grammar

The Grammar Book: An ESL/EFL Teacher’s Course is more than a book of grammar rules and instructions for using them, it is an actual course for ESL/EFL teachers. The authors have attempted to provide in a systematic manner information that is the most useful for the ESL/EFL teacher. It is a comprehensive work that was written “in the hope that it will enable prospective and practicing teachers of English as a second or foreign language to better understand the grammar of the language they have chosen to teach,” (Celce-Murcia and Larsen-Freeman, v). The introduction outlines what the authors expect a well-trained teacher of English to other languages to know. They must have a good command language teaching methodology and they need to be familiar with materials that are available in order to select the most optimum textbooks or prepare materials of their own. The well-trained teacher must also offer a good linguistic model and ideally would be a native speaker of English. The final requirements is that a well-trained teacher has done his or her homework. In other words, they know their subject matter. The teacher must “have conscious knowledge of the rules of the English language: the sound system, the grammatical system, the lexical system, and the discourse structure,” (Celce-Murcia, 1). The focus of the book at hand is on the grammatical system. The book is too comprehensive in scope and broa

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estions and so it is with word order and phrase structure rules. Students need to learn all the parts of a sentence and also the ways in which the parts can be ordered. Therefore, when teaching a lesson including the rule governing the usual order of sentence-final adverbials a typical teaching method is given. After stating a statement that contains one or two adverbials about themselves, the instructor asks the students a question which will elicit a similar thought, such as “I drove to school today. How did you get here?” (Celce-Murcia, et.al., 17). After eliciting a series of similar responses, the teacher can diagram a sentence from the information on the blackboard as follows: 1 2 3 4 5 Aza comes here promptly at 8:00 every day because she wants to learn English. (Celce-Murcia, et.al., 17) Then instructor then explains the numbered sections are adverbials and asks what they mean, such as number one would tell “where” and number five would tell “why.” The teacher then breaks the class into three groups to work on groups of sentences to rearrange any adverbials that are incorrectly ordered. When this is done the students from each group read their an
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Approximate Word count = 1569
Approximate Pages = 6 (250 words per page)

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