-
-
-
Passive
- if the by agent is missing, it is called the short passive
- the short passive focuses on sth else than the agent
- if the by agent is present in the sentence it is called the long passive
- the long passive is used for extra emphasize on the agent
-
authentic materials
- websites
- new articles
- Fahrpläne / Schedules
- instructions
- recipes
- lyrics
- interviews
- packaging
- advertisments
- podcasts
- blog posts
- YouTube/Netflix/...
-
How to teach passive
- teach in context, so students know when to use it
- no right / wrong; but appropriatness
- reflect on the use of the passive -> teaching meaning, not form
- pure transformation exercise will lead to over usage of the passive -> reflection on things when to use it. which can be overwhelming but important
-
lexical vs grammatical
- Lexical: carry meaning
- Adj + N: excruciating pain
- N + V: lions roar
- Grammatical: only grammatical
- Adj + Prep: afraid of
- N + V: No use arguing
-
4 reasons why would appears in an if clause
- Politeness: Whenever one uses would for might, it is possible to use it in the if-clause -> "If you would like to sit down, please help yourself to a seat"
- Willingness: "If you'll wait a minute, the doctor will be here to see you."
- Refusal: "If he wouldn't listen to you then, he won't take your advice now"
- Criticism: "If you will argue with everyone, you can't expect to be popular"
-
Identify at least FOUR important points that teachers should take into consideration
when teaching the passive voice. Use bullet points.
- Passive not that frequent (~20% of cases)
- Long/short passive not used equally
- Mostly use of short (agentless) passive
- If long passive is used the agent is in some way stressed
- Sometimes passive structure makes no sense (esp. in transformation exercises)
-
Use of short passive
Give ONE reason for the use of the passive construction you identified above INOTHER CONTEXTS and provide an example sentence.
- avoid blame (e.g. “The washing up hasn’t been done yet.”)
- - agent unknown (He was killed”)/obvious (“I was sacked”) /not important (“The winners were presented right after the speech”)
-
Name at least THREE of the difficulties in teaching if-sentences. Give suggestions on
how teachers could approach this aspect of grammar. Use bullet points.
- a) Three/four traditional types not representative of authentic lg use -> don’t try and insist that all if sentences have to fit those traditional structures
- b) “rules” in text books often not “true” (do not cover all aspects of lg use) or oversimplified
- c) possible approach: teach 3/4 traditional types first and then expose learners to authentic texts including other patterns;
- d) address importance of context/genre
- e) address relationship btw communicative function & form (i.e. pattern of if-sentence)
- f) explain or give correct structure when necessary, even if it doesn’t fall into one of the traditional types
-
Name THREE key features of relative clauses that teachers should cover in the EFL
classroom. Use bullet points.
|
|
