Language in use grammar for gujarat board students

18/06/2011
1
Language in Use: Mr. Kamlesh Joshi

18/06/2011 2Language in Use: Mr. Kamlesh Joshi

Grammar books are like the luggage ofGrammar books are like the luggage of
unskilled camper who does not know whereunskilled camper who does not know where
he is going or what he is going to do therehe is going or what he is going to do there
so he tied all articles in the bag and set onso he tied all articles in the bag and set on
it.it.
-Michael West-Michael West

Systematic attention to Grammar is
neither necessary nor sufficient for
learning to use a language. That it is not
necessary is demonstrated by the native
speakers’ success without it and not
sufficient is seen in SL learners’ lake of
success with it.
–New Mark

What is Grammar?What is Grammar?
Should we teach Grammar?Should we teach Grammar?
What Grammar should we teach?What Grammar should we teach?
How should we teach GrammarHow should we teach Grammar??

What is Grammar ?What is Grammar ?

G 1 Native speakers’ GrammarG 1 Native speakers’ Grammar
G 2 Linguists Grammar /G 2 Linguists Grammar /
Descriptive GrammarDescriptive Grammar
G 3 Prescribed GrammarG 3 Prescribed Grammar
G 4 Cognitive GrammarG 4 Cognitive Grammar
(Language Acquisition Device)(Language Acquisition Device)

We need to teachWe need to teach
Grammar becauseGrammar because
our learners canour learners can
never have thenever have the
exposure that theexposure that the
native speakersnative speakers
have.have.

What Grammar should we teach?What Grammar should we teach?

We want the learners to acquireWe want the learners to acquire
G1 but we teach them G3. WeG1 but we teach them G3. We
teach them knowledge aboutteach them knowledge about
language and hope they applylanguage and hope they apply
this knowledge inthis knowledge in
communication.communication.

????

Teaching Grammar Through StructureTeaching Grammar Through Structure::
1.1. Present the rules of GrammarPresent the rules of Grammar
2.2. Provide practice through drill and exerciseProvide practice through drill and exercise
3.3. Apply this knowledge whileApply this knowledge while
communicatingcommunicating

Teaching grammar through CLT…Teaching grammar through CLT…
1.1. Present genuinecommunicationPresent genuinecommunication
2.2. Elicit relevant rulesElicit relevant rules
3.3. Providepracticein communicationProvidepracticein communication

Teaching of grammarshould beTeaching of grammarshould be
--
1.1. ContextualContextual
2.2. InductiveInductive
3.3. CognitiveCognitive
4.4. Inter active and learner centeredInter active and learner centered
5.5. With minimum use of labelWith minimum use of label

Aspects of goodAspects of good
grammar tasks…grammar tasks…

The Grammar tasks should be :The Grammar tasks should be :
Interesting / Motivating / ChallengingInteresting / Motivating / Challenging
ContextualizedContextualized
Set in real life situationSet in real life situation
An Interactive ExerciseAn Interactive Exercise
Build on Communication GapsBuild on Communication Gaps
Have a variety of activitiesHave a variety of activities
Corrected by the teacher / studentsCorrected by the teacher / students

Different Techniques Of Grammar Teaching:Different Techniques Of Grammar Teaching:
1.1. Grammar GamesGrammar Games
2.2. Listening and RespondingListening and Responding
3.3. Story tellingStory telling
4.4. Role PlayRole Play
5.5. Picture DescriptionPicture Description
6.6. RealiaRealia
7.7. GraphicGraphic
8.8. Text based ActivitiesText based Activities

Testing grammar :Testing grammar :
1.1. ValidityValidity
2.2. ReliabilityReliability
3.3. PracticabilityPracticability
4.4. Instruction Value of a testInstruction Value of a test

Teaching Tenses (Que: 72 to 77)Teaching Tenses (Que: 72 to 77)
[Marks 6][Marks 6]
• Teach through functions.Teach through functions.
• Discuss the functions for tensesDiscuss the functions for tenses
– E.g. Present tense is used to describe routineE.g. Present tense is used to describe routine
events, routine life of a person, likings and dislikingevents, routine life of a person, likings and disliking
etc…etc…
• Past tense is used to narrate past event, forPast tense is used to narrate past event, for
report writing and story telling etc..report writing and story telling etc..
• Future tense is used to describe future plans,Future tense is used to describe future plans,
future event etc..future event etc..

Example
1.1. Routine life of aRoutine life of a
personperson
– AnilAnil liveslives in Rampur. Shein Rampur. She
wearswears sari. Shesari. She doesdoes notnot
likelike modern dress. Shemodern dress. She
alwaysalways gets upgets up early. Sheearly. She
doesdoes notnot gogo to the templeto the temple
because shebecause she believesbelieves thatthat
her home is her templeher home is her temple
MyMy
Village..Village..

2. Describe the past event2. Describe the past event
-It-It waswas a full moon light. Mahadanta full moon light. Mahadant
sawsaw the moon’s reflection in thethe moon’s reflection in the
lake. Helake. He putput his trunk in the lake forhis trunk in the lake for
‘shake-hand’ with moon. This‘shake-hand’ with moon. This
disturbeddisturbed the quiet water. The moonthe quiet water. The moon
appearedappeared to move to and fro. Itto move to and fro. It diddid
notnot comecome there againthere again

3. Describe the future plan.3. Describe the future plan.
Your resultYour result will be declaredwill be declared next week. I think younext week. I think you
will have gotwill have got your mark sheet by next Sunday. Iyour mark sheet by next Sunday. I
know that if you get more than 90%, youknow that if you get more than 90%, you will joinwill join
medical college. Ami, Sima and Vijaymedical college. Ami, Sima and Vijay willwill alsoalso
comecome with you.with you.

Conjunctions (Que: 78 to 80)Conjunctions (Que: 78 to 80)
[Marks 3][Marks 3]
• Conjunctions are used to join two or more than twoConjunctions are used to join two or more than two
words, phrases or sentences.words, phrases or sentences.
• They link two or more than two words, phrases orThey link two or more than two words, phrases or
sentences so there are also called linkers.sentences so there are also called linkers.
• Some linkers indicate relationship such as condition,Some linkers indicate relationship such as condition,
contrast, reason and purposecontrast, reason and purpose
– If, though, because, so that etc… (logical linkers)If, though, because, so that etc… (logical linkers)
• Some linkers refer back to what has been mentionedSome linkers refer back to what has been mentioned
earlier and help to avoid repetitionearlier and help to avoid repetition
– she, mine, the one, the other etc… (lexical linkers.)she, mine, the one, the other etc… (lexical linkers.)

Logical linkers and their functionsLogical linkers and their functions
• Linkers used to show addition.
– and, moreover, as well as..
• Linkers used to show contrast.
– but , though, however, while
• Linkers used to show alternatives.
– or, neither..nor, otherwise
• Linkers used to show time relation ship.
– as soon as, before, after, till / until, when, while etc..
• Linkers used to indicate space or position.
– where, where ever,
• Linkers used to indicate manner.
– like, as, as if, just as

• Linkers used to state reason.Linkers used to state reason.
– because, as, since.because, as, since.
• Linkers used to express condition.Linkers used to express condition.
– if, unless, in that case, if so, if notif, unless, in that case, if so, if not
• Linkers used to show result or cause and effect relationship.Linkers used to show result or cause and effect relationship.
– therefore, because of , so.. That, too..to, hence, thus, as atherefore, because of , so.. That, too..to, hence, thus, as a
result.result.
• Linker used to maintain a balance between two points.Linker used to maintain a balance between two points.
– on the one hand, while, where ason the one hand, while, where as
• Linkers used to show purposeLinkers used to show purpose
– to, in order to, so that.to, in order to, so that.
• Linkers used to mark concessionLinkers used to mark concession
– though, despite, still, yetthough, despite, still, yet
• Linkers used to supply further information.Linkers used to supply further information.
– that, who, which, whose, whomthat, who, which, whose, whom

Complete the sentence (Que: 81 to 85)Complete the sentence (Que: 81 to 85)
[Marks 5][Marks 5]
• If one has to command over communication, he / sheIf one has to command over communication, he / she
should know the different types of expressions ofshould know the different types of expressions of
communicationcommunication
• Different types such expressions like expressingDifferent types such expressions like expressing
purpose, contrasting, comparing, expressing manner,purpose, contrasting, comparing, expressing manner,
explaining reason, cause and effect etc…. Are describeexplaining reason, cause and effect etc…. Are describe
in the module. Study them.in the module. Study them.

Reported Speech (Que: 86 to 90)Reported Speech (Que: 86 to 90)
[Marks 5][Marks 5]

Word form (Que: 91 to 95)Word form (Que: 91 to 95)
[Marks 5 ][Marks 5 ]

Idioms and Phrases (Que: 95 to 100)Idioms and Phrases (Que: 95 to 100)
[Marks 5][Marks 5]

ExerciseExercise
Exercise of grammar from question no 72 to 100Exercise of grammar from question no 72 to 100

Verb form (Que: 72 to 77)Verb form (Que: 72 to 77)
[Marks 6][Marks 6]
After ___72___ home, I found that I __73____ my glassesAfter ___72___ home, I found that I __73____ my glasses
somewhere. I phoned to my friend Sahil__74___ about it. Hesomewhere. I phoned to my friend Sahil__74___ about it. He
said “ I __75___ your glasses lying on my study table. Isaid “ I __75___ your glasses lying on my study table. I
__76____ them when I come to school tomorrow. Get Ami__76____ them when I come to school tomorrow. Get Ami
__77__ you meanwhile.__77__ you meanwhile.
72. (a) Reached (b) to reach (c) reach (d) reaching72. (a) Reached (b) to reach (c) reach (d) reaching
73. (a) Had forgotten (b) forgot (c) to forget (d) have forgotten73. (a) Had forgotten (b) forgot (c) to forget (d) have forgotten
74. (a) Inquire (b) inquiring (c) to inquire (d) inquires74. (a) Inquire (b) inquiring (c) to inquire (d) inquires
75. (a) Found (b) have found (c) to find (d) will find75. (a) Found (b) have found (c) to find (d) will find
76. (a) Return (b) returned (c) returning (d) will return76. (a) Return (b) returned (c) returning (d) will return
77 (a) Help (b) to help (c) helped (d) helping77 (a) Help (b) to help (c) helped (d) helping

Conjunction (Que: 78 to 80)Conjunction (Que: 78 to 80)
[Marks 3][Marks 3]
7878 the ball hit the bastman’s leg, the bowler made athe ball hit the bastman’s leg, the bowler made a
strong appeal to give the bastman out __strong appeal to give the bastman out __ 7979 the umpire wasthe umpire was
unmovedunmoved 8080 the bowler was disappointedthe bowler was disappointed
78.78. [A] while[A] while [B] until[B] until
[C] through[C] through [D] as soon[D] as soon
79.[A] And79.[A] And [B] But[B] But
[C] so[C] so [D] or[D] or
80.80. [A] so[A] so [B] if[B] if
[C] that[C] that [D] because[D] because

Complete the Sentence (Que:81 to 85)Complete the Sentence (Que:81 to 85)
[marks 5][marks 5]
81.……… than we capped….
(A) As soon as she sing
(B) No sooner she sang
(C) Hardly had she sang
(D) No sooner did she sing

82. We will go Abu next Monday…….82. We will go Abu next Monday…….
(A)(A) Will be ?Will be ? (C) Won’t we?(C) Won’t we?
(B)(B)Shall be?Shall be? (D) Won’t I?(D) Won’t I?
83. I can not solve this puzzle…83. I can not solve this puzzle…
(A)(A)Can I?Can I? (C) Couldn’t I?(C) Couldn’t I?
(B)(B)Can’t I?Can’t I? (D) Could I?(D) Could I?
84. These grapes are…84. These grapes are…
(A)(A)Too sour to eatToo sour to eat (C) To sour to eat(C) To sour to eat
(B)(B)To sour too eatTo sour too eat (D) Too sour Too eat(D) Too sour Too eat
85.Our principle is strick..85.Our principle is strick..
(A)(A)To enough control the schoolTo enough control the school
(B)(B)To enough too control the schoolTo enough too control the school
(C)(C)Enough to control the schoolEnough to control the school
(D)(D)Enough too control the schoolEnough too control the school

Reported Speech (Que:86 to 90)Reported Speech (Que:86 to 90)
[Marks 5][Marks 5]
86. Ajay said to Anita “I will meet you tomorrow”86. Ajay said to Anita “I will meet you tomorrow”
(A)(A) Ajay told Anita that I would meet you the next dayAjay told Anita that I would meet you the next day
(B)(B) Ajay asked Anita if she would meet her tomorrowAjay asked Anita if she would meet her tomorrow
(C)(C) Ajay told Anita that he would meet her the next dayAjay told Anita that he would meet her the next day
(D)(D) Ajay told to Anita that he would meet her the next datAjay told to Anita that he would meet her the next dat
87. Arti said “ How nice this day is !”87. Arti said “ How nice this day is !”
(A)(A) Arti said that how nice that day wasArti said that how nice that day was
(B)(B) Arti told that nice day wasArti told that nice day was
(C)(C) Arti exclaimed to nice day that wasArti exclaimed to nice day that was
(D)(D) Arti exclaimed through that day was very niceArti exclaimed through that day was very nice

88.88. Sapana said to Supria “ Are you ready?”Sapana said to Supria “ Are you ready?”
(A)(A) Sapana told Supria that she was readySapana told Supria that she was ready
(B)(B) Sapana asked Supria if she was readySapana asked Supria if she was ready
(C)(C) Sapana asked Supria she was readySapana asked Supria she was ready
(D)(D) Sapana asked Supria why she was readySapana asked Supria why she was ready
89.89. Jany said “ let me help Ajay”Jany said “ let me help Ajay”
(A)(A) Jany suggested Ajay to let her helpJany suggested Ajay to let her help
(B)(B) Jany requested let her help AjayJany requested let her help Ajay
(C)(C) Jany said that let her help AjayJany said that let her help Ajay
(D)(D) Jany told Ajay that let her helpJany told Ajay that let her help

90. Ami said “Please help me Janak”.90. Ami said “Please help me Janak”.
(A)(A) Ami requested Janak to help herAmi requested Janak to help her
(B)(B) Ami requested Ajay to please help herAmi requested Ajay to please help her
(C)(C) Ami rested Janak to help himAmi rested Janak to help him
(D)(D) Ami told Janak that please help herAmi told Janak that please help her

Word forms (Que: 91 to 95)Word forms (Que: 91 to 95)
[Marks 5][Marks 5]
India is aIndia is a 9191 country.country.
The people of India haveThe people of India have 9292
to vote.to vote.
TheyThey 9393 their representatives.their representatives.
TheThe 9494 members form themembers form the
9595 ..

91.91. (a)democratic(a)democratic (b) democratically(b) democratically
(c) democracy(c) democracy (c) in democracy(c) in democracy
92.92. (a) rightly(a) rightly (b) alright(b) alright
(c) right(c) right (d) none(d) none
93.93. (a) election(a) election (b) elected(b) elected
(c) elect(c) elect (d) elective(d) elective

94.94. (a) election(a) election (b) elected(b) elected
(c) elective(c) elective (d) to elect(d) to elect
95.95. (a) to govern(a) to govern (b) governor(b) governor
(c) government(c) government (d) governing(d) governing

Idioms and Phrases (Que:96 to 100)Idioms and Phrases (Que:96 to 100)
[Marks 5][Marks 5]
• Shubhaschandra Bose called hisShubhaschandra Bose called his
army as ‘Azad Hind Fauz’. Hisarmy as ‘Azad Hind Fauz’. His
soldiers were ready tosoldiers were ready to pay the pricepay the price
of (96)of (96) freedom. Though theyfreedom. Though they
werewere empty handed (97)empty handed (97) they didthey did
notnot lose courage (98).lose courage (98). TheyThey fulfilledfulfilled
their pledge (99)their pledge (99) to liberate India.to liberate India.
There areThere are written in golden letterswritten in golden letters
(100)(100) in the history.in the history.

96.96. (a) pay money for(a) pay money for
(b) sacrifice for(b) sacrifice for
(c) pay the cost of(c) pay the cost of
(d) prepare for(d) prepare for
97.97. (a) with weapons(a) with weapons
(b) without weapons(b) without weapons
(c) without hands(c) without hands
(d) without support(d) without support

98.98. (a) get disappointed(a) get disappointed
(b) get encouragement(b) get encouragement
(c) get overconfidence(c) get overconfidence
(d) get courage(d) get courage
99.99. (a) kept their promise(a) kept their promise
(b) kept their efforts(b) kept their efforts
(c) kept their courage(c) kept their courage
(d) kept their efforts(d) kept their efforts

100.100. (a) recorded as important(a) recorded as important
(b) recorded as gold(b) recorded as gold
(c) recorded with gold(c) recorded with gold
(d) recorded with meanness(d) recorded with meanness

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