Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Grammar Revisited in the English Curriculum. |
| Quelle | (1998), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Class Activities; Classroom Techniques; Elementary Education; English Curriculum; Form Classes (Languages); Grammar; Integrated Activities; Language Arts; Learning Activities; Learning Strategies; Sentence Structure; Spelling; Student Motivation |
| Abstract | Pupils need to study grammar that is useful and functional. How much stress should the language arts place upon pupils understanding the eight parts of speech in traditional grammar? Good teaching emphasizes proceeding from the concrete to the semi-concrete in teaching-learning situations, then the abstract phase of learning needs to be emphasized. For example, the verb in traditional grammar can be presented meaningfully to students by showing action by dramatization. To learn adjectives, pupils might play a game in which they would provide adjective alternatives to those in a sentence printed on the chalkboard. Pupils can make numerous substitutions in a prepositional phrase, playing with words and developing their vocabularies. To be knowledgeable about grammar and its use, pupils also should understand sentence patterns. The most appealing aspect of word study is the student centered activities. Word study that focuses on spelling-meaning and spelling-grammar connections helps students expand their vocabulary, develop sensitivity to word choice in reading and writing, and build explicit awareness of how English orthography functions in the integrated language arts program. (Contains six references.) (CR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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