Application although native english speakers dont

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ApplicationAlthough nativeEnglish speakers don’t need to be instructed in thedifference between ‘cat’ and ‘cats’, knowledge about the kind of pluralsapplies to at least three areas of mechanics and usage: spelling, subject-verb agreement, and knowing when to use ‘fewer’ and ‘many’ as opposedto ‘less’ and ‘much’, respectively.SuggestionsElementary: Have elementary students make their own charts toillustrate the different kinds of plurals. Send them into authentic text
19sources to locate plural nouns. Have them write the plural nounsthat they find in the proper place on their chart. The chart can takethe form of a tress, an artist’s palette, a house, a village, or any othervisual in which discrete segments can be represented.Middle School: Have middle school students convert a segment ofa text, making all the plurals singular and vice versa. Note that doingso will trigger awareness of subject-verb agreement. Students willhave to make adjustments in the subject-verb connectionsimmediately.High School: Lead high school students into a discussion about thedifference between singular and plural nouns in English and thoseof another language. This discussion will recruit grammatical termsthat students need in order to learn a second language.TeachingProcedureStudents need the ability to talk about and understand information aboutplurals so they can solve problems in their usage and spelling. Of course,we don’t advocate the use offill-int-the-blanks worksheets to designate aword as singular or plural. We do advocate the use of constructivist learningmodels along with rich use of the key terms, modeled by the teacher byrepeated use and then used by the student in the course of communication(speaking and writing).As both Benjamin and Berger (2010) are based in the U.S. their suggestions operateon the assumption that the students are native English speakers, but that does not detractfrom the ingenuity of their methods. A teacher need only to tailor and contextualize thesuggestions and teaching procedures for a better fit. For instance, the suggested activity forhigh school students in which students are led to engage in a discussion about singular andplural nouns in English and another language. As the Philippines is dialect-rich, and as themost widely used mother-tongue, Tagalog, is built different from English, the English plural-singular noun rules do not really apply.
20For instance, the plural is used with humans, objects and animals in Tagalog is usuallyformed by adding the word “mga” in front of the word you intend to pluralize (e.g., babaemga babae; bahaymga bahay; pusamga pusa). It is important for grammar and languageteachers in the Philippines to put emphasis on this difference.

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