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    An Nguyễn
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    Grammar Practice Activities a Practical

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    14 views148 pages

    Grammar Practice Activities A Practical

    Uploaded by

    An Nguyễn

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 148
    Cries Practice Activitie: Mestre eed ead ete Poteccreeec eat eee et Fehrs pence este pater ey See Cede ey | Pebeliaiaentssiee per er eee | Eaorerrercnic ee ee mpoane of pode sf Bento sree coo eee cere ea Peete marie ny er ees Prooenrananns Pienaar Besar iat coking Grammar Paice Aces irae ad Bier etna Tae ‘Gambier Yr, Mbourne, Made, Cape Towe, agape, So Palo Cambie Unies rst ‘The burgh ding Cambie CB2 2, UK swonecanbed re Ttlomaton th ts wrcanbgr ong 780521338679 {© Cambridge Ue Pres 1988. "hs book Jig 0 be emp and state i ‘ome to Cambdge Univers Pre for pean for India ech make ops or ye nhs be ‘en lamer ny ose pg ih rey the wow ‘BCom vey ess 138" may be coped. ‘es pu 1988 2st nang 2008 din the Unit Kingdom a he Unies Pro, Cambie A catalogue raced forthe pation abe frm tbe Bt Library Lihary of Congres Ctl cad ube 87027627 rary of Cn ainsi Paton dat (Cn pate sia pat ‘ie or tox Tala ase Bo tar psn ie ISANA3 978.021.3187 pape “Thanks vi Acknowledgements vi Introduction 1 ARTONE CODEINE 4 Grammar 4 PWhar ss grammar? 4 2 Theplaet of pammar in language teaching, — 4 5) Whar does estan grammar involve? 3 4 Theorpanzntion of grammar teaching 6 2 Practice 1 TPreleaming 11 2 Volume and sepestion 12 3 Suoceseorentation 12 4 Heterogenaty 13 5 6 ‘Teacher assistance M4 Inveret 15 3 Aetivties 17 Tthersk 17 2 nee 19 3 Mesenc accvation 25 4 Inthe classroom 32 T Proce bins 32 2. Gering the most out of coursebook exercises 39 1 Adjives 44 2 Adverbs 48 Arde. tne nd ndeiate 3 4 Both Tandy ethers, nether noe $5 5 Comparson ot atves 62 Conditional causes 75 7 “Copula vers 83 5 Couneabletncounable, singulaipurl nouns 86 5 Fueuetenses 34 10. ure pefeer rose 120 1 Hives (go) 122 12 Imperatives 127 13. nde speech 6 Ta ING fomof the vero 143 1S Imeronatves 48 16 Iesrethere there ate 165 1 Mods 172 18 Negatvesenteneey 181 19 Numbers 19 20 Passives 197 21 Paseperiet 206 22 past progesive 208 25 Dastsimple 213 24 Possesives 226 25 Prepositions 240 26 resent pecfct 236 27 resem progressive 286 28 Present simple 254 29 Pronauns 265, 30. Relive laws 268 SI Short miwers 273 32 Tagyoewons 275 33 TOlermottheveh 278 34 Usedra 281 Bibliography 285 Index 28s ‘My thanks 10 Michael Swan fora number of good ides; sso to many Colleagues, stodens snd rend, who have both suggested new Sxites and provided pracocal, constructive criticisms of ol ones, Acknowledgements : “The author and publishers ae rater the following who have given permission forthe us of copyaght material ‘The Bish Tout Authority for she extracts on pp, 115-16 reproduced from Britain: A Lando Explote’; Britain on View Photographic Library for the photograph on p. 116; MeGraw-Hill Book Company forthe sgmbols on pp 135-4! om Symbol Sourccook, 1978, By ny revhss. Barnaby’ Pure Library for the photographs by: Kisky p.65{1A), Howling p. 65(28), Besley p. 6634), Coward p. 66138), Meadows - 6(3C),Trisfontaines pp. 7(4A) and 14213), Rodway p &7(48, 4 Richter p.109(6), Adib pp. 2411) and 24215, 10) and Gibb p. 25213), Nigel Luckhust for she phorographs on pp. €5(1B, 24). 10713), 1g, 8), 142(4, 2413), 24219) and 25213, 6; Granada Teleison fot the photosaph on p. L061); Bill Godley for the photographs on pp 10712), 241[2, 4 and 2424); John Walmsley forthe photograph on '.242(7; jeremy Pembre forthe photograph on p. 28213) and David Runnades forthe photographs on p. 25211, 2), Taeillustrations on p. 56,57, 86,87, 88,131, 168,170, 182, 183,184, 200 and 246 were drawn by Lee Marshalls on pp. 117,128, 166,186, 199, and 201 by Chis Evans: p. 166 by Jeany Pals; on pp. 167, 185, 210,217, 219 and 220 by Cyd Pearson; on pp. 187,217 and 218 by Shain Wiliams onp. 216 by Keith Howard and on p. 219 and 220 by “Trevor Ridley Book design by Peter Ducker MSTD Introduction ese owt thisbook becuse nested; and as son as Hhesan to tiscuss the Mea with oter teaches and sade became clea that many of them fel thesame nest as id, and for similar reasons. On the te handy we allmore ores took i for granted hat we would have to (tach grammar either because soe authority told, oe becuse we ftnches were gensiney convinced tht grammar input helps our Students o lear the Linguage. On the other hand, we felt most, ‘omforable ung a broadly commonictive methodology in ou ech ingrand were duappoinced tad tht our courcbooks provided ery 120 dae for interest, meaning and comtexuaied grammar prac fe There ae sal er ‘cmmumcnive al deed to Acrelop general fnency or "rammatcal exerci that ae fr the most ar ised on unimerxng manipulstion of forms. A few books and Ferodials sugges a number of god iss for the kindof actives we Wane ee etsroceatty but thee seemed to be no cmprehensive, Satematly categorie collection that cold e wed wo supplement ‘coucbook "hat we acd’, a group of student teaches tld me, isa book that wil gather tgethor the most sel of the game or communiaive [ranmar pracice procedures ha aren the Books we ko, plus any ore you tan hin ofor nd anday them ont sptematicly so that we fan Took up say, the Present Perec” on Monday morning and nd {Sr poo das fo choose fom. “iba, however, that however veoible and simple his ide sounded intheory. is execution in practice was nots eaxy: andthe end result has Inevitably fallen shoe of my fe ambit plas. oc a wart te book could not posnbly cover all the grammatical seroctres there are worst always so cer what srr and what isnot So decided to slec only those tems that Land otber teachers ‘omuited have found in our own teaching tobe the mst sential andor icky, and included some — "number forexsmple— tha aren the fuzzy terwern lexis and grammar. Even then, the shee numberof Gries which coud beincadedin acllecton ofthiskind enormous {oir was necessary to sift and selec. Al this meas that any individual reader wil inevitably Gad some omissions. ‘lasacation was another ful, 3b many ofthe Best activites do 1 ot divide neatly according to grammatical categories, but ean be used ‘equally well to practise several eiferent tes The fl Layouts Inevitably 3 compromise soliton, with alot of repetition and cose Felerencng, my main conaerntion being the convenience of the (teacher ead eater than consistency or economy. “Then there the problem of acknowledgement. Many ° the ideas presented inthis book ate borrowed, 0° adapted, from wes, teacher, {llegues, contibutors to EFL joutnals, and sometimes very neatly Sdnucl versions ofthe same avy can be tracal back ow or more differencSoures. | have done my bes to acknowledge sours wherever ‘these ae clear and known to me, and provided aibiography; but there re doublkss omisions, for which | apologise in advance ‘Acknowledgements frida are dct the fllowang people in thee 112 Michel Carer 42 Leo Jones 62 Made Risolae 112 Andrew Waght 126 Stretton Taborn 133 Michael Swan snd Catherine Walter 132 Manto Rimoluc 158 Michael Swan and Cathrine Walter 173 Andeew Weight 174 Sectton Taborn 182 LSP. Nation 1955 Mario Rimoluer: 239 Alan Maley 274 Alan Maley 275 Wendy Score 265 Michael Swan and Catherine Waher 4335 Michael Swan and Jenner Sel arr ox ofthe hook ~ Guidelines ~ provides a eneral introduction to fhe toi of prammsepracice, and suggest puis forthe pn of fice catroom aise ao include aston of paca as ‘eel you (he teacher) preven them sfenrely nla amr reo ~ Actos ~ coms Of 2 sere of descriptions of fgrimmar practice prcedury dened aso othe prinout fined ar ONE. The aces te grouped int secon according fo frmmatial atepy nd these ordered phase so yu should best ay sion om wan sayy ang troup ch ook If however, you ue difrentemtasogy from ming ook up You erm in the index tthe end of she book, Nats of spe sctis (Assocation dominoes Onestonnates, cc) ate sso ied in the a index. Where activites are mentioned elsewhere inthe text, they are Felered toby ther secon number and name, not by page rumber (2 ‘socution dominoes. 15 Questionnaires) “The descriptions of the procedies are accompanied, where appo- prt by spl texts and visual materi the Boxe, which you may | Mtant 10 photocopy for immediate ase inthe csroom (brokering Frans within the Boxes indctecoing-ou lines), or wea ass for {signing your own material “There o formal lawson of acts according the mode {writen o spoken) or dificult evel pray Because mos of them canbe hed fr both wang on spec ands various evel proiieny, and partly because you yourself are, obviouly, a Bete judge of whee and Row fo use them in your teaching situation than am. PART ONE: GUIDELINES 1 Grammi 1 What is grammar? Grammar may be roughly defined asthe way a language maniplates and ‘combines words (orbits of words) im order to form longer uns of meaning For cxarpl, in Engh the present form ofthe verb be in the third perso has evo distinc forms, oe is} beng used with a singular Subject and he other are} witha paral, and ifthe purl oes combined ‘with sngulae subject, the results wseally unaezepabl or ‘wngeamma ‘aly Tint peste hey Ta ra nok i recenatal, whe TF treo book isnot. There is a set of rules which govers how units of meshing maybe constructed in any language: we may say tha learner ‘who knows grammar ne who har mastered and can apply these les to express him or healt in what would be considered accepable Tangoage forms, have nor atemped here o describe the structures themselves, noe

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