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Teaching English Grammar - What to Teach and How to Teach it
Author: Jim Scrivener
Publisher: Macmillan Education/Macmillan Books for Teachers
Publication date: 2010
ISBN-10: 0230723217
ISBN-13: 978-0230723214
Number of pages: 287
Format / Quality: PDF/HQ
Size: 15.10MB
Teachers frequently need to present new grammar to learners and grammar presentations are often at the heart of language lessons. This is part of the current general ‘communicative’ methodology, and is embodied or assumed in most current materials. Coursebooks usually provide ‘ready-made’ presentations, but teachers often want to strengthen or supplement the grammatical explanations in order to meet the particular learning events in their own classrooms. And when other materials like a reading text or an online activity are being used, there can be multiple situations in which further elucidation of a grammatical structure may be required. When this occurs a teacher has to decide w7hether it is appropriate to deal with this and if so how to insert it elegantly into ongoing work, and whether to do it now or later.
This places a constant demand on teachers to identify quickly:
1) the new structure and its possible forms
2) the meanings imparted by the structures in context
3) the core of what the student needs to learn
4) and then, crucially, ways to present and practise the structure and to check that the core concepts are understood. Teaching English Grammar aims to help teachers meet these demands by offering quick access to key aspects of structures, ready-to-use presentation ideas,contexts for first and subsequent exposure to new language and insights on checking understanding.
Teachers with less experience often struggle with providing contexts for the new language they are presenting, and the activities here aim to provide simple and effective situational contexts for such language at this point in the lesson. This is important, because if the situation is chosen so that the human meanings conveyed within it are compelling and transparent, then the meaning of the grammatical point can almost ‘teach itself’, reducing the need for verbal re-explanation from the teacher, and allowing the teacher to attend to the practice of the forms of the structure.At this point the teacher faces a second challenge: incisive checking of learners’ understanding of the language point. The agile selection and use of concept questions to do this is also a crucial and often elusive skill for a new teacher to develop, the lack of which easily leads instead to a habitualised over-reliance on the misleading question ‘Do you understand?’The illustrative concept questions
in this book aim to help teachers to develop their confidence and facility in using these to check understanding. More experienced teachers will be able to use the material here to review7 and overhaul the texture and elegance of their repertoire of presentation activities and approaches, streamlining their approach and developing their confidence and effectiveness.
//
محتويات الكتابContents
About the series 4
About the authoi 5
Foreword 6
Introduction 7
Key grammatical terminology 14
The sounds o f British English 18
1 Singular and plural 19
2 Countable and uncountable nouns 23
3 Containers, quantities and pieces 27
4 Subject and object pronouns 31
5 Reflexive pronouns 36
6 Possessives 39
7 This, that, these, those 43
8 Articles 46
9 Some and any 52
10 Much, many, a lot of, lots of, plenty of, a great deal of 57
11 Few and a few; little and a little 59
12 Other quantifiers 61
13 Adjective order 64
14 Comparatives 66
15 Superlatives 71
16 Comparisons: as .. . as, not as . . . as, the same as, like 76
17 Comparisons: too and enough 79
18 Prepositions of place 84
19 Prepositions of movement 88
20 Prepositions of time 91
21 Have and have got 94
22 Present simple: be 97
23 Present simple: affirmative 101
24 Present simple: negative 107
25 Present simple: questions 109
26 Imperatives 112
27 Adverbs of frequency 115
28 Present progressive: affirmative (‘now’ meaning) 118
29 Present progressive: negative and questions 124
30 Present progressive contrasted with present simple 127
31 Past simple: be 129
32 Past simple: regular verbs 132
33 Past simple: irregular verbs 139
34 Past simple: questions and short answers 142
35 Past simple: negative 145
36 Past progressive:‘in progress’ 147
37 Past progressive: ‘interrupted actions’ 152
38 Present perfect: Have you ever...? 155
39 Present perfect: just 159
40 Present perfect: ‘up to now’ 161
41 Time words: already,yet and always 166
42 Time words: for and since 169
43 Present perfect progressive 172
44 Past perfect simple 176
45 Past perfect progressive 182
46 Will 186
47 Going to 193
48 Will contrasted with going to 199
49 Present progressive: ‘future arrangements’ 203
50 Future progressive and future perfect 206
51 Requests, orders, offers, permission: can, could, will, would, may, might 211
52 Ability: can, can’t, could, couldn’t, be able to 215
53 Obligation and compulsion: must, have to, should, ought 218
54 Possibility and certainty: may, might, could, must, must have, can’t,
can’t have 223
55 Modal verbs: an overview 228
56 Zero conditional 231
57 First conditional 234
58 Second conditional 237
59 Third conditional 240
60 Passives 243
61 Causatives 248
62 Multi-word verbs 250
63 Direct and reported speech 255
64 Used to 260
65 Question tags 263
66 Relative pronouns and relative clauses 267
67 Defining and non-defining relative clauses 273
68 ’d better / had better 277
69 Two-verb structures: -ing or infinitive? 280
70 In case 284
Further reading 287
*********
Download
http://ifile.it/etshku5
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https://rapidshare.com/#!download|123p10|2220506875|24156.rar|15792|0|0
Good Luck0
http://www.saudienglish.net/upload/image17871.html
Teaching English Grammar - What to Teach and How to Teach it
Author: Jim Scrivener
Publisher: Macmillan Education/Macmillan Books for Teachers
Publication date: 2010
ISBN-10: 0230723217
ISBN-13: 978-0230723214
Number of pages: 287
Format / Quality: PDF/HQ
Size: 15.10MB
Teachers frequently need to present new grammar to learners and grammar presentations are often at the heart of language lessons. This is part of the current general ‘communicative’ methodology, and is embodied or assumed in most current materials. Coursebooks usually provide ‘ready-made’ presentations, but teachers often want to strengthen or supplement the grammatical explanations in order to meet the particular learning events in their own classrooms. And when other materials like a reading text or an online activity are being used, there can be multiple situations in which further elucidation of a grammatical structure may be required. When this occurs a teacher has to decide w7hether it is appropriate to deal with this and if so how to insert it elegantly into ongoing work, and whether to do it now or later.
This places a constant demand on teachers to identify quickly:
1) the new structure and its possible forms
2) the meanings imparted by the structures in context
3) the core of what the student needs to learn
4) and then, crucially, ways to present and practise the structure and to check that the core concepts are understood. Teaching English Grammar aims to help teachers meet these demands by offering quick access to key aspects of structures, ready-to-use presentation ideas,contexts for first and subsequent exposure to new language and insights on checking understanding.
Teachers with less experience often struggle with providing contexts for the new language they are presenting, and the activities here aim to provide simple and effective situational contexts for such language at this point in the lesson. This is important, because if the situation is chosen so that the human meanings conveyed within it are compelling and transparent, then the meaning of the grammatical point can almost ‘teach itself’, reducing the need for verbal re-explanation from the teacher, and allowing the teacher to attend to the practice of the forms of the structure.At this point the teacher faces a second challenge: incisive checking of learners’ understanding of the language point. The agile selection and use of concept questions to do this is also a crucial and often elusive skill for a new teacher to develop, the lack of which easily leads instead to a habitualised over-reliance on the misleading question ‘Do you understand?’The illustrative concept questions
in this book aim to help teachers to develop their confidence and facility in using these to check understanding. More experienced teachers will be able to use the material here to review7 and overhaul the texture and elegance of their repertoire of presentation activities and approaches, streamlining their approach and developing their confidence and effectiveness.
//
محتويات الكتابContents
About the series 4
About the authoi 5
Foreword 6
Introduction 7
Key grammatical terminology 14
The sounds o f British English 18
1 Singular and plural 19
2 Countable and uncountable nouns 23
3 Containers, quantities and pieces 27
4 Subject and object pronouns 31
5 Reflexive pronouns 36
6 Possessives 39
7 This, that, these, those 43
8 Articles 46
9 Some and any 52
10 Much, many, a lot of, lots of, plenty of, a great deal of 57
11 Few and a few; little and a little 59
12 Other quantifiers 61
13 Adjective order 64
14 Comparatives 66
15 Superlatives 71
16 Comparisons: as .. . as, not as . . . as, the same as, like 76
17 Comparisons: too and enough 79
18 Prepositions of place 84
19 Prepositions of movement 88
20 Prepositions of time 91
21 Have and have got 94
22 Present simple: be 97
23 Present simple: affirmative 101
24 Present simple: negative 107
25 Present simple: questions 109
26 Imperatives 112
27 Adverbs of frequency 115
28 Present progressive: affirmative (‘now’ meaning) 118
29 Present progressive: negative and questions 124
30 Present progressive contrasted with present simple 127
31 Past simple: be 129
32 Past simple: regular verbs 132
33 Past simple: irregular verbs 139
34 Past simple: questions and short answers 142
35 Past simple: negative 145
36 Past progressive:‘in progress’ 147
37 Past progressive: ‘interrupted actions’ 152
38 Present perfect: Have you ever...? 155
39 Present perfect: just 159
40 Present perfect: ‘up to now’ 161
41 Time words: already,yet and always 166
42 Time words: for and since 169
43 Present perfect progressive 172
44 Past perfect simple 176
45 Past perfect progressive 182
46 Will 186
47 Going to 193
48 Will contrasted with going to 199
49 Present progressive: ‘future arrangements’ 203
50 Future progressive and future perfect 206
51 Requests, orders, offers, permission: can, could, will, would, may, might 211
52 Ability: can, can’t, could, couldn’t, be able to 215
53 Obligation and compulsion: must, have to, should, ought 218
54 Possibility and certainty: may, might, could, must, must have, can’t,
can’t have 223
55 Modal verbs: an overview 228
56 Zero conditional 231
57 First conditional 234
58 Second conditional 237
59 Third conditional 240
60 Passives 243
61 Causatives 248
62 Multi-word verbs 250
63 Direct and reported speech 255
64 Used to 260
65 Question tags 263
66 Relative pronouns and relative clauses 267
67 Defining and non-defining relative clauses 273
68 ’d better / had better 277
69 Two-verb structures: -ing or infinitive? 280
70 In case 284
Further reading 287
*********
Download
http://ifile.it/etshku5
http://www.mediafire.com/?dc7gavcpf75h7g7
https://rapidshare.com/#!download|123p10|2220506875|24156.rar|15792|0|0
Good Luck0