By Dave Willis
Lecturers desire a transparent description of what constitutes grammar and the way it could possibly top learn within the English language lecture room.
This booklet illustrates a brand new method of describing the grammar of spoken and written English and demonstrates how lexical words, frames and styles offer a hyperlink among grammar and vocabulary. those approaches and methods are contextualised inside a task-based method of instructing and studying. quite a few interactive initiatives are supplied to steer readers. Over forty examples of educating routines are incorporated to demonstrate strategies which are utilized within the lecture room instantly.
Read or Download Rules, Patterns and Words: Grammar and Lexis in English Language Teaching (Cambridge Language Teaching Library) PDF
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Additional info for Rules, Patterns and Words: Grammar and Lexis in English Language Teaching (Cambridge Language Teaching Library)
Example text
We will look at these complex structures in more detail in Chapter 4 (The grammar of structure). 3 The verb phrase The structure of the verb phrase is entirely predictable. The forms I am going; I have gone and I have been going are grammatical. Any variations, such as I going am or I been going have, are ungrammatical. We will look at this in detail in Chapter 5. 2 The grammar of orientation In teaching a language we always spend a good deal of time on the tense system, and also on the articles and other determiners such as some and any.
They will begin to look for ways to supplement the gaps in their language which they have identified. • Consolidation: Improvisation involves the application of the learner’s system in unpredictable circumstances with little or no time for preparation. Consolidation is a different kind of procedure. If learners are given time to prepare for a language production activity, they will think carefully through what they want to say. They will want to go beyond the basic presentation of their message, to take account of the listeners and to present themselves in a favourable light.
Some systems will be identified by the teacher and will be the focus of system building activities. Yet other systems will be discovered by the learners on their own initiative. This learning will enable learners to modify their improvised performance if they are given the time and the incentive to do so. As a result of consolidation activities learners will gradually attain spontaneous mastery by building consolidated routines into their spontaneous use. 23 Rules, Patterns and Words The progression I am proposing can be shown like this: Language use in the classroom Improvisation ⇐⇒ Learning processes Recognition (Rehearsal) System building Exploration ⇐⇒ Consolidation ⇐⇒ Spontaneous use Fig.