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TESOL Videos - English Grammar Overview - Parts of Speech - Overview
And now it's time to have a look at our first grammar unit. Grammar in its widest sense is the structure of a language. We as speakers of the language can structure our language without a problem. However, as teachers of the language we need to be able to better analyze the grammar and the grammar that exists within statements that we make. These basic parts of grammar are called parts of speech. Each part of speech has a certain function within a sentence. Our example sentence here is "My older brother lives in Tokyo." Each one of these words is a certain part of speech, which we'll have a look at in just a minute but let's just think about the words within this particular sentence. We have ?my?, indicating whose brother it is, we have "older", indicating which brother it is. The word ?brother? indicates the person in the sentence that is doing the action. "Live" is the action within the sentence. "In" introduces the place of the action and "Tokyo" indicates the actual place of the action. Listed here are some of the more important parts of speech. Many of these categories have subcategories that we'll get into in a moment but for now what we'd like for you to do is at the end of this segment, pause your DVD.
This is what one of our TEFL graduates feels he has gained from the course, or a part of it, and how he plans to put into action what he has learned.
This unit was very helpful and full of information. I would agree that pronunciation is the most intimidating part of teaching english, as most of us are not aware of the stresses and rhythms we use everyday. The rise and fall I find to be very useful and a concept that many people can understand. I think teaching teaching pronunciation also helps builds the students confidence and understanding of the language. When you understand or can hear, a rhyme of a language even when you don't understand every word you can have an idea or an assumption of what they are talking about. For example you can tell by the rise and fall of their voice if they are making a statement of asking a question. I find this to be true in many languages other than English. As a student learning German learning the rhyme has been very helpful to me. I can see how using the phonetic alphabet can be helpful in teaching pronunciation, but also time consuming and possibly a bit confusing for students if they are not familiar with the phonemic alphabet. As a teacher I would want to take time to study it and know it before I bring it into the class to aid in my instruction, just so I am sure that what I am teaching is correct. From the ages of 4-7 my son went to a speech therapist. Since I did many of the exercises with him I am aware of a lot of this information, not the technical terms, but rather the application of the techniques for producing sounds. Even with my knowledge and usage with this information, I can see how it is intimidating for teachers. I feel I need to take time with this unit and sit down and study the different positions of the mouth, tongue, amount of air, and lips to fully feel comfortable with it. Then I would feel more adept at teaching this particular part of the english language.