Grammar for English Language Teachers

[Pages:20]Grammar for English Language Teachers

Martin Parrott

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CAMBRIDGE UNIVERSITY PRESS

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# Cambridge University Press 2000

Copyright The law allows a reader to make a single copy of part of a book for the purposes of private study. It does not allow the copying of entire books or the making of multiple copies of extracts. Written permission for any such copying must always be obtained from the publisher in advance.

First published 2000

Printed in Great Britain at the University Press, Cambridge.

Typeset in 10.25\13pt Utopia [C E ]

A catalogue record for this book is available from the British Library

ISBN 0 521 477972 paperback ISBN 0 521 472164 hardback

cover design by Mark Diaper

Contents

Short cut to what you're looking for Phonemic symbols Thanks Acknowledgements Introduction 1

PART A Words 3

Introduction to Part A 4 1 Nouns 7 2 Adjectives 18 3 Adverbs 28 4 Articles 45 5 Quanti?ers 54 6 Comparatives and superlatives 68 7 Prepositions 83 8 Verbs (introduction) 93

PART B More about verbs and related forms 105

Introduction to Part B 106 9 Multiword verbs and multiword verbal expressions 108

10 Modal verbs 119 11 In?nitive and -ing forms of

verbs 136 12 The present, including uses of the

present perfect 153 13 The future 167 14 The past: past simple, present

perfect simple and present perfect continuous 183 15 The past: past perfect simple, past continuous and past perfect continuous 195 16 The past: used to and would 209 17 Reported and direct speech 216 18 Conditional sentences 231

PART C Sentence constituents and word order 247

Introduction to Part C 248 19 Basic principles and patterns 250 20 Major variants 273 21 Passive constructions 287 22 Discourse markers 301 23 Ellipsis and substitution 318

PART D Complex sentences 331

Introduction to Part D 332 24 Finite adverbial clauses 334 25 Noun clauses 343 26 Relative clauses 350 27 Non-?nite clauses 361 28 De?ning and non-de?ning phrases

and clauses 377 29 Integrating the elements 384

PART E Extension exercises 394

PART F Pronunciation, spelling and punctuation 401

I Pronunciation 402 II Spelling 408 III Punctuation 413

PART G More about sentence constituents 416

I Discourse markers ? examples in context 417

II Subordinating conjunctions ? meaning 423

PART H Key to consolidation exercises 427

Introduction

Aims

Grammar for English Language Teachers has two primary aims: . to help you develop your overall knowledge and understanding of

English grammar. . to provide a quick source of reference in planning lessons or clarifying

learners' problems.

The book provides a broader perspective of grammar than that presented to students in course materials. It encourages you to appreciate the complexity (and, where relevant, the ambiguity) of grammatical description, and to recognise the limitations of the `rules of thumb' presented to learners in course materials.

It also seeks to nourish a love for and fascination with English grammar.

Who this book is for

This book is intended for: . prospective and practising teachers studying language as part of a

degree in English or on courses such as those leading to teaching certi?cates and diplomas. . teachers who want to continue learning and exploring the grammar of English on their own. . teachers who do and teachers who do not speak English as a ?rst language.

Content and organisation

People sometimes associate the term `grammar' with the different parts of speech or `word classes' that words can belong to (adjective, noun, preposition etc.). Materials produced for studying English over the last three decades have, however, re?ected and promoted an obsession with another aspect of grammar ? the verb phrase (tenses, conditionals etc.).

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Grammar for English language teachers

The chapters in Part A look at grammar from the starting point of word class, and those in Part B deal with the verb phrase. Parts C and D, however, look at more neglected aspects of grammar, and you may want to take more time to work through these parts of the book progressively and systematically. Each of these four parts begins with a general introduction to the topic.

Each chapter in Parts A?D begins with a review of `Key considerations' relating to its topic. It explores the topic in depth in the subsequent sections, including the `Typical dif?culties for learners' that this area of grammar causes. Information in these chapters is expanded in the relevant sections of Parts F and G.

Each chapter ends with exercises to help you consolidate what you have learned. These Consolidation exercises use real texts, transcriptions of conversation and examples of learners' writing; possible answers to each of the exercises are suggested in Part H. Part E (Extension exercises) encourages you to research how language is used in different contexts, and to evaluate classroom and reference materials. (More detailed chapter-by-chapter Extension exercises (and possible answers to these) can be found on the Cambridge University Press Website ).

Data

Authentic data has been used extensively in: . formulating and checking generalisations about language use. . obtaining and adapting examples.

Finding the information

The section headed Short cut to what you're looking for at the beginning of the book is organised alphabetically and enables you very quickly to locate information about a speci?c feature of grammar.

In the longer term, there is no `quick substitute' for systematically reading, studying, accumulating knowledge and developing awareness of grammar. The content of the book is organised thematically, and if you want to use it for systematic study, the Contents page will help you to ?nd the chapters you need.

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