ENGLISH GRAMMAR SECRETS
http://englishgrammarsecrets.com/Grammar
Use these English grammar lessons for self study or to consolidate your lessons with your teacher. There is absolutely nothing to pay but please support us by buying our books and CDs in the future.
We recommend that you read the grammar explanation on the first page of the lesson and then do the exercises, thinking all the time about the rules in the grammar explanation.
Remember that learning grammar is only one part of learning a language. So don't be obsessed by it! Learning examples that will help you when you speak or write is the best way to learn.
Pearson Brown
What is grammar?
“Grammar is the business of taking a language to pieces, to see how it works.”
(David Crystal)
· Improved command of English
· Mastery of grammatical terminology
(1) the combination of words into phrases and sentences
“Grammar is the business of taking a language to pieces, to see how it works.”
(David Crystal)
Aims of the course:
· Familiarity with the basic principles of the structure of English phrases, clauses and texts
· Awareness of the relationship between grammatical form and meaning
· Improved command of English
· Sensitivity to different styles of English
· Mastery of grammatical terminology
Descriptive and prescriptive grammar
- usage – how language is used
- correctness – how language should be used
Contrastive grammar
- The grammar of English compared to the grammar of Norwegian
Knowing how vs. knowing about
- how to produce English sentences and texts
- how to describe the structure of a sentence or a text
Which English?
- Standard/Non-standard
- Regional/social varieties
Levels of language description
- PHONOLOGY: the sound system
- MORPHOLOGY: the inflection and formation of words
singular/plural form of nouns: book – books
singular/plural form of verbs: she reads – they read
present/past tense verb forms: talk – talked, think – thought
adverbs from adjectives: interesting – interestingly
verbs from nouns: computer – computerize
nouns from adjectives: slow – slowness
adjectives from nouns: sand -- sandy, sun - sunny
singular/plural form of verbs: she reads – they read
present/past tense verb forms: talk – talked, think – thought
adverbs from adjectives: interesting – interestingly
verbs from nouns: computer – computerize
nouns from adjectives: slow – slowness
adjectives from nouns: sand -- sandy, sun - sunny
- SYNTAX:
(1) the combination of words into phrases and sentences
car
a black car
a black car with a powerful engine Peter hit Steven.
Steven hit Peter.
Did Steven hit Peter? We painted the house red.
We painted the red house.
The house was painted red.
a black car
a black car with a powerful engine Peter hit Steven.
Steven hit Peter.
Did Steven hit Peter? We painted the house red.
We painted the red house.
The house was painted red.
(2) the choice of linguistic forms
I have been watching that series. I have watched that series.
He read the poem very well. His reading of the poem was very good.
He read the poem very well. His reading of the poem was very good.
- SEMANTICS: the meaning of words and sentences
woman (definition): human, adult, female
woman (synonyms): lady, female, girl, mother, wife …
woman (synonyms): lady, female, girl, mother, wife …
- PRAGMATICS: the meaning of a sentence in context
They were bothering me.
You are bothering me.
Do you know Fred?
Do you know what time it is?
You are bothering me.
Do you know Fred?
Do you know what time it is?
- DISCOURSE ANALYSIS: the structure of complete texts
Grammar and meaning
George plays the guitar. - He knows how to play the guitar. He may not be playing at the moment.
George is playing the guitar. - George is playing at the moment.
George plays the guitar. - He knows how to play the guitar. He may not be playing at the moment.
George is playing the guitar. - George is playing at the moment.
Most children are naturally curious and adventurous. - They are curious and adventurous by nature.
Naturally, most children are curious and adventurous. - Of course they are curious and adventurous.
Naturally, most children are curious and adventurous. - Of course they are curious and adventurous.
Grammar and style
UPON WESTMINSTER BRIDGE
Earth has not anything to show more fair: the order of to show and more fair is unusual
Dull would he be of soul who could pass by dull is a subject predicative, but occurs in subject position
A sight so touching in its majesty:
This City now doth, like a garment, wear the use of doth is archaic. The main verb has been postponed
The beauty of the morning; silent, bare, run-on line: the final adjectives modify the nouns in the next line
Ships, towers, domes, theatres, and temples lie
Open unto the field, and to the sky;
All bright and glittering in the smokeless air.
Never did sun more beautifully steep Never is emphasized at the beginning of the sentence
In his first splendour, valley, rock or hill; The use of his indicates personification of the sun
Ne’er saw I, never felt, a calm so deep!
The river glideth at his own sweet will: glideth is archaic. His personifies the river.
Dear God! the very houses seem asleep;
And all that mighty heart is lying still!
Dull would he be of soul who could pass by dull is a subject predicative, but occurs in subject position
A sight so touching in its majesty:
This City now doth, like a garment, wear the use of doth is archaic. The main verb has been postponed
The beauty of the morning; silent, bare, run-on line: the final adjectives modify the nouns in the next line
Ships, towers, domes, theatres, and temples lie
Open unto the field, and to the sky;
All bright and glittering in the smokeless air.
Never did sun more beautifully steep Never is emphasized at the beginning of the sentence
In his first splendour, valley, rock or hill; The use of his indicates personification of the sun
Ne’er saw I, never felt, a calm so deep!
The river glideth at his own sweet will: glideth is archaic. His personifies the river.
Dear God! the very houses seem asleep;
And all that mighty heart is lying still!
(William Wordsworth)
Course tools – how are we going to study the grammar?
- textbook – reading for each week is specified in the course schedule
- exercises in textbook (with key)
- old grammar tests (available with key on the Internet)
- group work / individual work
- Internet re
ICT in education
ICT - What is it?
You see the letters ICT everywhere - particularly in education. But what does it mean?
However, apart from explaining an acronym, there is not a universally accepted defininition of ICT? Why? Because the concepts, methods and applications involved in ICT are constantly evolving on an almost daily basis. Its difficult to keep up with the changes - they happen so fast.
Lets focus on the three words behind ICT:
- INFORMATION
- COMMUNICATIONS
- TECHNOLOGY
A good way to think about ICT is to consider all the uses of digital technology that already exist to help individuals, businesses and organisations use information.
ICT covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form. For example, personal computers, digital television, email, robots.
So ICT is concerned with the storage, retrieval, manipulation, transmission or receipt of digital data. Importantly, it is also concerned with the way these different uses can work with each other.
In business, ICT is often categorised into two broad types of product: -
(1) The traditional computer-based technologies (things you can typically do on a personal computer or using computers at home or at work); and
(2) The more recent, and fast-growing range of digital communication technologies (which allow people and organisations to communicate and share information digitally)
Let's take a brief look at these two categories to demonstrate the kinds of products and ideas that are covered by ICT:
Traditional Computer Based Technologies
These types of ICT include:Traditional Computer Based Technologies
These types of ICT include:
| Application | Use |
| Standard Office Applications - Main Examples | |
Word processing
|
E.g. Microsoft Word: Write letters, reports etc
|
Spreadsheets
|
E.g. Microsoft Excel; Analyse financial information; calculations; create forecasting models etc
|
Database software
|
E.g. Oracle, Microsoft SQL Server, Access; Managing data in many forms, from basic lists (e.g. customer contacts through to complex material (e.g. catalogue)
|
Presentation software
|
E.g. Microsoft PowerPoint; make presentations, either directly using a computer screen or data projector. Publish in digital format via email or over the Internet
|
Desktop publishing
|
E.g. Adobe Indesign, Quark Express, Microsoft Publisher; produce newsletters, magazines and other complex documents.
|
Graphics software
|
E.g Adobe Photoshop and Illustrator; create and edit images such as logos, drawings or pictures for use in DTP, web sites or other publications
|
Specialist Applications - Examples (there are many!)
| |
Accounting package
|
E.g. Sage, Oracle; Manage an organisation's accounts including revenues/sales, purchases, bank accounts etc. A wide range of systems is available ranging from basic packages suitable for small businesses through to sophisticated ones aimed at multinational companies.
|
| Computer Aided Design | Computer Aided Design (CAD) is the use of computers to assist the design process. Specialised CAD programs exist for many types of design: architectural, engineering, electronics, roadways |
Customer Relations Management (CRM)
|
Software that allows businesses to better understand their customers by collecting and analysing data on them such as their product preferences, buying habits etc. Often linked to software applications that run call centres and loyalty cards for example.
|
Traditional Computer Based Technologies
The C part of ICT refers to the communication of data by electronic means, usually over some distance. This is often achieved via networks of sending and receiving equipment, wires and satellite links.
The technologies involved in communication tend to be complex. You certainly don't need to understand them for your ICT course. However, there are aspects of digital communications that you needs to be aware of. These relate primarily to the types of network and the ways of connecting to the Internet. Let's look at these two briefly (further revision notes provide much more detail to support your study).
Internal networks
Usually referred to as a local area network (LAN), this involves linking a number of hardware items (input and output devices plus computer processing) together within an office or building.
The aim of a LAN is to be able to share hardware facilities such as printers or scanners, software applications and data. This type of network is invaluable in the office environment where colleagues need to have access to common data or programmes.
External networks
Often you need to communicate with someone outside your internal network, in this case you will need to be part of a Wide Area Network (WAN). The Internet is the ultimate WAN - it is a vast network of networks.
ICT in a Broader Context
Your ICT course will almost certainly cover the above examples of ICT in action, perhaps focusing on the use of key applications such as spreadsheets, databases, presentation, graphics and web design software.
It will also consider the following important topics that deal with the way ICT is used and managed in an organisation:
- The nature of information (the "I" in ICT); this covers topics such as the meaning and value of information; how information is controlled; the limitations of ICT; legal considerations
- Management of information - this covers how data is captured, verified and stored for effective use; the manipulation, processing and distribution of information; keeping information secure; designing networks to share information
- Information systems strategy - this considers how ICT can be used within a business or organisation as part of achieving goals and objectives
As you can see, ICT is a broad and fast-changing subject. We hope our free study materials (revision notes, quizzes, presentations etc) will help you master IT!
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