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T.12. Essential morphosyntactic elements in English. Elementary…

- - - - Apart from this, the curriculum established by the Royal Decree 126/2014, 28th February & the Decree 26/2016, 21st July, establish
        :four: blocks of content.
        
        The 4 blocks prove that grammar development is a necessity to convey oral and written :email:
        
        Reinforced by the stage objective: Ss must acquire in at least one foreign lg. skills to enable them to express and understand simple :email: and functions in everyday situations.
- - - - :check: free morphemes: can occur as separate words. They can be classified into 2 types:
        
        Lexical morphemes: carry the content of the :email: :arrow_right: nouns, adjectives & verbs.
        
        Functional morphemes: are the functional words in the lg. such as prepositions & articles.
      - :check: Bound morphemes: they need to be attached to a word. E.g. the morphemes "-un" & "-able" in the word unavailable. They can be classifies into 2 types:
        
        Inflectional morphemes: the way words vary in order to express grammatical contrasts such as gender, number or tense :arrow_right: E.g. the suffix "-s" to the word book to form the plural :books:
        
        Derivational morphemes: are concerned with the word formation processes and are used to make new words in the lg, usually of a different category. There are three main processes:
        
        :!: Affixation: divided into prefixation and suffixation.
        
        :!!: Conversion: when a word changes to another leaving the base form unchanged. E.g. "walk" as a noun & "to walk" as a verb.
        
        :!::!!: Composition: two bases or independent words come together , such as blackboard.
        
        Apart from this processes, there are some others ways: reduplication (knock-knock), clipping (flu from influenza), blending (brunch), backformation (brainwash) and acronyms (USA).
    - - Leonard Bloomfield :silhouette: words are the minimal free form. It is usally the easiest unit to identify in the written lg. as they commonly have spaces on either side.
        
        Quirk :silhouette: they can be classified into word classes:
        
        :check: Closed classes: they do not allow the creation of new members such as:
        
        1. Prepositions: express the realtion between two entities.
        
        2. Pronouns: they substitute the noun.
        
        3. Articles: define a noun as generic.
        
        1 more item...
        
        :check: Open classes: allow the creation of new members.
        
        1.Nouns: are the words to represent a person, animal, place, thing or idea.
        
        2. Adjectives: describe or modify nouns and pronouns. It's important to show :male-student::skin-tone-2:s that in :flag-gb:, adjectives are place before the noun.
        
        3. Adverbs: describe or give more information about a verb, adjective or phrase. Most are formed by adding -ly.
    - - It is the highest grammatical unit & consists of one independent clause and 2 or more related clauses.
        
        Quirk & Greenbaum :silhouette: traditionally the clause is divided into two basic constituents: subject and predicate.
        
        there are 5 elements we can split the sentence in:
        
        1. Subject: it encodes the main participant in the situation.
        
        2. Predicate: is the verbal component of the clause and gives information about the subject. The verb can be transitive, intransitive or copulative.
        
        3. Direct & indirect objects: typically refer to participants in the event.
        
        1 more item...
- - - - :one: Formal classification of sentences: 4 syntactic types:
        
        Declaratives: the subject is present & generally precedes the verb.
        
        Interrogatives: are sentences in which the verb or auxiliary precedes the subject.
        
        Imperatives: are sentences with no grammatical subjects and whose verb has the base form.
        
        Exclamatives: sentences which have an initial phrase introduced by what or how, usually with subject-verb order.
      - :two: Semantic classification of sentences: this is associated with the discourse function at the most general level. There are 4 general semantic classes:
        
        Statements: used to convey inforamtion.
        
        Questions: used to seek informstion.
        
        directives: to instruct somebody to do something.
        
        Exclamations: used to express the extent to which the speaker is impressed by something.
      - :three: Pragmatic classification
        
        This indicates how the semantic types of sentences are used in actual utterances, because a particular utterance have different functions in different contexts. E.g. the sentence "I'll see you tomorrow" might be a promise, a threat or a warning. :warning:
- - - - :two: Ss don't need to master every aspect of each grammar point, only those which are relevant to the immediate communicative task.
        
        :three: Regarding error correction; as :male-teacher::skin-tone-2:s we must make use of them to support lg. acquisition and avoid using them in a way that undermine Ss' desire to communicate.
  - - - The :teacher: must plan 2 types of activities: 1. Activities to practice the lg :arrow_right_hook: controlled activities.
        2. Activities to use lg. more freely :arrow_right_hook: communicative activities.
        
        :heavy_plus_sign: Ss must be encouraged to develop their own strategies for grammar learning, :arrow_right: The Royal Decree 126/2014, 28 th February, establishes the Learning to Learn competence as a key competence to achieve. :arrow_right: ODS 4: Quality of Education**
        
        Finally, spoken form must be taught first.
  - - - Presentation techniques: listening to a dialog where the structure is presented, using pictures, books, realia, miming, etc. A useful methodology at the presentation stage is the TPRS developed by Blaine Ray. :silhouette:
      - 2nd: controlled practice stage: to inernalize the new grammar items and to prepare Ss to use items for comm. purposes.
        
        Grammar activities: Drills oriented to repetition, substitution and transformation of sample sentences. Gap filling exercises. Spotting the mistakes. Singing songs and reading books :arrow_right: "Dream English Channel" or "Super Simple songs" // "Oxford Owl Books"
        
        3rd: production stage: production of lg in a freer and more creative way after :male-student::skin-tone-2:s have practised the linguistic forms.
        
        Not correct them very often coz the focus is on fluency. :male-teacher::skin-tone-2: takes note of the mistakes and use them as feedback. :arrow_right: encourage self, peer and group assessment.
        
        Oral & written comm. activities to work with grammar.
        
        :one: Oral communicative activities
        
        :check: Information-gap activities: one Students knows something that another Ss does not. This one has to discover the missing information by means of negociation and interaction.
        
        :check: Role-playing.
        
        :check: Problem-solving activities: Ss work together in order to find a solution to a problem or task.
        
        :check: Drama, discussions. debates, communicative games (find someone who...), following instructions, etc.
        
        :two: Written communicative activities according to Harmer :silhouette: :
        
        :writing_hand::skin-tone-2: instructions, short :email:s, letters, diaries...
        
        :check: Story constructions: we give individual Ss partial information which they must put together to write a narration.
        
        :check: Project works: they involve research & some group discussions about the topic until eventually, the Ss write the final product.
        
        :check: Create a classroom blog, enroll in the penpal friend program or the e-Twinning one. :flag-eu:
- - - - Development of HOTS, Bloom's taxonomny :small_red_triangle:
      - Krashen "i+1 hypothesis"
      - Language portfolio so they can monitor their own learning.
      - ICTs
      - 1.Provide Ss with the necessary lg. & content scaffolding. Lg of, for & through learning