explaining english grammar chapter 1. introduction shin, jihye yoo, heami kim, hyunjeong

Explaining English GrammarChapter 1. Introduction

Shin, Jihye Yoo, Heami

Kim, Hyunjeong

The fat man with a big face bit the screaming elephant.

The fat man with a big face bit the screaming elephant.

“Part of Speech”

noun

noun phrase

specify simplify

The man

The fat man

The fat man with a big face

“Part of Speech”

The fat man with a big face bit the screaming elephant.

= He (pronoun)

“Grammatical? Ungrammatical?”

“Grammatical? Ungrammatical?”

She is in stay.

•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.

“Better English?”

STRUCTURAL DE-SCRIPTION

FUNCTIONAL DE-SCRIPTION

CORRECT INCOR-RECT

FUNCTION

STRUCTURAL DE-SCRIPTION

FUNCTIONAL DE-SCRIPTION

CORRECT INCOR-RECT

ELEMENTS

FUNCTIONREASON

SITUATIONEVENT

- A sign in a library- Before the act

Silence is re-quested

Be quiet

Stop noise

- Speaking utterances- After the act

LINGUISTIC DISTANCE

CONCEPTUAL DIS-TANCE

SPACIAL,TEMPORAL DIS-TANCE

BETWEEN ELEMENTS

MEANING INTENDSMORE DISTANCE

Betty is in town.

More distance in sen-tence,

More distance in mean-ing

Betty was in town.Betty used to be in town.

Linguistic Distance re-lates Conceptual Dis-tance

INFORMATION STRUCTUREHOW GRAMMAR FORMS

ARE USED IN COMMUNICA-TIVE MESSAGE

AB

CD

ESUIT-ABLEWhat the hearer / reader already knows

plays a large rolein shaping grammar.

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.

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 AR-TICLE

INDEFINITE AR-TICLEINDEFINITE AR-

TICLE

INDEFINITE AR-TICLE

PRO-NOUN

PRO-NOUN

PRO-NOUN

DEFINITE AR-TICLE

DEFINITE AR-TICLE

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.

Speakers /writers organize their utteranceSUITABLE for hearers / readers.

What the hearer / reader already knows plays a large rolein shaping grammar.

New Infor-mation

Meaning

Given Infor-mation

Teaching Ideas

1. Sandy is now a woman.

Structure: Pronouns (subjective, objective, possessive)

A. Students read the text for comprehension.

B. Students revise the pronouns used in the text with different gender.

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.

I Remember Him!

WHO?

WHERE?

WHAT?

WHY?

2. The same oldSource / Cause: - ing

Amazing, amus-ing, annoying, Aston-ishing, bewildering, Boring, confusing, depressing,Disappointing, disgusting,Embarrassing, exciting,Exhausting, fascinating,Frightening, horrifying,Interesting, intriguing,Irritating, puz-zling,Satisfying, shocking,Surprising, terrifying,Tiring, worrying

Experiencer or affected is: -ed

Amazed amusedAnnoyed aston-ishedBewildered boredConfused de-pressedDisappointed disgustedEmbarrassed excitedExhausted fascinatedFrightened horrifiedInterested in-triguedIrritated puzzledSatisfied shockedSurprised terrifiedTired worried

boring TV programs.

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 disap-pointed at all.

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)

Excited Exciting

-FIND YOUR PAIR-

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 sen-tences 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.

Example

(Ex): Excited: “The students were excited.”(Ex): Interesting: “No! but the movie was in-

teresting.”

(Ex): Excited: “The students were excited.”(Ex): Exciting: Yes! The movie was very excit-

ing.”

(Ex): Excited: “The students were excited.”(Ex): Interesting: “No! but the movie was in-

teresting.”

Lexical items: Chunks

• Interested in…• Satisfied with… • Worried about…• Surprised at…• Tired of…• Disappointed at…

3. Eyewitness Accounts

1. All students have copies of the four scenes. 2. With the teacher’s support, a story beginning is cre-

ated, focusing on appropriate forms of the noun phrases.

3. Students are encouraged to discuss versions of what happened next.

4. After the discussion, students then have to write their versions of how the story continues and ends.

5. Some versions of the rest of the story can be read out to the group.

6. Some samples of the stories should be checked to see whether the markers of given and new fin

Fill in the blanks and gaps

How e

ffectiv

e? Can our

students talk?Linguistic Knowledge

Say Something!

Q & A

Thank you