GRAMMAR

Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how

it works, the more we can monitor the meaning and effectiveness of the way we and others use

language. It can help foster precision, detect ambiguity, and exploit the richness of expression available

in English. And it can help everyone--not only teachers of English, but teachers of anything, for all

teaching is ultimately a matter of getting to grips with meaning.(David Crystal, "In Word and Deed,"

TES Teacher, April 30, 2004)

Objective: This work aims at increasing our awareness concerning the role of

grammar.(Friend, let me tell you that I feel you know by far more than me about

form meaning and use!!!)

Exploring Beliefs

Task 1) DO YOU AGREE?

Decide weather you strongly agree(1), moderately agree(2) or disagree(3) with the following

statements.

a) Teaching/Learning grammar is dull.

b)Students transfer directly their knowledge of form to their use of grammar.

c)The skill of accurate grammar use lies in the conscious knowledge of

metalanguage.

d)Doing tons of mechanical drills will help students improve their use of the

language.

e)All corrections should focus on form.

f)Advanced students are well trained to correct other students´ grammar use in

writing.

(Friend it is important to think of these before going on, your belief is important)

My opinion: a)Some years ago I would have chosen (1) strongly agree, now I just

moderately agree. I still find teaching grammar kind of dull and I do teach grammar

but without overanalyzing forms. And I don´t consider my self a grammar expert!!

What about you?

b)I disagree, this not always happens, you can know the form but it doesn´t mean

that you will transfer it to your use!(just my opinion)What do you think?

2. Teaching Grammar. Theory

Teaching grammar means enabling language students to use linguistics

forms accurately, meaningfully and appropriately.

In order to guide in constructing an approach to teaching grammar which strides to

meet the above definition, it would be helpful to have a frame of reference. Our

framework takes the form of a pie chart, its shape helps us to make salient the fact

that in dealing with the complexity of grammar there are three dimensions of

language that must be dealt with: the form or structures themselves, their

semantics or meaning, and the pragmatic conditions governing their use.

Moreover, as they are wedges of a single pie, we note that a further assumption is

that the dimensions are not hierarchically arranged. Finally the arrows connecting

one wedge of the pie with another illustrate the interconnectedness of the three

dimensions, thus a change in any one wedge will have repercussions for the

other two.

Brahim 3 questions 4 you:

1)What are the structures?

2)What does pragmatic refer to?

3)When we talk of semantics? What are we talking of?

http://grammar.about.com/od/basicsentencegrammar/a/grammarintro.htm

Why does grammar matter?

Read and write. FORM; MEANING AND USE:

? ? ?

Deals with what a grammar structure means. Note that the meaning can be lexical(a dictionary definition for a preposition like down for instance)or it can be grammatical(e.g. the conditional states both a condition and outcome result)

? ? ?

Refers to when or why a speaker/writer chooses a particular structure over another. For example, why does a speaker choose to say Do you have the time? Over Please tell me the time. When or why does s/he vary the form of a particular linguistic structure? For instance, Jenny gave Hank a brand –new comb. Versus Jenny gave a brand-new comb to Hank.

? ? ?

Refers to those overt forms that tell us how a particular grammar structure is constructed; e.g. have + s= has

Easy? Do you need the answers? I don´t think so!!!!

Task 3) Recognition. Fill in the missing form, meaning or use boxes.

Task 4: Work with a partner and put a checkmark to indicate whether the

items refer to form, meaning or use.

Form Meaning Use

Part four. Application: Teaching suggestions

OPENING TASKS

Each opening task has to be constructed so that students use the target

structure.(very important)

The major function of the opening task is to diagnose your students so that you can target

what you teach to what your students don´t know and need to learn.(Do not correct your

students when doing the opening task)

My observation on your lesson: the one about future perfect: you considered that you have to

review present perfect, I saw it, now my question is, did you evaluate your students, did it affect

your class plan? Or u just went over it, and started with your introduction to the new grammar

point?(/the letter)Did the students use the target structure from the very beginning?

See the following example:

It was taken from the book Grammar dimension(Form, meaning and use)

It presents Grammar considering :Form, meaning and use . It uses the structures with a

communicative orientation.

So this is just an example of an opening task. After this the focus will be on

form/meaning.(overview of the English Verb system)

Other suggestions:

Take mental notes on your observations!

Keep in mind the form, meaning, and use pie chart, and see if you determine where your

students have been successful and where they need help.

Students will need to use the target language.

See your class plans, the ones that you have, try to find the opening task!

Plan your class and observe your opening task. Then decide what to emphasize in this

particular lesson with these students.(form, meaning or use)

Write a reflection.

_______________________________________________________________________________

_______________________________________________________________________________

______________________________________________________________________________

The focus box might feature one or more of the three aspects of the structures,

By dealing with ONE aspect of the structure at a time, students will develop a better

understanding of, and an ability to use, the structure accurately, meaningfully and

appropriately.

For some grammar structures see: http://englishbrahim.wordpress.com/

There are a lot of grammar boxes and videos on this page that focus on aspects of structures.

Use students performance on the opening task as a bridge to the focus box.

Alternative ways of using the focus box:

Write on the white board when students´ responses to the task eliciting or

pointing out the target structure corresponding focus as it is needed.

Go right to the first or appropriate focus box after the students have completed

the task.

Have students read the focus boxes for homework or silently in class. Check

their understanding by asking students by eliciting more examples or by asking

them to compare how the material in this focus box differs from one earlier in

the unit or from those in a related unit that they have completed.

Ask students individually or in pairs to present the information in a focus box

to another pair of students, or even to the whole class, adding a few examples of

their own. Teaching something to others is a great way to learn.

Add your own idea: __________________________________________________

__________________________________________________________________

Next: Pages: EXERCISES and COMMUNICATIVE ACTIVITIES.