English Grammar Overview - Parts of Speech - Overview


And now it's time to have a look at our first grammar unit. Grammar in its widest sense is the structure of a language. We as speakers of the language can structure our language without a problem. However, as teachers of the language we need to be able to better analyze the grammar and the grammar that exists within statements that we make. These basic parts of grammar are called parts of speech. Each part of speech has a certain function within a sentence. Our example sentence here is "My older brother lives in Tokyo." Each one of these words is a certain part of speech, which we'll have a look at in just a minute but let's just think about the words within this particular sentence. We have ?my?, indicating whose brother it is, we have "older", indicating which brother it is. The word ?brother? indicates the person in the sentence that is doing the action. "Live" is the action within the sentence. "In" introduces the place of the action and "Tokyo" indicates the actual place of the action. Listed here are some of the more important parts of speech. Many of these categories have subcategories that we'll get into in a moment but for now what we'd like for you to do is at the end of this segment, pause your DVD.

Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

Unit 5 brings up how to manage the class and the classroom. When it comes to managing the class, the unit brings up how the teacher should act and react in different situations. For an example how to effectively use the teacher talking time and student talking time. It is important for the students to be able to interact with each other and the teacher, rather than having the teacher talk during the whole class. This will most likely result in boredom and the students will pay less attention to class. It is also important to use gestures to get the attention of the students. Eye contact is also important as it will for an example make sure students will feel that they are included. The way a teacher speak will be one of the tools to communicate and it should be varied depending on the age and ability of the students in your class. Body language also says a lot and it is important not to be aggressive nor defensive. The teacher should be open and inviting so the students can feel safe in the classroom enviroment. The positive energy a teacher brings into class will also determine how the class will act and react. Should the teacher be sulky and negative, it will definitely have an impact on the lesson and the atmosphere. Positive energy also opens up the opportunity to build up a good relationship between the teacher and students as well as the relationship between the students themselves. I think it is great that the unit brings up problem behaviour and how to respond to them. As I have several years of experience in the school world, it is as the unit explains important to pay attention to the behaviour itself and not the person. I think the most important part is not the behaviour, since it is only a symptom, but the reason behind it. In order to resolve a conflict, it is important to use a plan that is agreed upon by both teachers and students to establish harmony. It is stated in the unit that one might have to reorganize the classroom to make the situation better, which is of course a good thing to do, however it shouldn't always be a one sided decision by the teacher. Of course it depends on the situation, the persons that are involved and the culture. It is also important to bring up the fact that there are people that have neural developmental disorders and that is quite common nowadays. This adds another element and the teacher has to decide how to manage the situation in the best way possible. For an example, a person with autism might not be able to work well in groups. This means the teacher might have to organize the lesson in such way that benefits the whole class. Maybe this person wants to work in a group, but does not know how to. The teacher could try to include the person in a group, but then the group have to consist of people that might be able to assist the individual that has autism. A person needs to be exposed to a situation in order to learn how to handle it. There are other ways of working as well. Some autistic people like to work alone and you could let them do that while others work in groups. The most important thing is to have clear and short instructions otherwise it might confuse the individual. The managing of the classroom is also important. I think it is good that the unit brings up different kind of ways to organize it and the pros and cons of each type.

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