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TOPIC
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DESCRIPTION AND FEATURES
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DIFFICULTIES FOR LEARNERS
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SOLUTIONS
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Generative
grammar
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Teach language and grammar teaching are two
different issues, but have often been confused today.
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Become a
major problem in the different educational contexts where students are being
affected
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Being a
teacher, the best way not to affect students with such confusion is to
investigate the matter and have clear and concise knowledge about what
teaching a language and teaching of grammar, taking into account the
investigations by authors as relevant to the contemporary ligüística as
Chomsky, Bloomfield, among others.
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Adverbials
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Adverbial
can be classified into different categories, depending on whether they
provide information on the place, time, cause, number, mode, etc.
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Some
students show confusion or not know define what an adverb.
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What a
teacher should do in such confusion and lack of knowledge with their students
based on this, it is to use educational materials that will help students
understand the topic more assertively and teacher makes the clearest class
and active.
For example:
ü
Why do we
use adverbials?
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We use adverbs to give more information about the
verb.
ü
We use adverbials
of manner to say how something happens or how
something is done:
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The children were playing happily.
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He was driving as fast as possible.
ü
We
use adverbials of place to say where something
happens:
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I saw him there.
We met in London.
ü
We use adverbials of time to say when or how
often something happens:
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They start work at six thirty.
They usually go to work by bus.
ü
We
use adverbials of probability to show how certain we
are about something.
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Perhaps the weather will be fine.
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He is certainly coming to the party.
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Clauses
and complex sentences
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Complex
sentence is an independent clause (simple sentence) and one or more dependent
clause (subordinate clauses). The subordinate clause is introduced either by
a subordinate conjunction (by an adverbial clause) or a relative pronoun (by
an adjectival clause).
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Many
students fail to understand this theme in the grammar of a language.
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As
teachers often tend not to apply a good pedagogy or teaching strategies in
the process of learning student therefore should us good tools that
illustrate their examples classes, for example, for students to better
understand the subject teacher can make a variety of examples from different
contexts and forms, that is:
ü Some common subordinating conjunctions
(adverbial clauses)
When the dependent clause goes BEFORE the independent
clause, the clauses are separated by a comma. Do NOT use a comma if
the dependent clause comes AFTER the independent clause.
Examples:
ü
When you
use Turnitin, a text matching report is generated. (USE A COMMA)
X A text
matching report is generated, when you use Turnitin. (DO NOT USE A COMMA)
ü Relative pronouns (adjectival clauses
Examples:
ü The people
who plagiarised in their assignments were failed.
ü
Students for
whom referencing is difficult can attend workshops to assist them.
ü Those
students whose essays were correctly referenced received better marks.
ü Information
that informs your writing must acknowledge its appropriate source. (RESTRICTIVE)
ü
Information, which can come from many
sources, must be referenced. (NON-RESTRICTIVE)
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TOPIC
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DESCRIPTION AND FEATURES
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DIFFICULTIES FOR LEARNERS
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SOLUTIONS
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A phrase structure grammar of English
Auxiliaries
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English have different auxiliaries, the
primary are have and be, the dummy auxiliary do, and the modal auxiliaries
(will, can, shall, may, should, and must). These are used in some affirmative
sentences, negative and questions (simple and information).
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Here is the biggest and main problem in our
classes with our students, “the English structure” the main problem is our
maternal language, once we identify and put in our maternal language, it is
going to be easier for us to recognize, what a noun is, what an adjective is,
where can I use the adjective, the noun or the adverb.
Most students don’t understand
English auxiliaries and they get confused because in Spanish we don’t use any
auxiliaries.
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Define
students clearly the following subjects:
ü
What is an adverb?
It is the word that modifies the verb; the
adjective and the same adverb, there are different kind of adverbs (mode,
quantity, frequency, etc.)
-
She runs well (adj,)
-
She runs fast (verb.)
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She runs very fast (adv.)
ü
What is an
adjective?
It is the word that refers to colors, size,
condition, description, etc.
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The pen is blue (color)
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The house is big (size)
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It is hot (condition)
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She is pretty (description)
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What is a noun?
It is the word that refers to six things
(places, people’s name, animals, ideas, professions, things)
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It is Colombia (place)
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His name is Paul (name)
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It is a monkey (animal)
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I love English (idea)
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He is a doctor (profession)
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It is a uniform (thing)
As teachers we must place the
student in their maternal language in each sentence and then explain to them
each tense with a dynamic method using slides form power point and make
translation from Spanish to English and English to Spanish to help them place
in the correct tense and relation it with the tense in English.
For example:
+ Maria va al colegio todos los días
+Mary goes to school every day
-Maria no va al colegio todos los días
-Mary doesn’t go to school every day
¿Va Maria al colegio todos los días? Does Mary go to school every day?
¿Dónde va Maria todos los días? Where does Mary go?
This is simple present tense; we are using
an auxiliary (does). In English is necessary to (-) and make questions with
auxiliaries.
Simple past
Simple future
- Mary went to school yesterday Mary will go to school tomorrow
Mary did not go to school
yesterday Mary won’t
go to school tomorrow
Did Mary go to school yesterday? Will Mary go to school
tomorrow?
When did Mary go to school? When will Mary go
to school?
Present perfect
Present progressive
Mary has gone to school since last
week Mary is going to
school now
Mary hasn’t gone to school since last
week Mary isn’t going to
school now
Has Mary gone to school since last week? Is Mary going to school now?
When has Mary gone to school
since? When is Mary
going to school?
Modals
He can go
He could go
He may go
He must go
He should go
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Imperatives
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This kind of sentence don’t have subject
because we understood that the subject is “you” there are several kind of
imperative:
ü Command:
- Pass me the book
- Don’t speak Spanish
ü Entreaty
- Please, marry me
- May I go to the bathroom
please?
ü
Invitation
- Let’s go to the movies
- Let’s eat potato chips
ü
Permission
- Let me see your I.D
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Some students don’t differentiate these uses
of the imperative mood, so they get confused with the topic and make mistakes
during their process
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As teachers we must develop different tools
for them to understand, using the real environment we can explain to them the
different uses of the imperative mood and what imperative mood means in our
maternal language.
Examples:
Spanish English
No fumar don’t smoke
Por favor, ven aquí please come here
Juguemos fútbol let’s play soccer
Déjame ver tus manos let me see your hands
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TOPIC
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DESCRIPTION AND FEATURES
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DIFFICULTIES FOR LEARNERS
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SOLUTIONS
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The form of phrase structure
rules
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I think the management of the second
language is something that requires a lot of attention; as well as the
meanings of words vary, also the sentence structure is different in some
respects.
A large number of language researchers defend
the position that the structural form of a word and a sentence are similar.
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Therefore it is necessary to consider the syntax
rules of the language; as well as the morphology or sentence forms. This is
often a problem for students who when structuring a sentence inadvertently
make grammatical errors.
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In order to help
students to be able to become fully
developed on topic and understand the grammatical structure of sentences
is necessary to perform a series of exercises through which the students become
familiar with each of the component elements of a sentence; this can be
accomplished in the classroom through an didactic activity, using moving
parts that the learner will organize to achieve an appropriate phrase.
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Functions of postverbal
prepositional phrases
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N/P
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This case is often a difficulty for students
and can lead some confusion; because they often do not know where to locate a
preposition within the sentence.
Words that do not always are accompanied by
the same preposition:
ü Sometimes we can to say: think of or Think About interchangeably.
For example:
- I
was thinking about you/ I was thinking of you.
(estaba pensando en ti)
ü
In the case of reflecting on
something, we only use about:
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Think about what I said.
(piensa en lo que dije/ reflexiona sobre lo que dije)
ü
If one speaks about an opinion,
the preposition of is used:
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What do you think of the party?
(¿Qué piensas de la fiesta?/ ¿Qué
opinas sobre la fiesta?)
With the verb to think we
never use the preposition in.
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Then
the best way to help the students to understand the subject is to develop an
exercise of memorization of prepositions, in order to they learn to use them.
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