet me at the town square.
Would you close the door please?
Eat your lunch.
Have a good time at the picnic.
May you live long!
Exclamatory Sentence
An exclamatory sentence expresses strong feelings, great emotion or excitement.
It ends with exclamation mark.
Examples: Wow! That is great news!
The river is rising!
The house is on fire!
Oh, what a great job!
What an interesting story!
Practice Questions
Identify the sentence types.
What Kind of candy do you like?
Wow, you did great!
I love to watch old movies.
Go and bring me some paper.
Practice with key
What Kind of candy do you like?(Interrogative)
Wow, you did great! (Exclamatory)
I love to watch old movies. (Declarative)
Go and bring me some Paper. (Imperative)
Exercise
1) What a silly man!
2) You look so beautiful!
3) Two of my students were absent today.
4) Our math teacher is tall.
5) Watch carefully for pirate ships on the horizon.
6) The trains leaves tomorrow at noon.
7) Have you brushed your teeth today?
8) Stop talking so loudly!
Exercise
9. Shut the door please.
10. The train left an hour ago.
11. How old is your daughter?
12. Do not open the presents until the morning!
Sentence Types by Function
Compiled and presented by Belachew W/Gebriel
Jimma University
CSSH
Department of English language and Literature
What is a sentence?
A sentence is a group of words that makes sense.
A sentence expresses a complete thought.
A sentence begins with a capital letter and ends with appropriate terminal punctuation mark.
A sentence has at least one subject and one verb.
There are four types of sentences by function/meaning.
Declarative Sentence – statement
Interrogative Sentence - Question
Imperative Sentence – Command and Request
Exclamatory Sentence
Declarative sentence
A declarative sentence makes a statement.
It is punctuated by a period.
Examples: The concert begins in two hours.
Green is my favorite color.
Addis Ababa is the capital city of Ethiopia.
I love my country.
Dr. Abegaz is the founder of Cardiac Center.
True love never fades with time.
Interrogative Sentence
An interrogative sentence asks a question.
It ends in a question Mark(?)
An indirect question ends with a period(.)
There are four different types of interrogative sentences: Wh-questions, yes or no questions, alternative questions, tag questions
Types of Interrogative Sentences
Wh-Questions
Imperative Sentence
An imperative sentence gives an order or makes a polite request. Imperatives can also express good wish.
It ends with a period or exclamation mark (./!)
Example
Please lower your voice.
Meet me at the town square.
Would you close the door please?
Eat your lunch.
Have a good time at the picnic.
May you live long!
Exclamatory Sentence
An exclamatory sentence expresses strong feelings, great emotion or excitement.
It ends with exclamation mark.
Examples: Wow! That is great news!
The river is rising!
The house is on fire!
Oh, what a great job!
What an interesting story!
Practice Questions
Identify the sentence types.
What Kind of candy do you like?
Wow, you did great!
I love to watch old movies.
Go and bring me some paper.
Practice with key
What Kind of candy do you like?(Interrogative)
Wow, you did great! (Exclamatory)
I love to watch old movies. (Declarative)
Go and bring me some Paper. (Imperative)
Exercise
1) What a silly man!
2) You look so beautiful!
3) Two of my students were absent today.
4) Our math teacher is tall.
5) Watch carefully for pirate ships on the horizon.
6) The trains leaves tomorrow at noon.
7) Have you brushed your teeth today?
8) Stop talking so loudly!
Exercise
9. Shut the door please.
10. The train left an hour ago.
11. How old is your daughter?
12. Do not open the presents until the morning!
Teaching Writing Skill to Young Learners is easy sometimes if you can make their writing interesting. Here are some strategies to make their writing interesting. It is a great respect for the teachers when they are able to teach students.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Teaching Writing Skill to Young Learners is easy sometimes if you can make their writing interesting. Here are some strategies to make their writing interesting. It is a great respect for the teachers when they are able to teach students.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
This is a combined presentation done by me and my friends namely Nidhi Singh, Priyanka Pokharel,Swostina Ranjit and Rubina Khadka. Hope you will like this effort of ours.
P.S. The video might not work.If you want to see the video go to http://www.youtube.com/watch?v=PXvpDoGrRGU
Description of the subsystems of language and how teachers can draw on their knowledge of language and its subsystems to support ELs in their acquisition of language
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
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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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
5. Remember!
“Your understanding of the
components of language will
determine to a large extent
how you teach a language.”
(Brown 1994)
Dr. Elineth Elizabeth L. Suarez
5
8. Challenges
How to integrate skills
How to give a reason for communication
(information gaps)
How to provide opportunities for authentic
communication contexts
How to assess these skills in an objective
manner
Dr. Elineth E. L. Suarez
8
9. Input 2: Language Development
http://www.mc.road9media.com/en/index.php
option=com_content&view=article&id=375:learning-how-totalk&catid=26:baby&Itemid=19
10. Stages of 2nd Language
Acquisition
• (see handout)
1. Preproduction
(0-6 months)
2. Early Production
(6 months-1yr)
3. Speech Emergence (1-3 years)
4. Intermediate Fluency(3-5 years)
5. Advance Fluency
(5-7 years)
21. INPUT: H. D. BROWN’S PRINCIPLES
FOR TEACHING SPEAKING SKILLS
1. Focus on both fluency and accuracy
2. Provide intrinsically motivating techniques
3. Encourage the use of authentic language
4. Provide appropriate feedback and correction
5. Capitalize on the natural link between speaking and
listening
6. Give students opportunities to initiate oral
communication
7. Encourage the development of speaking strategies
Dr. Elineth E. L. Suarez
21
22. FLUENCY is about being familiar with
something through repeated exposure or
practice.
• Juggling is an example of motor fluency
and requires repeated practice to do
Dr. Elineth E. L. Suarez
well.
22
23. Fluency vs. Accuracy
Accuracy
Speaking at normal • Speaking using
speed, without
correct forms of
hesitation,
grammar,
repetition, or selfvocabulary, and
correction, and with
pronunciation
the smooth use of
connected speech
Fluency
Dr. Elineth E. L. Suarez
27. 5. Capitalize on
the natural link
between speaking
and listening
Dr. Elineth E. L. Suarez
28.
29.
30. Why is it important to know
grammar?
1) to communicate clearly, meaningfully,
and appropriately;
2). to assess and remediate the errors
and error patterns of second-language
learners; and
3) the points of grammar can be used as
the basis for teaching sentence structure
and macro skills (speaking, listening,
reading, and writing)
Dr. Elineth E. L. Suarez
30
31. INPUT: What is grammar?
It is well to remember that grammar is
common speech formulated -Somerset Maugham
• ‘gramma’ meaning ‘letter’
• Grammar refers to the language patterns that
indicate relationships among words in
sentences.
• ‘the abstract system of rules in terms of
which a person’s mastery of his native
language can be explained.’ (CrystaL, 1995)
Dr. Elineth E. L. Suarez
31
32. INPUT:What is grammar?
• Descriptive Grammar= describes a
person’s basic linguistic knowledge.
• Prescriptive Grammar= tell what rules
to follow
• Teaching Grammar= used in schools to
learn another language;
Dr. Elineth Elizabeth L. Suarez
32
33. INPUT: What is grammar?
•
•
•
•
•
•
The grammar includes everything
speakers know about their language.
The sound system= Phonology
The system of meanings= Semantics
Rules of word formation= Morphology
Rules of sentence formation= Syntax
Vocabulary of words= Lexicon
Language use = Pragmatics
Dr. Elineth Elizabeth L. Suarez
33
37. QUESTION: What is a
Communicative Classroom?
A classroom with activities that
engage the learners in more
meaningful and authentic
language use.
Dr. Elineth E. L. Suarez
37
38. QUESTION: What is a
Communicative Classroom?
• Lessons contain activities where learners
communicate (spoken or written)
• tasks are completed by means of interaction
with other learners
• Plenty of pair, group and mingling activities
• Emphasis is on completing the task
successfully through communication with
others
Dr. Elineth E. L. Suarez
38
42. • As communicative language teachers
we believe in teaching grammar, BUT we
teach it for communicative purposes.
• We do not reject explicit rules, BUT
we use them through/in communicative
activities.
Dr. Elineth E. L. Suarez
42
43. Communicative language Teaching
(CLT)
is based on the notion of communicative
competence;
asserts that the main objective of a second or
foreign language program must be to provide
language learners with the information
practice and much of the experience
needed to meet the communication needs
in the second or foreign language (Canale,
1983)
Dr. Elineth E. L. Suarez
43
44. Communicative Language Teaching
(CLT)
• focus is being placed on the interpretation,
expression, and negotiation of meaning;
• CLT guides language learners beyond
memorized patterns and monitored
repetitions to take part in meaningful
interaction
• i.e. use the target language in a context--the
performance learners are required to do
outside their language class.
Dr. Elineth E. L. Suarez
44
46. Models in Planning Lessons
How is grammar taught?
PPP Model
• Presentation
• Practice
• Production
Dr. Elineth E. L. Suarez
46
47. Alternative Model
Task
Teach
Task
1. The learners perform a communicative
task the teacher set for them.
2. Teacher focuses on form to help the
students use it to communicate.
3. The form is practiced before the
students re-perform the original /
similar task.
Dr. Elineth E. L. Suarez
47
48. The Pyramidal Strategy in
Teaching Grammar
Elicitation
Highlighting of Form
Controlled Practice
Free Stage
Dr. Elineth E. L. Suarez
48
49. Communicative Competence Model
by Canale and Swain
(1988:73)
“In our view, an integrative theory of
communicative competence may be
regarded as one in which there is
• a synthesis of knowledge of basic
grammatical principles,
• knowledge of how language is used in social
contexts to perform communicative
functions, and
• knowledge of how utterances and
communicative functions can be combined
according to the principle of discourse”
Dr. Elineth E. L. Suarez
49
50. Communicative Competence Model
• recognizes that overt grammar
instruction helps students acquire
the language more efficiently, but
• it incorporates grammar teaching and
learning into the larger context of
teaching students to use the
language.
Dr. Elineth E. L. Suarez
50
51. • “By providing instruction that
emphasizes both grammatical
accuracy and communicative
fluency, ESL/EFL teachers will
enable learners to have more
enriching and meaningful
language experiences, which, in
turn, will help them become more
able and successful language
l e a r n e r s
a n d
users” (WASANASOMSITHI:
1998)
Dr. Elineth E. L. Suarez
51
52. Focus on grammatical form during
communicative interactions rather
than form in isolation (Long, 1991
mentioned by Larsen-Freeman,
2006)
Dr. Elineth E. L. Suarez
52
55. Checklist for a grammar lesson
(M.Shahidullah, a Professor from East West
University, Bangladesh)
1. grammar should be presented
q in context;
q inductively;
2. there should be authentic tasks or
meaningful use of language; and
3. there should be scope for the learners to use
grammar, generate their own sentences, for
meaningful, real life communication, written
or spoken,
i.e. there should be a scope for
production in a grammar lesson.
Dr. Elineth E. L. Suarez
55
56. Synthesis: How can we teach
grammar?
• Research indicates teaching grammar in
isolation does not transfer into real
communication
• Grammar is best taught/practiced in
communicative contexts
• Supportive feedback is more helpful than
overt correction
• Students may need many opportunities to
hear, read, practice a new structure
before they internalize or produce it–
months, years.
Dr. Elineth E. L. Suarez
56
57. Specific strategies to use
• Use materials and plan activities that
feature repeated language patterns
• Use the content of lessons to introduce
grammar concepts
• Provide learners with the tools they
need to talk about language
– Sentence Building
• Take a long-term view
Dr. Elineth E. L. Suarez
57
58. End of Presentation
Thank You!
Dr. Elineth Elizabeth L. Suarez
elinethsuarez@yahoo.com
Dr. Elineth E. L. Suarez
58