Grammar in context - Geoff Barton 1999

Introduction

Grammar in Context

Grammar in Context joins Comprehension to 14 and Grammar to 14 as a further step in teaching students the essential skills they will need to succeed in English. The series has shown that basic skills don't have to be dull, arid and worthy. Both Comprehension to 14 and Grammar to 14 pay close attention to developing specific skills in writing, reading, understanding, and response, while keeping activities and stimulus materials lively and interesting.

This book takes all of that a stage further, showing students how close grammatical attention to texts can help them understand texts better, write more effectively - and boost their grades in English.

This is the part of English work that many students find the most tricky. We can teach them about grammar and develop their grammatical understanding through exercises and drills. But how do students then transfer that understanding into reflecting on their own work or responding more accurately to the texts they read?

Grammar in Context is the logical next step. It shows students how an understanding of grammatical principles can be applied to a variety of texts, making their response more systematic and thoughtful. And it shows them how to apply their grammatical knowledge to their reading and writing.

Key features

A reassuring Q & A section for students

We all learn most effectively when we know why we're learning something. This section shows students how greater understanding of grammar can have a real impact on their reading and writing. It is the essential starting-point for students to take control of their own learning.

Section 1: Grammar foundations

Increasingly, all forms of testing in English require an explicit knowledge of grammar. Students without that knowledge find themselves at a considerable disadvantage. The question for teachers is: how much grammar do students need to know?

In the past, grammar has been rooted too much at word level; testing grammar involved getting students to quack the various parts of speech. This is fine if there is no greater purpose in knowing about grammar.

Fortunately, that limited view of grammar has now been replaced by a broader and more practical definition. Section 1 of Grammar in Context emphasizes the sentence and discourse levels of grammar - looking at how writers organize their texts structurally and in sentences - before moving systematically through the other layers of grammatical knowledge. This is a more rewarding approach for students because they begin to develop an understanding of the way writers' linguistic decisions - such as choice of sentence types - have a real impact on the effect of their texts.

Grammar in itself will not teach students how to be better readers. Crucially, they need to know how to apply their grammatical knowledge to texts. The Grammar Foundations section therefore features a number of annotated texts, showing students what kind of points they might make when responding to the language of a passage.

Section 2: Grammar in context

Once students are secure in the fundamentals of grammar they can begin to examine in more detail how grammar is used to create texts.

Section 2 is organized by genre, and includes a range of fiction, non­fiction and media texts. Each genre is introduced by a sample text, showing students some of the grammatical and stylistic features associated with that genre, and illustrating the kinds of points they might make when writing about texts. The suggestion here is that students look at the genre samples whilst covering up the language comments which follow the extract. They could discuss or make notes on their ideas, before reading the notes provided. This offers students an active model for analysing texts, based on small samples.

Students then encounter longer passages accompanied by questions which have been devised to develop their understanding of the effect grammatical and lexical decisions can have on a text.

Writing assignments at the end of each unit encourage students to experiment with grammatical structures and devices, and analyse the effects.

This is not, therefore, just another comprehension book. A systematic approach to working with the text in class will teach students to become more analytical readers - the kind of readers who spot the details in texts and do well in exams.

Section 3: Your writing

A final section of more extended writing activities offers a chance for summative assessment: students can demonstrate what they have learnt as they tackle assignments on the writing of narratives, letters, reports and leaflets.

Answer Book

To support all of this we have written an Answer Book. This gives students photocopiable answer sheets, plus sample answers. Students can learn a lot about how to improve their own answers by looking at and reflecting on other examples - something which is not always easy to manage amid the day-to-day demands of classroom life. This book provides you with the resources you'll need. We have also included materials to support less able students, to build their grammatical knowledge and show them how they can, with practice, make real progress in answering the questions.

Conclusion

We all know that our most successful students respond not just to the content of texts, but to the nuances of language. I imagine we all wish that more of our students had similar analytical skills. Grammar in Context is written to develop exactly those skills in students who might otherwise respond at a more general level of personal response unsupported by analysis. The book is designed to increase their knowledge, confidence and - unashamedly - their English marks.

I hope you'll find it an asset in your classroom.

Geoff Barton