WHAT IS GRAMMAR



TEACHING READING

VOCAB IN READING

PRODUCING A PIECE OF WRITING

TEACHING VOCABULARY

TYPES OF GRAMMAR USERS

Monitor over users always thinks of grammar before using the language

Monitor optimal users thinks of grammar where necessary before using the language

Monitor under users never thinks of grammar before using the language

WAYS OF TEACHING GRAMMAR

1. EGRA (Exposure, Generalisation, Reinforcement, Application)

2. PGR (Practice, Generalisation, Reinforcement)

3. PPP (Presentation, Practice, Production)

4. TRP (Testing, Revision, Practice)

5. TPR (Total Physical Response)

6. Self Study

7. Peer Teaching

TEACHING LISTENING

Communicative competence Context and text

The Functions of Spoken Language Teaching and Learning Process

1. Ideational function

2. Interpersonal function

3. Textual function

Literacy levels

1. Performative

2. Functional = survival = threshold level

3. Informational

4. Epistemic

Kinds of text

Recount (Spoof)

Report

Discussion

Explanation

Exposition (Analyitical)

Exposition (Hortatory)

New item

Annecdote

Narrative

Procedure

Description

Review

.

Japanese Red

|Lenny looked out into the street, and saw the small blue eyes of Dr. |“I can let you have two of the horses, sir,” Lenny said. |

|Spinks through the window. Lenny nearly cried out. He remembered the |“No, I don’t think so,” said Spinks. |

|old doctor. |“Are you looking for any one thing, sir?” |

|Four months before, Spinks came into Lenny’s shop. He wore the same |“Well, no. I don’t. I don’t think you have anything for me. N –oh, |

|old coat as today. He looked like a man with very little money. Lenny |there is something. Have you got anything for a little boy? An old |

|was sorry for him. |football? Something like that? |

|“Come in. sir, come in. Looking for something?” |Lenny said, “Ah no, sir. Nothing like that. Sorry.” |

|“No, no – well, something small. I just noticed the name of your shop |“That’s all right. Well, goodbye then – Oh! – I see you have a little |

|– Anything Old.” |goldfish there. I think a boy would like that. Yes, I’ll just take the|

|“Take your time, sir. Look about the place.” |goldfish.” |

|Spinks moved about the shop for nearly an hour. He asked about a |“Goldfish!” Lenny cried out. “Goldfish! Do you know anything about |

|chair, and an old table lamp. |fish, sir?” |

|And at last he said, “Oh, I don’t know. There’s nothing for me here. |“Well, no, I don’t.” |

|Thank you.. I’ll just - Ah! – Wait! – This little wooden box. My |“Ah. I thought you didn’t. That is a Japanese Red. A great little |

|daughter is looking for something like this. She wants some place for |fighting fish.” |

|her earrings. It may be too small. And too old, I think. But I can |“Oh? How much?” |

|clean it. Yes, all right – I’ll just take this.” |“The High Street shops are selling those fish for fifty pounds these |

|Four months was a long time, but Lenny was still angry about it. he |days, sir.” |

|old man got the box for nearly nothing. Later, Lenny found that it was|“Fifty pounds for a goldfish?” |

|a very old Chinese box. It could bring a lot of money. Lenny told the |“Japanese Red, sir. Japanese Red.” |

|story to a friend who had his own shop. |“But that’s too much.” |

|“Ron, that old man knew about that box,” he said. |“I thought it would be, sir. Oh well, Someone else will buy it. I sell|

|“Ah,” said Ron. “You had a call from Dr. Spinks. Old Man. Blue eyes. |a lot of these.” |

|Glasses.” |“You do?” |

|“That’s him, Ron. A poor old man, with an old coat.” |“Oh yes.” |

|“He puts that on when he’s coming to shops like ours, Lenny. But poor?|“All right. I think a boy would like that. I’ll have it.” |

|Don’t you believe it. Money in the bank. And a big house – full of |“What?” |

|things from shops like yours and mine, Lenny. Oh, yes. He knows all |“I’ll take it. You said you’re selling it for fifty pounds.” |

|about old things.” |?Oh no, sir. I said the High Street shops are selling them for fifty |

|And now he was here again, with the same old hat, and the same |pounds. I can’t sell that one.” |

|glasses. |“But why not?” |

|“Well, well, Dr. Spinks,” Lenny said to himself, “ so you’re back |“You don’t understand, sir. This is Sunny Jim. A good friend, sir. |

|again. But this time, I’m ready for you.” |He’s not just any old fish; he’s been with me for many years. Oh no, |

|Lenny moved over to one side of the shop, and moved a large blue |sir. I couldn’t sell him -.” |

|cloth. He uncovered a glass bowl of water. Inside the bowl was a |“But I’ll give you the fifty pounds.” |

|red-and –gold fish. |“He wouldn’t be happy without me, sir. No. And I wouldn’t be happy |

|The shop door opened, and Dr. Spinks walked in. He stopped just |without him. All alone in the shop, you see.” |

|inside, and looked about him. His blue eyes stopped when they came to |“Well, how much would you take?” |

|Lenny. |“Oh sir, I couldn’t -.” |

|“He wants to know if I remember him,” Lenny thought. |“Come on, man, how much?” |

|“Good morning,” said the old man with care. |“Er – nothing under a hundred pounds.” |

|“Hello there. You saw something in the window?” |“A hundred pounds!” |

|“No. No, thank you. Just looking.” |“I knew it was too much for you, sir.” |

|“Take your time,” Lenny said. “Have a good look.” |“It is not too much. I’ll take it.” |

|Lenny sat down in an old armchair and read a book. But he kept an eye |“Well, all right, sir. I’m sorry to ask but – do you have the money |

|on Dr. Spinks. The old man walked about the shop. He stopped and |with you?” |

|looked here and there, but never at the goldfish bowl. |“Yes, I do. Here it is. One hundred pounds.” |

|The bowl came from Italy, and was hundreds of years old. It was |“Thank you, sir. The fish is yours.” |

|Venetian glass, and it could bring a lot of money. |“Good.” |

|For a long time, the old man moved about the shop. He touched an old |“Are you taking him with you? |

|gun, looked at a gold ring, and walked on. To the left of the goldfish|“Yes. I’ll take it now.” |

|bowl, there were sole old newspapers, and here the old man stopped. He|“Right. I’ll just get another glass bowl, sir.” |

|began to read the top newspaper. |Oh, don’t trouble yourself. This one will be all right.” |

|“Some good papers, there, sir,” Lenny called out. “All from the last |“Oh no, sir. I couldn’t give you this bowl.” |

|year. You like that kind of thing?” |“But I just bought it.” |

|“Er – no, no, thank you.” |“Ah no, sir. That’s not right, sir. You have bought the fish. Wait |

|Dr. Spinks moved on. For a time he looked at the little red flowers of|here, sir, and I’ll get you another bowl at once.” |

|a house plant. Then he made his way to a small white horse – it stood |“Ron?” said Lenny on the phone. “He came in again today.” Lenny |

|to the right of the goldfish bowl. |laughed. “You were right. I got back the money for the Chinese box. |

| |Oh, and thanks for the bowl. You can have it back again now.” |

WRITING INSTRUCTIONS

1. Recipes

2. Written directions

3. technical instructions

WRITING TELEGRAMS AND TELEXES

1. Requests

2. Response to requests

Language notes:

You can often leave: a/the/some/any : (The) postman brought (a) letter

is/have : Ian (is) here. Robin (has) been skiing.

I/he/she : (I) arrived back yesterday.

my/his/our : Bring (your) camera with you.

in/on/at : Mike (at) home now. Parcel came (on) Monday.

Reduce the number of words neatly:

I'm returning home at about six o'clock Back around 6

WRITING NOTES AND MEMOS

1. Explanations

2. Arrangements

Criteria of Communication Activities

1. Authentic

2. Communicative

3. Challenging

4. Intelligent

a. Media gaps

b. Information gaps

c. Opinion gaps

d. Reasoning gaps

e. Memory gaps

f. Jigsaw gaps

g. Certainty gaps

5. Interesting

WHAT IS GRAMMAR?

A grammar of a language is a book written about it

The grammar of a language is found in the written language

Some languages have grammar and some others do not

Grammar is something that can be good or bad, correct or incorrect

Some people know the grammar of their language and some do not

– GRAMMAR DESCRIBES WHAT PEOPLE DO WHEN THEY SPEAK THEIR LANGUAGE.

– GRAMMAR IS DESCRIPTIVE.

– IT IS THE RULES THAT STATE WHAT PEOPLE REALLY SAY

PLACE OF GRAMMAR?

1. Monitor

2. Subject Matter

TYPES OF GRAMMAR USERS:

Monitor over users always thinks of grammar before using the language

Monitor optimal users thinks of grammar where necessary before using the language

Monitor under users never thinks of grammar before using the language

WAYS OF TEACHING GRAMMAR

1. EGRA (Exposure, Generalisation, Reinforcement, Application)

2. PGR (Practice, Generalisation, Reinforcement)

3. PPP (Presentation, Practice, Production)

4. TRP (Testing, Revision, Practice)

5. TPR (Total Physical Response)

6. Self Study

7. Peer Teaching

-----------------------

Undeducible

Pre Reading

Unfamiliar

Important (Key Word)

Vocab

in Text

Deducible

Whilst Reading

Leave

Familiar

Listening Strategies

Content strategies

Does it make sense

What can be predicted

Linguistic strategies

What word to pay attention to

What unfamiliar words or expressions can be guessed

Goal strategies

How to roganize what is heard

How to plan the response

What is the goal for listening

Social strategies

How to deal with the situation

The relationship with the speaker

How to get clarification

PURPOSE

the reason for writing

ORGANIZATION

paragraph, topic and support, cohesion and unity, etc.

Clear, fluent, and effective communication of ideas

AUDIENCE

the reader(s)

Strategy

Presenters & Techniques

Post Reading

Well Ordered Related Presentation

Whilst Reading

Reading

Objectives

Com. Teaching

Appropriate Task

Pre Reading

Concept

How to Read

Skills

Content

Why Reading

Purpose

Nature

What to Read

Criteria

Text

What is Reading

Definition

Characteristics

MODE

EXPOSURE / APPLICATION

TOPIC

MEDIUM

CONCEPT

FUNCTION

GUIDING QUESTIONS / REINFORCEMENT

FORM

Leave

Unimportant

Create new voc.

Unfamiliar (New)

Vocabulary

Vocabulary Practice

Receptive -Productive

MECHANICS

handwriting, spelling, punctuation, etc.

CONTENT

relevance, clarity,

originality, logic, etc.

GRAMMAR

rules of verbs agreement,

articles, pronouns, etc.

THE WRITER’S PROCESS getting ideas, getting started, writing drafts, revising

SYNTAX

sentence structure,

sentence boundaries,

stylistic choices, etc.

Familiar (Old)

Vocabulary Skills

Meaning

CONTEXT

Pre Listening

- Task set, expectations aroused, exercise discussed first if necessary

While Listening

- Students attempt task by themselves, writing answers on worksheet

- Students discuss these interim answers in small groups, noting areas

of doubt or disagreement, or places where they may have failed to get

information that others apparently have got

- Students listen again, focussing on the points thrown up by the group

discussion

- Answers discussed again, ending with teacher eliciting final answers

from whole class

Post Listening

- Right answers revealed and compared with result of the previous

discussion

Information or advice given by teacher on further activities to tackle

particular problems found by groups/individuals

Types of understanding

1. Hearing all the words a speakers say

2. Understanding the plain sense of the information

3. Deducing the meaning of unknown words and phrases

4. Understanding the implied messages

5. Recognizing the speaker’s mood and attitude

6. Recognizing the degree of formality

Preventing panics

1. Give training first when necessary

2. Recorded so that can be played back

3. Face to face in order to be able to interrupt

4. Autonomy; tudents can note unfamiliar words for later discussion

5. Information about the habit of the speaker, i.e. repeating the words, reparaphrasing, etc. so students have time to listen when calm down

READING SKILLS

1. Skimming

2. Scanning

3. Reading for detailed information

4. Reading between the lines

5. Deducing meaning from context

6. Reference

7. Predicting

FORM

GUIDING QUESTIONS /

REINFORCEMENT

FUNCTION

CONCEPT

MEDIUM

TOPIC

EXPOSURE /

APPLICATION

MODE

CONTEXT

WRITING SKILLS

1. Communication skills

a. Communication between people

b. Suiting a specific subject

c. Presenting ideas

2. Composition skills

a. Constructing sentences

b. Using paragraphs

c. Using linking devices (cohesion)

3. Style

a. Writing in the four major styles

b. Achieving the desired degree of formality

c. Creating the desired emotive tone

VOCABULARY SKILLS

1. Deducing meaning from context

2. Deducing meaning from form

3. Word formation

4. Word association

5. Word coining

6. Circumlocution

7. Dictionary Skills

Attentive listening

1. Personalizing the content

2. Keeping up a flow of the target language

3. Lessening the stress

Intensive listening

1. Require attention to particular words, pharses, grammar unit, pragmatic unit (spcial meaning)

2. Require recogize differences between similar words and pharses

3. Draw attention to sound changes (vowe reduction, cons. assimilation)

Selective listening

WAYS OF TEACHING VOCABULARY

1. Ostensive definition

2. Exemplification

3. Explanation

4. Definition

5. Paraphrase

6 Translation

7. Discovery

8. Tasks / Exercises

Strategic competence

Linguistic competence

Actional competence

Discourse competence

Socio-cultural competence

Culture

genre

(text for particular purpose)

Situation : Who is involved

(Tenor)

Subject matter Channel

(Field) (Mode)

Register

Text

Listening

Speaking

Writing

Reading

SPEAKING SKILLS

Motor perceptive skill

Interaction Skills

1. Processing Conditions

2. Reciprocity Conditions

Production Skills

1. Facilitation

a. Simplification of Structure

b. Ellipsis

c. Formulaic Expressions

d. Fillers and hesitation devices

2. Compensation

Negotiation of Meaning

a. Level of Explicitness

b. Procedures of Negotiation

Management of Interaction

1. Agenda management

2. Turn-taking

1. Knowing how to signal that one wants to speak

2. Recognizing the right moment to get turn

3. Knowing how to use the appropriate moment to speak efficiently

4. Recognizing other people's signals of their desire to speak

5. Knowing how to let someone else to have a turn.

Learners' Strategies of Communication

1. Achievement Strategies

a. Guessing Strategy, which include foreignizing, borrowing, using literal translation of her mother tongue which is usually misleading, coining

b. Paraphrase Strategy, which includes lexical substitution strategy which includes using synonyms or more general words, and circumlocution which means using other words to explain the concept.

c. Co-operative Strategy, which is used when the learner wants to get help from her interlocutor. She can use a syntactic frame in order to elicit the word from her partner.

2. Reduction strategies

Avoidance strategies are the most common type of reduction strategies.

Criteria of Communication Activities

1. Authentic

2. Communicative

3. Challenging

4. Intelligent

5. Interesting

Language notes:

1. Instructions (use dictionary form of verb):

Prepare ....

Turn ....

Increase ....

Do not allow ....

2. Strong instructions:

You should allow ....

You shouldn't let ....

3. Means (how to carry out instructions):

.... by turning it sharply to the left ....

.... by means of ....

4. Reasons:

.... in order to reduce the liquid ....

.... to avoid the traffic ....

5. Expected events or outcomes:

It should be tender but whole.

The meat is done when ....

6. Sequencing:

First, second, third ....

When ....

Before -ing ....

After ....

Next, then, after that ....

Finally ....

STEWED IN A PAN

1 lb. young spinach, 4 oz. granulated sugar, to taste, ½ pint water

Wash, trim and cut spinach into short lengths. Dissolve sugar in the water over a low heat. Add the spinach and bring, very slowly, up to simmering point. It should be tender but whole.

Catch a 134 or 135 bus from the bust stop near the Castle Grill at Castle Circus. Get off the bus in Park Road by the Post Office. When You get off the bus, walk past the Post Office and take the first road left. Cross the first road you come to (Havelock Rd) and then cross onto the right hand side of Western Road. No. 5 is the third house.

Turn the radio on and increase volume by turning knob A to the right.

Select wavelength by choosing and depressing J (VHF/FM) K (MW) or L (LW).

Select the right station by moving the red needle C to the left or right, with knob B.

Increase treble tone by turning knob H to the right.

ALL MONEY STOLEN SEND FIFTY POUNDS IMMEDIATELY CARE YOUTH HOSTEL ATHENS PETER

FIFTY POUNDS ARRIVING CENTRAL LLOYDS BANK ATHENS WEDNESDAY STOP MORE NEEDED INFORM FATHER

Sue

Found this book on the shelves. It has the cover for Vol. 9 but the contents of Vol. 5. Have ordered both volumes again - should be here in two weeks.

George

Jane

There's a lot of food in the fridge and milk too. Key to the back door under the mat. Hot water from immersion heater. If you want fresh eggs, see Ben next door.

Happy stay,

Love, Jeff

Dear Jenny

'Star Wars' is on at Cinecentre 2 at 7.30. We'll meet you there at 7.15 for a quick coffee first. It'll probably 2 hours. Pizza afterwards.

Alison

3.15 pm

Jim

(1) Mr Allen called. Wants a meeting

tomorrow at 11.

(2) Forbes calling tomorrow at about 3.

(3) Remember to phone the manager.

(4) See you first Thursday.

Sonny

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