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 4 involves the comprehension of authentic and non-authentic materials in the EFL classroom. It describes their benefits, pros and cons among other factors to consider. It is also relevant to understand that the materials to be used are dependent on the availability of resources as well. So, EFL teachers need to make sure that what they plan is achievable in the classroom.I have often heard that the passive voice should be avoided, but there are appropriate uses for it, especially when shifting the focus of the sentence. By far, the toughest thing to teach in this lesson is phrasal verbs. For the most part, students must memorize each one as its own vocabulary word. The suggestion to group them into common themes (such as 'driving') is helpful.

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