As teachers, weve been aware of this kind of language, but in terms of a formal description,
weve had to wait for the publication of corpus-based grammars such as the Longman
Grammar of Spoken and Written English (1999) and the Cambridge Grammar of
English (2006).
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as: I was sort of hoping you might come with me. And finally, it offers students who are
ready a number of buttonholing techniques that are typical of the interplay in social
conversation, e.g. Its so expensive, London.
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2. Written exercises
Written exercises offer a good way for students to practise working with new features on
their own or in groups, without the pressure of real-time production. In unit 19, we take a
look at how bits of language (called heads) are taken from their normal place and put at
the front of sentences, e.g. Your new pink dress, did you wear it to Jos party? (rather than
Did you wear your new pink dress to Jos party?). The exercise below appears in our
Practice pages (written by Caroline Caygill and Rebecca Sewell):
Rewrite the sentences in two parts using the underlined heads and the pronouns in
brackets.
1 Could you pass me that jug of water please? (it)
That jug of water, could you pass me it please?
2 Is the book youre reading at the moment any good? (it)
3 Are the swimming baths far from the school? (they)
4 Did you see those amazing documentaries on Africa? (them)
5 Do you remember the name of the Russian girl in your evening class? (her)
6 I cant find my memory stick anywhere. (it)
3. Creative practice
A spoken grammar lesson wouldnt be complete without the students getting a chance to
make their own conversations, using one two of the new features. Below are some
examples from the Extension sections at the end of each unit in A Handbook of Spoken
Grammar.
A. Practising direct speech with marker words:
(from unit 14) Choose some of the topics below, and write them down using reported
speech. Then record your piece. Make the intonation as dramatic as possible.
1 Report a real conversation you had yesterday.
2 Tell a joke.
3 Describe a complaint you made in a restaurant.
4 Describe an argument you had with an old friend or family member.
5 Describe a bad experience in a shop.
6 Describe a conversation that shocked or amazed you.
B. Practising the interjections Oh, Ah, Ooh, Wow, Aha, Aah, Oops, Ouch, Ow and Yuk:
(from unit 12) Imagine you are at a very luxurious party. Practise the conversation you
might have with your friend about the food and drink you taste and the people and
clothes that you see. Use some of the new words you have learnt in this unit.
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Further reading
Biber, D., S. Johansson, G. Leech, S. Conrad and E. Finegan. 1999. The Longman Grammar
of Spoken and Written English. Harlow: Longman
Carter, R., R. Hughes and M. McCarthy. 2000. Exploring Grammar in Context. Cambridge:
Cambridge University Press
Carter, R. and M. McCarthy. 2006. Cambridge Grammar of English. Cambridge: Cambridge
University Press
Carter, R. and M. McCarthy. 1997. Exploring Spoken English. Cambridge: Cambridge
University Press
Gavioli, L. and G. Aston. 2001. 'Enriching reality: language corpora in language pedagogy'.
ELT Journal 55/3: 238-46
McCarthy, M. and R. Carter. 1995. 'Spoken Grammar: what is it and how can we teach it?'.
ELT Journal 49(3): 207-218.
Swan, M. and C.Walter. 2001. The Good Grammar Book. Oxford: Oxford University Press
Timmis, I. 2005. 'Towards a framework for teaching spoken grammar'. ELT Journal 59(2):
117-125.
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