Question 1- structure of grammar

Question 1

Define grammar generally

Answer 1

A system or description of rules inherent in a language by which sounds (phonemes) and forms (morphemes) are arranged to produce sentences, also the study of these rules

Question 2

What is the book chosen?

Answer 2

Room on the Broom

Question 3

Who is the author of Room on the Broom?

Answer 3

Julia Donaldson

Question 4

What year was Room on the Broom created?

Answer 4

2001

Question 5

What is a more explicit definition of grammar?

Answer 5

Grammar is a set of rules that explain how sentences should be formed. It includes the purposes and uses of grammar focusing on the meaning of texts to explain how a language operates.
Grammar also includes the study of these rules, which are known as the components of language as well as written conventions such as punctuation, abbreviations and format. As a language changes, rules must change with it.

Question 6

List the two types of grammar

Answer 6

Traditional grammar and functional grammar

Question 7

Define traditional grammar

Answer 7

Refers to rules of syntax, word usage and written conventions such as punctuation, abbreviations and format.

Question 8

Define functional grammar

Answer 8

Focuses on the choices we have in making meaning e.g. We choose the audience and the correct context

Question 9

What are the structural components of grammar?

Answer 9

Phonology, syntax, semantics, vocabulary, pragmatics

Question 10

Which type of grammar does the Australian Curriculum include and why?

Answer 10

It has both functional and traditional grammar to explore the functions of multimodal language in texts.

Question 11

What is the topic of paragraph 2?

Answer 11

Vocabulary

Question 12

Define vocabulary

Answer 12

The body of words used in a particular language

Question 13

What is the activity for vocabulary?

Answer 13

• Photo of a witch in centre of page in A3 do one example
• Use an adjective can descriptive word or a personality word and add it to the bubble to make a mind map
• Get into groups. One person writes. Picture of a cauldron, witch, dragon, broom, bog (swamp).
• Four minutes for each picture. Cannot repeat words. Have to put down as many adjectives to describe picture as they can. Rotate groups
• Add to class A3 size towards the end of class.

Question 14

How is the activity for vocabulary teaching grammar?

Answer 14

The activity successfully teaches the students to increase their vocabulary, and because vocabulary is a part of traditional grammar, using new words is then developing their traditional grammar skills.

Question 15

Give the section of the Western Australian Curriculum that the vocabulary activity corresponds to

Answer 15

‘Discuss the characters and settings of different texts and explore how language is used to present these features in different ways’

Question 16

Give the topic for paragraph 3

Answer 16

Syntax

Question 17

Define syntax

Answer 17

“The arrangements and interrelationships of words, phrases, clauses and sentences”

Question 18

Give the activity to teach syntax

Answer 18

• ORAL
• Turn to a page in the book. Compare two of the animals on that page with a partner using but.
• Put 6 first halves of the sentences on the board; the witch is on the broom but…
• The witch has a black coat. The cat has a ginger coat. -> The witch has a black coat but the cat has a ginger coat

Question 19

How is the activity for syntax teaching grammar?

Answer 19

In teaching the structural component of syntax, this activity also teaches traditional grammar.