English Grammar vs. Native Mother Tongue Essay Example Essay Example

English Grammar vs. Native Mother Tongue Essay Example Paper English Grammar vs. Native Mother Tongue Essay Introduction English Grammar vs. Native Mother Tongue English Grammar vs. Native Mother Tongue Essay Body Paragraphs English Grammar vs. Native Mother Tongue Part 1 Points to consider #1 The explanation given is just right since it explains why one would consider using the verb in the past tense instead of any other tense. In addition, the explanation points out one of the ways of using articles when speaking, and it gives one of the differences between a definite and an indefinite article. Points to consider #3 Poppy refers to a shade of red color. It is derived from the poppy plant, which has red flowers. I would give the same definition to the beginners and the advanced class. I would use a picture of the poppy plant to illustrate to the students what a poppy plant looks like. However, for the advanced class, I would include other details concerning the poppy plant, such as the fact that its seeds are used in making narcotics. Points to consider #6 Adults cannot learn a language the same way as children. Adults tend to rely more on their experiences when learning a language. Most adults find it difficult to learn a second language because they think in their native language, and then translate the language accordingly. They tend to memorize and learn more about the grammar, structure and pronunciation. On the other hand, children learn by imitation. They are not overly concerned about the structure and grammar of the language. They learn from copying what they hear, and they do not get tired of repeating one word until they understand it (Benson Nunan, 2005). Part 2: Question 1 A Japanese student might say Eat? Food not cooked Stop! Or _ shoot Part 2: Question 2 In the Japanese language, the verb is not sensitive to the subject. The first word, eat is a sentence by itself. It can mean, â€Å"Will you eat?† â€Å"Do you want to eat?† or â€Å"Will they eat?† the subject is not explicit. This explains why the Japanese use minimal words (Cipris Hamano, 2002). The verbs do not have different forms to indicate who is being addressed. They do not specify t he gender or the number of people being addressed. They therefore create a lot of ambiguity and misunderstanding in some cases. The verb eat in English is not a complete sentence and one may not understand its exact meaning. One is required to use subjects when using the English language. The second sentence could mean, â€Å"The food is not cooked† â€Å"I have not cooked the food† or â€Å"the food was not cooked†. This follows the first example, which shows how the Japanese use optional subjects in their sentences. The third sentence shows how the subject is usually implied rather than stated in a sentence. A Japanese person might find nothing wrong with the sentence. On the other hand, someone who speaks English as a native language might not fully understand the sentence. The Japanese language usually places the verb at the end of the sentence. Japanese students therefore have a problem with sentence structure. Part 2: Question 3 The first activity I would use to teach the students is role-playing. This will constitute pairing the students in twos and assigning them different roles. For instance, I can assign students the role of a teacher and a student. I will then construct a simple conversation that will enable them to use the subjects and pronouns such as â€Å"you†, â€Å"I†, â€Å"he†, and â€Å"she† among others. Another activity that I will use will be in the form of a play. The students can help with the ideas of the play. They can take an active part in the play by developing the plot of the play. This will be beneficial since it will help me to correct their grammar as they are acting out their roles. The play will most likely be a comic role since it is intended to portray the consequences of misunderstanding, brought about by wrong usage of grammar. Role-playing and acting are especially important when helping the students who have a problem with using subjects. The two activities will enable s tudents to learn the importance of including subjects and pronouns in their conversations. They will understand how omission of the subject and assumptions can create misunderstanding. The first two activities are important because they help the students to improve their conversational skills. Both activities can be used in the class and outside of the classroom, such as during playtime. I will get the opportunity to correct the students when they are in the class. The third activity I will use is filling in blank spaces written in form of a simple story, rather than using questions. For instance, I can tell the students a story that is relevant to them, such as once concerning a popular artist. I will then give them the same story in written form, where I will have omitted pronouns. I will give them the choice of using two pronouns in a particular sentence, and they should fill the space with the correct pronoun. Using a pronoun is an important step when learning how to use subject s in a sentence. Students have different learning patterns, and some students might not be comfortable with the role playing or acting in class. This activity is more personal in nature since the students will fill in the blanks individually. Some students might prefer this approach, as it enables them to work at their own pace. They will get the time to think about what they are doing, and they will not feel ashamed of being wrong. In some cases, some students might find some of the activities that are used in the classroom too public for their liking. They therefore appreciate when the teachers assign them activities which they can do alone. Part 3: Question 1 The first sentence, â€Å"He has a fast car† means that his car is designed for speed. Their engines and bodies are different from the other models. The best way I can illustrate this to the students is by showing them pictures and videos of fast cars such as sports cars. Fast cars are shaped differently. They are sma ll and are usually meant for two people. They are shorter and leaner than the ordinary cars. Most of them are designed to look like sports cars. I will bring pictures of different fast cars such as Lamborghini, and ask the students to compare them with slower cars such as GMC Terrain. The students can compare the size and shape of the cars, and this will enable them to understand the meaning of a fast car. The second sentence, â€Å"He drives fast†, simply means that the driver drives at a high speed. I can illustrate this to the students using different ways. For instance, the students can directly observe different drivers on the road, and they can tell who is driving at a higher speed. I can also tell them to compare the racecar drivers with ordinary drivers on the road. To compare the two sentences, I can have a person on the fast car drive at a slow speed, and another person on a seemingly slow car drive at a higher speed. In the first case, fast is being used as an adje ctive since it is modifying or telling more about the noun. In the second case, fast is being used as an adverb, since it is modifying the verb. The adverb, ‘fast’ is telling more about the verb, or the driver’s action, of driving. Part 3: Question 2 The first activity I will use is to tell the students to bring in pictures of fast looking cars. The students already have an idea of the characteristics of fast cars. They can bring in pictures of such cars and they can judge each other based on what they know. I can divide a chart into two sides. On one side, t will tell the students to post pictures of the fast cars, and on the other side, the students can post pictures of the slower cars. The students can then differentiate between the two pictures by noting the visible physical characteristics of the car. For instance, slower cars tend to be bigger, and they look more powerful than the fast cars. Having the pictures of the cars on the chart will enable students to look at the cars constantly. This is especially useful for slow learners, or those who tend to forget frequently. Another activity, which I will use, is to divide the students into two groups. One group will have the task of finding out the different ways in which fast can be used as an adjective. The group will form simple sentences using the word fast as an adjective. The other group will find out different ways in which fast can be used as an adverb. The group will form simple sentences using the word fast as an adverb. They will work together, and everybody will have an active role. All students have to come up with at least two sentences. The students will then hand in their work for correction. The students will repeat the task in case I find any correction in their work. After I am satisfied that both groups have a clear understanding, I will then exchange the groups. The group which had done the assignment by using the adjective will form sentences using the adverb and vi ce versa. The third practical activity I will use is to give the students handouts with simple sentences, which use the word fast differently as adverbs or adjectives. The sentences will be simple words which they use every day, and this will ensure that they will not have any difficulty completing the assignment. I will pair the students into small groups for this exercise. The students will identify different ways explaining how the word fast has been used. They will have different columns titled adjective and adverb. They then write the sentence where the word appears in the appropriate columns. The teamwork will enable students to correct each other. References: Benson, P., Nunan, D. (2005). Learners’ stories: Difference and diversity in language learning. Cambridge, MA: Cambridge University Press Cipris, Z., Hamano, S. (2002). Making sense of Japanese grammar: A clear guide through common problems. Honolulu, HI: University of Hawaii Press We will write a custom essay sample on English Grammar vs. Native Mother Tongue Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on English Grammar vs. Native Mother Tongue Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on English Grammar vs. Native Mother Tongue Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer