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Argument
Structura lucrrii
Lucrarea este construit pe trei mari capitole: primul capitol
este o analiz a structurii de limb din punct de vedere
tiinific, avnd la baz studiul lucrrilor experilor n
domeniul gramaticii limbii engleze.
Al doilea capitol se axeaz pe metodologia de predare a
gramaticii la clas, insistnd asupra diferitelor abordri de
predare, asupra principiilor predrii gramaticii, asupra
tipurilor de activiti i jocuri ce pot fi eficiente n exersarea
unei structuri lingvistice sau asupra principiilor de evaluare si
a itemilor utilizai pentru realizarea aceasteia n timpul orelor
de limb.
Al treilea capitol reprezint contribuia mea personal la
aceast lucrare, fiind o colecie de materiale suplimentare ce
pot fi utilizate pentru mbogirea activitilor propuse de
manualele utilizate la clas; utilitatea acestor materiale este
apoi demonstrat printr-un studiu evaluativ aplicat la dou
dintre clasele la care s-au folosit aceste materiale.
Capitolul 1.
1.1. Diateza pasiv n limba englez
Definiie
erban (2007: 54) definete diateza pasiv ca fiind o structur
ligvistic complex analizabil din patru puncte de vedere distincte:
La nivel logico-semantic,
logico-semantic subiectului gramatical n cazul diatezei
pasive i se atribuie rol de pacient.
Predicatele tranzitive:
tranzitive n cazul verbelor cu un singur complement,
acesta devine subiect, iar subiectul logic se transform n complement
de agent; n cazul verbelor ditranzitive (care au un complement direct
i unul indirect) oricare complement poate deveni subiect.
Construciile ideomatice:
ideomatice n general, verbele cu dou complemente
(unul direct, aparinnd construciei ideomatice, i unul prepoziional)
accept pasivizarea dubl, fiecare complement putnd deveni subiect.
2. Predarea gramaticii
2.1. Importana predrii gramaticii
n viziunea lui Ur (1988 : 4) gramatica este modul n care o
limb manipuleaz i combin cuvintele cu scopul de a forma
uniti cu sens mai lungi. Un vorbitor cunosctor de gramatic
stapnete acest set de reguli i este capabil s se exprime n
forme de limb acceptabile; cunoaterea gramatical este
factorul care d form i aranjeaz cuvintele vorbitorului.
Thornbury (1999: 1-2) consider c gramatica este o unealt
folositoare pentru generarea unor noi propoziii cu sens, pe
care vorbitorul nu le-a mai folosit nainte.
Batstone (1994: 4) susine c limba fr gramatic ar fi haotic:
cuvinte nenumrate fr reguli despre cum pot fi ordonate sau
modificate:
Totui, insistarea exagerat asupra gramaticii poate genera
lips de interes, de aceea lingvitii i profesorii caut moduri de
predare ale gramaticii att eficiente ct i interesante.
Tipul
7: Discurs liber
Informal Letter
Last week you told a lie to your cousin. Write a letter telling your cousin that you are sorry.
Explain why you told the lie and how you felt afterwards.
Add these sentences to the text.
Im writing because
apologize and explain
terribly guilty
I promise that
If I were in your shoes
d) stole
d) chooses
d) held
thick fog.
Itemi de potrivire
Match the two halves to obtain a passive sentence:
1. Dinner isnt included
2. The hostel doors are closed at midnight
3. Postcards and stamps are sold
4. Dormitories are cleaned
5. Lockers are available
6. Breakfast is served
7. Sheets are provided
8. The hostel is run by
a. but you can cook food in the kitchen.
b. the Youth Hostel Association.
c. every morning.
d. for your valuables.
e. but you can get a key from the reception.
f. at 7 a.m.
g. but you have to bring your own towels.
h.
in reception.
Itemi de rearanjare
Arrange the words to form correct sentences:
1. by, my, birthday, my, cake, was, mother, made
2. on, the, were, lights, by, turned, me
3. she, offered, new, a, been, has, job
Concluzie
Scopul acestei lucrri a fost acela de a furniza suport teoretic n
abordarea diatezei pasive precum i diferite metode prin care
structura pasiv poate fi predat.
De asemenea, am intenionat s prezint diferite activiti i
exerciii adaptate vrstei, nevoilor i nivelului de cunotine al
elevilor.
Bibliografie
Greenbaum, S., Nelson, G. 2002. An Introduction to English Grammar. London: Pearson Education
Limited
Hadfield, J. 1999. Beginners Communication Games. Harlow: Pearson Education Limited, Longman
Haegeman, L. 2003. Introducing Some Basic Concepts for the Description of the Grammar of English.
Also available at http://angellier.biblio.univlille3.fr/etudes_recherches/haegeman_course1.pdf
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Harmer, J. 2007. The Practice of English Language Teaching, Fourth Edition. Harlow: Longman ELT
Richards, J., Rodgers, T. 1986. Approaches and Methods in Language Teaching. Cambridge:
Cambridge University Press
Ruhlemann, C. 2007. Lexical Grammar. The GET Passive as a Case in Point, in Computers in English
Linguistics, no. 31, April, 2007, 11-128
erban, D. 1982. English Syntax: vol 1, Bucureti: TUB
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Romania de Mine
Thornbury, S. 1999. How to Teach Grammar. Harlow: Pearson Education Limited
Ur, P. 1993. Grammar Practice Activities: A Practical Guide for Teachers. Cambridge: Cambridge
University Press
Ur, P. 1991. A Course in Language Teaching. Practice and Theory. Cambridge: Cambridge University
Press
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