Grammar
Order Description
For this exercise you are going to focus on form and function of the passive voice. When I say form and function, I mean, the auxiliary verb be + past participle for form, and the different
functions that this form can convey.
a. You are going to introduce this paper by producing a grammatical explanation of this feature for what you need to consult at least three grammar books from the list below!!! (Biber, Conrad, and
Leech, 2002, should be one of these books). (please do not consult any on-line or ESL grammar teaching sources). produce a synthesis of the most important aspects of this particular grammatical
feature (9 points). THIS SYNTHESIS SHOULD BE FILLED WITH REFERENCED INFORMATION BECAUSE ALL GRAMMAR COMES FROM A BOOK. ALMOST EVERY SENTENCE SHOULD BE BACKED UP BY A CITATION. (LIST BELOW). You
have some advantage on this feature because you can use Celce-Murcia and Hilles (1988) as a model of what to do and what not to do.
b. You are going to create activities to introduce this verb phrase variation to a group of students and to practice this expression with your students for them to get familiar with it. The
methodology used to introduce students to this linguistic feature can be deductive or inductive, and this is one of the choices you will have to make. Another important choice will be which aspects
and functions of the passive voice you will be focusing on. Remember not to introduce too many aspects at the same time and to stick to the register/s in which this linguistic feature is used most
frequently. For example, if you want to concentrate on academic writing, you can research which the most frequent uses/functions of passive voice are used in that register and use these as the core
of your class. Always remember to use materials and examples that show the use in natural and meaningful ways (not forced), that is, examples that call for the use of the passive voice.
c. The grammar teaching process should go from presentation to feedback activities as explained on the chapter by Celce Murcia and Hilles (1988). Regarding feedback, remember that there are various
ways of conducting feedback. Constantly following your students’ production is always welcome but sometimes, when students find a particular linguistic features difficult to grasp, you may want to
expose your students to more input that contains that particular feature or to think of a culminating activity that could help raise students’ awareness of the inappropriate use of the feature in
question. Go back to Celce-Murcia and Hilles and read it carefully. Always remember that you need to connect the linguistic feature with the register in which it commonly occurs and this is
particularly important for passive voice. I recommend consulting Biber, Johansson, Leech, Conrad, and Finegan (1999) if you are interested in frequency issues. (6 points)
d. More details. Describe the group you are going to work with in detail. This has to be a course for high intermediate/advanced level students because students need to have previously acquired
some background knowledge of the verb phrase and verb forms. It is important to describe what the students know so far (or what they need to know in an ‘ideal’ world for your grammar class to fit
in the curriculum). Then create one (or more if you need them) activity for each of the steps in the teaching grammar process. Remember to go from general to specific and from reception to
production. You can look at ESL books to gather information or for ideas for activities but I would like the activities to be your own creation.
e. Each section in the assignment will be evaluated separately. The synthesis part (explanation of the expressions) will be evaluated in terms of 1) your choice of sources, 2) the different
grammatical aspects of these linguistic feature taken into account, 3) the synthesis done of the sources used, and 4) the quality of the writing . The activities will be evaluated in terms of 1)
the extent to which they fulfill the stages in the teaching of grammar, 2) the way in which they were paced (from passive reception to focus practice to guided production to full production), and
3) the register used in the materials designed, particularly in the examples used to illustrate this linguistic structure and its functions.
f. Use APA style for references and for any other stylistic issues.
ONLY USE FROM THESE BOOKS FOR REFERENCES,

• Biber, Conrad, and Leech, 2002

• Cambridge grammar of English
Call Number: PE1112 .C28 2006
• Cambridge grammar of English : a comprehensive guide: spoken and written English grammar and usage
Call Number: PE1112 .C28 2006
• A Comprehensive grammar of the English language
Call Number: PE1106 .C65 1985
• Doing Grammar
Call Number: PC-Cortes-01
• Exploring How Texts Work
Call Number: PC-Cortes-02
• Focus On Grammar (Advanced)
Call Number: PC-Cortes-09
• Focus On Grammar (High-Intermediate)
Call Number: PC-Cortes-08
• The grammar book : an ESL/EFL teacher’s course
Call Number: PE1128.A2 C39 1999
• A Grammar Companion for Primary Teachers
Call Number: PC-Cortes-04
• Grammar in the composition classroom
Call Number: PE1128.A2 R448 1998
• Grammatical and lexical variance in English
Call Number: PE1074.7 .Q57 1995
• An Introduction to the Grammar of English
Call Number: PC-Cortes-03
• Keys to teaching grammar to English language learners : a practical handbook
Call Number: PE1128.A2 F65 2009
• Lexical phrases and language teaching
Call Number: P53 .N37 1992
• Longman grammar of spoken and written English
Call Number: PE1112 .L66 1999
• Oxford modern English grammar
Call Number: PE1112 .A26 2011
• Understanding English Grammar
Call Number: PC-Cortes-06
• Understanding English grammar
Call Number: PE1112 .K64 2002
• Writing myths : applying second language research to classroom teaching
Call Number: PE1404 .R384 2008