Summer 2006 Intensive Handouts (Zip file)

• Grammar lists (including linking verbs)
• Larsen-Freeman Article
• Focus on Form- Overview
• Word Order- Sample Exercise
• Teaching Articles
• General Ideas for Low-level ELL
• Research Synthesis from CAL

Noun Phrases: 

http://www.arts.uottawa.ca/writcent/hypergrammar/phrfunc.html

Noun Clauses and Reported Speech:

http://netgrammar.altec.org/Units/Unit_13/a101c13_201000.html
http://netgrammar.altec.org/Units/Unit_13/a101c13_101000.html
http://online.ohlone.cc.ca.us/~mlieu/nounclause/samples.html
http://gocsm.net/sevas/esl/gramcheck/chap7/chap7a.html
http://staff.washington.edu/marynell/grammar/reprtdsp.html

Terms to Know:

1. Parts of Speech (not just words, but could be phrases/clauses)
2. Types of Sentences (S, Cd, Cx, Cd-Cx)
3. Phrase vs. Clause (ind vs. dep clauses)
4. SVO Word Order/ Syntax (and exceptions)
5. Focus on Form / Communicative Approaches to ELT
6. Count/Noncount Noun
7. Articles
8. Reported Speech
9. Gerund
10. Infinitive

Error Analysis 1: Nouns and Verbs

WEEK 2-3:

http://www.edufind.com/english/grammar/rep7.cfm (reporting verbs + grammar)http://owl.english.purdue.edu/handouts/esl/eslirrverb.html (irregular verbs- short list)http://www2.gsu.edu/~wwwesl/egw/verbs.htm (irregular verbs- longer list)

Terms to Know:

1. past, present, future tenses
2. progressive and perfect aspects
3. reporting verbs (indirect speech)
4. wh-clauses
5. regular / irregular verbs
6. passive / active voice
7. first, second, third person
8. modal (auxiliaries)
9. semi-auxiliaries (periphrastic modals)
10. hypothetical vs. real possibility (and levels of probability)
11. agent
12. passive
13. causative
14. transitive / intransitive
15. conditional

Verbs Websites (general):

http://www.englisch-hilfen.de/en/exercises_list/verbs.htm
jerz.setonhill.edu/writing/grammar/act-pass/htm http://www.englishpage.com/verbpage
http://e3.uci.edu/programs/esl/vtlink.html

Modals Websites:

http://www.eslpartyland.com/teachers/grammar/fpmodals.htm
http://www.eslpartyland.com/teachers/grammar/cqmodals.htm
http://www.onestopenglish.com/Grammar/Reference/Modals/teaching1.htm (several activities for beginners)http://www.iei.uiuc.edu/structure/structure1/M_sentences.html (exercise)http://www.onestopenglish.com/Grammar/Reference/modals/teaching2.htm (scroll down for multiple activities)

ERROR CORRECTION:

Discussion questions: Should grammatical errors be corrected in student speech and writing? Justify your position.
 If you believe errors should be corrected, how would you approach correcting them in your classroom?
 Should the medium of student output (spoken or written) affect error correction? Justify your position.
 If you believe that errors should be corrected differently in speaking and writing, what would this difference be in your classroom?

Research says that students can only absorb 3 written comments (maybe a few more grammar corrections) per page. Beyond that, they begin to feel overwhelmed.

Also, research also tells us that students tend to (unsurprisingly) make the same errors in pages 2, 3, 4, etc. as they do on page 1. So, you can mark a few errors on the first page and have the STUDENT locate errors of the same type on other pages.

One other research discovery: Students retain more when they have to correct the error themselves (it's circled or identified in some way, but NOT corrected by the teacher). We do NOT help them if we do their work for them.

Error Correction terms/ideas:

feedback analysisfeedback synthesis
recast
analytical rubric for writing

 Samples (handout)