Language_Leader_Int_Binder (Language Leader Intermediate), страница 6

For these people,grammar books are just descriptions of reallanguage use. As such, they can be used as aguide. However, you should also observe how thelanguage is actually used.Language learners who agree with the descriptiveapproach to grammar may be less worried aboutlearning rules and grammar. They will understandthat there are lots of exceptions to grammar rulesbecause the rules are simply attempting tosimplify and describe how the language is used.Such learners may spend time observing actuallanguage usage by native speakers and thinkingabout it.The term ‘descriptive’ comes from the verb‘describe’. In other words, grammar books dotheir best to describe how a language is used. Assuch, they are imperfect records of real languageuse.So, what’s your view of grammar? Is itprescriptive, descriptive or somewhere inbetween? Does it affect the way you learnlanguages? Write to us with your opinion and wewill print the best two letters in our next issue.1 Based on the content of the article, decide if the following people have aprescriptive or descriptive view of grammar.1‘I’m hopeless at learning languages.

I could never remember the grammar rules atschool so I gave it up as soon as I could.’ (a Japanese student) Prescriptive view2‘My grammar book says that in British English I should use the present perfect with‘’already’’, e.g. ‘’Have you already eaten?’’ But some of my British friends say, ‘’Didyou eat already?’’ So if they say that, then I’m going to say it, too!’ (a Korean student)3‘Since I came to live in the UK, I have been shocked at how terrible English people’sgrammar is when they speak.’ (a Saudi Arabian student)4‘My English teacher sent me a text message last Wednesday with a grammaticalmistake in it.

I’m so embarrassed. Is she good enough to teach me, do you think?’ (aPeruvian student)Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/5‘Since I started teaching English, I’ve developed a really in-depth knowledge ofEnglish grammar. I find it really annoying now when my native-speaker friends makegrammar mistakes.

Even though I try not to, I always correct them.’ (an Englishteacher from the UK)6‘English grammar rules are so annoying! I really hate them. There are so manyexceptions. Honestly, sometimes I feel like giving up.’ (a Spanish student)2 According to the article, are these statements true or false?1In the past, most people had a descriptive approach to grammar.2Learners with a prescriptive approach will usually not worry about exceptions togrammar rules.3People with a descriptive viewpoint think that grammar rules are not useful at all.4Grammar books may change to reflect the changing way that native speakers uselanguage.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 4: READINGTEACHER’S NOTESAim:Time:Materials:Warmerto give further practice in reading skills on the topic of Unit 4;to give practice in inferencing.This worksheet is designed to be used after Lesson 4.2.30 to 120 minutesphotocopies of the worksheet for each studentWrite ‘grammar’ on the board and elicit from students their opinion aboutgrammar.

What is their attitude to it? What do they think about it?1Students match the examples with the meaning of the text. They should beencouraged to explain their choices further.1Prescriptive. For this person (and probably their teacher), learning rules = learninglanguage.2Descriptive. This person has identified a change in the language. Americans use thepast simple with ‘already’ and in the last ten years or so this has become morecommon in the UK. He/she has understood that it’s more important to use thelanguage in the same way as the people around them.3Prescriptive.

This person thinks that the way native speakers use English whenspeaking is wrong. For people with a descriptive view, the way native speakers usethe language is correct. Grammar books try only to describe how they use it.4Prescriptive. Text messages often contain text language with abbreviations andgrammatical ‘mistakes’.

These can be seen as normal changes to the languagewhich may not yet be included in grammar books.5Prescriptive. This teacher corrects English-speaking friends. He/she believes that therules in grammar books are ‘correct’ and that the language used by native speakerscan be ‘incorrect’.6Prescriptive. This student is getting frustrated as they think that the rules are the mostimportant thing.

Understanding a descriptive view of grammar could help here.2Students choose true or false based on the content of the article.1False. ‘Traditionally, the prescriptive view of language…’ (para. 3)2False. ’Such learners may worry about language that cannot be explained by rules.’(para. 4)3False. ’As such, they can be used as a guide.’ (para. 6)4True. ’…grammar books are just descriptions of real language use.‘ (para. 6)Possible follow-up activities1Students write a letter in reply to the article, outlining their own views.2Set up a discussion activity in groups where students debate the two sides of theargument and discuss the implications for language teaching and learning.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 4: STUDY SKILLSDescribing tables and chartsThis is an extract from a report about a self-study English language learning website ata British university.

The chart shows the total number of hits recorded at differenthours of the day.Figure 1: Hits by hour of the day from March 2005 to 18 June 20071 Fill the gaps using the words from the box. Each gap is one word. The words in thebox may be used more than once.of is this it are if theThere is consistent usage of the site throughout the evening from 5 p.m.

onwards with the periodbetween 5 p.m. and midnight (10,193 hits) representing just over 29% of the total hits throughoutthe week. Even more interesting is the number of hits occurring between midnight and 9 a.m.(3,045), which represents nearly 8.7% of the total hits. However, the 1 demand for such a website2demonstrated by the 15,090 hits whichwhich can be used outside normal working hoursoccurred between 5 p.m.

and 9 a.m. Thus over 43% of the total usage is taking place outside thenormal ‘working week’.3At 18 June 2007, the statistics show that 622 students had recorded scores for activities.4the total number of student users (1,701) to date. In total, 4,585 scoresrepresents 36.6%have been recorded by these 622 students giving a mean of 7.37 scores per user.In the 1980s, people believed that if you provided language learners with computer-based5materials, they would use them.is now widely agreed that this is simply not true.

Putting6not a solution in its own right. In fact, teaching andteaching and learning materials online78learning materialsonly teaching and learning materialsthey are used by teachers9nowand learners. The CALL (Computer Assisted Language Learning) communitybecoming much more concerned with how to integrate CALL into language learningprogrammes.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/2 Read the following statements. Are they true or false?1Students hardly use the website at night.2Nearly a third of the total hits occur in the evening between 5 p.m.

and midnight.3There is little need for this type of website outside normal office hours. (Normal officehours in the UK are considered to be 9 a.m. to 5 p.m.)4All students who use the site record scores for the activities that they study.5For those students who have used the website, the average number of scoresrecorded per user is 7.38.6If you offer language learners a website to help them learn, they will not necessarilyuse it.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 4: STUDY SKILLSTEACHER’S NOTESAim:Time:Materials:to give further practice in describing tables and charts and writing reports;to encourage students to reflect on the grammar of this genre of writing.This worksheet is designed to be used after Lesson 4.5.30 to 40 minutesphotocopies of the worksheet for each studentDescribing tables and charts1Lead in to this task with a speaking activity about the usage of the site.

Get studentsto think about studying at a British university. When would they use a free, self-studyEnglish language support website? Students look at the table of hits and discusswhat surprises them about it. Students work in pairs to fill the gaps.1 the 2 is 3 This 4 of 5 It 6 is 7 are 8 if 9 is2Students read the extract of the report and decide if the statements are true or false.1False (8.7% of site usage occurs between midnight and 9 a.m.)2True (just over 29%)3False (43% of hits occur outside normal office hours)4False (36.6% of users have recorded scores)5False (7.38 is the average number of scores for those users who have recordedscores, i.e. 4585 ÷ 622 = 7.38)6TrueCopyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 5: LANGUAGE PRACTICEComparatives and superlatives1 Read the conversation below. Three marketing executives are meeting to discuss anew advertising campaign for a soft drink called ‘Bubbles’.