---------- Forwarded message ---------- From: allan hirshey <rigoletto8@xxxxxxxxx> Subject: Re: grammar question As I implied in my last article (ETNI), as long as there is no authorized world-wide body to decide what's correct & what isn't correct when it comes to English grammar questions/decisions, then "chaos" will prevail. And here you not only have 5 English-speaking countries (Anglos) - Canada, U.S.A., New Zealand, Australia, & GB, but also the Israeli MOE sticking in its "two cents". So whose right? My understanding is that the French language is in fact governed by a central body (world-wide accepted) that legislates grammar rules. Finally, when I was attending college (many many moons ago) ,it was well-known that certain universities admitted large freshman classes for the $. Subsequently, they made sure that 20-30% later flunked out by designing & administering ambigous test questions (social sciences, in particular) ). For example "is the answer A, B, C, D, E, non-of the above, all of the above, A &B, etc., ". No essay type questions - you get the point. So that's my take & solution. Jenifer wrote: > Thanks to everyone, all of whom confirmed my gut feeling that the correct sentence is “While we were eating they told...” However, and this is nit-picking, the explanations don’t really explain it. It seems to me that “were telling” should be acceptable, but I don’t think it is. Maybe they were telling the stories the whole time we were eating. How about “While we were eating the band was playing Brahms,” Or played? > The problem is that teachers usually give grammar tests of one sort or another. I’m glad to see that many teachers give them separately from exams that test other things. But they are problematic, often leaving native teachers saying to themselves “Is it this or is it that?”, because grammar out of context sometimes doesn’t work. So in the question I originally posed, the teacher went for “...were telling..” and took off points. However, I hate to say “Hey, I’m a native speaker, (whoop de do!)and you’re wrong!” Particularly as you don’t have to be a native speaker to be a better teacher than a native speaker, in the same way as you don’t have to be a great sports person to be a great trainer. > I’m a firm believer in giving grammar its place in teaching, and not only in context; I just think one has to be especially careful how one teaches it, so as not to give the impression to the students that if you don’t get 100 on grammar tests, you don’t know English. We all know pupils who go to the sight of a grammar test, but who have large vocabularies, speak and write well, and understand both spoken and written texts. > Any ideas how to accomplish this?