Teach English in Xiazhuang Zhen - Weihai Shi

Native English speakers learn sentence structure through repetition before they learn the parts of speech and rules of grammar; this leads me to believe that a teaching approach that fosters an understanding of patterns in sentences would be valuable in the instruction of second language students of English in particular. Students will naturally recognize patterns in sentences and having them realize that colours precede objects in a set of repeated sentences for instance, might be more productive than teaching them that the adjective precedes the noun. None the less it is important for students to understand language rules, and there is no reason not to use a mixture of methods and means to achieve an objective. In order for students to gain a thorough understanding of sentence structure they should be exposed to a wide range of vocabulary in example sentences. Examples and the theory supporting them should be introduced gradually making sure that all students have a understanding of the work at hand before moving on to more complex sentence structures and theory. Starting with simple subject and verb sentences, students can be introduced to the intricacies of English grammar one sentence at a time. Once students understand that simple sentences require nothing more than a subject and a verb (though they often include plenty of descriptive words and phrases) and that a simple sentence is one independent clause, they can start putting sentences together on their own. The next step in teaching sentence structure will be to familiarize students with compound sentences. Just like a compound word, a compound sentence is two simple sentences joined together – two equally important pieces paired together. In compound words, two words are put together to make a new English word, for example: dog + house = doghouse. No special grammar is needed to make a compound word. In compound sentences, however, you need a coordinating conjunction to join what would otherwise be two independent clauses. Coordinating conjunctions in English include but, and, and so. Though it is common in spoken English to start a sentence with these words, grammatically it is incorrect. When used correctly, these words take two simple sentences and make them into one compound sentence. A compound sentence starts with an independent clause, which is then followed by a comma, a coordinating conjunction, and the second independent clause. For example: They went to lunch, and then they saw a recital. These clauses could be separate and independent sentences, but “and” makes them something more. Both clauses in the compound sentences must have a subject and a verb. If the second clause does not contain a subject, as in the following sentence, it is not a compound sentence. They went to lunch and then saw a recital. This sentence is a simple sentence with a compound verb since only the verbs are joined with the coordinating conjunction and there is no subject written with the second verb. Teachers should ensure students can pick out a subject in each clause of a compound sentence and distinguish that from a simple sentence with a compound verb. When students are comfortable with simple and compound sentences they can be introduced complex sentences. They are sentences which contain one independent clause and one or more dependent clause. While coordinating conjunctions are used to join an independent clause to another independent clause, a subordinating conjunction joins a dependent clause to an independent clause. English contains many subordinating conjunctions, some of the most common are after, because, before, if, since, that, unless, and until. Subordinating conjunctions show some kind of relationship of meaning between the independent clause and the dependent clauses. Some complex sentences show a cause and effect relationship between the clauses. The subordinating conjunction used most often to show cause and effect is because. In such a structure, the cause goes in the dependent clause and the effect goes in the independent clause. He was sad because he missed the train. When a dependent clause comes after an independent clause in a complex sentence, no comma is used. If, however, the dependent clause comes before the independent clause in a complex sentence, it is followed by a comma. Because he missed the train, he was sad. This pattern is also true for most subordinating conjunctions and dependent clauses. When the dependent clause precedes the independent clause, it is followed by a comma. When it follows the independent clause, no comma is used. Until I get it right, I will keep practicing piano. I will keep practicing piano until I get it right. Last but most certainly not least, the most complicated of English sentences, are a combination of compound sentences and complex sentences. A compound-complex sentence in English contains at least two independent clauses and at least one dependent clause. It is essentially the combination of a complex sentence with an additional independent clause. This is an example of a compound-complex sentence. I will drive you to the doctor, and I will wait for you while you have your consultation. This sentence has two independent clauses (I will drive you to the doctor and I will wait for you) as well as a dependent clause (while you have your consultation). It contains both a coordinating conjunction and a subordinating conjunction. Close attention should be paid to the teaching of sentence structure as correct sentence structure will greatly improve the ability of students to communicate clearly and with confidence, it will allow students the means to express their thoughts more clearly to the teacher thus facilitating better teaching as a “knock on” affect,