PREMISES FOR STUDYING LINGUISTICS & THE SCIENTIFIC STUDY OF HUMAN LANGUAGES I

For this session:

1. Read UNIT
2. Complete CONCEPT CHECK QUESTIONS
3. Task D1

 

THE SCIENTIFIC STUDY OF HUMAN LANGUAGES II & THE ENGLISH VERB

For this session:

1. Read UNIT
2. Complete CONCEPT CHECK QUESTIONS
3. Task D2

 

THE ENGLISH VERB II

For this session:

1. Read UNIT
2. Complete CONCEPT CHECK QUESTIONS
3. Task D3

 

SENTENCE STRUCTURE AND PUNCTUATION

For this session:

1. Read UNIT
2. Complete CONCEPT CHECK QUESTIONS
3. Task D4

 

MEANING, CONTEXT AND SOUND

For this session:

1. Read UNIT
2. Complete CONCEPT CHECK QUESTIONS
3. Task D5

 

 Objectives for Language Analysis Module

At the end of this module trainees will:

- Acquire the necessary linguistic knowledge to develop lesson plans and activities with functional and/or structural guidelines
- Analyze Oxbridge classes through guided observations
- And relate theory and practice to conclude how specific teaching approaches affect learning.

 

	CONTENT	OBJECTIVES
Unit 1: Premises for studying linguistics	Premises for studying linguistics 1.1.     What is a language 1.1.1.    Communicative purposes of languages 1.2.     The origin and regulation of the English language 1.2.1.    Varieties of English	* Analyze different reasons behind language learning arguing the relevance of a language’s communicative purpose* Describe how the English language is regulated* State the main differences between varieties of English* Discuss the practical consequences of varieties of English when teaching (e.g. multiple possibilities when trying to express something)
Unit 2: The scientific study of human languages	The scientific study of human languages 1.1.     Linguistics 1.2.     Branches of linguistic study 1.2.1.    Major branches of linguistic study 1.2.2.    Secondary branches of linguistic study 1.3.     Structural units of language 1.3.1.    Phonemes à Phonology/phonetics 1.3.2.    Morphemes and lexemes à Morphology 1.3.3.    Clauses and sentences à Syntax 1.3.4.    Texts à Pragmatics	* Explain the evolution of the role of linguistics in language teaching and how modern methodologies suggest it should be considered* Name and describe the major branches and structural units of linguistic study* Relate structural units of linguistic study to each other to understand how language is structurally constructed and how meaning is conveyed
	1.4.     Branches of linguistic study: Grammar1.4.1.    How to teach structures: Modern teaching methodologies1.4.1.1.    What are functions1.4.1.2.    Functions versus structures1.4.2.    Grading the level of difficulty	* Explain how modern teaching theories suggest to teach grammar structures* List some functions of the language, notions and structures associated to them* Discuss and evaluate the practical implications of a functional approach when it comes to teaching, and developing syllabi, lesson plans and activities
	1.5.     Parts of speech1.5.1.    Structure versus function1.5.2.    Independent/meaningful parts of speech1.5.2.1.    Nouns and pronouns1.5.2.1.1.     Categories of nouns1.5.2.1.2.     Categories of pronouns1.5.2.2.    Adjectives1.5.2.2.1.     Categories of adjectives1.5.2.3.    Verbs1.5.2.4.    Adverbs 1.5.2.4.1.     Categories of adverbs 1.5.3.    Dependent parts of speech 1.5.3.1.    Prepositions 1.5.3.1.1.     Categories of prepositions 1.5.3.2.    Conjunctions 1.5.3.2.1.     Categories of conjunctions 1.5.3.3.    Determiners 1.5.3.3.1.     Categories of determiners 1.5.3.4.    Interjections	* Describe functions of parts of speech in sentences* Give examples of functions that relate to each part of speech* Identify parts of speech in sentences* Evaluate how to teach parts of speech through functional and grammatical activities* Discuss the practical implications of parts of speech while developing activities and anticipating students’ difficulties
Unit 3: The English verb system	The English verb 1.1.     Basic concepts about verbs and verb categories 1.1.1.    What is a verb 1.1.2.    Verb forms 1.1.3.    What defines a verb 1.1.3.1.    Person and number 1.1.3.2.    Tense 1.1.3.3.    Aspect 1.1.3.4.    Mood 1.1.3.5.    Transitivity 1.1.3.6.    Voice	* Identify and name different verb forms
	1.1.4.    Verbs in use: main verbs and auxiliary verbs1.1.4.1.    Auxiliary verbs1.1.4.1.1.     Primary auxiliary verbs1.1.4.1.2.     Modal auxiliary verbs1.1.4.1.2.1.      Present modal verbs1.1.4.1.2.2.      Past modal verbs1.1.4.2.    Syntactical uses of auxiliary verbs1.1.4.3.    Differences between primary auxiliary verbs and modal auxiliary verbs	* Identify uses of auxiliary verbs* Identify functions of modal and past modal verbs in context* Describe syntactic differences between primary and modal auxiliary verbs* Discuss how it would be appropriate to teach present and past modal verbs considering a grammatical approach and a functional approach
	1.2.     The tense system in English: active voice1.2.1.    Present tenses1.2.2.    Past tenses1.2.3.    Future tenses	* Identify verb tenses according to their form* Describe functions of different verb tenses* Represent verb tenses in a timeline* Name different ways of explaining functions and forms of verb tenses to students* Produce examples of a specific verb tense, in which its function is clear and evident for students* Arrange verb tenses according to the frequency with which they’re used and difficulty* Give examples of tenses activities and how to make practice progressively more difficult* Name frequent mistakes students make when it comes to tenses and discuss whether they should be corrected or not* Discuss how verb tenses should be considered when developing syllabi, lesson plans and activities
	1.3.     The tense system in English: passive voice1.3.1.    Form of the passive sentence1.3.2.    Verb transformation from active to passive1.3.2.1.    Direct, indirect and prepositional objects1.3.3.    How to teach the passive voice	* Describe the syntactic relation between subject-object and passive voice transformation* Discuss functions and uses of the passive voice, how to teach it without the use of technical concepts and when to do so
Unit 4: Sentence structure and punctuation	Structure of the English sentence 1.1.     What is a sentence 1.2.     Sentence parts 1.2.1.    Subject (S) 1.2.2.    Predicate 1.2.2.1.    Verb or verb phrase (V) 1.2.2.2.    Object (O) 1.2.2.3.    Complement (C) 1.2.2.4.    Adverbial or adjunct (A)	* Identify sentence parts and describe their characteristics* Discuss the practical use of syntax analysis in teaching scenarios
	1.3.     Types of sentences1.3.1.    Functions of sentences	* Describe the syntactic transformations that sentences undergo depending on their function (positive statement, negative statement, question and command)
	1.3.2.    Structural complexity of sentences1.3.2.1.    Simple1.3.2.2.    Compound1.3.2.3.    Complex1.3.3.    Linking constructions by conjunctions	* Discuss how to use ideas of structural complexity to grade difficulty in activities
	1.3.4.    Complex subordinate sentences: Conditionals1.3.4.1.    Zero conditional1.3.4.2.    First conditional1.3.4.3.    Second conditional1.3.4.4.    Third conditional1.3.4.5.    Inverted conditionals1.3.4.6.    Variants on conditional sentences	* State form, meaning and function of the different types of conditionals and level to teach each of them
	Syntactic peculiarities	* Assess activities related to syntactic peculiarities and place them in an appropriate proficiency level
	2.1.     Inversion2.1.1.    Inverted constructions2.1.2.    How to teach inversion	* Describe characteristics and functions of inversion* Discuss how and when it is appropriate to teach inversion and how a structural approach differs from a functional one – practical consequences when it comes to developing syllabi and lesson plans
	2.2.     Relative clauses2.2.1.    Uses of relative clauses2.2.2.    Types of relative clauses2.2.3.    Structure of relative clauses2.2.3.1.    Relative pronouns2.2.3.2.    Relative adverbs2.2.4.    How to teach relative clauses	* Describe characteristics and functions of relative clauses* Discuss how and when it is appropriate to teach relative clauses and how a structural approach differs from a functional one – practical consequences when it comes to developing syllabi and lesson plans
	2.3.     Reported speech2.3.1.    What is reported speech2.3.1.1.    Reporting verbs2.3.2.    Reported statements2.3.2.1.    Reported modal verbs2.3.3.    Reported questions2.3.4.    Reported commands2.3.5.    Reported speech with and without tense change2.3.6.    How to teach reported speech	* Describe characteristics and functions of reported speech* Discuss how and when it is appropriate to teach reported speech and how a structural approach differs from a functional one – practical consequences when it comes to developing syllabi and lesson plans
	2.4.     Subjunctive2.4.1.    Past subjunctive2.4.2.    Present subjunctive2.4.3.    How to teach the subjunctive	* Describe characteristics and functions of the subjunctive* Discuss how and when it is appropriate to teach the subjunctive and how a structural approach differs from a functional one – practical consequences when it comes to developing syllabi and lesson plans
	Punctuation 3.1.     Punctuation rules 3.1.1.    Full stop 3.1.2.    Apostrophes 3.1.3.    Parentheses 3.1.4.    Colons 3.1.5.    Semi-colons 3.1.6.    Commas 3.1.7.    Hyphens	* Discuss how personal style and country of origin affect the use of punctuation marks* Identify names and functions of punctuation marks in context* Discuss the importance of punctuation marks when it comes to teaching
Unit 5: Meaning- context and sound	Semantics, Pragmatics, Lexicology and Phonology 1.1.     Semantics: semantic fields	* Explain functionality of associating words in semantic fields
	1.2.     Lexicology1.2.1.    Word formation and word families1.2.2.    Phrasal verbs1.2.3.    Idioms1.2.4.    Proverbs	* Analyze word families to identify patterns in word formation (transforming one part of speech to another)* Describe characteristics of phrasal verbs and appropriate proficiency levels to teach them* Define meaning as the main characteristic to identify a phrasal verbs in context* Give examples of some of the most common phrasal verbs and identify them in sentences* Describe characteristics and uses of idioms, give examples of them and name appropriate proficiency levels to teach them* Describe characteristics and uses of proverbs, give examples of them and name appropriate proficiency levels to teach them
	1.3.     Semantics and pragmatics: register of the language1.3.1.    Levels of formality (Informal/colloquial, neutral, formal)1.3.2.    Ways of expressing formality	* Associate language register to conditions that make it vary* Name levels of formality* Describe grammatical ways in which formality can be expressed* Discuss how to consider register of the language when it comes to developing syllabi, lesson plans and activities
	1.4.     Phonology1.4.1.    Pronunciation1.4.1.1.    Individual sounds1.4.1.2.    Connected speech1.4.1.3.    Word stress1.4.1.4.    Sentence stress1.4.1.5.    Intonation	* Distinguish between number of letters in a word and number of sounds* Indicate different ways of putting words together in connected speech* Associate word stress and sentence stress to meaning* Draw intonation patterns depending on sentence structure and intention* Discuss the practical consequences of phonology when teaching pronunciation, speaking and reading; and when it comes to developing syllabi, lesson plans and activities
	1.5.     Semantics, pragmatics and phonology: Homonyms, homophones and homographs1.5.1.    Homonyms1.5.2.    Homophones1.5.3.    Homographs	* Give examples of pairs of homonyms, homophones and homographs* Discuss the difficulties students have because of these phenomena and how to consider them while teaching and developing activities

 

Language Analysis module. Assessment and Grading criteria.

 

Assessment tool	% of final grade of the module
Participation	5
Concept check questions	5
Homework activities	20
Language analysis exam	70

 

Participation

 

Participation is worth 5 points of the final grade. For each of the criterion below you would be awarded a point or nothing:

Criterion	Mark
Interventions are informed, somehow constructed and supported by what was read the previous day (e.g. has given things some thought and doesn’t only quote)	1 point
Shows interest in learning (e.g. listens and asks questions related to issues being discussed)	1 point
Shows interest in their peers’ learning experiences and opinions (e.g. asks them questions and/or gives advice)	1 point
Is alert and involved in the task at hand (e.g. does what’s asked to do, makes relevant comments, doesn’t distract others)	1 point
Shows respect to peers (e.g. is polite and acknowledges their interventions as valid)	1 point

 

Concept check questions

 

Concept check questions are worth 5 points of the final grade. They should be submitted for correction on a daily basis, after reading the online material. If they’re not completed by the last day of the module, all unanswered questions will be marked wrong. The mark will be equivalent to the percentage of questions answered correctly.

 

Homework activities

 

Homework activities are worth 20 points of the final grade, there being 16 in total. Each activity will be marked as done or not done. For every done activity you will be awarded 1.25 points, but only if taken to class on the specified day. Anything handed in later will not be graded.

 

The homework activities that must be completed for each day are:

 

Day 1 (Monday)

1. Linguistics activity
2. Functions of the language

 

Day 2 (Tuesday)

1. Parts of speech
2. Types of verbs
3. Verb forms
4. Functions of modals and past modal auxiliary verbs

 

Day 3 (Wednesday)

1. Verb tenses
2. Tense errors

 

Day 4 (Thursday)

1. Sentence parts
2. Syntactic knowledge

 

Day 5 (Friday)

1. Word families activity
2. Phrasal verbs
3. Idioms and proverbs
4. Homonyms, homophones and homographs

 

Language analysis exam

 

The language analysis exam is worth 70 points of the final grade and to pass the module the exam must be passed (get at least 70/100 or 35/50). The exam online will be taken online; access to it will be granted on Day 1 of the following module (Monday right after the module is over).

 

You must login to your www.oxbridgetefl.com account, where, on the right-hand side of the main menu, you will find a link named Language analysis exam. After you start the exam you will have 2 hours to complete it. The exam consists of 50 questions, which are multiple choice, relation and free text.

 

When the exam is finished, you will get a % of correct answers, calculated based on the answers to the multiple choice and relation questions (e.g. if you got 35 multiple choice and relation questions in the exam and you got all of those correct 35/35 you would get a 100%). Each of these questions (multiple choice and relation) is worth 1 point. If answered correctly you will be awarded that point, but if answered incorrectly you will get a negative mark, subtracting points from your grade. This negative mark depends on the question; it being a percentage that varies depending on the number of options from which you to choose (e.g. if it’s a multiple choice question with 4 options and you choose an incorrect one, you’ll get a -0.33, whereas if it has 5 options you’ll get a -0.25).

 

At this stage, you should get at least a 70% to pass the exam. Whether you achieve or don’t achieve this mark, you will have the opportunity to repeat the exam as many times as you want to get a better one. Once you decide to stop trying, the trainer will proceed to check your free text questions, you getting a provisional mark. This mark is provisional for you will then have an oral exam in which you will be asked a re-phrased version of the questions you didn’t answer and those you got wrong. In case you answer them correctly, you will be awarded the corresponding points (1 per question) and given a definite mark.

ENGLISH GRAMMAR SLIDES