tic4u1 – use advanced grammar skills in language teaching€¦ · web viewtic4u1 – use...

TIC4U1 – Use Advanced Grammar Skills in Language Teaching

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Assessment Task 1 This task will show you that you can intuitively manipulate real use of English, while maintaining a focus on a particular grammar point. Also, it is to show you how to keep track of the communication involved.

Task: Partly reword the five dialogues below by changing some (15% or more) of the words. Do not change the Target Language, which is in bold. After you do that check that the revised dialogue uses the same Communicative aims and if it doesn't, change the wording of the communicative aim. If the communicative aim stays the same then leave it as it is. This is not a hard task, but it is here to get you practising developing spoken texts for teaching while controlling the grammar communicative aims.

Dialogue 1.1An example of uses of adverbs or adjectives in every day conversation. Also this would be the Target Language stage of a lesson plan.

Level: Intermediate – Upper IntermediateTopic: Talking about other peopleCommunicative Aim: Students will be able to talk about other people with emphasis.Grammar/Linguistic Aim: adverb or adjectives

A: Wasn't that a great show?B: Yes. I liked that song the lead singer sang at the end.A: Yes, it was nice. Didn't she sing it beautifully? [Adjective | Adverb]B: Sorry, I didn't catch that?A: I said, didn't she sing it so beautifully? [Adverb]B: Oh, yes.A: Sometimes you just don't listen!B: Hang on. You've got a very quiet voice. [Adjective]A: Yes, yes, well.B: Hey there's Sue. Look at that dress.A: Yeah, she dresses terribly, doesn't she? [Adverb]B: Her clothes are really flashy. [Note 3 – flashy is an adjective and 'really' is an adjective intensifying 'flashy']A: Well, maybe. It's a matter of taste, isn't it?

NOTE 1: An adjective (beautiful) describes a noun (song)

It's a beautiful song. The man had a quiet voice.Claire wears expensive clothes.

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The runners made a slow start.

NOTE 2: An adverb (beautifully) describes a verb (sang)

She sang beautifully.The man spoke quietly.Claire dresses expensively.They started the race slowly.

NOTE 3: We can use adverbs in other ways. A adverb like 'really' or 'very' can be combined with an adjective (hot) or another adverb (carefully). In this sense the adverb is acting to intensify (Andrew checked his work 'very' carefully).

Ref: Oxford Practice Grammar Intermediate, by John Eastwood. OUP

Dialogue 1.1

Communicative Aim: Students will be able to talk about other people with emphasis.

Rewrite the above dialogue here, keeping the target language. You could copy the above and paste it here or simply retype it.

Don’t forget to change the communicative aim, if needed.



Dialogue 1.2

An example of the Position of adjectives seen in every day conversation. Also this would be the Target Language stage of a lesson plan.

Level: Intermediate – Upper IntermediateTopic: Talking about othersCommunicative Aim: Students will be able to discuss others developing relationships.Grammar/Linguistic Aim: Position of adjectives

A: Hey have you heard?B: What?A: Henry and Claire are an item.B: What?A: Yep, they went out to dinner the other night – at a quiet restaurant. [Note 1]B: So?A: It’s a quiet, romantic restaurant! [Note 2]B: Okay, I see.A: I think Henry is feeling romantic these days. [Note 1]B: How do you mean?A: He usually talks about soccer a lot. Now the subject always comes back to Claire.

NOTE 1: There are three places where we can use an adjective: before a noun (a quiet restaurant), after a linking verb (feeling romantic), and after the 'be' verb e.g., I am hot.

NOTE 2: We can use two or more adjectives together (It’s a quiet, romantic restaurant). In this case they must be separated by a comma.

We can put a word like very or quite before an adjective.(It was a very dark night). (Henry was feeling quite romantic)


Dialogue 1.2

Communicative Aim: Students will be able to discuss others developing relationships.





Dialogue 1.3

An example of the Position of adverbs seen in every day conversation. Also this would be the Target Language stage of a lesson plan.

Level: Intermediate – Upper IntermediateTopic: Getting places and getting things doneCommunicative Aim: Students will be able to discuss habits and deadlines.Grammar/Linguistic Aim: Position of adverbs

A: How do you get to work?B: I usually come in by train. [Note 1]A: Why don’t you always?B: The station is a bit far from my house, so otherwise I’ll get the bus.A: Depends on the weather then?B: Yes, and how I feel on the day.A: I have occasionally used the bus [Note 1]B: By the way, that report you are working on?A: Yes?B: It should have been completely done by Tuesday. [Note 2]A: Yes, I know.B: Have you finished it yet?A: Today.

NOTE 1: Where adverbs are in the middle of a sentence, they usually go before the main verb (unless it is be) and after the first auxiliary verb.

NOTE 2: However if the adverb says how something is done, and appears in the middle of the sentence, it usually goes after all the auxiliary verbs.


Dialogue 1.3

Communicative Aim: Students will be able to discuss habits and deadlines.





Dialogue 1.4

An example of Adverbs of time and place seen in every day conversation. Also this would be the Target Language stage of a lesson plan.

Level: Intermediate – Upper IntermediateTopic: Planning a meetingCommunicative Aim: Students will be able to nail down arrangements.Grammar/Linguistic Aim: Adverbs of time and place

A: We're meeting up with Bob for lunch today, right? [time]B: Oh, yes, I'd nearly forgotten.A: Where.B: Not sure.A: We are meeting him in front of the Town Hall, by the entrance. [place | place]B: Okay.A: There is a restaurant nearby called Fantastico. [place]B: Let's go there then. [time]A: Fine with me.B: I'll give Bob a call and let him know.A: Okay, good.B: Catch up later.A: Yes, bye.

Adverbs and adverbial phrases of place and time usually go at the end position of a sentence.

We're meeting by the entrance.Is there a phone by nearby?People didn't have cars then.Trevor wasn't very well last week.Did you have a nice time in New York?I'll see you before very long.


NOTE: Yet, still and already as adverbs of time are a bit different and needs to be covered separately to avoid confusion.

Dialogue 1.4

Communicative Aim: Students will be able to nail down arrangements.





Dialogue 1.5

An example of Adverbs of time (yet, still and already) seen in every day conversation. Also this would be the Target Language stage of a lesson plan.

Level: Intermediate – Upper IntermediateTopic: BillsCommunicative Aim: Students will be able to discuss paying bills.Grammar/Linguistic Aim: adverbs of time (yet, still and already)

NOTE: yet, still and already need to be taught separately from other adverbs of time as they have their own peculiarities.

A: Sarah isn't home yet. B: Yes, I know. She's still at work. [Note 2]A: She's left a note.B: Yes, I already know that. I mean to say – she's becoming a bit of a workaholic, these days.[Note 2]A: She's trying to clear her visa card – that's why she's doing the overtime.B: Oh, I see.A: I hate credit cards.B: Me too. I've been trying to pay mine off for a year and I still haven't got it under $2,000.[Note 3]A: By the way.B: What?A: I've already sorted out that power bill.[Note 4]B: Good on you. Thanks.A: We'll have the phone bill too.B: Yes, but it hasn't come yet, so no worries.[Note 5]

Note 1:Yet means that we are expecting something. Still means 'going on longer than expected'.Already means 'sooner than expected'.

Note 2: In a POSITIVE statement still and already usually go in the 'middle' position.

Sarah isn't home yet. She's still at work.We wrote a month ago, and were still waiting for a reply.I've only been at work an hour, and I'm already exhaustedThere's no need to tell me. I already know.

NOTE 3: We can also use still in a NEGATIVE statement. It goes before haven't, can't, etc.

It's nearly lunch-time, and you still haven't opened your mail. My friend is sixteen and she still can't swim.

NOTE 4: In a QUESTION still and already usually go after the subject.

Are you still waiting after this all this time? Has Tom already been on holiday.

Note 5: Yet usually goes at the 'end' of a NEGATIVE statement or a QUESTION.

Vicky has got a present, but she hasn't opened it yet.Wait a minute. I'm not ready yet.Have they sent you your computer yet? ~ No, not yet. I should get it next week.


Dialogue 1.5

Communicative Aim: Students will be able to discuss paying bills.





Assessment Task 2 This task will show you that you can intuitively manipulate real use of English, while maintaining a focus on a particular grammar point. Also, it is to show you how to keep track of the communication involved.

Task: Partly reword the two dialogues below by changing some (15% or more) of the words. Do not change the Target Language, which is in bold. After you do that check that the revised dialogue uses the same Communicative aims and if it doesn't, change the wording of the communicative aim.

Dialogue 2.1

An example of Multi-word Verbs/Phrasal Verbs (on/off/out with verbs of movement) seen in every day conversation. Also this would be the Target Language stage of a lesson plan.

Level: Intermediate – Upper IntermediateTopic: AirportsCommunicative Aim: Students will be able to talk about forthcoming flights.Grammar/Linguistic Aim: Multi-word Verbs/Phrasal Verbs (on/off/out/through with verbs of movement)

A: Look out!B: Oh, yeah. It's hard getting used to driving on the left.A: Watch out!B: Yes, I saw her.A: We're running out of time, you know. The flight takes off in one hour.B: Yeah, but it's domestic and I printed out the boarding passes for us.A: Really. B: Yes, we can just go through then, since we've only got carry-on luggage.A: It's a great system that - being able to print your own boarding pass.B: Absolutely.

Note: Carry-on is an adjective

NOTE 1: We often use on/off/out/through etc. with verbs of movement. For example:get on, take on, move on,

drive off, jump off, take off, move off, speed off, run offmove out, run out, take out, speak outmove through, run through

But often the second word (on/off/out/through etc) gives a special meaning to the verb, for example:break down = the engine stopped working

look out (= be careful)take off (= went into the air)run out (= something is finished)

Ref: English Grammar in Use: Intermediate, by Raymond Murphy. CUP

Dialogue 2.1

Communicative Aim: Students will be able to talk about forthcoming flights.





Dialogue 2.2

An example of Multi-word Verbs/Phrasal Verbs (followed by prepositions) seen in every day conversation. Also this would be the Target Language stage of a lesson plan.

Level: Intermediate – Upper IntermediateTopic: RelationshipsCommunicative Aim: Students will be able to talk with friends about changes in a relationship.Grammar/Linguistic Aim: Multi-word Verbs/Phrasal Verbs (followed by prepositions)

A: I've told you before, he isn't good for you.B: I know, I know. I need to get away from him.A: Actually, last week we broke up again, but...B: Don't tell me?A: Well, you know. He phoned me up on the weekend and..B: Yes, yes, I know the rest. Sometimes, I can't keep up with you.A: On Sunday we went out to a party, and... B: Yes, I can guess.A: So we’re back together again and guess what?B: What?

Note 1:Sometimes a phrasal verbs is followed by a preposition. For example:phrasal verb Preposition

run away from Why did you run away from me?keep up with You're walking too fast. I can't keep up with you.look up at We looked up at the plane as it flew above us.look forward to Are you looking forward to your holiday?

Ref: English Grammar in Use: Intermediate, by Raymond Murphy. CUP

Dialogue 2.2

Communicative Aim: Students will be able to talk with friends about changes in a relationship.





Assessment Task 3 First, have a look at the following table, which might be useful as a wall chart, or handout, when teaching the Passive voice. The purpose of the table below is to show how meaning subtlety shifts when we change the voice from active to passive, and that when we do so, there is no particular pattern to the shift in meaning. Also we use purple font to show those instances where we could not change an active phrase into a parallel passive one.

Tense/Verb form Active voice Passive voiceSimple present She sees being famous as the only

measure of success. (Personal perspective)

Being seen with the right people is good for your reputation.(General attitude)

Present continu-ous

I am seeing her next. (Client relationship)

She is being seen next.(Client relationship)

Simple past I saw her in a cafe with him.(Suspicion , surprise or announce-ment)

He was seen in a cafe with her.(Suspicion or announcement)

Past continuous She was seeing him last year.(Romantic relationship)

He was being seen by her last year(Client relationship)

Present perfect She has seen him before.(Romantic or acquaintance relev-ancy)

He has been seen by her behaving suspiciously outside the bank.(suspicion)

Past perfect She had seen him at the bank on a previous occasion.(A witness)

He had been seen by her at the bank on a previous occasion.(Evidence)

Future The doctor will see her when he is available.(Not available/informal)

You will be seen by the doctor when he is available.(What you would expect to be told at a hospital/formal)

Conditional I would see you tomorrow, but I just don't have the time.(Excuse)

I wouldn't be seen in that dress. (strong advice)

Perfect condi-tional

The specialist would have seen her if it was really serious.(reassuring or rationalising)

She would have been seen by a specialist if it was really serious.(Reassuring that it is not serious)

Present infinitive You have to see it to believe it.(Idiomatic expression - I am telling you, you have to see it)

It has to be seen to be believed.(Idiomatic expression – a truly amazing thing)

Perfect infinitive To have seen the Beatles live would have been fantastic! (Imaginary event)

To have been seen with the Beatles would have meant instant fame.(Imaginary event with consequence)

Present parti-ciple/gerund

Seeing the Rolling Stones was a highlight of my life.(An event)

Being seen with right people can do wonders for your status.(A statement)

Perfect participle Having seen the embarrassment my colleague experienced I decided to go clubing well away from the school where I was working. (Something to learn from)

I was slightly embarrassed after having been seen at a club after hours by my students.(A consequence)

Notes Purple font where it was not pos-sible to make a direct switch between an active and passive sen-tence

Notice the use of prepositions after the passive verb construction.

Now it is your turn. This is the third of four assessment tasks for this unit.



Task 3: Describe more fully (in a sentence or two) the meaning of the Passive Voice sentences below. The first one is done for you.

Tense/Verb form Active voice Passive voiceSimple present She sees being famous as the only

measure of success. (Personal perspective)

Being seen with the right people is good for your reputation.(The emphasis is on 'being seen with the right people' and the suggested result is that such a thing is good for your reputa-tion. This sentence proposes a general attitude that one should have. Some people will agree with this attitude and others will not. The word 'reputation' means how others think of you.)

Present continu-ous

I am seeing her next. (Client relationship)

She is being seen next.(…Client relationship…)

Simple past I saw her in a cafe with him.(Suspicion , surprise or announce-ment)

He was seen in a cafe with her.(…Suspicion or announcement…)

Past continuous She was seeing him last year.(Romantic relationship)

He was being seen by her last year(…Client relationship…)

Present perfect She has seen him before.(Romantic or acquaintance relev-ancy)

He has been seen by her behaving suspiciously outside the bank.(…suspicion…)

Past perfect She had seen him at the bank on a previous occasion.(A witness)

He had been seen by her at the bank on a previous occasion.(…Evidence…)

Future The doctor will see her when he is available.(Not available/informal)

You will be seen by the doctor when he is available.(…What you would expect to be told at a hospital/formal…)

Conditional I would see you tomorrow, but I just don't have the time.(Excuse)

I wouldn't be seen in that dress. (…strong advice…)

Perfect condi-tional

The specialist would have seen her if it was really serious.(reassuring or rationalising)

She would have been seen by a specialist if it was really serious.(…Reassuring that it is not serious…)

Present infinitive You have to see it to believe it.(Idiomatic expression - I am telling you, you have to see it)

It has to be seen to be believed.(…Idiomatic expression – a truly amazing thing…)

Perfect infinitive To have seen the Beatles live would have been fantastic! (Imaginary event)

To have been seen with the Beatles would have meant instant fame.(…Imaginary event with consequence…)

Present parti-ciple/gerund

Seeing the Rolling Stones was a highlight of my life.(An event)

Being seen with right people can do wonders for your status.(…A statement…)

Perfect participle Having seen the embarrassment my colleague experienced I decided to go clubing well away from the school where I was working. (Something to learn from)

I was slightly embarrassed after having been seen at a club after hours by my students.(…A consequence…)



Assessment Task 4 Now it is your turn. This is the final assessment task for this unit.

Task 4: For the unit on relative clauses below, write (in a sentence or two) for each activity, a description of what the activity is doing. The first two are done for you.

GETTING STARTED1. Look at these words ...This activity pre-teaches the vocabulary which comes up in the following reading text.

READING2. Before you read, ...This activity predicts what will be in the text. It asks the students to predict the content and some vocabulary that may come up. To increase student-student interaction they are asked to check their answers in pairs.

3. Now read the article ...

4 Answer these questions about the article ...

5 Now think about these questions ...

DISCOVERING LANGUAGE6 Look at these extracts from the article. ...

7 Complete each sentence ...

SPEAKING8. Work in pairs.

Language reference (provided as a reference at the end of the course book section)

A unit on relative clauses (Look Ahead: chapter 7):



Well done! Make sure you PROOFREAD your work – good writing is a part of competency in these units – and when you are satisfied with your work, email the Word document to:

[email protected]

Remember to use a descriptive subject line, such as “Givenname.Familyname–Unit1 AdvancedGrammar”.

Please allow 5-7 business days to receive feedback via e-mail.



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