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Chapter I. Grammar. General characteristics



Introduction

Knowledge of foreign languages ​​is an important prerequisite for personal, cultural, trade and economic contacts. Learning foreign languages ​​includes several aspects. One of them is grammar. Grammar has a special place in foreign language learning, it is a kind of frameworks, which based on vocabulary. The grammar studying, proper statement, as well as recognition of the grammatical forms of language and writing are due to the formation of grammatical skills.

Grammar learning causes many difficult terms, complicated grammar rules and an endless number of exceptions. The results of the analysis revealed a need for training exercises. The grammar teaching is usually limited only with dry tables, learning structures, and same types of exercises. Many terms complicate studying.

The aim of this paper is to show some difficulties of the grammar of English language and find a system of exercises that helps pupils to learn the material efficiently.

Object of research - different types of exercises and systems of exercises.

Subject of investigation: grammar and grammatical phenomena in foreign language.

The task of this project is to show difficulties in grammar of English language and use the method of analysis and synthesis; to present a system of exercises.

To achieve the tasks by using such tools and materials research: to investigate this issue, based on the works of scientists and scholars, dictionaries, manuals, and scientific work.

This year paper consists of an introduction, three chapters, English conclusion, Ukrainian conclusion, and list of references, which includes 19 sources.

The first chapter of this paper aims to show the main components and functions of grammar and approaches to teaching English grammar. The second part of this work deals with the reasons why grammar is important, why grammar needed to be learnt. It will be referred to the factors which would ensure the quality of the lesson of grammar. The third part offers exercises to form grammatical competence.

The actuality of the problem is the necessity of the high quality grammar education in the future.

 

 

Chapter I. Grammar. General characteristics

The first chapter of this paper aims to show the main components and functions of grammar and approaches to teaching English grammar.

I.1. What is grammar?

Without grammar, words hang together without any real meaning or sense. In order to be able to speak a language to some degree of proficiency and to be able to say what somebody really wants to say, it is needed to have some grammatical knowledge. By teaching grammar teachers not only give students the means to express themselves, but they also fulfill their expectations of what learning a foreign language involves. Fortunately, nowadays with the emphasis on a communicative approach and a wealth of stimulating resources, teaching grammar does not necessarily mean endless conjugation of verbs or grammar translation.Grammar is sometimes defined as ‘the way words are put together to make correct sentences. [1] ‘I am a teacher’ is grammatical. I a teacher’ or ‘I are a teacher are not grammatical. The smaller units than sentences are called ‘grammatical’ terms. A brief phrase said or written on its own can be grammatically acceptable or unacceptable in its own right: a tall woman sounds right; a woman tall does not. The same may be true of single words, for example, went and goed. [1]

Than the minimal components to be combined may not be whole words; for example, the –ed suffix indicating the past tense of a regular verb in English, or the –s plural of nouns. And sometimes it is not even a question of ‘putting ‘bits’ before or after other ‘bits’; words may actually change their spelling and pronunciation in certain grammatical contexts: irregular forms of the past tense, for example, in English, and may common plural forms in Arabic.

 




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