The English Grammar

Part I.

1. Points to Consider # 2. Teaching English vary and dependent on the type of student a teacher is teaching. In this case, aside from using the lexical definition of the word, the teacher can use the following styles:

a. Visual aids – for Beginners

b. Word use, Synonyms and antonyms – for Advanced and Intermediate

c. Activities – for Intermediate and Advanced

2. Points to Consider # 5. Before considering the following techniques, it is important that the students know the basic rule in using the said rule in a particular application (e.g. writing). With this, the teacher can teach them easier using the similar rule. In the speaking practice, the teacher can use the following styles:

a. Oral recitation – individual (reading some provided materials) or by partners (one will ask and the other will answer)

b. Role playing – a situation requiring a question and answer

In the reading practice, the following can be used:

a. Oral recitation – reading lines from famous poems, stories, rhymes, quotations, songs, etc. – could be done in unison, per group or individual

In the listening practice, the teacher can used the following:

a. Oral recitation - reading lines from famous poems, stories, rhymes, quotations, songs, etc. – could be done in unison, per group or individual

b. Listening to recorded materials/voices – popular songs or video karaoke

3. Points to Consider # 6. Yes, adults can learn a language like children can because there is no difference on the principles or standards in teaching. However, there are some consideration that the teacher should consider like:

a. Presence of the first language learned in adult

b. Physical

c. Emotional

d. Psychological

e. Physiological

f. Other factors related in readiness and ability to learn (e.g. environment, culture, etc.)

Part II.

1. The following case is observable among Japanese speakers. The three examples of the same error in different contexts (e.g. as a statement) with different tenses is identified.

a. (In Japanese) – Kare wa sore o Tanaka-san ni agemasita.
(Literally rendered into English) – [He] [that] [Mr. Tanaka] [gave].
(In Correct English Form) – He gave that (to) Mr. Tanaka.

b. (In Japanese) – Kare wa gakusei desu.
(Literally rendered into English) – He student is/am/are.
(In Correct English Form) – He is (a) student.

c. (In Japanese) – Watashiwa asita ikimasu.
(Literally rendered into English) – I tomorrow go.
(In Correct English Form) – [I will] go tomorrow.

2. The articles "a", "an", and "the" of the English vocabulary do not have Japanese equivalent. If, for example, you want to refer to a book in Japanese, you don't have to say "a book" or "the book". You just say hon (book). There are no plural forms in Japanese. Whether you refer to the equivalent of "a book" or "many books", the word used is always hon. A listener understands on the basis of context whether what is being referred to is singular or plural in number. There are no possessive forms of nouns or pronouns in Japanese. If you want to say "Mr. Tanaka's book", you simply speak the possessive particle no after the words for Mr. Tanaka and then follow it with the word for book.

3. These practical activities could be use in the classroom for the purposes of overcoming the MT influence among the students.

a. Activity One. Everyone in the class is instructed to do a self-introduction. With this simple practice, they can be able to try and use English in the right way then translate it from their MT.

b. Activity Two. Have a set of cards with objects, fruits, places, etc. Then, instruct each student to pick a card and to say 3 sentences that will describe what they see in the card. For example,

· This is a banana.

· Its colour is yellow.

· It tastes sweet.

c. Activity Three. The teacher will write few sentences showing how Japanese would say it and literally rendered into proper English. Ask the class to write the right answer. For example,

· This book is. – This is (a) book.

· Automobile by I will go. – I will go by (an) automobile.

· I book will read. – I will read (the) book.

Part III.

1. Teaching the complete sentence and its parts

2. Examine the two groups of words in Columns A and B below. Read them aloud and find out which groups of words communicate ideas clearly and which cannot be understood well.

Column A Column B

First Example: The boy The boy is playing the ball.

Second Example: Is reading The girl is reading.

Third example: The school is The school is big.

Fourth Example: When he was born We live here when he was born.

When you say, The boy, it does not tell something or get any clear idea to what you want to say. The person you are talking with may ask “What about the boy?” If you say, The boy is playing the ball, the person you are talking with gets the definite meaning and clear understanding of what you are saying. Similarly, Is reading is not clear and incomplete. Who is reading? The girl is reading is clear and complete. The school is what? The school is big is complete and easy to understand. When he was born is another group of words that does not give a clear message. We live here when he was born is complete and clear.

The groups of words in Column A are incomplete. They are called fragments. Those in Column B express a complete thought. They are called sentences.

Let us examine the groups of words in Column B to find out what elements have in common. Each group has a word or expression that indicates action or condition. In the first example, there is the words playing while the other example, there is is reading. In the third example, is and in last example, lived and was born. These expressions that indicate action or condition are called verbs. They are also called predicates. Each of the above sentences has a predicate.

Now, let us ask Who or What before the predicate in each sentence to see who or what is being talked about.

First Example: Who The boy

Second Example: who is reading? The girl

Third Example: Who or what is big? The school

Fourth Example: Who or what lived here We

The answers to Who and What before the predicate are the persons or things being talked about. They are called the subjects. Each of the above sentences has a subject.

Let us summarize the elements that make a group of words or a sentence:

· a predicate

· a subject

· a complete idea

Thus, a sentence is a word or group of words that contains a subject and predicate and which expresses a complete idea.

The predicate is a word or group of words that expresses action or condition about as a person or thing.

The subject is the person or thing that acts or to which the condition refers.

2. Exercises

a. Matching Type

Column A Column B

I am cleaning the house.

Andy is a 4^th grader.

They are roar.

We will very clean.

Tigers win the game.

b. Determine which of the following groups of words are complete sentences and which are fragments:

I am Sam Chui.

I live in Beijing, China.

Am eleven years old.

My parents are working.

When I finish school.

c. Read the sentence aloud and with correct intonation.

Column A Column B

Dogs bark.

Fishes swim.

Children talks.

Birds fly.

Cats meow.