1334597288.2751how to Teach Grammar 1
-
Upload
laura-rejon-lopez -
Category
Documents
-
view
237 -
download
0
Transcript of 1334597288.2751how to Teach Grammar 1
-
8/17/2019 1334597288.2751how to Teach Grammar 1
1/28
-
8/17/2019 1334597288.2751how to Teach Grammar 1
2/28
Teaching Grammar Over HistoryStarting from the grammar translation method, grammar
used to be taught deductively on the basis of grammar
rules and examples, students memorize the rules, then
apply them to other examples. Moving to the direct
method, the role of grammar is minimized, vocabulary
and communication become more prominent, grammarrules are learned inductively-by generalizing from
examples. In the Audio-Lingual method, over learning
and habit formation are emphasized in order to
communicate successfully. In the communicativeapproach of language teaching, functions are
emphasized over forms here the main concern is to
become communicatively competent, able to use the
language appropriate for a given social context.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
3/28
Teaching Grammar Inductively vs.Deductively Teaching grammar can be an inductiveexperience for students. This means students aregiven the context and then are presented with thegrammar rules afterwards. Some learners learn betterthis way while others need the rule in order to
understand the rationale for the new grammaticalstructure. Teaching grammar inductively has favorableimplications for communicative competence, which
involves a selection of the right grammatical terms tothat of the appropriate setting. Learners need to alsoknow how to use language in context:When ,where and to whom to use these grammaticallycorrect sentences. n example could be :
-
8/17/2019 1334597288.2751how to Teach Grammar 1
4/28
How to begin a conversationHow to address people in diferent situations.How to respond to diferent speech actsinvolving requests, invitations ,compliments,and apologies.
Whatever method or teaching grammar youultimately choose ,each method provides a'recipe' or various practical classroom ideas
and procedures. Obviously a good methodthat stems rom a good theory can produce anumber o ideas.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
5/28
!nduction is the opposite of deduction ."eductionis learning a general rule and then makingspecific applications .#or example ,you can give
your child a list of auxiliaries and tell him thatbe ,have and do can also be used as main verbs:then he can underline all the auxiliaries in anexercise. !nduction is examining specifics andcreating a general rule .Teaching inductively ,youwould give for students several examplesentences with verbs and auxiliaries and let them
generate a list of auxiliaries. $sing this list, hewould then determine which of these auxiliariescould also be used as main verbs. Throughinduction, he will discover concepts himself %or
least be curious and eager to learn more.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
6/28
Declarative and Procedural
KnowledgeLanguage teachers and language learners areoten rustrated by the disconnect betweennowing the rules o grammar and being able to
apply those rules automatically in the our sills.!his disconnect re"ects the separation betweendeclarative nowledge and proceduralnowledge.
Declarative knowledge: #nowledge about something, $t enables students
to describe a rule o grammar and apply it in
pattern practice drills.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
7/28
Procedural Knowledge: $s nowledge o how to do something. $t
enables students to apply a rule o grammarin communication.e.g., declarative is what you now about musictheoretically. %ou can get a ull mar in a penand paper e&am. Whereas proceduralnowledge enables you to play music.oth types o nowledge don(t translate
automatically to each other. )any nativespeaers can use their language clearly andcorrectly without nowing any rule o grammar. Liewise, many students can correct all verbs
between bracets in pen and paper tests but ail
-
8/17/2019 1334597288.2751how to Teach Grammar 1
8/28
To bridge the gap between declarativeand procedural knowledge, these ideas
may help you: 1-*elate nowledge needs to learning goals.+tudents who plan to use the language orreading ournal articles and to deal with ormal
situations, need to ocus on the declarativenowledge o grammar. Whereas students whoplan to use language inormally need to ocuson procedural nowledge. $n a school
environment, a teacher has to design activitiesthat deal with both equally well.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
9/28
2-Apply higher order thinking skills!eaching students how the language wors and
giving them opportunities to compare it withother languages they now allows them to drawon critical thining and analytical sills.
!--rovide plentiul, appropriate language input.+uch input requires students to pay attention tothe relationship among orm and meaning and toencounter the grammar rule in a variety o
conte&ts.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
10/28
4-se predicting skillsiferent communication types can be
characteri/ed by linguistic eatures that arecommon to those types.When we write or tal about a narrative, wee&pect that the past 0 simple, continuous,
perect and perect continuous1 is going to beused. While describing, we e&pect that thepresent 2. is going to be used. 3wareness othese eatures allows students to anticipate theorms and structure they will encounter in agiven communication tas.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
11/28
INTEGRTI!E GR""R TE#HINGIntegrative grammar teaching combines form-based and
meaning "based teaching of grammar. A strategy that emphasizes integrative grammar teaching is the
### method proposed by Sysoyev, $avel. %. hich consists of
three e&ually important stages' exploration, explanation and
expression.
E$%lorationIn this inductive ay students are given sentences illustrating a
certain grammar rule and are as(ed as a group to find the
pattern and, ith the help of the teacher, to formulate the rule. In
this ay, the (noledge students obtain becomes theirs and it isoften much easier to remember. E$cer%t 1
-
8/17/2019 1334597288.2751how to Teach Grammar 1
12/28
!"planation3s students 4nd sequences or patterns in thee&les they use during the e&ploration stage,the teacher or the students can summari/ewhat was previously discovered, now ocusing
on orm. !he e&planation stage is quiteimportant because students eel saer whenthey now the rules and have some source togo bac to in case o conusion or or uture
reerence.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
13/28
E$%ression
After discovering certain grammatical patterns in the
exploration stage and getting to (no the rules in the
explanation stage, students start practicing the
production of meaningful utterances ith each other
in communication and interactive tas(s. )he
advantages of this stage are'* to provide students experience in applying their
ac&uired (noledge in practice by ma(ing meaningful
utterances.
* motivate students, since they can actually see hatthey can do ith hat they have learned.
* to practice communication under the teacher+s
supervision.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
14/28
Teaching Tips #or the GrammarTeacher$
1- l&ays try something ne&: A teacher of grammar should try some different types
of activities and tas(s and vary his techni&ues from
time to time especially if he is teaching in the
elementary stage. )his is due to the very limitedattention span for such students.
2- 'hare your ideas:
If you try something in class and it or(s ell, ont(eep it to yourself. Share your ideas ith colleagues.
In turn they ill probably share their ideas ith you.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
15/28
(- O)serve a colleague:O)serving other teachers or language assistants can )e a
great &ay to %ic* u% ti%s and ideas +or your o&n teaching,
"a*e sure that this doesnt come across as threatening inany &ay, t&o &ay o)servation can sometimes )e the most
+ruit+ul. so you o)serve each other and then have a chat
a)out it a+ter&ards,
4- /ee% a Teaching 0ournal:/ee% a record o+ &hat you do in your classes and ho&
students react to di++erent activities and techniues, This
&ill hel% you to loo* )ac* and see ho& you are develo%ing
as a teacher and to remind you o+ things that have &or*ed,
- Read )out the 'u)3ect you are Going to Teach:hen you read . you can re+resh your memory a)out a
certain to%ic and you can have ready e$am%les to clari+y
your %oints,
-
8/17/2019 1334597288.2751how to Teach Grammar 1
16/28
5- 6imit your e$%lanation to 17 minutes es%ecially
+or lo&er level students &hose a)ility to sustain
attention can )e limited,8- 9resent grammar %oints in &ritten and oral &ays
to address the needs o+ students &ith di++erent
learning styles, involve as many senses as %ossi)le
;- se the e$am%les as teaching tools, ?ocus
e$am%les on a %articular theme or to%ic so thatstudents have more contact &ith s%eci+ic
in+ormation and voca)ulary,
-
8/17/2019 1334597288.2751how to Teach Grammar 1
17/28
%&' Teach grammar #or the sake o#communication, emphasi(e meaning over#orm. )ollowing is an e"ample o# how thepast tense is taught traditionally andcommunicatively$Why do we use the passive, the reported speech, the conditionalsentences5
Traditional$ #or grammar*s sake:*!each the regular 0ed orm with its three
pronunciation variants.*!each the doubling rule or verbs that end in a
consonant preceded by a vowel 6 or e&le,stopped7
8*Hand out a list o irregular verbs that
8 students must memori/e. *do attern ractice drills or 0ed
-
8/17/2019 1334597288.2751how to Teach Grammar 1
18/28
#ommunicative #om%etence: grammar +or
communications sa*e:@ Aistri)ute t&o short narratives a)out recent e$%eriences
or events . each one to hal+ o+ the class,@ Teach the regular Bed +orm. using ver)s that occur in the
te$t as e$am%les, Teach the %ronunciation and dou)ling
rules i+ those +orms occur in the te$ts,
@ Teach the irregular ver)s that occur in the te$ts,@ 'tudents read the narratives. as* uestions a)out %oints
they dont understand,
@ 'tudents &or* in %airs in &hich one mem)er has read
story and the other story C, 'tudents intervie& one
anotherD using the in+ormation +rom the intervie&. theythen &rite u% or orally re%eat the story they have not read,
-
8/17/2019 1334597288.2751how to Teach Grammar 1
19/28
11-In res%onding to students communication. teachers need to )e care+ul not to +ocus on error
correction to the detriment o+ communication and
con+idence )uilding, hen students are engaged in
communicative activities. correct errors only i+ they
inter+ere &ith com%rehensi)ility. res%ond using
correct +orms )ut &ithout stressing them,E$am%le: Student: I buy a ne car yesterday.
)eacher' /ou bought a ne car yesterday. 0emember, the
past tense of buy is bought.E$am%le:
Student' I buy a ne car yesterday1
)eacher' /ou bought a ne car2 )hats exciting1 3hat
(ind2
' hi++ H ld F2778 t d i t ti t
-
8/17/2019 1334597288.2751how to Teach Grammar 1
20/28
'chi++man. Harold F2778 suggested an interactive &ay to
teach the noun %hrase in Indonesia,4e folloed the steps belo'
5- 4e elicited hatever (noledge students have of the grammar of the noun
phrase and summarizes it on the board.
6-4e as(ed volunteers to represent the constituents of an #nglish 7oun
$hrase. 4e prepared large cards ith nouns, ad8ectives , and other
modifiers on them , and they have to organize themselves into an
acceptable noun phrase.
!- 4e as(ed for volunteers to organize some noun phrases using cards I have
prepared or to prepare their on cards. I as(ed for a volunteer to represent
a noun, ho is then expected to recruit some other modifiers to form a
sentence.9- As students realize hat is going on, a teacher can go further suggesting
other activities li(e'
:- ;hoose someone to represent another noun, have him or her recruit
constituent and arrange them.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
21/28
+ow is this method dierent #rom-halk' Talks5- Attention' Students pay attention hen this demo is going
on. )here is an element of tension and surprise. )hey
dont (no hat ill happen next. In the chal( "tal(
grammar session, students feel bored.
6- 0emembering' Students remember their part in thememo
months afterards.
!- Learning channels' Students remember the motion or the
spatial relations. )hey might not remember hat they got
through the visual= auditory channel. 3ith motion theremay be emotion.
9- Action' ;hildren best learn by doing. )hey ont learn the
verb 8ump ithout themselves 8umping.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
22/28
Testing Grammar/ultiple -hoice Tests
*!o give testees a sentence with a blan and our or 4ve
choices o a word or phrase which completes thesentence correctly ecause my mother was sic, $ 222 to go home last
wee.>had, have, has, hadn't?
*!o give testees an utterance and have them decidewhich our or 4ve utterances is an appropriate response.
> @$ thin tuition is much too high here.@a7 $ do so. 7 o $ so. 97 $ so do. 7 so do $
*!o give testees a sentence and as them to choosewhich o 4ve or our alternatives has the same meaning.
@the school should have e&pelled him.@a7 !he school didn't e&pel him.b7 !he school e&pelled him, because it was necessary.c7 !he school might have e&pelled him, i it had nown.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
23/28
* !he testees are given a sentence with an error. :ourwords or phrases in a sentence mared with letters,and the testee needs to decide which o the words orphrases has the error.a7 )ost o students b7 believe that they c7 should begetting better grades d7 than they are.
* !o present the testees with our alternative wordorders.
$ wonder how she nowsa7 how it costs much.b7 how much it costs.c7 it costs how much.
d7 it how much costs. *9ompletion $tems !he testees are ased to 4ll in blans in sentencese. g, ;ive the boo to 22222222.woman in theblue dress.
-
8/17/2019 1334597288.2751how to Teach Grammar 1
24/28
* !ransormation $tems5-
-
8/17/2019 1334597288.2751how to Teach Grammar 1
25/28
$n order to write a grammar e&am you eel proud o, you must cover mosto the levels o thining including higher order thining sills. elow is
an e&le o testing the passive voice:1-Choose the correct answer between brackets.
a1!he current constitutional problem is----------------- by the top legal minds in the country.
31 studying 1 been studying 91 being studied 1been studied
b1!he child(s arm was swollen because he----------------
by a bee. 31 stung 1 had stung 91had been stung 1 had being stungB- Complete the sentences with the words in parentheses.Some of the sentences are active and some are passive.Use any appropriate text :
31 What a beautiul old house11$t 1111111111116build7 by my grandather over 4ty years ago.91)ost insects 1111111111116live7 or less than a year.1!he common house"y 6live7 1111111rom >? to >@ days.
Rewrite these sentences with the new beginning Dont
-
8/17/2019 1334597288.2751how to Teach Grammar 1
26/28
- Rewrite these sentences with the new beginning. Don tchange the meanings.
1-Farmers don’t grow rice in Jordan.Rice------------------------------------
2 -he teachers in this school are going to suggest a new
strategy for teaching. A new-------------------------------------------------------
- Complete the sentences with the appropriate forms ofhe verbs in the list . Use each verb only one time. Some ofthe sentences are active and some are passive
)revise 0scrub 0 establish 0 obtain+urgeons must 11111111111111their hands thoroughly withisinectant soap and hot water beore they enter the
operating room driver(s license can 111111111111rom the licensing bureau at
the corner o -ine +treet and Ath 3venue.!- !ind and correct the errors in the following sentences:
-rogress is been made everyday.$t was late, and $ was getting very worry about my son.
6 -Use the passive voice to write a recipe for preparing anydish yo" know well
-
8/17/2019 1334597288.2751how to Teach Grammar 1
27/28
0hile teaching grammar, there are a number o#1uestions that need to be addressed #or eachclass,
5-What are the obectives o this class23re they preparing or a standard test lie the !OB:Lor they only need Bnglish or communication5 eingtest oriented, you have to decide what ind ooutput your are going to come up with.
6-What is your students( bacground5 3re they awareo the grammar terminology5 What pre teaching you are going to do beore achieving the obectives oyour class.
!-What learning materials and resources areavailable2
o you have worksheets, a workbook, teachingaids, 2ash cards, pictures3 !he more learning
resources you have the easier it will be or you toem lo diferent strate ies when teachin our
-
8/17/2019 1334597288.2751how to Teach Grammar 1
28/28
9-What ind o learning style does each studenthave2
$s the learner comortable with standard rightbrain learning techniques 6logical charts,study sheets75 oes the learner wor better
with listening and repeating e&ercises2