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Published by TP Publications59 Applewood HeightsGreystonesCo. WicklowIreland Tony Penston 2005All rights reserved. Tables designated as task activities maybe copied for class use. However, no other part of thispublication may be reproduced, stored in a retrieval systemor transmitted in any form or by any means without theprior written permission of the copyright owner.First published 2005ISBN 0 9531323 1 5Printed by Future Print, DublinCover artwork by Kevin BrooksCartoon artwork (pp 106, 110) by Ciaran McClellandAcknowledgementsWe are grateful to the following for permission to reproducecopyright material (abbreviations of publishers' names forlater use are included; coursebooks are student's bookeditions except where otherwise stated): Cambridge University Press (CUP) for extracts fromAdvanced Grammar in Use by Martin Hewings (2005),Business Goals 2 by Gareth Knight et al (2004), EnglishGrammar in Use by Raymond Murphy (2004), EnglishPhrasal Verbs in Use by Michael McCarthy & FelicityO'Dell (2004), English Vocabulary in Use - Pre-intermediateand Intermediate by Stuart Redman (1997), EnglishVocabulary in Use - Upper Intermediate by M. McCarthy &F. O'Dell (2001), Essential Grammar in Use by R. Murphy(1997). Chancerel International Publishers for extractsfrom Ideas and Issues Pre-intermediate by GeraldineSweeney (1999), and Ideas and Issues Intermediate by OliviaJohnston & Mark Farrell (2000). E L B Publishing,Brighton, for an extract from Making Sense of Phrasal Verbsby Michael Shovel (2002). Heinle, a division of ThomsonLearning, for extracts from Innovations Pre-intermediate andIntermediate by Hugh Dellar & Andrew Walkley (2004), andInnovations Upper-Intermediate by H. Dellar & DarrylHocking (2004), Macmillan Education/MacmillanHeinemann English Language Teaching for extracts fromInside Out Elementary by Sue Kay & Vaughan Jones (2003),Inside Out Pre-intermediate by S. Kay et al (2002), InsideOut Intermediate by S. Kay & V. Jones (2000), Inside OutUpper Intermediate by S. Kay & V. Jones (2001), Inside OutAdvanced by Ceri Jones & Tania Bastow (2001), and InsideOut Resource Pack Upper Intermediate by John Hird et al,illustrations in extract by Peter Campbell (2001). MarshallCavendish Ltd. for extracts from Just Right Intermediate byJeremy Harmer (2004). Oxford University Press (OUP) forextracts from The Good Grammar Book by Michael Swan& Catherine Walter 2001, and Oxford Advanced Learner'sDictionary, 7th Edition by A.S. Hornby (2005). PearsonEducation Ltd. for extracts from New First Certificate Goldby Jacky Newbrook et al (2004), Cutting Edge Intermediateby Sarah Cunningham & Peter Moor (1999), New CuttingEdge Intermediate by same authors (2005), and MarketLeader Upper Intermediate by David Cotton et al (2001). Penguin Books Ltd. for extracts from Grammar Gamesand Activities by Peter Watcyn-Jones, illustrations BruceHogarth (David Lewis Illustrations) (1995); Grammar Gamesand Activities 2 by Deirdre Howard-Williams, illustration inextract by Ross Thomson (2001), Instant Lessons 2 by D.Howard-Williams et al, illustrations by Sir Vin, Chris Pavelyand Pantek Arts (2000).We are grateful to the following for permission to reproduceimages:Mary Evans Picture Library (Titanic, page 16); TheOrganisation, for artwork by Fred van Deelen (page 27); AlanPulverness for his photo of a class in China, Louis Maraiswith pupils in Taiwan, Niamh Malone and Eamonn Corcoran(all front cover).In some cases we have been unable to locate copyrightowners. We apologise for any failure to acknowledge theoriginal source and will be glad to include any necessarycorrection in subsequent printings.ReferencesBooks I have consulted include Discover English by RodBolitho & Brian Tomlinson (Macmillan 1995), ExplainingEnglish Grammar by George Yule (OUP 1998), Grammarand the Language Teacher by Martin Bygate et al (PrenticeHall 1994), Grammar for English Language Teachers byMartin Parrott (CUP 2000), How to Teach Grammar by ScottThornbury (Pearson Education Ltd. 1999), The LexicalApproach by Michael Lewis (LTP 1993), Longman StudentGrammar of Spoken and Written English by Douglas Biber etal (Pearson Education Ltd. 2002),Merriam-Webster'slCollegiate Dictionary, l l Edition (Merriam-Webster Inc.2003), Oxford Advanced Learner's Dictionary, 7th Edition(OUP 2005), Oxford Learner's Grammar by John Eastwood(OUP 2005), Practical English Usage by Michael Swan(OUP 1995), Syntactic Theory and the Structure of Englishby Andrew Radford (CUP 1997), Understanding and UsingEnglish Grammar by Betty Schrampfer Azar (PearsonEducation Ltd. 2000), A University Course in EnglishGrammar by Angela Downing & Philip Locke (Prentice-Hall1992).ThanksTo Simon Brown of British Study Centres Oxford, SpencerBurke of Galway Cultural Institute, Lindsay Clandfield ofOxford House Barcelona, Fiona Farr and Brona Murphy ofthe University of Limerick, Jerome Gordon of CetradelLanguage Institute in Nantes, Tim Graham at SheffieldHallam University, Mark Lewis of EF in Guangzhou, JohnMurtagh of Progress School in Krakow, Greg Rosenstock ofBluefeather School of Languages in Dublin and FrankVerdonk at Jordan School in Taipei for their valuablefeedback and support. Also Michael Swan for his veryhelpful comments.To Anne Kelly for her assistance with pre-printing,Patricia O'Neill for logistical back-up, Barry Walsh forproof-reading. Not forgetting my students and trainees overthe years, who are still educating me.

A Concise Grammarfor English Language TeachersTony Pensiontp TP Publications

IntroductionThis book is in fact the new edition of A Grammar Course for TEFL Certificate. The change of title is toreflect a completely revamped work and serve a wider readership.The commendations for the first edition have justified my main main objectives: to present theessentials of tesol grammar in a concise and user-friendly way, making them comprehensible in a shortperiod and easily locatable during lesson planning.Like the first edition, this book has been written mainly for participants on a teacher training course,but with the increase in content it should also serve well as a reference for practising teachers. Itpresupposes a native-speaker or near native-speaker level of competence in English, but takes nothing forgranted regarding the reader's knowledge of grammar. It gets straight to the point, knowing what theteacher needs and not wasting space with what they don't.I am cognizant of the value of coursebooks and recommend their use to varying degrees, hence themany extracts from coursebooks in this publication. But besides the coursebook there is a growingpopularity of the use of authentic materials, games, instant lessons, etc, so the teacher now has to operatewith more unpredictable language in the classroom. Today's language learner is sophisticated anddemands both communicative activities and competent grammar explanation.Where the matching tasks in this book are used in tutorials the tutor should cut out andmount/laminate the sections for group/pair work where possible. The tutor may also project thetask/answer. Copyright is waived for such tutor activities but I would stress that no further copying isallowed under copyright legislation and it is strongly recommended that each course participant shouldhave a copy of this book.It must be stressed that the activities in this book are designed for teachers, not for language learners.The extracts from ELT coursebooks and the Teaching Notes are intended to show the difference betweenwhat the teacher should know and what and how they should teach.I would here like to include a few points on what I believe an English language teacher should knowabout grammar and its teaching:1. The teacher should know the terminology, because it is very difficult to explain agrammar rule without knowing the names of the items affected by that rule.2. The teacher should know the structure rules, simply because most learners arecomparing those of English with their own while they learn, and clear explanation shouldbe available to the student on request.3. The teacher should know how to fit the semantic (meaning) with the grammatical, i.e.we don't just explain the what of the structure, but also the why, the use/function of thestructure. The good teacher knows how to teach the 'feeling' for the language besidesthe structure of it.4. The teacher should know when to teach grammar, better said, exploit grammar to aidthe learning of the language. This involves knowing whether their students are the typewho use grammar as a 'mental framework' for language acquisition (this sounds abstractbut this type is evidenced by constant questioning about grammatical points, oftenconsequently drawing accusations of testing the teacher). It also involves waiting tilllearners become curious about a grammar point and being able to present a grammarlesson on that.5. The teacher should know when not to teach grammar, that is, not to present grammarfor grammar's sake. Primarily the teacher is a teacher of English communication, not ofEnglish grammar, and these in effect are two different subjects. Native speakers neverhad to learn (consciously) the grammar of their own language in order to communicate.6. The teacher should know how much grammar to teach at each level. Most experiencedteachers know when to tell a white lie in order to keep information simple and notoverwhelm slow learners or learners at lower levels.This book should go some way towards providing the skills outlined in the points above. Remarks andsuggestions from users of this book would be greatly appreciated.A note on the layout: as far as possible paragraphing has been subject to visual neatness with an end toeasier learning - few paragraphs are broken across pages, for example. As a consequence paragraphnumbering and content may seem a little incoherent or imbalanced. I apologise for any distraction thatthis may cause.ii A Concise Grammar for English Language Teachers

ContentsIntroductionAbbre viations and symbols1 The simple sentence and its parts/7iv12 Verb tenses 1 : Present simple & continuous,past simple & cont, future simple & cont.153 Verb tenses 2: Present perfect, past perfect,futu re pe rfect214 Verb tenses 3: Future markers, review tenses,stative and dynamic verbs295 Nouns376 Quantifiers397 Pronouns428 Adjectives499 Adverbs5110 Degrees of comparison5611 The passive5812 Irregular verbs6213 Modal auxiliary verbs6514 Phrasal verbs7415 Questions7716 Clauses79i17 Reported speech8J218 Relative clauses8519 Conditionals8920 The infinitive and -ing form9721 The articles9922 Discourse markers10123 Negation10324 Concord (agreement)10425 Genitive (possessive) case10526 Recognition test10727 Error analysis108Appendix - level guidelines112Key to tasks113Index123A Concise Grammar for English Language Teachers Hi

Abbreviations« . adv.AmEam.BrEcoll.def/indef. art.det./DET.ELTIrELIL2nounAphraseadjective adverb(North) American Englishauxiliary verbBritish Englishcolloquial (spoken) use mainlydefinite/indefinite articledeterminerEnglish Language TeachingIrish Englishfirst/native language, mother tonguesecond/foreign/target languagenoun or noun sepreferred / preferred eaching English as a Foreign/Second LanguageTeaching English to Speakers ofOther Languagesverb or verb phraseSymbols*?( Asterisk at start of sentence indicates it is ungrammatical (unacceptable).Question mark at start of sentence/word indicates it is semantically obscure or not fullyacceptable.) . ( ) Only one of the parenthesized items may occur in the sentence.Similar in meaning or usage.Synonymous withCompare withiv A Concise Grammar for English Language Teachers

1The simple sentence and its parts1.1 Subject, verb, objectA tree diagram (branching downwards) serves well to show the constituents of a sentence:SENTENCE entence 1 shows us that a sentence must have two main branches: the SUBJECT and the PREDICATE.The subject is usually the 'doer', or the person/thing described. The predicate means 'the rest of thesentence' to put it crudely but simply.The verb conveys an action or state. The OBJECT is the person/thing at the receiving end of theaction, hence music is the object of the verb makes.Noun, verb, noun (words in bold above and in future sentences) are the constituents called wordclasses or parts of speech. Words are classed according to their grammatical properties.In every sentence there must be a finite verb, i.e. a verb with a tense. A verb can change its formto show tense, e.g. make : made. The verb in sentence 1 is in the present tense. Tenses are covered inthe next three chapters.SUBJECT:PREDICATE:verb:OBJECT:noun:finite verb:the 'doer', or where there's no action, the person/thing considered.the rest of the sentence after the subject.conveys an action or state, e.g. to carry, to be.the person/thing at the receiving end of the action.a person, place or thing, e.g. Mary, Beijing, door.a verb with a tense.In sentence 1 the subject and object are nouns. They could be pronouns: She makes it. Pronouns aredealt with in more detail in chapter 7.- » - » '-\pronoun: a word standing for (pro) a noun, e.g. he, they.V i.-,.„-,„» Some sentences consist of only one word, e.g. the imperative Stop!, but then the missing part isunderstood and we can construct an 'underlying' sentence. In this case something like You (will) stop!A Concise Grammar for English Language Teachers1

Chapter 1 The simple sentence and its partsSubject-verb-object is logical to English speakers but it may not bethe word order of your students' language. Allow time for mentalre-formulation and provide lots of rich input (easy listening andreading, with unforced interactions) especially at lower levels,before expecting accurate production.Task 1.1Many words can function as nouns or verbs. Two words in the list belowcannot serve this dual function. Which are trileremovekeeprimeIt is advisable to have a dictionary to hand when writing formalwork, correcting homework, for use in class, and when using thisbook. Popular ELT dictionaries include the Oxford AdvancedLearner's Dictionary, the Macmillan English Dictionary forAdvanced Learners and similar from other ELT publishers.Ask the publishers for class materials for use with their dictionaries.1.2 Subject, verbSENTENCE 2SUBJECTPRED CATEnounverbMaryfellIn sentence 2 there is no object. Mary didn't fall her body, didn't fall the clarinet, etc. The verb to fallcan't take an object; it is an intransitive verb. Other intransitive verbs are to cough, to hesitate, etc.In sentence 1 the verb to make must have an object. We can't just say Mary makes; our listenerwould say Mary makes what?. Verbs that must take an object are called transitive verbs. Othertransitive verbs are to have, to afford, etc.transitive verb:a verb that must take an object.intransitive verb:a verb that cannot take an object.Many verbs may be used transitively . orMary sings ballads.John walks the dog.2A Concise Grammar for English Language Teachersintransitively:Mary sings.John walks.

Chapter 1 The simple sentence and itsparts1.3 Adjective, adverbSENTENCE reloudlySentence 3 reminds us that adjectives mostly come before the noun, and adverbs of manner oftenfollow the verb (or verb object). The syntax in *Dogs big loudly snore may be okay in manylanguages but not in English (an asterisk at the start of a sentence signifies it is ungrammatical).adjective:a word that gives information about (modifies) a noun.adverb of manner:a word that gives information about (modifies) a verb.1.4 The articles, modals, infinitiveSENTENCE 4definitearticleITheadj.nounmodalaux. verb(main verb)bare infinitiveadv.IlittlemoggycanpouncerapidlyIn sentence 4 we are introduced to the definite article, a modal auxiliary verb (shortened to modalaux., modal verb, even simply modal) and the infinitive.The citation form of verbs, e.g. to swim, to afford, to snore, is the infinitive, or to be more precise,the infinitive with to or the full infinitive.Modal aux. verbs, e.g. may, might, can, could, would, etc, are followed by the base form of themain verb, more commonly called the infinitive without to or the bare infinitive.The imperative (command/order) also uses the bare infinitive form of the verb, e.g. Strike while theiron's hot.definite article:the, indicating the known or unique.indefinite article:a, an, indicating the not known/the not unique/any one.modal aux. verb:can, could, may, might, will, would, shall, should, must, ought to.Modals indicate ability, possibility, permission, advice, deduction, etc.They are followed by the bare infinitive.infinitive:base form of the verb, usually with to. It has no tense.main verb:a verb which can occur on its own, or after one or more auxiliary verbs,whereupon it carries the most 'sense'. Sometimes called lexical verb.finite verb (revised): a verb with a tense, including modal aux. verbs, which although theycarry the tense don't show tense marking (inflection).sA Concise Grammar for English Language Teachers3

Chapter "I The simple sentence and its partsTask 1.2Draw a tree diagram for the sentence A real man would shave closely,using the term bare infinitive in the appropriate position.Task 1.3Explain the errors below in grammatical terms. (L1 learner's native language)1.2.3.4.* Health is like a jewel very precious. (Italian L1)*We have to respect some importants rules. (Italian L1)*. because their parents they didn't know how to bring them up. (Arabic L1)* They laugh at it, but is not very funny. (Spanish L1)It is imperative to use CONTEXT, VISUALS and COLLOCATION whenteaching at lower levels. So, for teaching the adjective preciousthis would imply that you hold up a ring, watch, etc, and say "thisis a precious ring," (briefly adding why) and on the board draw thering and write the phrase a precious ring near it. Don't just writepreciouswhen teaching precious- include the collocation, in thiscase the indefinite article and the noun.*So then you have the CONTEXT: it's the teacher's ring and there isa story behind it; you also have the VISUAL: the drawing on theboard (the realia is a bonus); and you have the COLLOCATION,written neatly next to the visual.When you teach like this your students will have clearunderstanding, essential for enjoyable learning, and become morefamiliar w i t h the flow of English, thus reducing the incidence oferrors such as ring precious and importants rules.(Of course The ring is preciousis acceptable, but it is not the objectof the exercise here. Also, precious is not a lower-level vocabularyitem, but it has been retained to refer to the genuine error above,made at intermediate level.)T h e articles are not usually considered in collocation, but their inclusion on theboard is helpful for many language learners.3 precious ring1.4.1 The split infinitiveIn to boldly go, the infinitive to go has been 'split' by the adverb boldly. This used to be considered'bad grammar', the 'correct' form being boldly to go or to go boldly. However, the split infinitive isnow generally acceptable, unless one desires to address formally one's audience.4A Concise Grammar for English Language Teachers

Chapter 1 The simple sentence and itsparts1.5 'Be' as auxiliary verb, -ing participleIn sentence 5 below we can see the indefinite article a, and the verb be (in the form of was) in itsfunction of primary auxiliary verb (relax, there are only two types of aux. verb: modal and primary).In this instance the main verb takes the -ing form (pronounced 'ing' or I-N-G) and may be called the-ing participle. It used to be called the present participle, but this term is not user-friendly, havingnothing to do with the present tense. Tense

Phrasal Verbs in Use by Michael McCarthy & Felicity O'Dell (2004), English Vocabulary in Use - Pre-intermediate and Intermediate by Stuart Redman (1997), English Vocabulary in Use - Upper Intermediate by M. McCarthy & F. O'Dell (2001), Essential Grammar in Use by R. Murphy (1997). Chancerel International Publishers for extracts

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