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TOPIC 12: ESSENTIAL MORPHOSYNTACTIC ELEMENTS IN ENGLISH; ELEMENTARY…

- - - - Word classes:
        
        Nouns
        
        They are the head of the noun phrase
        
        They can be:
        
        Common nouns: the majority of nouns.
        
        Countable nouns: individual nouns that can be counted
        
        Proper nouns: names of places, people...
        
        Uncountable nouns: nouns conceived as some indefinable mass
        
        Variable nouns: those than have singular and plural form
        
        Non-variable nouns: those that have no mark of plurality.
        
        Verbs
        
        Lexical verbs act as the main verb in a verb phrase
        
        Auxiliary verbs are restricted both in form and distribution
        
        They are categorized into two main groups: lexical and auxiliary verbs.
        
        For example can/could doesn't have the -ing form and it can never serve as a main verb.
        
        They are the words that denote a process of state of being
        
        The disctinction between them has to do with the formation of the past verb.
        
        Lexical verb can be regular and irregular
        
        Adverbs
        
        Other type of adverbs:
        
        Time and space adverbs
        
        Degree adverbs
        
        Sentence adverbs, which modify the whole sentence, for example: maybe, perhaps...
        
        Many adverbs are formed by adding the suffix -ly to an adjective. These are manner adverbs.
        
        They modify a verb by giving information about time, place or manner in which an action or process take place.
        
        Determiners
        
        They can be:
        
        Demonstratives: this/that
        
        Quantifiers: some/many
        
        Possessives: my, your...
        
        The definitive article: the
        
        Indefinitive: a/an
        
        They serve to specify the number and definiteness of nouns.
        
        Pronouns
        
        They can be:
        
        Demonstrative: This, that...
        
        Interrogative: why, which...
        
        Reflexive: Myself, yourself...
        
        Relative: who, whose...
        
        Possessives: mine, yours...
        
        Indefinitive: anybody, somebody...
        
        Personal: I, me...
        
        They can be used to substitute a single noun
        
        Prepositions
        
        These are the words that relate two parts of a sentence to each other, joining them together.
        
        They can be:
        
        Of time: After, before, since...
        
        Place: in, on, at...
        
        Logic: because of, in spite of...
      - The classification of words is based on word behaviour
      - Since the early days of grammatical study, words have been grouped into word types, traditionally termed ¨parts of the speech¨
      - A word is a unit of expression which native speakers easily recognize in both the spoken and written language.
    - - Major ones are complete. They have subject and predicate.
      - A sentence comprises one or more clauses, each of which in turn comprises elements.
      - Minor ones are incomplete in some way
      - Sentences are made up of elements: subject, verb, object, complement and adverb
      - Some grammarians distinguish between minor and major sentences
      - There are five principal types of clause structure:
        
        S + V + O + O: They are transitive, they require an object.
        
        S + V + C: The subject and the complement are linked intransitively.
        
        S + V + O: They played football
        
        S + V + O + C: It's complex-transitive. The object has a complement that completes the sense of the sentence.
        
        S + V: It's intransitive, it means that the construction is complete on its own.
      - It´s a unit of speech with complete meaning.
      - Sentences can be classified according to the relationship between the speaker and the listener.
        
        Imperative
        
        Subjunctive
        
        Interrogative
        
        Exclamative
        
        Declarative
    - - There are two types:
        
        Free morphemes: they can occur in their own as separate words.
        
        Bound morphemes
        
        The main types are prefixes and suffixes
        
        They can be inflectional: singlura/plural, past/present.
        
        They can't occur on their own as: un-, -ly, ed...
        
        The other type is derivational. They create new words: Happy/happiness (adjective-noun)
      - The morphological processes refer to the way words are formed:
        
        Conversion: a word changes its class without changing its form
        
        Compounding: two base forms are added together
        
        Suffixation: an affix is placed after the base of a word
        
        Clippings: an informal shortening of a word
        
        Prefixation: an affix is placed before the base of a word
        
        Blendings: two words merge into each other
        
        Acronyms: words formed from the initial letters of the words that make up a name
      - They are the smallest grammatical unit
- - - - Getting the listener to do something
      - Giving and receiving information
        
        Age
        
        Jobs
        
        Identity
      - Social conventions:
        
        Introducing somebody else
        
        Asking about somebody's health
        
        Introducing oneself
        
        Thanking and apologizing
        
        Greeting people
      - Expressing opinions and preferences:
        
        Dislikes
        
        Routines
        
        Likes
- - - - Oral practice:
        
        Interaction activities:
        
        Examples
        
        Questionnaires
        
        Language games
        
        Guided dialogues
        
        Reciting and singing
        
        They are designed for pair work interaction
        
        Drills
        
        They are based on repetitions
        
        They are mechanical and may become boring
        
        They are done with the whole class
      - The activities at this stage are controlled by the teacher.
      - Written practice:
        
        Writing techniques:
        
        Parallel writing: the students are asked to write a similar text to a given model.
        
        Dictations: where the students dictates the structure they are learning.
        
        Written drills: they consist of copying exercises wich encourage the students to be more conscious of structure: substitution tables.
        
        Consolidating grammar:
        
        Multiple choice
        
        Word order
        
        Gap filling exercises
        
        Transformation activities
        
        Problem solving activities
        
        Writing in English is difficult to acquire.
        
        There is a disagreement between the phonetic and the written form.
        
        It demands a level of correction that oral language doesn't.
      - Once the students understand the new grammatical structure, they need to practice it.
    - - The students develop confidence and fluency.
      - The teacher must provide the students with opportunities to use the language by themselves
      - Oral communicative activities:
        
        Decribing personal experiences
        
        Problem solving activities
        
        Following instructions
        
        Discussion or reaching a consensus
        
        Role-play
        
        Communicative games
        
        Information-gap activities
      - Written communicative activities:
        
        Questionnaires
        
        Cooperative writing
        
        Letters
        
        Communicative games
        
        Describing pictures
        
        Hangman
        
        Writing instructions
        
        Project work
    - - The presentation of grammar to children must be indirect: the teacher does not explain the grammar to the students.
      - Presentation techniques:
        
        Using visuals
        
        Using realia
        
        Using a taped dialogue
        
        Miming
      - They must understand what it means and when to use it.
      - In order to help students to understand grammar, we have already said that in Primary education, there is no formal teaching of grammar.
      - Students are introduced to the form, meanind and use of a new language item.
      - Grammatical clues:
        
        Highlighting critical points.
        
        Isolating and modelling the structure.
  - - - During the less controlled phase, where students are working in pairs, the teacher walk around discretly listening to the pairs, and correct errors.
      - During the production stage, the teacher monitors the groups and discretly makes a written note of the errors he/she hears. At the end, the errors will be pointed out and the students asked to correct them.
      - In the controlled practice stage, the first time, the teacher can correct the error directly after the student has made it.
    - - The teacher can indicate errors in the students' written work and give them a correction code. Using thes symbols, the students can correct the errors by themselves.