TAKE – HOME

SAMUEL ESTEBAN HERRERA SANCHEZ

GRANDFIELD HENRY

UNIVERSIDAD DEL ATLÁNTICO

FACULTY OF EDUCATION

BARRANQUILLA / COLOMBIA

2022
 1. Chapter 10: Sentences (Grammar for Teachers, gft book)

1. Summarize each one and give examples to illustrate them.

 TYPES OF SENTENCE
Grammar for Teachers, gft book (Chapter 10) shows us four main types of sentences
which are: 
 Declarative: These are sentences used to make statements. These
sentences can be simple, complex or compound, these statements begin
with the subject and then are followed with the verb as: 
 I like potatoes.
 I love my dog.

 Interrogative: These are sentences used to ask questions. There are

three types of interrogative question like:
 Yes/No: These are questions that can only be answered by yes or
no. For Example:
 Do you have a job?
 Are you a teacher?

 Wh- Questions: These questions always begin with a question

word (who/whom/whose, what, which, how, why, when,
where). These questions are open for more information. For
Example:
 Who is at the door?
 Where do you live?

 Either/Or: These are questions that offer two ways to answer a

question. For Example:
 Do you like ice cream or pizza?
 Are you a woman or a man?

 Imperative: These are sentences used to give instructions, make orders

or requests. It also ends with a period or an exclamation mark( .). For
Example:
 Complete these exercises for tomorrow.
 Do not talk to me like that.
  Exclamative: These sentences are used to show strong feelings and end
with an exclamation mark(!). These exclamations begin with What or
How and then follow the complement before the subject.
 Congratulations! you have a baby girl.
 You are so romantic!

 SIMPLE AND MULTIPLE SENTENCES

Sentences can be classified in two ways: simple sentences and multiple
sentences. Multiple sentences are divided into compound sentences and
complex sentences.

 SIMPLE SENTENCES
Simple sentences have an independent clause which means that simple
sentences are complete and meaningful.
 I drink coffee every morning.
 I love my new car.

 COMPOUND SENTENCES
Compound sentences combine different sentences through conjunctions to
present them in a single sentence, this is to not sound like a child. to make
these conjunctions we must have taken into account these connectors; then,
but, and. For example:
 The boys sang and the girls danced.
 I saw Michael yesterday but he did not see me.

 COMPLEX SENTENCES
Complex sentences are composed for one or more dependent clauses and a
single independent clause. Dependent clauses are known as subordinate
clauses because they need other clauses to express a complete idea.
Complex sentences are different from compound sentences because
compound sentences need two independent clauses, while complex
sentences need only one independent clause. For example:
 If you aspire to grow in life, then change your
mindset
 Because Jose and Michael arrived at the bus station
before noon, I did not see them at the station.
  FUNCTIONS OF SUBORDINATE CLAUSES
A subordinate clause can act as an adjective, a noun or an adverb in a
sentence. There are three types of Subordinate Clause depending upon its
function in a sentence:
 Noun Clause
 Adverb Clause
 Adjective Clause

 Noun Clause
A subordinate clause which acts as a noun in a sentence is called a Noun
Clause. It usually starts with words such as ‘that, what, whatever, who,
whom, whoever, whomever’. It acts exactly like a noun in a sentence. It
can work as a noun either at the place of a subject or an object.

 I buy whatever I need.                             (Noun as an object).

 Now I realized what you had thought.      (Noun as an object).

Adjective Clause
A subordinate clause which acts as an adjective in a sentence is called an
Adjective Clause. Like an adjective, it modifies (add information to) a noun
or pronoun in the sentence. An adjective clause mostly starts with relative
pronouns such as ‘that, who, whom, whose, which, or whose’.

 I saw a child who was crying.              (modifies noun: child).

 He hates the people who waste time. (modifies noun: people).

 Adverb Clause
A subordinate clause which acts as an adverb in a sentence is called an
Adjective Clause. Like an adverb, it modifies a verb, an adjective-clause or
another adverb clause in the sentence. It modifies (add information to) a
verb (action) of the main clause in terms of ‘time, frequency (i.e. how
often), condition, cause and effect; and intensity (i.e. extent).
It mostly uses the following subordinating conjunctions:
 Time: when, whenever, since, until, before, after, while, as, by the
time, as soon as
 Cause and effect: because, since, now that, as long as, so, so that.
 Contrast: although, even, whereas, while, though.
 Condition: if, unless, only if, whether or not, even if, providing or
provided that, in case.
  You live a happy life as long as you think positively  
(modifies verb: live).
 I worked in a factory while I was living in London.  (modifies
verb: work).
 
Conditional sentences 

consist of a main clause and a conditional clause (sometimes called an if-clause). The
conditional clause usually begins with if or unless. The conditional clause can be before
or after the main clause.
 If it rains, the ground gets wet.
 If I have enough money, I will buy a car.

2. Compare how this linguistic phenomenon works  in either French or German.

Give examples
 In French, a simple sentence is still in subject-verb–object order (subject of the
sentence followed by the action, followed by what the action is done to, if any).
 You can ask questions using the inverted verb-subject order, though just like in
English, you can also raise your pitch at the end of a sentence to indicate a
question as well.
 All the basic sentence elements, including adjectives, adverbs, prepositions,
exclamations, exist in French in much the same way they do in English.

Indirect and direct object pronouns: 

“I brought the books [direct object] to my friend [indirect object].”
This sentence, when translated to French, is in exactly the same order.
“J’ai apporté les livres [direct object] à mon ami [indirect object].”

Future and conditional verb tenses: French has distinct conjugations for many verb
tenses, including the future and conditional tenses. This means that where you would
say “will + verb” or “would + verb” as in English (such as “I would leave” or “They
will call”) to indicate that an action will be performed in the future or on a conditional
basis, in French every verb has its own future and conditional forms.
 For example  j’irai is “I will go”, which is future tense, and j’irais  is “I
would go”, which is the conditional tense.
 2. DEVELOPMENT OF CRITICAL THINKING (Developing
Thinking; Developing Learning)
1. Prepare six WH-questions for the assigned reading, reflecting each level in the
Bloom’s taxonomy.

1.      What is critical thinking?

2.      What facts or ideas show the text?

3.      When will you use critical thinking?

4.      Why do you think critical thinking is important?

5.      What are the advantages of thinking critically?               

6.      What would be different if critical thinking did not exist?

2. Answer the WH-questions using the introduction, body, conclusion model

illustrated in class for the answering of exam questions. 

1. What is critical thinking?

As a guide to belief and behavior, critical thinking is the intellectually disciplined

process of deliberately and skillfully conceiving, applying, analyzing, synthesizing,
and/or evaluating knowledge obtained through, or generated by, observation,
experience, reflection, reasoning, or communication.

2. What facts or ideas show the text?

Three of the main ideas to support the text are, the mental processes, strategies and
representations people use to solve problems, make decisions and learn new concepts.
(Stemberg 1985).

Critical thinking is involved in all responsible interpretation (the production of

meaning), and all responsible translation (the preservation of meaning). (Lipman 2003).

Thinking in its best sense is that which considers the basis and consequences of beliefs.
(Dewey 1910). 

3. When will you use critical thinking?

Critical thinking is used in many everyday situations, when making a vote, selecting a
place to eat and problem solving are examples of the use of critical thinking, it is used in
every moment of the day.

4. Why do you think critical thinking is important?

 I think that critical thinking is very important because it is what differentiates us from
others and helps us make the best decisions in daily life situations and difficult
problems.

5. What are the advantages of thinking critically?        

Critical thinking allows you to assess the credibility of a source or an opinion, identify
arguments or draw conclusions. It requires the training of skills such as analysis,
reasoning, reflection or making judgments.

6. What would be different if critical thinking did not exist?

If critical thinking ceased to exist, we would have low-quality conversations and

debates, we would not be responsible for our own decisions and behaviors, and nobody
would have a good development as a person or as a professional.

3. LANGUAGE-CENTERED METHODS (understanding language

teaching)

1. Summarize the content of the chapter in half or one page (double space-Times
New Roman Style)

The foundational ideas of language-centered pedagogy can be found in structural

linguistics and behavioral psychology. These two ideas have influenced language

centered pedagogy's understanding of language, language acquisition, language

instruction, and curricular requirements.

Language-centered pedagogy is aligned with the language theory articulated and

promoted by American structural linguistics in the 1950s. They viewed language as a

system made up of multiple hierarchically related building blocks: phonemes,

morphemes, phrases, clauses, and sentences, each with its own internal structure. They

believed that these structures were linked in a systematic, rule-governed manner.

Structural linguists, on the other hand, saw language as aural-oral, emphasizing hearing
and speaking as key functions that emerged from the very foundations of language.

Finally, each language was seen as distinct because it has its own distinct structure and

can be taught and acquired in a comparable separate manner.

They base their language learning hypothesis on behaviorism. They were dubious of

mentalism, rejecting the explanation of human behavior in terms of feelings or mental

processes, in favor of a scientifically based method to investigate and comprehend

human behavior, as were behavioral psychologists. They viewed all learning as a

straightforward stimulus, response, and reinforcement mechanism, with experience

serving as the foundation for learning.

Their notion is mirrored in the audio language theory of language instruction. Learning

a language is viewed as a process that involves developing habits and employing a

hierarchical framework. Language instruction is nothing more than a systematic

presentation of subsystems with chances for repetition. It serves a dual educational role

at first, with textbooks serving as a model for linguistic input display samples. It acts as

a manipulator of questions, orders, and other keys in the later stages to achieve accurate

replies.

Learning material and instruction are described in terms of distinct elements of

grammatical and lexical forms of language delivered to learners using language-

centered methodologies. Language phonological, lexical, and grammatical aspects are

chosen and sequenced by the curriculum designer. These elements are presented by the

teacher, and it is up to the students to put them together to find the entire language
system. The learner's primary goal is to synthesize discrete pieces in order to gain

knowledge and skills in the target language.

 2. Evaluate the content of the chapter in terms of its strengths and Weaknesses.

STRENGTHS AND WEAKNESSES

As strengths, it shows the different ways of learning and teaching, it is based on

scientific data, it also allows us to know the way in which we learn a new language.

It tells us that language teaching is nothing more than a planned presentation of

subsystems combined with the provision of opportunities for repetition. It has a double

didactic purpose, in the initial stage textbooks are used as a model for the presentation

of linguistic input samples. In the later stage, it acts as a manipulator of questions,

commands, and other cues to get correct answers.

The main weaknesses that I can find is that the teacher, having already learned the

language, thinks that they know the best way to learn and uses it to teach, damaging the

learning process of students who learn in different ways.

 3. Suggest how the content of the chapter could be adequately implemented in
your language classes (English, French, or German). Discuss pros and cons.

IMPLEMENT IT IN THE FOREIGN LANGUAGE CLASS

This chapter about Language-centered Methods is completely successful, shows many

views about using audio-lingual method, if we use this method in a German class on the

prepositions governing Dativo, as teachers we can start by the first floor called
presentation where we will present to the student the why it is important to identify and

classify these prepositions and the meaning of each one, using examples, then move to

practice where the student will put into practice what they learned through a guided

exercise to move to the last step of production; where the student will develop a

presentation in which in a conversation is made use of the learned prepositions. I think

that the pros of using this method is to be able to put into practice what is taught, and

the cons is that it is not seen as relating the new knowledge with the already acquired.
 4. (TESTS;  pp. 54-55; 66-67; 108-109; 146-147; 206-207 & 218-

219)(Oxford Practice Grammar advanced)

Secondly, apply the KWL as follows:

1. What did you already know from the topics reflected in the tests)
2. What would you want to reinforce from those grammar topics?
3. What will you do on vacation to learn more about those grammar topics?

TEST KNOW WANT LEARN

Negatives and I know how a I want to learn I will practice

Question (pp. sentence is what is the doing
54-55) denied and the difference conversation
structure of the between a wh using the
question. question and a question.
yes/no question.

The Passive (pp. I don't know I want to learn I will practice

66-67) much about this how can I use this doing exercises.
topic. topic.

Pronouns, I really don't I want to learn I will practice

Substitution know much more about this reading
and Ellipsis (pp. about this topic. topic and its uses. sentences and
108-109) doing exercises.

Infinitives and I know that I want to learn I will practice

Gerunds (pp. gerunds use the when we use making
146-147) termination -ing. infinitives or sentences.
gerunds.

Adverbial I really don't I want to learn all I will practice

Clauses (pp. know much about this topic. doing exercise
206-207) about this topic. and exams.
 Connectors and I really don't I want to learn I will practice
Focus know much how I can use this reading
Structures (pp. about this topic. topic. sentences.
218-219)

5. (A & W) Practical English Usage

Prepare two aspects of each entry: 

1. Summarize each one and give examples to illustrate them.

ABOUT  AND ON

We use about to refer to ordinary things or more general things in communication and
we use on to refer to a book, talk, etc.. He’s more specialist or serious.
 An interview about a job.
 A debate on a special case.

ACCORDING TO

According to is used when we are giving an opinion on a topic, although it is most used
in academic articles.
 According to my family, I’m a clever student.
 I cooked the rice according to the directions on the box.

WHEN AND IF

When and if are easily confused; sometimes they are interchangeable but very
often they have different meanings. Both words can talk about repeated actions,
and both can express a condition. The key difference is that when refers to a
fairly certain condition in the future, while if introduces something uncertain,
unlikely or hypothetical.
 When the wind conditions are right, Paul goes sailing.
 If it’s sunny, Jenny goes to the beach.

WAIT

We used Wait with a preposition (for, on), which is less formal and can be used with
both things and people. While Await must be followed by an object, it is more formal
and can only be used with things.

 I have been waiting for you for ages.

 I am awaiting your reply.
2. Compare the rule with their usage in either French or German.

In French, “fonction de” is used as a connector and/or to complete an idea.

We use “Attendre” to wait for something or someone, it also has the same use as in
English.
 Il attend Agathe.           (He is waiting for Agatha).
 Nous attendons le bus.           (We are waiting for the bus).

6. (LESSONS 3, 5 & 7)Empower A2