09-80-"15 12:45 FROM- 2 7-820 0008/0019 F-021 Assignment One Assignment One: Module 2 Now that you have worked through the Module 2 material, complete this section of the assignment. The purpose of this part of this assignment is to help you consolidate the information about grammar that you have learned in Module 2, but you may also want to look at other modules when doing these exercises. Please write or clearly legi print on these pages in pen, making sure that your answers ara] Iyou have trouble with any questions, go back to your Course Notes, or to your (eadings, and review the point. Ifyou stl have difficulty, get in touch with your tutor/marker, 4. Parts of Speech (Marks: 5) Within the folowing sentences, find one example of each of these parts of speech: verb, noun, adjective, adverb, pronoun, preposition, demonstrative, Conjunction, article, and interjection. Underline one example of each and write it beside the correct part of speech inthe box below the sentences. [Note that, just as when you are teaching ESL/EFL, its best to use examples in a context that Is ‘meaningful for students.] Sentences Maria came to Canada last year. ‘She lives in a small city now, but she prefers larger ollie. This city is growing quietly, s0 she will probably be happier soon When she arrived in Canada in January, she said, ‘Wow, i's relly cold!" Part of Speech Word 1. vert come 2. noun _ Maria © 3. adjective aman 4. adverb uscX §. pronoun cee 6. preposition in vy 7. demonstrative this 8. conjunction bat 8. article a 10. interjection ae ‘TESL 93 ~ English Grammar and Phonology SEP-32-2015 12:28 Freen oe 5 [B,09-80-15 12:45 FROM 1-820 0004/0019 F-021 Asionent One REAL 2. SVOCA (Marks: 5) Divide these sentonces (with slashes) below into their major sentence Glementsifunctions: SUBJECT, VERB, OBJECT, COMPLEMENT, and ADVERBIAL, Bracket the VERB function and wnita the senterica pattem on the right Pattern of Grammatical Functions. ©.g. Canada [is] /@ large county, sve. oe fn cities. SV “ ie 2. Inthe past/more veoplefivedn rural areas. ASvA /| / me 1. Most Canadians 3. Canadajfias becom }a very multicultural country. . SVC. ee 4 oo SvVAVO “bbs 7 vev | TESL 33— English Grammar and Phonology SEP-38-2015 12:29 From: TTsTike tanen FS new09-30-" 15 12:46 FROM- 7-820, POOOE/oNI9 FOI, 4 Assignment One GREAT. By 3. Small (or Minor) Functions (Mars: §) Wiite a short paragraph (Ike the one in part “4” of this assignment section) that you might use when teaching an EAL class. Make it relevant and interesting for that, clase, which might need to be @ higher lovel than the ciass that you currently teach, In the paragraph underline one example each of the following minor functions: determiner, operator, pro-form, modifier, and auxiliary (verb). Then lst them in the correct places in the hs your paragraph. Paragraph Ernesto was Playing Soccer. Be Cale ‘Wlew over the house 2 Dus was a problem for Ernesto. oe He 9 unot to get the ball off of the roof |. determiner operator pro-form |. modifier auxiliary (verb) ‘TESI. 99 ~ English Grammar and Phonology Try eens PK elereeee SEP-38-2015 12:23 Fror09-30-15 12:46 FRON- T-820. P0O06/0019 F-021 Assignment One 5 Assignment One: Module 3 Now that you have worked your way through the Module 3 material, complete this section of the assignment. The purpose of this part ofthe assignment is to help you consolidate the information about grammar that you have learned in Module 3, but you may also want to look at other modules when doing these exercises, [Please write or-print on these pages in pen, making sure that your answors arg| clearly legible. Ifyou have trouble with any questions, go back to your Course Notes, or to your ‘readings, and review the point. If you stil have difficulty, get in touch with your tutor/marker. 1, Various Grammar Points (Marks: 5) @, Write an example of am error that an ESLIEFL student might make by using presen! progressive instead of simplo present. — PR: They BFE _warnicrsy television often, SE They wake belevision often. b. Correct the error in this example of the Secong conditional. am believing you.” ex 7 instead of" beleve you.” “Lam having a pen.” if she has enough money, she would buy a house. instead of “I have a pen.” BH she Tes enon monesy, she OW bay a Udue. h weal” — ©. What are the functions of the modal auxiliary verbs and modal counterparts in bold print below? (Why are they used here?) ott ~ have to make a doctor's appointment. io WB dnvctenhe Mad ety . apt > Htnight cail to book an appointment tomorrow, ee “% inclicate possibility » ee! = Twill probably have to wait until next week to see the doctor. a (ill) Gepprene Aapeeninga on the Ratart ationg probability ‘TESL 83 ~ English Grammar and Phonology SEP-30-2815 12:29 From: IO:Dretanse Ed Meron Pase:006 R=96%09-80-"15 12:46 FROM- 2. VERB Function; Person Bracket the VERB function in each sentence below. There will T-820 POOO7/0019 F021 ¢ Assignment One GoD (Marks: 5) be just one in each sentence. Do not bracket verbs in dependent/subordinate clauses. Underline the. art of the VERS function that indicates the grammatical person, and identity which grammatical person itis. (You may use abbre “singular’, to save space.) ions for this, s e.g. We [are playing) 1. My brother[ioveS his 2. Theyfhave madg}nim happy fo 5. Before hy got marred, h 4. Ihave been phonirighhis frends al 5. . His wife and children are planningla Surprise birthday Party for him. into their olements, but show their sentence functions. if you lend me some money//ft buypre DvO/when it te pow ve wea children, a pecs. ice. i 2 pecs: glue. eal pecs el 3. Divide the following sentences into their elements or major functions (SVOCA) using 6; EAT slashes. Identify the elements. Do not sub-divide any dependent/subordinate clauses My walletfvas stolen the movie theatre. SvA vy Funetions 1. Thatfia¥¥an excellent wou “| 2. Yfiave seeififhree times. ae 3. Canfyoubeliovgtnat? Vso 4 5. ASNOR uch as “sing.” for ‘ot person plural ee aS (Marks: 6) Z Patten of | Grammatical 4] TESL 33 ~ English Grammar and Phonology SEP-30-2015 12:29 From: ID:Distance Ed Xerox Pase:00709-30-15 12:48 FRON- 1-820 P0008/0019 F-021 Assignment One 7 GOR. 4. Inthe sentences in Part 3, find verbs (in independent or dependent clauses) that are @xamples of each of the following items and lis them below. You need only one ‘Y example for each numbered item, You might need to use the same. example for more. than one item, and some items. might require more than one word. If there is no example, write ‘no example." Include sentence numbers, 4 (Marks: 10) Lanett 1. passive voices WAF 4 ful af \ave seen | 2, simple past was L 3. past participle form of verb stolen vA | 4, mulliword vero Comes ouvk S 5. lexicalimain verb Jou te 6. progressive aspect 0 exemple U4 “ 7. itegutar verb Nowy 8. primary auxiliary neve 2 9. modal auxiliary tn 3 10, copula use of verb was \ TESL 33—English Grammar and Phonology SEP-30-2015 12:29 From ID:Distance Ed Xerox Pace:00809-80-15 12:46 FROM- 1-820 0008/0019 F-021 Assignment One Assignment One, Module 4 Now that you have worked your way through the Module 4 material, complet section of the assignment. The purpose of this part of this assignment is to help you Consolidate the information about grammar that you have leaned in Module 4, but you may also want to look at other modules when doing these exercises, te this Please write of print on these pages in pen, making sure thal your answers are] bl clearly 1 Ifyou have trouble with any questions, go back to your Course Notes, of to your readings, and review the point. If you stil have difficulty, get in touch with your tutor/marker. 1, Count and Non-count Nouns (Marks: 5) List some count nouns and non-count nouns below, and use each in a sentence. Make at least one sentence that contains the plural fo Should do when you are teaching (to emphasize their countable nature). rm OF a count noun, which you TESL33~ English Grammar and Phonology SEP-30-2015 12:30 From: ID:Distance Ed Xerox ‘Count Nouns ze wasp ‘There's a wasp in the house 1. apple The apple 3 rotten, ‘4 S planket £ sleep with @ vlanket 3. Computer We are Using ‘the comprters toda Non-count Nouns 1. worker [there 15 water around toe land 2 wt char (4 Can you Pass me some chi Pase:00909-30-15 12:46 FROM T-820 PO010/0019 F-021 Assignment One 2. Noun Phrases, Determiners and Modifiers (Marks: 5) Brackot all of the noun phrases (NP) in the sentences below. Remember that a noun phrase must havo a noun (or-a pro-form—e.g,, the pronoun she) as its headword-A noun phrase can be just one word. Fhen list the first five noun phrases in the chart alfer the/sentences. Divide the noun phrases into their parts and label the parts: determinér (D), premodifier (M), headword (H), and postmodifier (Pm), as in the example. [ise one line for each noun phrase. Follow the example by using slashes and squarg brackets. (he story tnt you urote)was fascinating. (Your imagination really Ut eYimeresting storied\areG great, resourein fictessroom) acheors who are etfectve)oten uso ereatve resotroed) ef poabou tetra Pg re 69. [Our/ dog) DH '[rhfstory nat you wocobe) a DUm LI * Gour Jimagination | ie aon [interesting /stoc'es | Ma Ly " Ba [great | resource) [a classroom| Vor GIP Ereacrers /usho are ec@ctve] OF] Wm "| Elements of NP a Lee Zay) Interesting stories/are/a great \) resource/in a classroom. SVCA —s noun p haage (Atells WHERE they're great.) TESL 83 ~ English Grammar and Phonology SEP-30-2015 12:30 From: iictwanse Ed Norse Pase:@18 R=96%, 09-90-15 12:47 FROM- 10 3. 4. 7-820 P0011 /0019 F-021 noun (not adjective) as modifier Adjectives Undertine each =pért of speech) in/these Aentences, Then write down whether its grammatical fyfction is a COMPLEME} Sentence, or a modifier (minor fnction) in a nour) phrast Assignment One (Marks: 5) (major function) in the | Grammatical Function €.g. When one of my students has good gragimar, | fee! sou 7 ‘modifier (of grammar courts 1 Dieu rang questions canbe con complernent . When | S86 them, Ww 2. When 18 mae a (ij overwheimed. modifier Cot Heecreds) complement Lf 4.-lalways have a thorough grammar book nearty | moaiver (6 boo) 5. Do your students ever aék you compli Fark questions? oder Co gueshors, Various Grammar Points (Marks: 6) hi a. What is the superlative form of the eae (the nose intenes ting b. Correct the errors with article usage in the following sentences, ~ My friend has the son and the daughter. My fiend bos & son onet a claueg Mer. ~ She bought a orange sweater for her son she bought an Orange sweoker TESL 33 ~ English Grammar and Phonology SEP-32-2015 12:30 Frov ID:Dietance Ed Xerox eat For her son. a CYS, | moder (oF gwestbos) ;conplenat te bot Le Z G eee Pase:011 R=96%09-30-715 12:47 FROM- 1-820 PO012/0019 F-021 Assignment One " goon! = c. Why might the phrase quite a few be confusing for an ESL/EFL student? The phrase “guile a Seu” can Wwe con Fusing because of tHe separate | definitions of the words ~*quite* and *feo", ‘Quite’, meaning “YS the ubmost 5 or faicly signiPicant’, eahele- and ‘Pes’, mean’ small number of ' have opposite Coe Therefore, a student woutol Be lett questioning That ts the issue the author means ‘mang’ ar ‘not a tot” stuclents translating text by every worel. ve d. What is the object form of the pronoun he? __ him ~ dena tutions End of questions for Module 4. ‘Questions for Teaching Activity start on the next page. ‘TESL 89 ~ English Grammar and Phonology SEP-30-2015 12:30 From: ID:Distance Ed Xerox Pase:@12 R=96%09-80" 15 12:47 FROM 2 Assignment One, Teaching Activity T-820 P001S/O019 F021 # Assignment One Choose a grammar point fram Module 2, 3 or 4. You will use this ina communicative teaching activity, Grammar Point: On ea acl language; ESL, EFL, EAL, or ESD context? STUDENT DESCRIPTION (Marks: 5) Canadian Language “R-AZ CFR . Benchmark Level - Al ¢ 2 CLB (or equivalence) Level M-B Education level in 1% din Yet wage ESL /EAL conteat Age (e.g., adult) Teenagers, I-17 yo old. Long-term purpose(s) for studying English Realenre 3 Hirsrong a Class size; students’ first language(s) 1S sisdento 5 matty Tigalos Yenat ¢ va ae (others ane Y and Sponcate) a 3 a TESL 85 -Engsh Qarmar and Phomiogy SEP-30-2015 12:30 From: ID:Dietance Ed Xerox Baly, 09-30-15 12:47 FRON- T-820 POO1d/O019 F-O21y by o ne 40 ae : Ga GRAMMAR POINT: ‘the Regent. Pos resin (Marks: 10) 7 Description of Baamrna Grammar Point WARS present ten: ed Fe 72 one ae fe oes fegsem gfors, ive aopect ws one of @ hiss cts: (using TES! 33's v/ Pikes Gecationcey ey ad 4 apt bon terminology and an| de vere is in progressiey ean Ex. ss es ore staccking tye ciese be it- Objective for activity will conatusct sentences (wat wit you fet apes Seidanda rete Proemle accomplish with this task? What will students be able to do?) Background poor Knowledge > ued & a pines aye (@.g., vocabulary and or — node structures students wll 4 ke? &§s uaereeete need to know before “Seytae ce oe the activity) al Pe eal ot id ala oy Z| PRESENTATION First, draw a Sr on whe bontal: it Ciccte ‘present? Teaching the grammar “pe Could port ste p (ottecey) CER ay One obiscucs you find (How and what will you [past Lersond Yh waion on whe simple a no“ say? Note: Saying you 7a deacnt befire. B. stahia revs wil, for example, tenoe — 476 “Discuss non-count /] @vOUX she fatuae, Bree Li eonctout of feu 07 \nomsasacass: /| btudents Us unclersbin ee equals O marks. Use’ |a zimelidine. Teds, on the Himetert, d. (egal terminology that is ; present anc 4 appropriate for yo o ae oe ar : | ie HC wag learners.) an artow bey cultaar thet thio (continue your La RE Bho nk nck Bret Aah, lies Pe 2 | “Presentation” on an nes & ee foal adatonal page of Per Ce opentig, now and itl voy by veal ina Gotan (he. Gneleteymined! /eteaminad) dood Velie 0 au wv good “0 EVICW armoury, yO SEP-30-2015 12:30 From: JO: Dretance EW Meron Pase:01409-30-15 12:47 FRON- xe 1-820 POOIS/0019 F-21 1 SEP-30-2015 12:31 From: ID:Distance Ed Xerox Pase:015 R=96%1-820 @ip F021 lag 7 Feaiyy ( (9 ey ot é qa ak = a) Sect with yoursell as whe mine. Promgst 09-30-15 12:48 FRON- tdorts to ee the decorct | wt th vedo. Wnibe.a ! on the boas! oa “rhe wet out dy re bem ancing, dats the chiobss, j : inca yc jen y bag pos han ©) Mone akira taker isms acting . dime the Mudlels & they 3 sternal ee Ye i shale hs echane fo act wile a Oa good | neg igi | ‘paint 7 Five oie oo pe Bune sear Luiel duces 4 make S60 Ey Mtn wok Kigbe beveled skinglents |Z 7 2 Too Zl Ge, debormal ID:Distance EdTRO Poor zoo)g Fay OS 12134 Evens9 12:48 Epo. T-320 Poo18/oo1g F021UNIVERSITY OF SASKATCHEWAN Submission Form EZ Class Name secon KOZ sssignmens _Z bate submite, ept. 20 ee Please il out and attach this form to al assignments sent by mal or fx. This \willbe the mailing abe! used to return your assignment or examination fo you All assignments received by mail o fax wil be relutned by ist class mai, If sending by mail, use the pre-addressed envelopes supplied to you. Or fax to Fax: 306-966-5245 HPL CET = 3/a> ‘Submit all copies if sending by mail. Use one copy as your cover page if sending by fax. The white copy wil be : Felunedito you with your assignment: White Copy ~ Student; Yellow Copy = Instructor, Pink Copy — Office Centre for Continuing and Distance Education University of Saskatchewan 464 Williams Building, 221 Cumberland Avenue North Eilon de, 2 Conbat own /OI/F Teas ee Faxed Assignments Only: Number of pages: (including Submission Form) Phone Number: ( )2:45 FROM- 1-820 P0002/0019 F-021 TESL 33 — English Grammar and Phonology Assignment One: Modules 2 to 4 ‘Submit your assignment to your tutor/marker by mail or fax. See the “Information Sheet’ for the date on which you must submit your assignment and the address and fax number to which you can gend it. You should refer to Canadian Language Benchmarks (GLB) in the teaching activity section of the assignment. Look for "CL 2000 Companion Tabies* at www.langquage.ca. NOTE: Although there are no questions about Module 1 in this assignment, studying that module will help you with Assignments One and Two, as well as wilh the exam. Marks by Section: Module 2 18 Module 3 28 Module 4 20 Teaching Activity 40 Total: 700 Assignment One is worth 20% of your final grade. ietance Ed Xerox Paserege eta eit eel