Miss Wong Grammar Rules

2064 Words5 Pages
bulb-icon

Recommended: Essay on the role of English teacher

Introduction
Based on the textbooks in Hong Kong, the students in Primary 5 get the first chance to learn conditional sentences. There are four types in all: Type 0 (any situation which is always true), Type 1(something is going to happen in the future), Type 2 (an imaginary situation which stands no chance of happening or even impossible) and Type 3 (a situation which might have happened in the past but which did not really happen) (Loo, 1996). As time goes by, students will get a better understanding about them in junior high school. Thus, it is not the first time that Miss Wong’s students get to know the target structures. However, some students find that it is hard to understand why we use simple past tense in if-clause to refer to an imaginary …show more content…

To achieve this goal successfully, she introduces them deductively. However, as Larsen-freeman (1986) suggests that the learning of a foreign language should be the same as the learning of native language. We never recite all rules when we use our native language. The rules should be figured out inductively. In our real teaching process, we should introduce grammar rules inductively from interesting examples. Therefore, our students can understand grammar rules by summarizing them from examples by themselves.
The roles of the teacher and students
The roles are very traditional because Miss Wong is the authority in her classroom. Students cannot exert their ability to explore new knowledge actively. They do as Miss Wong says without any creativity. Such teacher-centered class will lead the learners become less motivated and hardly have chances to pursue a better academic grade in English study.
The interactions in the classroom
Most of the interactions occur between Miss Wong and her students, and there is little student-student interaction. In this way, the students will hardly get opportunities to cooperate with one another, and the dominant position of students cannot be noticed at all. As teachers, we should design some attractive activities to make our students study in active

Show More
Related

  • Alison Gopnik's 'Possible Worlds: Why Do Children Pretend'

    495 Words  | 1 Pages

    Imagination and reality are often viewed as opposites. People are told to stop playing pretend and to face reality like an adult. However, in Alison Gopnik’s short story, “Possible Worlds: Why Do Children Pretend,” she discusses counterfactuals and how humans of all ages experience these counterfactuals. Gopnik’s definition of a counterfactual is the product of hope and imagination, also known as the woulda-coulda-shouldas of life. These counterfactuals include all the possible scenarios that could have happened in the past and all that could happen in the future.

    Read More

  • Operant Conditioning

    594 Words  | 2 Pages

    Since the arrival of our twins undesirable behavior has manifested in one of our 11 yr. old. While initially very conscienscious in helping attend to the infants & her ordinary duties, she has become accustomed to playing with them mostly now. This play in itself is great, except they no longer get the changing & feeding expected. Furthermore she uses them as an excuse now to put off doing the minimal domestic maintenance formerly performed. She is generally unresponsive to negative reinforcement options. Past experience shows she responds best to tactile & humanistic behaviorist techniques, backed up by specific instruction from our sacred texts observed in our household.

    Read More

  • Comparing Lemmon's Essay-Faithful And Fruitful Logic

    3200 Words  | 7 Pages

    Appropriate for a conference relating philosophy and education, we seek ways more faithful than the truth-functional (TF) hook to understand and represent that ordinary-language conditional which we use in, e.g., modus ponens, and that conditional’s remote and counterfactual counterparts, and also the proper negations of all three. Such a logic might obviate the paradoxes caused by T-F representation, and be educationally fruitful. William and Martha Kneale and Gilbert Ryle assist us: "In the hypothetical case in which p, it is inferable, on the basis that p and at least in the given context, that q." "Inferable" is explained. This paraphrase is the foundation of the logic of hypothetical inferability ("HI logic"). It generates the negative but non-TF device "hib" (= "there is a hypothetical-inferability bar against the conjoint proposition that"), followed by a bracketed conjunction. This is an enriched negative: "hib (p . -q)" is stronger than "-(p . -q)," and "-hib" ("dash hib" = "there is no h-i bar...") offers us "-hib (p . -q)," weaker than "p . -q." Thus equipped, we can test deductive arguments by the CI ("Compatible-or-incompatible?") method explained, and explode paradoxes. The paraphrase, "hib," and the CI method are fruitful in training students to understand this conditional, and to demonstrate genuine validity or invalidity.

    Read More

  • Analysis Of The Lesson

    1256 Words  | 3 Pages

    A fourteen-year-old person from this story is an example of how people gain experience through life lessons. Not all lessons are dramatic, like in this story; but we make important decisions that help us to gain experience. These experiences may be gained through love, gain or loss, but in some way or another they have changed our point of view. The "The Bass, the River, and Shelia Mant", written by W.D. Wetherell, tells about a boy’s first love and his first date. First loves and first dates are something that may relate to everyone. This story show that the outcome of a first date may not be what one expected, but in the end something more may be learned. I think we should follow our heart and to not change for someone else.

    Read More

  • Sedricck: Good Afternoon Class

    490 Words  | 1 Pages

    SEDRICK: Good Afternoon class! Today I will be teaching you how to avoid and revise sentence fragments. Is that understood?

    Read More

  • Should Grammar Be Taught In Schools

    928 Words  | 2 Pages

    Grammar is essential to be taught in schools. Many educators are thinking about what levels of grammar should be taught in schools. According to Lynne Truss, an author of ‘’Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation,’’ Some public schools address that grammar is insignificant comparison to

    Read More

  • Grammar Teaching By Hossein Nassaji And Sandra Fotos

    980 Words  | 2 Pages

    Sekelj and Rigo (2011) stated that there are three phases of learning the English language. The first phase is the pupils of Year 1 to Year 4, where in this phase, pupils are preferably do a lot of mechanical drilling and practicing some patterns of grammatical features which occur in the context of dialogue that are related to their real-life without any metalinguistic explanation in order to allow them to participate orally and physically as much as possible in dialogues, role playing and dramatizing. It is because, in this stage, it is important to make them conscious of their progress and increasing their motivation to use the language. Teacher should use a variety of activities to teach grammar such as by using songs, riddles, games and stories because it could be very helpful and an efficient ways in teaching grammar as what had suggested by Long (2000) where this FonF approach is effective because it is learner-centered and tune to the learners’ internal syllabus. According to Sekelj and Rigo (2011), Vilke (1977) said that, at the early age, the unconscious acquisition process is superior to the learning one due to the child’s cognitive development. Next, the second phase is Year 5 to Year 6 where in this stage, grammar start to be taught explicitly but with simple and clear explanation and awareness of accuracy of grammar structure should be

    Read More

  • Instructional Strategies

    1799 Words  | 4 Pages

    Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...

    Read More

  • Grammar and Writing in the Classroom

    764 Words  | 2 Pages

    In the article entitled “How to Teach Grammar, Analytical Thinking, and Writing”, Lynn Sams (2003) voiced and suggested methods on how grammar and writing should be taught in the classroom. This article was published in the English Journal by the National Council of Teachers of English. Sams based her research on her 16 years of experience as a high school teacher and the instructional approaches she used with her sixth, seventh, eighth and ninth grade classes. Sams refers to grammar as “the relationship between structure and meaning” (57). The information in this article demonstrates processes of analyzing the structure of sentences and suggests students cannot completely understand writing without first understanding the basic concepts of grammar.

    Read More

  • Pros and Cons of Using L1 in the Classroom

    1173 Words  | 3 Pages

    On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.

    Read More

  • Features Of L1 Acquisition

    958 Words  | 2 Pages

    When people learn a second language, they are sometimes influenced by features of their L1, which is called “a transfer from L1”. The transfer can be divided into two types: a positive transfer and a negative transfer. The positive transfer is thought that an influence from L1 works positively in a language acquisition and can facilitate L2 acquisition. On the other hand, the negative transfer is considered that an influence of some features L1 work negatively and can interfere with language acquisition. Therefore, the negative transfer is also called “interference”. The transfer from L1 is likely to occur in a variety of areas of language such as phonology, vocabulary, morphology, syntax and semantics. Secondly, we pay attention to that L2 acquisition also have a developmental sequence. In common with a child who acquires L1, L2 learners develop the acquisition in a certain order. Moreover, Shirahata (2010) mentions that L2 learners follow a similar acquisition order of some grammatical items even in the case of L2 leaning in a classroom. He also pays attention to the fact that some grammatical items that one learner has trouble in learning are similarly difficult for other learners even though teachers, the way to teach and textbook are different. This fact suggests L2 acquisition in a classroom setting has a certain acquisition order.

    Read More

  • Classroom Induction Essay

    1357 Words  | 3 Pages

    The induction plans for beginning teachers consists of two elements: the school-Based Induction Plan and the Mentoring Induction Plan for beginning teachers in a school site. The first element involves a school-based induction plan that will consist of the purpose statement, materials implemented, a list of session members that serve on the committee introducing the new candidate with the school grounds and school culture to successful instructional activities and strategies for classroom management. The second element incorporates a mentoring induction plan that identifies the criteria for selecting a mentor teacher, defining a schedule for the mentor teacher for the school year to be monitored, along with recognizing specific professional

    Read More

  • Essay About Subject Verb Agreement

    907 Words  | 2 Pages

    The problems related to subject-verb agreement have been examined by many educators and researchers. For example, one can mention the study carried out by Siti Stapa and Mohd Izahar (2010). In particular, these scholars focus on the errors made by Malaysian ESL learners. Their research indicates that these errors occur primarily due to linguistic differences. One should mention that in some languages, there are no forms that can distinguish the singular and plural forms of the verb. For example, one can speak about such a language as Bahasa Malaysia. Thus, these people can use the singular form of the verb, instead of the plural form. For instance, they can utter the following phrase, “Now, people is not looking for appropriate job but a stable one” (Stapa & Izahar, 2010). These mistakes can significantly impair their written and oral communication. Thus, it is important to consider the differences between two languages. Additionally, there are many students who speak non-standard dialects of English such as Ebonics (Baxter, 2007). Such learners perceive themselves as native speakers; nevertheless, they can also violate the rules of subject-verb agreement. Therefore, their academic writing style can be significantly impaired. Such people need to do corrective exercises in order to overcome this difficulty. This is one of the points that can be made.

    Read More

  • Syntactic Problems In English Language Essay

    932 Words  | 2 Pages

    Having said so, syntax is likely to be a source of comprehension difficulties for many EFL students long sentences and difficult syntax can block comprehension even when vocabulary is familiar (Nuttal,1991). Faced with long complex sentences, learners get

    Read More

  • The Use Of Corrections And Peer Correction In Learning Writing

    1067 Words  | 3 Pages

    Teachers having wide knowledge and experience as well as deep understanding of grammatical errors can use standardized methods to indicate students’ errors in writing correctly and clearly. Should they underline errors made by English learners, followed by giving more explanations and suggesting how to correct errors, students could know what kind of error they have made exactly to avoid them in the next writing. Besides noting down errors corrected directly, teachers can use error codes to describe the types of errors and give some recommendations to instruct how errors can be corrected. For example, VT is an abbreviation for verb tense or RO is the symbol of run-on sentence and so on. Noteworthy, it is necessary for students to have a certain understanding of the error codes so that they will know what teachers indicate. After that, they could realize what grammatical structures they should revise. In addition, after correcting errors, teachers should write down some compliments or advice to students, which is a considerable activity to create interaction between teachers and students. It can be revealed that teachers’ positive feedbacks like “Good” or specific recommendation such as “Linking words”, “Should write concluding sentence clearly” are truly beneficial to raise students’ motivation for avoidance of errors in their next written work and writing

    Read More

More about Miss Wong Grammar Rules

Open Document