GRAMMAR OF SPOKEN ENGLISH

First Term
Introduction
Every time we write or speak, we are faced with a large arrangement of choices: not only choices of what
to say but of how to say it. The vocabulary and grammar that we use to communicate are influenced by a
number of factors, such as the reason for the communication, the setting, the people we are addressing,
and whether we are speaking or writing. Taken together, these choices give rise to systematic patterns of
choice in the use of English grammar.
Traditionally, such patterns have not been included as part of grammar. Most grammars have focused on
structure, describing the form and (sometimes) meaning of grammatical constructions out of context. They
have not described how forms and meanings are actually used in spoken and written discourse. But for
someone learning about the English language for the purposes of communication, it is the real use of the
language that is important. It is not enough to study just the grammatical forms, structures, and classes.
These tell us what choices are available in the grammar, but we also need to understand how these choices
are used to create discourse in different situations
How do we communicate? The basic tools are obviously the words properly combined within the rules of
grammar, spelling and punctuation. What does the language do then? It arranges and combines the
words to get sentences which form paragraphs and these paragraphs text articles and these articles the
language itself. The same way we communicate in writing, we will do verbally. Thus the vital importance
of vocabulary and both written and verbal grammar.
Didactic orientation
There are grammatical features in different varieties of English: mainly conversation, fiction, newspaper
language, and academic prose. Each of these varieties is termed a register, and each extended sample of
language from a register constitutes a text. Many texts exist in the written medium: for example, an
academic journal article, a newspaper report, a history textbook, or a novel.
Other texts have their origin in speech: for example, a face-to-face conversation or a lecture--although
spoken texts obviously have to be transcribed before being subjected to linguistic analysis. Under natural
circumstances, texts occur and are understood in their discourse settings, which comprise all of the
linguistic, situational, social, psychological, and pragmatic factors that influence the interpretation of
any instance of language in actual use. A collection of spoken and written texts, organized by register and
coded for other discourse considerations, comprises a corpus.
Learning English grammar is tricky as there are just so many exceptions to rules, irregularities of word
forms, etc. that, even if you do know your grammar rules, you are probably going to need some help when
providing explanations. Knowing when to use a certain tense, word form or expression is one thing,
knowing how to explain this rule is quite another. I highly recommend getting a good grammar reference
as quickly as you can. Another point to consider is that a good level grammar guide is really appropriate
for teaching non-native speakers. I recommend good English dictionaries to look for slangs and phrasal
verbs.
It is suggested to work out rules and to work out what is the most probable choice in particular contexts,
what is called inductive learning.

Grammar in context sometimes breaks the structural rules of the formal language. Although the
main viewpoint remains closely associated with the message and communication.

The children is (are) playing in the park (informal)

Hello, where (Are) you going? (Informal)
We dont have many (much) free time available (informal)

The ability students develop to interpret the language requires a lot of steady training; hours of
reading and listening comprehension or possibility to have direct conversation with native
speakers of at least mid of high background.

You must consider the meanings and effects open to users when one structure rather than
another can be chosen. Some structures here are familiar and some others are less familiar. They
must be examined with a focus on differences and contrasts in the ways of their use.
Learning Activities

Learning activity 1.1.

A.
Prepare a graphic organizer with the explanation about: Forming Negative questions,
Using negative questions and Answering negative questions. Write five examples from your own.
5 points
...............................................................
B.
Prepare a chart with the explanation about: Forming Tag questions, and Answering Tag
questions. Write five examples from your own. 3 points
....
Guidelines

C.

Match the statements and tags about a friend who is moving. 2 points

1. Erica and her family are moving overseas, ___

2. You knew about their move, ___
3. Ericas company is relocating to London; ___
4. Ericas husband wont get a new job, ___
5. They dont have a place to live yet, ___
6. Erica will get an international driving permit, ___
7. I have a lot of information about their move, ___
8. Youre giving them a going-away party, ___

Objective

Didactic
orientations

Evaluation
criteria

a. do they?
b. didnt you?
c. arent you?
d. arent they?
e. dont I?
f. isnt it?
g. will he?
h. wont she?

To differentiate negative questions and tag questions.

Here, you will find some important hints in the development of the study guide. For parts A and B,
you are not supposed to copy textually from the book, because learning requires the learner to
acquire abilities such as analysis, synthesis, generalization, inference, etc. To provide with your
answers you will have to summarize and write them by using your own words.
The score assigned will depend on the clearness and relevance of the examples.

Learning activity 1.2.

Guidelines

Objective
Didactic
orientations

D. Use an appropriate graphic organizer to summarize about Noun clauses with Wh-words,
if/whether and in direct and indirect questions. Write 4 examples in each case. 6 points
..
To use noun clauses with if /whether in different situations
For part D, you are not supposed to copy textually from the book, because learning requires the
learner to acquire abilities such as analysis, synthesis, generalization, inference, etc. To provide
with your answers you will have to summarize and write them by using your own words.

Evaluation
criteria

The score assigned will depend on the clearness and relevance of the information and examples

Learning activity 1.3.

Guidelines

Objective
Didactic
orientations
Evaluation
criteria

E. Explain the common mistakes when using infinitives in indirect imperatives, in direct yes/no
questions, requests and advice. Write 4 examples of each case and do the editing task that follows
(Find the correct mistakes in the paragraph about a brainstorming session). 6 points.
......
...
. ....
....
...
.. ..

To distinguish and use indirect questions, indirect imperatives, requests and advice
Check carefully the information provided in the book and other sources.
The score assigned will depend on the clearness and relevance of the information and examples.

Learning activity 1.4.

F. Write a summary of the verbs and objects with the passive and reasons for using the passive.
Write 4 examples in each case. 5 points.
.
G. Passive gerunds and infinitives
Complete the sentences about restaurant food safety. Circle the correct passive forms. 3 points
Guidelines

Objective
Didactic
orientations
Evaluation
criteria

1.- Customers at Corner Caf recently complained about being / to be served undercooked food.
2.- The manager of the Caf was concerned about to be / being inspected.
3.- The owners were afraid of to be /being told they must close the caf if the problems were not
corrected.
4.- The owners expected being/ to be cited by the county food safety bureau.
5.- The staff hoped to be/ being paid for the time that the restaurant was closed.
6.- The mnanager was not happy about being/to be told to close the restaurant.

To differentiate passive gerunds and infinitives

The learner has to acquire abilities such as analysis, synthesis, generalization, inference, etc. To
provide with your answers you will have to summarize and write them by using your own words.
Rephrasing capacity after analysis will be evaluated.

Delivery Format Microsoft Word File (.doc), in rft format.

Send the didactic guide through the platform by using the send guide option of the Contents
section in a file labelled like this,
Send to
Format: Guide 1.Last name.Last name.Name.Subject

Example: Guide 1.Bonilla. Bonilla. Nestor. Grammar of Spoken English

Questions

Send your questions and doubts through the platform by using the contacts section and tick on
your tutors name or use the enquiries forum site.
Evaluation
Learning activities
First Term

Learning activity
Learning activity
Learning activity
Learning activity

Score
10
6
6
8
30

1.1.
1.2.
1.3.
1.4.

To get an score of 20 , it will be applied a rule of three.

Academic Forum
First Term
Score
10.0
10.0
20

First Participation
Second Participation

The evaluation will be based upon a solid and coherent structure of your criteria, as well as on your
creativity and making-decision skills.
Keep in mind that the development of the study guide is based on the reading of the textbook, the
reinforcement of the topics using online academic resources, the comprehension of concepts, and the
corresponding application of the requested examples.

You are not allowed to consult your text, guides, or any other material for your first
and second examinations.

Your Tutor