YEISON TORRES MORELOS NAURIS ORTIZ SAIRA REALES GUERRA CESIA CORDOBA

1. WHY IS GRAMMAR SELECTION IMPORTANT? Before answering this question we have to keep in mind the grammar selection depends on the objectives of the course and the amount of time available for teacher. According to the above. Grammar selection is very important because as teachers we usually think that all the words that native speakers know are necessary and useful for the second language learners and that is totally wrong. Then before selecting the suitable grammar for our students we have to take into account our students needs, the objective of the course and the amount of the time. 2. HOW CAN IT BE DONE? No, leaving selection issues to the intuitions of textbooks writers can lead to very unreliable results.

3. WHAT IS THE RATIONALE FOR DIFFERENT METHODS TO PRESENT GRAMMAR POINTS AT DIFFERENT TIMES? Learning vocabulary is not about confusing people with obscure vocabularyits about expressing yourself clearly, and with more precision and accuracy. The more words you know, the higher chance youll have the right one at hand when the opportunity arises. It helps speakers to rich language, having a rich vocabulary will allow you to better understand the world around you and to make yourself understood.

4. WHICH WORDS SHOULD BE TAUGHT FIRST AND WHICH LATER? Words that learners use the most in regard to their needs 5. IS It NECESSARY TO UNDERSTAND ALL THE WORDS IN A TEXT? No, since speakers can pick up the main idea, they can understand what the text is about, 6. EXPLAIN THE CONCEPTS OF FREQUENCY AND USEFULNESS IN VOCABULARY SELECTION AND GRADATION? GIVE EXAMPLES. FREQUENCY: Frequency of occurrence has also propose been also proposed in developing grammatical syllabus but, relatively little progress was made this area for some time of the

YEISON TORRES MORELOS NAURIS ORTIZ SAIRA REALES GUERRA CESIA CORDOBA
difficulty of deciding on appropriate grammatical units to count and the difficulty of coding grammatical structures for analysis. 7. EXPLAIN THE CONCEPTS TEACHABILITY, SIMILARITY, AVAILABILITY, COVERAGE AND DEFINING POWER. TEACHABILITY: In a course taught following the direct method or a method such as Total physical response, concrete vocabulary is thought early on because it can easily be illustrated through pictures or by demonstration. SIMILARITY: Some items may be selected because they are similar to words in native language. For example, English and French have many cognates such as table, page, and notion, and this may justify their inclusion in a word list for French speaking learners. AVAILABILITY: Some words may not be frequent but are readily available in the sense that they come quickly to mind when certain topics are thought of. For example, classroom, calls to mind desk, chair, teacher, and pupil, and these words might therefore be worst teaching early in a course. COVERAGE: Words that cover or include the meaning of other words may also be useful. For example, seat might be taught because it includes the meaning of stool, bench and chair.

DEFINING POWER: Some words could be selected because they are useful in defining others words, even though they are no among the most frequent words in the language. For example, might be useful because it can help define bucket, jar, and carton. SECOND PART 1. WHY IS GRAMMAR SELECTION IMPORTANT? Because Teacher need to choose the appropriate units of a language for teaching purpose and also should be useful for learners. Mackey (1965). On the other hand, it is important to take into account the following aspects: Put the structures in order. I mean how they are going to be taught? (The grammatical material must be graded). Do an analysis of the grammar structures and how they contrast with real language. (Analysis of corpus of real language) Take into account what grammar terms are acquired first in second language acquisition e.g. nouns, verbs, adjectives etc. (grammar sequence or grading) Look for the grammar structures that are similar than the learners native language (linguistic distance)

YEISON TORRES MORELOS NAURIS ORTIZ SAIRA REALES GUERRA CESIA CORDOBA

2. HOW CAN IT BE DONE?

Teach the grammar point in the target language or the students' first language or both. The goal is to faciltate understanding. Limit the time you devote to grammar explanations to 10 minutes, especially for lower level students whose ability to sustain attention can be limited. Present grammar points in written and oral ways to address the needs of students with different learning styles.

3. WHAT IS THE RATIONALE FOR DIFFERENT METHODS TO PRESENT GRAMMAR POINTS AT DIFFERENT TIMES? Students need different methods, unless teachers know a magic method that contains all learning styles and students context. 4. IN THE CASE OF SPANISH SPEAKERS, WHICH TENSE DO YOU THINK, SHOULD BE PRESENTED FIRST: THE SIMPLE PRESENT OR THE PRESENT CONTINUOUS? EXPLAIN WHY.

Simple present, because of the frequency that speakers use it.

5. HOW DOES PALMER THINK GRAMMAR SELECTION AND GRADATION SHOULD BE DONE? DO YOU AGREE WITH HIM? WHY Yes we agree since his reasons are logically presented and pointing out on students needs.