Download Functional Grammar in the ESL Classroom: Noticing, Exploring by Dr Rodney H. Jones, Dr Lock Graham PDF
By Dr Rodney H. Jones, Dr Lock Graham
A suite of straightforward to take advantage of innovations is helping scholars realize for themselves how grammar works in genuine global contexts and the way grammatical offerings should not as regards to shape yet approximately which means. pattern educating principles, overlaying a variety of grammatical issues together with verb demanding, voice, reference and the association of texts, accompanies every one approach.
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Additional info for Functional Grammar in the ESL Classroom: Noticing, Exploring and Practicing
Example text
In text two, the use of ‘it’ + passive makes the advice much more impersonal in tone. However, since it is written for a guidebook or magazine, there is also a sense of personal connection with the reader through the frequent use of ‘you’ + modal. As an official document, text three is the most impersonal. The lack of personal pronouns and frequent use of passive voice makes the advice sound objective. Note 1. The imperative be sure to … is, strictly speaking, not an expression of modality. Rather, it is a command.
That night, we were too tired to do anything except have dinner and go to bed. The next morning was quite stressful. m. and we had to check out of our hostel the same morning! But we made it. We both loved Cambridge. However, after the tour we had to find our way to our new hostel in South London. We didn’t get there till nearly midnight. Luckily, they let us in! Suggested answers to exploration questions and tasks Step 3 i. ‘we arrived’ ii. ’ iii. (a): ‘arrIVED’ – part of the repeated information; (b): ‘MORning’ – part of the new information.
Why don’t these sentences fit together well into an organised text? 7. Distribute worksheet 1 and ask students to discuss the questions in part 1 and to put the sentences in an order that seems to make sense to them. 8. Check to make sure students have sequenced the sentences properly and give feedback on their answers to the questions. 9. Explore with the students the questions in part 2 of worksheet 1, helping them to notice the two patterns of textual organisation. Practising 10. Distribute worksheet 2 and ask students to reorder the sentences appropriately using the principles they have discussed.