Meaning, form and use: The past

Meaning, form and use: The past The role of grammar in English language teaching For many teachers, grammar plays a central role in their classroom methodology. However, in 1980s there was an anti-grammar movement which was influenced from the idea of Krashen that grammar can be acquired naturally from meaningful input and opportunity to interact in the classroom: in other words, the grammartical competence can be developed in a fluency-oriented environment without conscious focus on language forms. For Hymes, said that rules of use without which the ruled of grammar would be useless. Just as rules of syntax can control aspects of phonology, and just as rules of semantics perhaps control aspects of syntax, so rules of speech acts enter as a controlling factor for linguistic form as a whole ( Hymes 1972 : 278 ) From his suggestion, the grammar is one of the most important factors in language teaching and learning, especially it is the communicative element to communicative language ability. The components of communicative language ability are linguistic competence, pragmatic competence, discourse competence strategic competence and fluency. The linguistics competence is composed from a knowledge of spelling, pronunciation, vocabulary, grammatical structure and linguistic semantics. Meaning, form and use : The past Course description This course is involved the past tense which refers to the meaning of the tense, the form of the tense and the use of the tense. The learners must know the rules of the tense and can form the patterns of the tense and can use it correctly. The learners are able to apply the tense in the real situations. Content The past tense is divided into 3 categories which are: Past simple tense past continuous tense Past perfect tense Past perfect continuous tense The four types have their own forms, meanings and uses. Past Simple is used to indicate the actions which already happened in the past and finished at the specific time in the past. The actions might be long or short. And there are some kinds of rules should be remembered about this tense : regular verb , irregular verbs, questions and negative sentences. Past Continuous is used to describe the past actions in progress. Past Perfect is used to talk about the situations which begin in the past and continue to the period of time in the past and then finish at the time. The Model of teaching grammar: the PPP model There are 3 stages to teach grammar: presentation, practice and production. The first stage is presentation. These are some kinds of activities of teachers to apply in their teaching, for example, the teachers present new language in context so that meaning is clear. The teachers may present the new form in a natural spoken or written text so that students can see its use in discourse. Then, he/ she links the new form to what students already know. Next, he/ she checks comprehension. The teacher elicits the form from students where possible and exploit their existing knowledge. The second stage is practice. The teacher helps the students memorize the form and produce the word order. Then, he/she give intensive practice through repetition and provide opportunities for feedback and error correction. Next, the teacher develop confidence of the students. The last stage is production. The teacher reduces control and encourage students to find out what they can do. Then, the teacher encourage the students to use the forms in expressing their own content and teacher helps students see the usefulness of what they have learned and then to check what has been learned and diagnose problems. Example of the lesson plan This is a good example of the lesson plan which is a very interesting one and can help all language teacher to teach and try new way to teach grammar through narrative. Narratives in the Simple Past Teacher: Catherine Eslinger Class: Linguistics 577 Date of Explanation: October 14th, 1997 Proficiency Level: Beginning Age of Learners: High School Age and Above Objectives: Students will be able to compliment others past actions. Students will be able to describe actions in the past using the simple past tense. Students will be able to understand and recognize the simple past forms in a folktale. They will be able to supply some of these forms when asked. Materials Required: A simple folk tale, colored markers, 1117 paper, a personal photograph, photographs that students have brought from home. Warm up/Review: Model giving compliments in the present tense, which students have recently studied. Give several examples and write them on the board, such as I like your smile and I like the way you read aloud. Have students move around the room giving compliments to each other, following this model (in addition to listening to Students as they practice, give class members compliments). Presentation Practice Evaluation: Stop the fluid pair activity and model giving compliments that use the past tense: I appreciated the way you helped return papers to the class yesterday or I loved the food you cooked for our class party last week. Write these forms on the board, underlining the time expression. Write some of the compliments students gave each other that use the same verbs in the present tense. Underline the verbs. Have students induce the rule. Include auxiliaries in the past, particularly in question formation. Play Alibi. Have two students leave the room, pretending to be suspects of a crime. Model the types of questions students could ask of a suspect, writing some patterns on the board. One suspect returns when called and students ask questions about his or her whereabouts at the time of the crime. When they have exhausted the questioning possibilities, the first student again leaves the room and the second is asked the same questions to see if their alibis match. Pay attention to students use o f the past tense. Are they able to use it correctly? Note any irregular verbs for which students have overgeneralized the rule for putting in the past tense. Present patterns for types of irregular past tense verbs that students have used in Alibi. If students have used these and overgeneralized, present categories like feel-felt, steal-stole, bring-brought and begin-began. Preview Llama and the Great Flood by talking about legends and folk tales in other cultures, finding Peru on a map, etc. Read it aloud, leaving out regular and irregular verbs the students have just studied in the past tense. Ask them to supply those verbs. Cue them with the present tense of the verb. Listen to the students. Are they able to supply the correct form of the verb in the simple past tense? If other irregular forms have come up in the folktale, present these exceptions to the rule. Show students a personal photo of some interesting past event. Describe it using the simple past tense. Have the students write a short description of their own photo in the simple past. In pairs, they will share their description and photo with another class member. Contingency plan: If some students have forgotten photos, have them imagine the scene of a photo they have at home. Listen to the pairs practice. Are the students able to use the past tense fluently and accurately? Note any new irregular past tense forms that come up. If other irregular verb forms have come up in the descriptions of photos, present those exceptions to the rule. If not, I will not present any new material at this time. Although this activity provides more practice, it is primarily intended to evaluate students learning. Post six pieces of 11 x 17 paper around the room. Each page has a different sentence prompt on it. These include: When I was a child. . . , When I first started to learn English. . . , Last week. . . , After my last birthday . . . , Yesterday. . . , and This morning . . . . In teams of three, each team with a different colored marker, students go around the room to the various papers and write narrative endings to these prompts. To correct serious errors, send a student from a team that is doing that aspect of the activity correctly to help the struggling team for a moment. Note the names of team members using particular colors and examine the papers after class to see which students are struggling with the forms. If students have again overgeneralized the rule for the simple past in other categories of verbs, present those verbs to them. Allow students to add to the sheets of paper with prompts on them using the irregular verbs they have just learned. Pay attention to how students are forming all past forms, particularly the irregular ones. Again, note who is struggling by identifying teams using particular colored markers. Application: Assign students to find a picture from a magazine or book of a fashionable item of clothing people wore in the past. It can be from any time period in the past, whether the nineteen sixties in the U.S. or the fifteenth century in their own countries. Students will show the class the picture of this clothing, tell who wore it, in what time period, and in what place. They must also tell the class for what occasions they believe the clothing was worn, and any other information they know or have found out about the clothing. Finally, they should tell the class whether or not they would like to wear it, and where and when they would wear it. Self-evaluation: This lesson is too long and has too little focus on narratives to really be effective. I have underestimated the time required for students to induce rules, be able to apply them in the story, and especially write and then tell their own past narrative about a photograph. I dont want to have to rush that; Im hoping it will be interesting and important enough to them that they will want to tell the full story, and tell it well. I have decided that although Alibi is a good game for practice of the past tense, it doesnt belong in this lesson. It can come in a later lesson.

Alcohol Abuse Essay

Alcohol abuse is perhaps one of the biggest problems in the United States today. It is not only a personal problem that dramatically affects an individual’s lives, but moreover those that surround such a life. In the essay â€Å"Under the Influence† by Scott Russel Sanders, he expresses his emotions through a poem. â€Å"My Papa’s Waltz† by Theodore Roethke. â€Å"The whiskey on his breath could make a small boy dizzy; but hung on like death; such waltzing was not easy.† (258). This poem is one of many effective devices that Sanders uses to clearly and decisively convey to us the readers of how profound the effects of alcoholism are. Sanders reflects back to his childhood and explains his complex relationship with his alcoholic father and the after effects now that he is a grown up. One of Sanders memorable comments in his essay is when he states his father â€Å" He would not hide the green bottles in his tool box, would not sneak off to the barn with a lump under his coat, would not fall asleep in the daylight, would not roar and fume, would not drink himself to death, if only I were perfect† (255). What a strong point of view in a little boys mind; to think, â€Å"if only I were perfect† his father would not drink! Sanders tell us how our children experience the burden, of the effects of alcoholism. Sanders said, â€Å"Father ‘s drinking became the family secret. While growing up, we children never breathed a word of it beyond the four walls of our house† â€Å"I asked my mother if she ever spoke of his drinking to friends. ‘No, no, never’ she replied hastily. ‘I couldn’t bear for anyone to know’†(257). It must be very difficult for a family and, especially for a child not to be able to communicate their suffering to others. Sanders as a chills wasn’t able to be honest; he was force to live a lie. Another comment from Sanders was, â€Å" I hated also the Gallo brothers, Ernest and Julio, whose jovial faces shone from the labels of their wine†¦Ã¢â‚¬  †I meant to go out there and tell Ernest and Julio what they were doing to my father, and then, if they showed no mercy. I would kill them† (259) Sanders contrast the jovial faces on the wine label to the reality of his father’s fuming. character. Sanders closes with, â€Å"I still do- once a week, perhaps, a glass of wine, a can of beer, nothing stronger, nothing more. I listen for the turning of a key in my brain† (266). Sanders is comparing his drinking to his father’s drinking as an alcoholic. Unlike his father, Sanders is not an alcoholic and has the ability to control his drinking. Work Cited Sanders, Scott Russel. â€Å"Under the Influence† Fifty Great Essays Editor. Robert Diyanni. Pearson. 2011 Pages 258, 255, 257, 259.

ADD/ADHD Intervention Assistance Essay

Inattentive behaviors are very common in the ADHD children and are often go unnoticed because it becomes difficult to observe these trends in the students. There are various symptoms of inattention in students by which they can be identified to being suffering from ADHD;  ·Ã‚   The student is most of the times unable to pay attention to the events that are happening in the classrooms. They are unable to concentrate on what is being taught by their teacher.  ·Ã‚   They are very vulnerable in their paying of attention. They can’t handle pressure of work and most of the times unable to solve the work which they are assigned.  ·Ã‚   They always feel anxiety and are unable to finish their tasks as they move on to the other.  · They have problems with the planning and managing of tasks. They show inability by staying behind and always lack in confidence. b) Hyperactivity:   Ã‚  Ã‚   This is described as the tendency of the child to become active in wrong ways. The symptoms include;  ·Ã‚  Ã‚   They are uncomfortable in each situation they are opened to.  ·Ã‚  Ã‚   They cannot sit at a single place for sometime and they have problems in waiting as well. They initiate things only to move away from the current situation.  ·Ã‚  Ã‚   They are restless in nature and always show confusion as they have so much things going on in their minds which make them to show their anxiety and pressure. c) Impulsiveness:   Ã‚  Ã‚  Ã‚   Impulsiveness can be stated as the disability of the child that makes him to take action without interpreting things and events.  ·Ã‚   They take action without having to think or know about the consequences.  ·Ã‚   They most of interfere in the conversations trying to put forward their opinions in the wrong ways.  ·Ã‚   Their inability to stay focused is minimal. Part 2A) Being a teacher the characteristics that I will be observing in the child will be as follows; 1. Behavior 2. Leadership Role 3. Intervening in Conversations 4. Frustration 5. Day Dreaming 6. Low Self Esteem

Barriers to Effective Communication Essay - 1713 Words

1.1 Introduction: It is a common phenomenon and indisputable fact that managers are supposed to be able to have the ability to communicate very effectively and efficiently within their companies. This is because they are the managers those who do run the company and therefore they need to be excellent in dealing with people. However, when the issue of communication is discussed, it is understood that there are more than two people in communication. Moreover, as there would be a number of people working in organisations, there is a lot of communication among companies’ staff everyday. From this context, it can easily be inferred that the organisations’ employees should also be able to communicate effectively to make sure that they do†¦show more content†¦Chris Smith (2013) stated that when a person is not mentally healthy, this would inevitably affect how he or she thinks, acts and talks. When a person is feeling nervous or anxious, this would have a negative effect on a personâ €™s thinking and the person may not be able to produce clear ideas at the time of emotional instability. The above given statements are very closely related with those human beings who have a mental illness called â€Å"Generalized Anxiety Disorder (GAD)†. According to the World Health Organization (W.H.O.), people who are suffering from a generalized anxiety disorder will have problems when talking with other people like feeling insecure, depressed or feeling that something bad is going to happen when all the things are good. 1.2.1 Solution: Before employing managers or any other positions, Human Resource Departments of companies should implement all the potential measures to make sure that they do require medical certificates from prospective employees proving that they are healthy before they are offered a position. Instead of employing a manager with emotional or mental barriers to communication and spending money and time to give him or her emotional and stress management classes and hiring a psychologist to help, it is better to hire someone without any emotional problems in the first place to avoid any further problems after employing them and to save time, money and et cetera. 1.3Show MoreRelatedBarriers to Effective Communication1654 Words   |  7 PagesBarriers to Effective Communications Everyone has experienced, at one time or another the frustration of feeling misunderstood and being unable to make ourselves understood by another person. Anything which, blocks the meaning of a communication, is a barrier to communication. Effective communication is like a house built one block at a time. First to build a house trust must be built; trust is not a group process it is created in one to one connections with each individual. 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