1. Pedagogical grammar Prof. penny Ur
Summer Farraj & Ella Nemlich

2. Two kinds of questions WH questions Where is she going?
Who does he think he is?
Yes/ no questions
Are you mad at me?
Does she live in Tivon?

3. When do we use Yes/ no questions?
Am I your best friend? Yes, you are.
Is this an interesting movie? No, it isn't.
Are these islands part of Greece? Yes, they are.

4.  Do/Does
Do they smoke? No, they don’t.
Does your cat get cold? Yes it does.
Does running hurt your knees? yes, it does.

5. How do we use it?
We use an auxiliary verb: am/is/are-do/does.
Note: It's impossible to ask a yes/no question without one of these auxiliary verbs.
He wants a car? Does he want a car?
You going to eat with us? Are you going to eat with us?

6. identity or description of a person, place or thing
Use the verb BE to ask about
identity (Is she Israeli?)
Description (Am I smart?)
location (Are you in Tel Aviv right now?)
present activities and situations
(Are you married?)

7. Use the verb Do/does to ask about questions that contain a verb
Do they smoke?
Does she work for Google?
Do I believe you?

8. Theoretical rationale of theories and concepts
Krashen (, 1981, 1983, 1999)
Acquiring the grammatical rules
Understanding input containing the rule (“input” hypothesis)
Understanding the message.
Teach implicitly, not explicitly.

9. Input or Task based instruction (derived from Krashen's Input Hypothesis 1981 ,1983, 1999)
They agree with Krashen that the best is:
encounter the language naturally in the context of communicative interaction.
But they would differ from Krashen:
The output Hypothesis-language needs active output as well as input
The interaction hypothesis- negotiation between learners

10. A place for noticing
Occasional explicit focus on form
Skehan (1997) The communicative task- the best source of learning.
Recent years –a mix: grammatical forms and meaning together with task based procedures

11. Thank you
Comments or questions?