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Explaining English Grammar Chapter 1. Introduction

Explaining English Grammar Chapter 1. Introduction. Shin , Jihye Yoo , Heami Kim , Hyunjeong. “Part of Speech”. The fat man with a big face bit the screaming elephant. noun. The fat man with a big face bit the screaming elephant. noun phrase. “Part of Speech”.

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Explaining English Grammar Chapter 1. Introduction

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  1. Explaining English Grammar Chapter 1. Introduction Shin, Jihye Yoo, Heami Kim, Hyunjeong

  2. “Part of Speech” The fat man with a big face bit the screaming elephant. noun The fat man with a big face bit the screaming elephant. noun phrase

  3. “Part of Speech” The fat man with a big face bit the screaming elephant. The man The fat man = He (pronoun) The fat man with a big face specify simplify

  4. “Grammatical? Ungrammatical?”

  5. “Grammatical? Ungrammatical?” She is in stay.

  6. “Better English?” • Prescriptive view: how it should be used • Descriptive view: how it seems to be used Mary can run faster than I. Mary can run faster than me.

  7. CORRECT INCORRECT STRUCTURAL DESCRIPTIONFUNCTIONAL DESCRIPTION FUNCTION

  8. CORRECT INCORRECT ELEMENTS STRUCTURAL DESCRIPTIONFUNCTIONAL DESCRIPTION FUNCTION REASON SITUATION EVENT

  9. - A sign in a library- Before the act Stop noise Silence is requested Be quiet - Speaking utterances- After the act

  10. SPACIAL,TEMPORAL DISTANCE BETWEEN ELEMENTS LINGUISTIC DISTANCECONCEPTUAL DISTANCE MEANING INTENDS MORE DISTANCE

  11. Betty is in town. More distance in sentence, More distance in meaning Betty was in town. Betty used to be in town. Linguistic Distance relates Conceptual Distance

  12. INFORMATION STRUCTURE HOW GRAMMAR FORMS ARE USED IN COMMUNICATIVE MESSAGE

  13. A B E SUITABLE What the hearer / reader already knows plays a large rolein shaping grammar. D C

  14. COMPREHENSIBLE? There’s a woman in a supermarket.She meets a friend with a small child.They stop and chat.Then the child takes a bottle from the shelf and puts it in the first woman’s bag.

  15. CHECK There’s a woman in a supermarket.She meets a friend with a small child.They stop and chat.Then the child takes a bottle from the shelf and puts it in the first woman’s bag. INDEFINITE ARTICLE INDEFINITE ARTICLE PRONOUN INDEFINITE ARTICLE PRONOUN DEFINITE ARTICLE INDEFINITE ARTICLE PRONOUN DEFINITE ARTICLE

  16. COMPREHENSIBLE? Walking down the street yesterday,I saw ____ very strange man.____ was walking backwards and ____ dancing.____ also wore very strange clothes.After I passed _______I wondered how anyone could be so strange.

  17. Speakers /writers organize their utteranceSUITABLEfor hearers / readers.What the hearer / reader already knows plays a large rolein shaping grammar. Meaning New Information Given Information

  18. Teaching Ideas

  19. 1. Sandy is now a woman. Structure: Pronouns (subjective, objective, possessive) • Students read the text for comprehension. • Students revise the pronouns used in the text with different gender.

  20. TEXT • Police are looking for someone known only as Sandy. On Friday morning a man walked into a New York bank. He was wearing a black jacket and cap. Customers who saw him said he had a thin face and he looked about twenty. The man said he had a gun and demanded money. As he was running out, the alarm went off and surprised him and his cap fell off. Inside his cap, the name ‘Sandy’ was written.

  21. I Remember Him! WHAT? WHO? WHY? WHERE?

  22. 2. The same old boring TV programs. Experiencer or affected is: -ed Amazed amused Annoyed astonished Bewildered bored Confused depressed Disappointed disgusted Embarrassed excited Exhausted fascinated Frightened horrified Interested intrigued Irritated puzzled Satisfied shocked Surprised terrified Tired worried Source / Cause: - ing Amazing, amusing, annoying, Astonishing, bewildering, Boring, confusing, depressing, Disappointing, disgusting, Embarrassing, exciting, Exhausting, fascinating, Frightening, horrifying, Interesting, intriguing, Irritating, puzzling, Satisfying, shocking, Surprising, terrifying, Tiring, worrying

  23. Exercise 1.A • Read through the following text, underlining all the adjectives expressing emotions. Then, try to identify the ‘sources’ or the ‘experiencers’ for each adjective in the spaces provided. • Yesterday was a school holiday. Of course, it rained all day, so my kids were really bored. I wanted to do some work at home, but they interrupted me every five minutes and just became too annoying. I am amazed and astonished that their teachers are not constantly exhausted. I was irritated after only one morning with them and was really worried about the afternoon. So, I gave up my work and asked the little monsters if they would be interested in a movie. They were thrilled. Unfortunately, we chose to go to a really boring film. After about twenty minutes, they stopped being excited and fell asleep. I wasn’t disappointed at all.

  24. Answers: • 1. bored kids • 2. annoying (They) • 3. astonished (I) • 4. exhausted (teachers) • 5. irritated (I) • 6. worried (I) • 7. interested (they) • 8. thrilled (they) • 9. boring (film) • 10. excited (they) • 11. disappointed (I)

  25. -FIND YOUR PAIR- Excited Exciting Preparation: Teacher gives each student 2-3 cards that has an adjective written on one side. Rule 1. Make a sentence using the word on the card. Rule 2. Find the “source” or “experiencer” of their word using their own sentences. Rule 3. Walk around the classroom. Say the sentence using the word on the card. Rule 4. When you find the partner, come to the teacher and say the sentences in front of the teacher. When their sentences are incorrect, they have to correct it. When their sentences are correct, return the card to the teacher. Rule 5. Whoever found the pair and turned in all the cards to the teacher, wins.

  26. Example (Ex): Excited: “The students were excited.” (Ex): Interesting: “No! but the movie was interesting.” (Ex): Excited: “The students were excited.” (Ex): Exciting: Yes! The movie was very exciting.” (Ex): Excited: “The students were excited.” (Ex): Interesting: “No! but the movie was interesting.”

  27. Lexical items: Chunks • Interested in… • Satisfied with… • Worried about… • Surprised at… • Tired of… • Disappointed at…

  28. 3. Eyewitness Accounts • All students have copies of the four scenes. • With the teacher’s support, a story beginning is created, focusing on appropriate forms of the noun phrases. • Students are encouraged to discuss versions of what happened next. • After the discussion, students then have to write their versions of how the story continues and ends. • Some versions of the rest of the story can be read out to the group. • Some samples of the stories should be checked to see whether the markers of given and new fin

  29. Fill in the blanks and gaps Can our students talk? How effective? Linguistic Knowledge Say Something!

  30. Q & A

  31. Thank you

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