For this exercise you are going to focus on form and function of the passive voice. When I say form

and function, I mean, the auxiliary verb be + past participle for form, and the different functions that

this form can convey.

a. You are going to introduce this paper by producing a grammatical explanation of this feature for

what you need to consult at least three grammar books from the list below!!! (Biber, Conrad, and

Leech, 2002, should be one of these books). (please do not consult any on­line or ESL grammar

teaching sources). produce a synthesis of the most important aspects of this particular grammatical

feature (9 points). THIS SYNTHESIS SHOULD BE FILLED WITH REFERENCED INFORMATION BECAUSE

ALL GRAMMAR COMES FROM A BOOK. ALMOST EVERY SENTENCE SHOULD BE BACKED UP BY A

CITATION. (LIST BELOW). You have some advantage on this feature because you can use CelceMurcia and Hilles (1988) as a model of what to do and what not to do.

b. You are going to create activities to introduce this verb phrase variation to a group of students and

to practice this expression with your students for them to get familiar with it. The methodology used

to introduce students to this linguistic feature can be deductive or inductive, and this is one of the

choices you will have to make. Another important choice will be which aspects and functions of the

passive voice you will be focusing on. Remember not to introduce too many aspects at the same time

and to stick to the register/s in which this linguistic feature is used most frequently. For example, if

you want to concentrate on academic writing, you can research which the most frequent

uses/functions of passive voice are used in that register and use these as the core of your class.

Always remember to use materials and examples that show the use in natural and meaningful ways

(not forced), that is, examples that call for the use of the passive voice.

c. The grammar teaching process should go from presentation to feedback activities as explained on

the chapter by Celce Murcia and Hilles (1988). Regarding feedback, remember that there are various

ways of conducting feedback. Constantly following your students’ production is always welcome but

sometimes, when students find a particular linguistic features difficult to grasp, you may want to

expose your students to more input that contains that particular feature or to think of a culminating

activity that could help raise students’ awareness of the inappropriate use of the feature in question.

Go back to Celce­Murcia and Hilles and read it carefully. Always remember that you need to connect

the linguistic feature with the register in which it commonly occurs and this is particularly important

for passive voice. I recommend consulting Biber, Johansson, Leech, Conrad, and Finegan (1999) if

you are interested in frequency issues. (6 points)

d. More details. Describe the group you are going to work with in detail. This has to be a course for

high intermediate/advanced level students because students need to have previously acquired some

background knowledge of the verb phrase and verb forms. It is important to describe what the

students know so far (or what they need to know in an ‘ideal’ world for your grammar class to fit in

the curriculum). Then create one (or more if you need them) activity for each of the steps in the

teaching grammar process. Remember to go from general to specific and from reception to

production. You can look at ESL books to gather information or for ideas for activities but I would

like the activities to be your own creation.

e. Each section in the assignment will be evaluated separately. The synthesis part (explanation of the

expressions) will be evaluated in terms of 1) your choice of sources, 2) the different grammatical

aspects of these linguistic feature taken into account, 3) the synthesis done of the sources used, and

4) the quality of the writing . The activities will be evaluated in terms of 1) the extent to which they

fulfill the stages in the teaching of grammar, 2) the way in which they were paced (from passive

reception to focus practice to guided production to full production), and 3) the register used in the

materials designed, particularly in the examples used to illustrate this linguistic structure and its

functions.

f. Use APA style for references and for any other stylistic issues.

ONLY USE FROM THESE BOOKS FOR REFERENCES,

• Biber, Conrad, and Leech, 2002

• Cambridge grammar of English

Call Number: PE1112 .C28 2006

• Cambridge grammar of English : a comprehensive guide: spoken and written English grammar and

usage

Call Number: PE1112 .C28 2006

• A Comprehensive grammar of the English language

Call Number: PE1106 .C65 1985

• Doing Grammar

Call Number: PC­Cortes­01

• Exploring How Texts Work

Call Number: PC­Cortes­02

• Focus On Grammar (Advanced)

Call Number: PC­Cortes­09

• Focus On Grammar (High­Intermediate)

Call Number: PC­Cortes­08

• The grammar book : an ESL/EFL teacher’s course

Call Number: PE1128.A2 C39 1999

• A Grammar Companion for Primary Teachers

Call Number: PC­Cortes­04

• Grammar in the composition classroom

Call Number: PE1128.A2 R448 1998

• Grammatical and lexical variance in English

Call Number: PE1074.7 .Q57 1995

• An Introduction to the Grammar of English

Call Number: PC­Cortes­03

• Keys to teaching grammar to English language learners : a practical handbook

Call Number: PE1128.A2 F65 2009

• Lexical phrases and language teaching

Call Number: P53 .N37 1992

• Longman grammar of spoken and written English

Call Number: PE1112 .L66 1999

• Oxford modern English grammar

Call Number: PE1112 .A26 2011

• Understanding English Grammar

Call Number: PC­Cortes­06

• Understanding English grammar

Call Number: PE1112 .K64 2002

• Writing myths : applying second language research to classroom teaching

Call Number: PE1404 .R384 2008

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