Teaching English to Speakers of Other Languages Certificate IV TESOL Teaching English to Speakers of Other Languages 10317NAT next 1

Unit 2/3 Session 5 September 24th 2016 Analyze & Teach English Language Teach English Grammar In this session, we will be looking at: Parts of speech next 2

Teach English Grammar We need both functional and traditional grammars for an overall, comprehensive understanding of the world of grammar. Functional Grammar – uses a ‘top down’ approach where the staring point is the big picture of social purposes of language. F G talks about participants and we see that they are represented in words through noun groups which can contain articles, adjectives, nouns. Traditional Grammar – uses a ‘bottom up’ approach where we focus on words and sentences and the form of language. T G gives us common language for focusing on form – talking about how specific language chunks are created. next 3

Grammar and language learning Discuss in pairs: Think of a child, how do they acquire language? What is the process they go through to learn their L1 (First language)? If we do not teach children grammatical terms when they begin the language learning process, why then do we need to know all of these terms when learning a L2? Can’t older people learn in the same way? How does language learning differ in childhood from adulthood? Why? next 4

Parts of speech WORD CLASSES Semantics – what does it mean? (Dictionary meaning) Structural – what is the form? What does it look like? Functional – what part does it play in the sentence? Derivational morpheme - is an affix that's added to a word to create a new word or a new form of a word. Compare with inflectional morpheme. Derivational morphemes can change the grammatical category (or part of speech) of a word. Inflectional morpheme - is a suffix that's added to a word to assign a particular grammatical property to that word. Compare with derivational morpheme. Inflectional morphemes serve as grammatical markers that indicate tense, number, possession, or comparison. next 5

Semantics – name of a person, place or thing. Structural NOUNS Semantics – name of a person, place or thing. Structural Derivational morphemes (-ity, -ness, -hood, -dom, -ion). Inflectional morphemes (plural -s, possessive – ‘s). Function Subject of a sentence Object of a sentence The complement of a copular verb (always after a linking verb e.g. “BE” or “seem” E.g. (‘doctor’ in “He’s a doctor.” SVC) or (‘happy’ in “Tom seems happy.” SVC) Indirect object (whom) Can come after a preposition next 6

Semantics – describing actions of states of being Structural VERBS Semantics – describing actions of states of being Structural Derivational morphemes ( - ise, -ate, -ify). Inflectional morphemes (3rd person singular -s “he walks”, simple past tense: ed, past participle: ed, -n “walked, shown”, present participle: ing.) Grammatical function – the verb is the only absolutely essential component of a sentence. Verb types Dynamic (action, doing) verbs E.g. walk, fantasise, google, sleep Stative (state) verbs (being) E.g. be, feel, know, have (meaning possess), understand (not used in continuous tenses) next 7

Ditransitive (two object verbs): Robbie sent a letter to Cecilia. Verbs can be: Transitive (objects verbs – requires an object to convey the full meaning): Ian McEwan wrote Atonement. Intransitive (non object verbs): Something terrible happens in the story Ditransitive (two object verbs): Robbie sent a letter to Cecilia. Copular verbs linking verbs of complement verbs they tell you more about the subject the complement completes the meaning of the verb e.g. be, seem, look, smell, become. E.g. “She looks incredible in that green dress” SV(copular)A Phrasal verbs Made up of a ‘normal’ verb plus a particle (adverb or preposition) e.g. look after, log on, show off, put up with. next 8

Tense – inflection change in form - Present simple and past simple VERBS Tense and aspect Tense – inflection change in form - Present simple and past simple Aspect – perfect aspect (perfective) for whether something has been completed or not. E.g. verb + have + ed “I’ve finished the painting.” Aspect – continuous aspect (progressive) for whether an action is in progress or not. Verb + be + ing “He’s walking the dog.” E.g. present (tense) progressive (aspect) next 9

Semantics – describing word Structural ADJECTIVES Semantics – describing word Structural Derivational morphemes (-ful, -ive, -ish, -able, -ent). Inflectional morphemes (-er, -est) comparative and superlative Grammar function Come before a determiner and a noun (attributive), “A handsome young man.” After a copular verb (predictive) “Lewis is sensational in his new movie.” next 10

Comparison adjectives (show adj) add -er, and – est Order Comparison adjectives (show adj) add -er, and – est Superlatives must have ‘the’ e.g. “the brightest” Long adj (3 syllables +) use ‘more’ or ‘most’ e.g. “the most delightful.” Two syllable adj use ‘more’ e.g. “more careful”, “more gorgeous” Two syllable adj ending in -y (add – er, -est) Gradable / non gradable most adjectives are gradable (hot, wet, interesting, jealous) we intensify by adding ADVERBS such as (very, fairly, incredibly, pretty, bloody). Non-gradable adjectives are adjectives like ‘married’ or ‘wooden’. You can’t be very married or a bit married. Non-gradable adjectives do not have different degrees. Adjectives like ‘terrifying’, ‘freezing’ ‘amazing’ are also non-gradable adjectives. They already contain the idea of ‘very’ in their definitions – ‘freezing’ means ‘very cold’ etc. next 11

Derivational morphemes (some - ly). ADVERBS Semantics – added to the verb. Describing direction, location, time, manner of frequency, and degree. Structural Derivational morphemes (some - ly). Inflectional morphemes – a few inflect for comparative / superlative. Grammatical function Adverbs modify verbs e.g. “She drives carefully.” Adverbs intensify adjectives e.g. “You look absolutely marvellous.” Intensify other adverbs e.g. “She works incredibly hard.” Intensify whole sentences e.g. “Unfortunately, there is no wine left in the bottle.” next 12

Semantics – helps you do something e.g. mark tense TO BE is used: AUXILIARY VERBS Semantics – helps you do something e.g. mark tense TO BE is used: Present participle to make continuous tense e.g. “Freddy is studying.” Past participle to make passive voice forms. “The dishes were washed by Jane.” Present participle to make future progressive e.g. “I will be planting my own veggie garden this summer.” TO DO is used: Used to mark tense – it is meaningless To make a question and negatives in the present simple and past simple E.g. “Do you like to go running?” To make affirmative present simple and past simple statements E.g. “We did prepare our homework for Mrs. Da Silva!” E.g. “We do enjoy going for a walk each night!” next 13

With the past participle to make the perfect tense TO HAVE is used: With the past participle to make the perfect tense E.g. “She has had that car for years!” Modal Auxiliaries Can, will, may, might, shall, should, could, would, must. They have their own rules: Used to express possibility, desire, doubt, etc. Bare infinitive – take infinitive without ‘to’ e.g. “I shall invite them.” There is no 3rd person singular form They from negatives by adding ‘not’ e.g. “I wouldn’t do that if I were you.” They form questions by inverting e.g. “Could you help me, please?” Limited in tenses They cannot be preceded by another modal next 14

Semantic – stand in the place of a noun Grammatical function PRONOUNS Semantic – stand in the place of a noun Grammatical function Personal pronouns (I, me, you, he, him, she, her, they, them, we, us, it). Personal pronouns are the most highly inflected class as they inflect for gender (he/she), number (I/we), case (I, me, mine). Indefinite pronouns (someone, anyone, everybody, anybody, each, all) Relative pronouns (who, whom, whose, which, that, what) Possessive pronouns (my, our, your, his, her, their, its) Demonstrative pronouns (this, that, these, those) Quantifiers (one, several, much) e.g. “I haven’t got one.” next 15

Followed by a noun, pronoun or noun phrase PREPOSITIONS Semantics - a word governing, and usually preceding, a noun or pronoun and expressing a relation to another word or element in the clause. Function Followed by a noun, pronoun or noun phrase They can make connections between words They mark: Place e.g. on the table, in the soup, above the houses Time e.g. at 4 o’clock, in two weeks, for three years Instrument e.g. with a hammer, by reading Direction e.g. into the cup, towards the window, through the park Manner e.g. with great sensitivity, in an authoritative tone They can be One word (by, with, from) Several words (on account of, in the event of) next 16

Prepositions of time next 17

Prepositions of place next 18

Always come before a noun DETERMINERS Semantics Always come before a noun Sometime one or more adjectives can come between the determiner and the noun e.g. “It is a beautiful garden.” (Determiner/adj/noun) There cannot be two determiners together Function Articles (an, the a), (possessive adjectives - your, mine, his…) and (demonstrative pronouns – this, that, these, those) Quantifiers (much, many, some, any, few, little…) Numbers (one, two, three…) Originals (first, last, next, thirty-first…) next 19

DEFINITE ARTICLES & INDEFINATE ARTICLES Semantics – one type of determiner Function A, AN, THE or zero article Depends on whether the noun that follows is: single or plural, countable or uncountable, general or specific CONJUCTIONS CC – Coordinating Conjunctions (and, but, or, unless) SC - Subordinating Conjunctions (because, although, since, if, after) You cannot have two conjunctions together. next 20

Conjunctions Conjunctions or otherwise known as joining / connecting words. Conjunctions join words, phrases, clauses or whole sentences, connecting related ideas or elements. next 21

They are usually spoken words like “hey!” or “oh!” COLLOCATIONS INTERJECTIONS They are usually spoken words like “hey!” or “oh!”   COLLOCATIONS See dictionary - ozdic.com Why certain words occur together e.g. make a salad, bake a cake, etc. IDIOM “It’s raining cats and dogs.” next 22

Morphemes Prefix - is placed at the beginning of a word to modify or change its meaning. Suffix - is a group of letters placed at the end of a word to make a new word. A suffix can make a new word in one of two ways: inflectional (grammatical): for example, changing singular to plural (dog → dogs), or changing present tense to past tense (walk → walked). In this case, the basic meaning of the word does not change. derivational (the new word has a new meaning, "derived" from the original word): for example, teach → teacher or care → careful TASK: Complete task 2/3.5 of your workbook Use page 51 of your textbook as reference next 23

Synonyms, antonyms, homonyms Antonyms are words that mean the opposite of other words. The antonym of big is small, for example. English also lets its speakers make their own antonyms just by adding a prefix. Can you give me an example? Synonyms Synonyms are words that share meanings with other words. Can you give me an example? Homonyms Homonyms are words that sound alike but have different meanings. They're great. They are source of entertainment, confusion, and inspiration. Can you give me an example? Read more at http://grammar.yourdictionary.com/style-and-usage/Antonyms-Synonyms-Homonyms.html#tUP9zy6FKgcRFOI5.99 next 24