Introduction to Grammar LEI

8/16/2019 Introduction to Grammar LEI

http://slidepdf.com/reader/full/introduction-to-grammar-lei 1/70

Introduction toDidactic of

Grammarand Written

Expression



COMPETENCIA DEL CURO

Proponer mode!os de aprendi"a#epara faci!itar !a interpretaci$n

si%nificati&a de !as estructuras%ramatica!es ' de expresi$n escrita(para !a capacitaci$n de estudiantesde di&ersas etapas formati&as( con

)ase en !os enfo*ues metodo!$%icosmodernos+

,uente- D



E!ementos de Competencia

.+ Examinar propuestasmetodo!$%icas de ense/an"ade !a %ram0tica para

ap!icar!as en !a !a)or docentecon !a fina!idad de forta!ecere! proceso de aprendi"a#e de

!a !en%ua in%!esa+



1+ Ana!i"ar propuestas metodo!$%icas deense/an"a de !a expresi$n escrita de una

!en%ua extran#era para ap!icar!as en !a!a)or docente con !a fina!idad deoptimi"ar e! proceso de ense/an"a2aprendi"a#e de !a !en%ua in%!esa+

3+ Ap!icar t4cnicas metodo!$%icas deense/an"a de !a %ram0tica ' expresi$nescrita de una !en%ua extran#era en e!

au!a con e! fin de optimi"ar e! procesode ense/an"a2aprendi"a#e de !a !en%uain%!esa+



Portafo!io de e&idenciase!ectr$nico en Goo%!e Dri&e 5ared fo!der in Goo%!e Dri&e+

Your name. Portfolio of Evidences DGEE

5are 6it5 me - truma.1789%mai!+com

Portada :. point;

<ndice :. point;

Introducci$n : 3 points;

E&idencias por e!emento de competencia :18 points;

Pro'ecto fina! :=8 points;

Autoe&a!uaci$n ' coe&a!uaci$n :3 points;

Ref!exi$n fina! :1 points;

mailto:[email protected]

mailto:[email protected]



Teams

Random se!ection of mem)ers



Team 6or>

DIDACTIC O, GRAMMAR ANDWRITTEN E?PREIONWor> in teams an define t5e

next concepts DIDACTIC GRAMMAR

WRITTEN E?PREION



LANGUAGE TEAC@ING



Definition of Grammar

Grammar ma' )e defined as t5e

ru!es of a !an%ua%e( %o&ernin% t5e6a' in 65ic5 6ords are putto%et5er to con&e' meanin% in

different contexts+



Grammar

Nunan :1883; defines %rammar as a set of ru!esspecif'in% t5e correct orderin% of 6ords at t5e

sentence !e&e!+

In 6ords of T5orn)ur' :188;( %rammar is adescription of t5e ru!es t5at %o&ern 5o6 a

!an%ua%eBs sentences are formed+



.+ Do 6e 5a&e to teac5 GrammarE1+ W5'

It is important

3+ W5en=+ W5ats t5e purpose



FLUENCY or ACCURACY ?



Accurac' is t5e a)i!it' to produce correctsentences usin% correct %rammar and&oca)u!ar'+

,!uenc' is t5e a)i!it' to read( spea>( or 6riteeasi!'( smoot5!'( and expressi&e!'+

:In ot5er 6ords( t5e spea>er can read(

understand and respond in a !an%ua%e c!ear!'and concise!' 65i!e re!atin% meanin% andcontext;+

ourceF 5ttp-666+teac5in%en%!is5+or%+u>)!o%sen%!is5.13=Hf!uenc'2or2accurac'2spea>in%



A- @e!!o

J- @iA- Are 'ou ne6 5ereJ- es( as a matter of fact( I am+A- W5at is 'our nameJ- M' name is KKKKKKK+A- Nice to meet 'ou KKKKKKKK( I am KKKKKKKK+

J- P!eased to meet 'ou( KKKKKKKKKK+A- W5at do 'ou do )eside stud'in%J- I read(and %o to t5e mo&ies in m' free time+ W5ata)out 'ouA- I 6rite !o&e son%s+ I ta>e &ideos of me sin%in% m'son%s and I up!oad t5em to ouTu)e+

J- Wo6A- ea5 I cant 6ait to )e famous



TEAC@ING GRAMMAR

PURPOE

MATERIAL ACTIITIE



Teac5in% Grammar

Purpose( o)#ecti&e( %oa!

Materia!

Acti&ities



Comparisons of Accurac'2orientedActi&ities and ,!uenc'2orientedActi&ities

Accuracy Fluency

Purpose(o)#ecti&e(

%oa!

To 5e!p studentsac5ie&e accurate

perception andproduction of a tar%etitem 65ic5 can )e asound( a 6ord( or asentence structure+

To 5e!p students practice!an%ua%e in !istenin%(

spea>in%( readin%( andor6ritin% acti&ities tode&e!op f!uenc' in usin%t5e !an%ua%e inspontaneous( natura!communication+



Comparisons of Accurac'2orientedActi&ities and ,!uenc'2oriented

Acti&itiesAccuracy Fluency

Materia! T5e texts are usua!!'

composed of separateitems+

T5e tar%et items areusua!!' practiced out ofcontext or situation+

T5e texts are usua!!'

65o!e pieces of discourses- • Con&ersation( stories(

etc+• Texts are usua!!'

aut5entic and used as

t5e' 6ou!d )e in rea!!ife+



Comparisons of Accurac'2oriented Acti&itiesand ,!uenc'2oriented Acti&ities

Accuracy Fluency

Acti&ities • tudents attention isfocused on a particu!artar%et item+

• T5eir output is usua!!'

predicta)!e+• T5eir performance isassessed on 5o6 fe6!an%ua%e mista>es are made+

• tudents errors arecorrected+

•

Tas>s do not usua!!' simu!aterea!2!ife situations+

• tudents attention isfocused on communicatin%information and expressin%ideas+

•

T5eir output ma' not a!6a's)e predicta)!e+• T5eir performance is

assessed on 5o6 6e!! ideasare expressed orunderstood+

•

tudents errors are notcorrected un!ess itinterferes 6it5communication+

• Tas>s often simu!ate rea!2!ife



ACTIVITIES

Accuracy

Grammar presentations

Gap2 fi!! exercises

,rame dia!o%ues

Fluency

Ro!e p!a's peec5es

Communicati&e acti&ities

Games+



GRAMMAR O, OUNG

LEARNER



oun% Learners++

Different >inds of %rammatica! >no6!ed%e at different!earnin% sta%es+

On!' understand rules to use t5em+

Do not need to 5a&e conscious %rammar >no6!ed%e+



inds of %rammar>no6!ed%e re*uired

for 'oun% !earners



.; no6!ed%e of Word Order

Jasic sentence patterns+

Position of 6ord c!asses+ :ad#ecti&es( ad&er)s( prepositions 6ords !i>eonly, please and just.

Dec!arati&e Q A)u is p!a'in%

Interro%ati&e Q Is A)u p!a'in% Imperati&e Q A)u( p!a'+

Exc!amator' Q A)u is p!a'in%

Positi&e Ne%ati&e &ersions Q A)u is not p!a'in%+ IsnBt A)u p!a'in% A)u(

donBt p!a'



1; no6!ed%e of

Grammatica! ,acts Ru!es Accepted and !earnt as a 65o!e co!!ocation+

Artic!es : a( an( t5e ;

Inf!ection of &er)s : eat( eats( 5as eaten( ate ; P!ura!i"ation of nouns : )ox2)oxes( )o'2)o's ;

Word deri&ation : ad#ecti&e2 happy F ad&er)2happily Fnoun2happiness ;



3; no6!ed%e of ,orm

,unction ,unctions of !an%ua%e Q to communicate to persuade( to

express a%reement( t5an>s( appreciation to as> forand %i&e information+

,orms Q Words( p5rases and sentences t5at are used toexpress t5ose functions of !an%ua%e+



no6!ed%e of ,orm

,unctionLanguagefunction

Language form

To introduce.; enn'( meet m' friend(

Lim+1; enn'( t5is is Lim+3; I 6ou!d !i>e 'ou to

meet m' sister( Am'+

To as> for

directions

.; @o6 do I %et to t5epo!ice station

1; Can 'ou s5o6 me t5e6a' to t5e po!icestation

3; Do 'ou mind te!!in% me



no6!ed%e of ,orm

,unctionForm Function

It is 6arm in 5ere+.; Expressin% p!easureat )ein% out of

co!d+1; Indicatin% t5at

someone s5ou!d dosomet5in%+Examp!e - s6itc5on t5e fan or opent5e 6indo6s+

3; ust ma>in% a



=; no6!ed%e of @o6 to Lin> Ideas inDifferent entences Q :entence

com)inin%; Lin>in% ideas to ma>e co5erent and co5esi&e text+

Compound sentence Q @e is 5andsome )ut 5is )rot5er is not+

Comp!ex sentence Q T5e matc5 6ent on a!t5ou%5 it 6as rainin%+ Con#unctions Q and, or, but

Lo%ica! connectors Q so, unless, therefore

Pronouns Q I, they, him, my, its



H; no6!ed%e of t5e Grammar ofpo>en Written entences

A))re&iations in spo>en !an%ua%e( )ut not a!!o6ed informa! 6ritin% Q :I’m,that’ll,she’s)

,orms 6it5in t5e same medium t5at are appropriate to

some contexts and not in ot5ers+ 2 i! : 65en %reetin% afriend ;

2 o" do you do# : 65en %reetin% a

stran%er;



7; no6!ed%e of t5e meanin% ofdifferent %rammatica! options entences formed to express t5e same content

contain different forms 65ic5 5a&e differentmeanin%s+

Examp!e of same )asic idea - someone :$ary ;)ou%5t someone e!se :Peter ; a somet5in% :a pen; 2

.; Mar' )ou%5t a pen for Peter+

1; It 6as Mar' 65o )ou%5t Peter a pen+

3; A pen is 65at Mar' )ou%5t for Peter+

=; It 6as Peter for 65om Mar' )ou%5t t5e pen+



T5e P!ace of

Grammar in t5ePrimar' EL

C!assroom



KBSR UATAN PELAARAN URIULUM JEREPADU

EOLA@ RENDA@ Q JA@AA INGGERI( 188. Grammar a!so forms part of t5e !an%ua%e contents of t5e s'!!a)us+ T5ese%rammar items need to )e tau%5t in context and in a meanin%fu! 6a' sot5at t5e' can )e used )ot5 in speec5 and in 6ritin%+ T5e %rammar itemscan )e reinforced and conso!idated if !earners are encounter t5e items

often enou%5 t5rou%5 t5e &arious tas>s set+ T5e %rammar items s5ou!d not)e tau%5t in iso!ation )ut rat5er in t5e context of a topic+

OURCE - :5ttp-666+moe+%o&+m')p>spK5sp)i>)srspK)iK>)sr+pdf;

http://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdf




KSSR DOUMEN TANDARDURIULUM EOLA@ RENDA@ Q JA@AA INGGERITA@UN . 1

Grammar Modu!ar 2 T5e inc!usion of t5e modu!e on Grammar emp5asi"es t5eimportance of 5a&in% pupi!s de&e!op a sound %rasp oft5e !an%ua%e structures and %rammar of tandard Jritis5

En%!is5+R '!!a)us 2 Grammar is no !on%er part of t5e modu!es in R s'!!a)usfor ear . and 1+ T5e reason for t5is is )ecause En%!is5 isre%arded as t5e second !an%ua%e of most pupi!s in sc5oo!s+T5erefore( t5e teac5in% of %rammar can )e de!a'ed to t5e!ater sta%e( 65ic5 is from ear 3 to ear 7+

SOURCE 5ttp-666+moe+%o&+m')p>>ssrKdocs83S18Ja5asaS18In%%eris8.S18DS18En%!is5S18.2S18+pdf

http://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20English%20Y1-%20SK.pdf






W5' %rammar is introduced

from ear 3 on6ards En%!is5 is t5e second !an%ua%e for pupi!s in sc5oo!s+ It is

)e!ie&ed prudent and peda%o%ica!!' sound to defer t5e!earnin% of %rammar to a !ater sta%e+ Pupi!s s5ou!d )e %i&en

t5e opportunit' to de&e!op an a6areness of %rammar int5eir first !an%ua%e and t5is a6areness ma' t5en )e

exp!oited 65en En%!is5 %rammar is introduced in ear 3+T5is approac5 6i!! reduce t5e !oad and stress of !earnin% int5e ear!' 'ears 65ere t5e emp5asis is on !earnin% t5rou%5

fun and p!a'+

ource - :5ttp-p)e'=.8.+6ordpress+com18.18=.8discussion2=2

;

http://pbey4101.wordpress.com/2012/04/10/discussion-4-8/






T5e P!ace of Grammarin t5e

Primar' EL C!assroom

COMMUNICATIE APPROAC@



Use !an%ua%e to communicate

efficient!'+ De&e!op )ot5 f!uenc' and accurac'+

Inc!ude acti&ities t5at com)ines )ot5 t5e accurac' firstmode! and communication first mode!+

Accurac' first mode! Q master' of %rammatica! patterns(forms and functions+

Communication first mode! Q f!uenc' in communication+



Topic 2 : APPROACHES

IN TEACHINGGRAMMAR

!ROU" #"AVITT$RA A%" ARULC$ELVA&

K$AIRU&A'(A BT KAS&A&

CO&STA&CE C$EE

BEATRICE 'USTI&A TEO

)O$ITRAA S$AKTI A%" SU&*RARA'A&



DESCRIPTIVE VSPRESCRIPTIVEGRAMMAR



TPE O,ENGLI@

GRAMMAR

"RESCRI"TIVE

!RA))AR

*ESCRI"TIVE

!RA))AR

"rescri+ti,e grammar is

-.at s+ea/ers s.ould or

s.ouldn0t say1

*escri+ti,e grammar is

-.at s+ea/ers say2 and

-.en2 -.y and .o- t.ey

say it1

Examp!e-T5e su)#ect of a sentence musta%ree 6it5 t5e &er) :su)#ect2

&er) a%reement;The instructions are clear not

the instructions is clear.

Examp!e-ome En%!is5 spea>ers use

dou)!e ne%ati&es for ne%ationI don’t have nothing.



cOVERT AND OVERTAPPROACHES



COERT OERTCOERT GRAMMAR TEAC@ING OERT GRAMMAR TEAC@ING

T5e teac5er %ets t5e pupi!s in&o!&ed inusin% t5e structure 6it5out dra6in%t5eir attention to %rammatica! ru!es(grammatical facts hidden from the pupils)

T5e teac5er exp!icit!' exp!ains t5e ru!es65en presentin% t5e ne6 !an%ua%e(grammar rules provided andexplained)

Pupi!sB attention is focused on t5eacti&it' and not %rammar ru!es )ut t5e'5a&e amp!e opportunit' to practice t5e*uestion form(learn grammar rules through the

activity)

APPROAC@E-i+ Deducti&e approac5 (rule-driven

learning)ii+ Inducti&e approac5 (discovery

learning)

Acti&ities- information %ap acti&it' orreadin% a text 65ere ne6 %rammar ispracticed or introduced+

Acti&ities- %et pupi!s to 6or> 6it5 t5e!an%ua%e :rationa! c!o"e( o)#ecti&e*uestions( etc;



E?AMPLE O, DEDUCTIE

APPROAC@SUB'ECT A&* OB'ECT "RO&OU&S

T5e su)#ect is t5e person or t5in% doin% t5e action-

I !eft ear!'

She 6ent 5ome

We said %ood)'e

T5e o)#ect is t5e person or t5in% recei&in% t5e action-

5e te!ep5oned me

I 5it him

We sa6 her

E3am+les of rule

E3am+les of rule

ADANTAGE DIADANTAGE



ADANTAGE DIADANTAGEIt %ets strai%5t to t5e point and cant5erefore )e time sa&in%+ A!!o6 moretime on practices and app!ication+

tartin% t5e !esson 6it5 a %rammarpresentation ma' )e off puttin% forsome students+ :do not 5a&e sufficient

meta!an%ua%e2 !an%ua%e used to ta!>a)out %rammar termino!o%';

Ac>no6!ed%es t5e ro!e of co%niti&e

processes in !an%ua%e ac*uisition+

tudents do not 5a&e muc5 opportunit'

to %et in&o!&e :teac5er2centered;

Confirms studentsB expectations a)outc!assroom !earnin% particu!ar!' forstudents 6it5 ana!'tica! !earnin% st'!e+

Exp!anation is se!dom memora)!e+

A!!o6s teac5er to dea! 6it5 !an%ua%epoints as t5e' come up( rat5er t5an5a&in% to prepare for t5em in ad&ance+

Encoura%es )e!ief t5at !earnin% a!an%ua%e is simp!' a case of >no6in% t5eru!es+



tudents are %i&en asamp!e and t5e

teac5er %uides t5emin disco&erin% t5e%rammar ru!es used

in t5e samp!e+

ADANTAGE DIADANTAGE



ADANTAGE DIADANTAGEMa>e t5e ru!es more meanin%fu!(memora)!e and ser&icea)!e+

Ma' mis!ead students t5at t5e ru!e ist5e o)#ecti&e instead of t5e meanin%+

Menta! effort in&o!&ed ensures a %reaterde%ree of co%niti&e dept5 :%reatermemora)i!it';

Time consumin%

tudents are acti&e!' in&o!&ed+ tudents ma' 5'pot5esise 6ron% ru!e

An approac5 65ic5 fa&ours patternreco%nition and pro)!em so!&in%a)i!ities+

P!ace 5ea&' demands on teac5ers inp!annin% a !esson+

Extra !an%ua%e practice :if pro)!emso!&in% is done co!!a)orati&e!';

,rustrates students 65o prefer simp!' to)e to!d t5e ru!es+

e!f re!iance+



Grammar inisolation vs.

grammar incontext



>



M2U2, ,rame6or>

MEANING



MEANING

,or t5e first step( teac5ers introduce a ne6 !an%ua%e toc5i!dren in )EA&I&!FUL CO&TE4T to 5e!p t5e c5i!drenunderstand t5e meanin% of t5e !an%ua%e t5at t5e' are!earnin%+

Meanin% can )e created t5rou%5 situations t5at arerelated to c.ildren5s life1

WA TO CREATE MEANING



WA TO CREATE MEANING

et situations or dia!o%ues t5at are fun for c5i!drenusin% do!!s or ot5er media+ :puppet s5o6;+

Usin% stories+

P!a'in% dramas+

Usin% Tota! P5'sica! Response :TPR;

Usin% pictures+

Usin% c5i!drenBs experiences as !earnin% materia!s+

UE



UE

After c5i!dren are exposed to En%!is5 !an%ua%e t5rou%5 t5e situationsmanipu!ated )' teac5ers( t5e' a!so need opportunities to use Englis. to

communicate -it. ot.ers+ T5e' ma' use t5e !an%ua%e to p!a' or to act inp!a's+

! f A ti iti



amp!e of Acti&ities

Games

Information %ap

ui"

P!a's

Gi&in% and fo!!o6in% instructions to do or ma>in%somet5in%+

Creatin% funn' r5't5ms or son%s+

,ORM



,ORM

C5i!dren are su)conscious!' notice form of !an%ua%e:%rammar; and tend to use !an%ua%e natura!!' inaccordance 6it5 t5eir need+

T5us( teac5ers 5a&e t5e responsi)i!it' to attract

c.ildren5s attention to language forms durin% En%!is5!esson( 65ic5 means t5at t5e teac5ers are ma>in% t5ec5i!dren a6are of accurate !an%ua%e use )ot5 ora!!' and

6ritten+



C5i!dren need certain conditions to ma>e t5em understand meanin%s ofEn%!is5 &oca)u!aries and to use t5e !an%ua%e in natura! context+

T5is means t5at t5e teac5ers 5a&e to introduce t5e !an%ua%e form 6it5meanin%fu! context( 65ic5 to ma>e t5e c5i!dren fee! moti&ated to useEn%!is5 as 6e!!+

t t i



ome trate%ies

Gamesc5i!dren raise t5eir ri%5t 5ands if teac5er sa's sin%u!ar anima!s(and t5eir !eft 5ands if teac5er sa's p!ura! anima!s+

Writin%comp!etin% sentences( arran%in% 6ords into %ood sentences( orcomp!etin% dia!o%ues+

Acti&ities t5at increase studentsB a6areness on %rammarteac5er as>sV%hat is similar about these sentences#

●@e is ta!>in%

●5e is !istenin%

●T5e' are eatin% at t5e restaurant



Integration wit teacingo! "i#tening$ #pea%ing$rea&ing an& writing #%i""#'



Rea&ing

Teacer a##ign# a rea&ing te(t$

Te #t)&ent# rea& te a##igne& te(t tatteir teacer a# co#en$

Te #t)&ent# an#wer te co*preen#ionor tr)e+!a"#e ,)e#tion# wic are a"rea&-gi.en /e"ow te te(t$

Te teacer cec%# i! te #t)&ent# a.ean#were& te ,)e#tion# correct"-$



0i#tening

Re.iew new .oca/)"ar-'

Rea& te #tor- one ti*e an& a#% #t)&ent# to rai#e teir an&#wen te- ear no)n#'

Rea& te #tor- 2 or 1 ti*e#'

St)&ent# an#wer 0i#tening Co*preen#ion )e#tion#'

Re.iew an#wer# to 0i#tening Co*preen#ion )e#tion#'

Rea& #tor- one *ore ti*e' St)&ent# "i#ten an& write &own a"" o!te proper no)n# te- ear'

Re.iew an#wer#



Voca/)"ar-

#care& 3 #care

,)iet"-

e(cite&

intro&)ce&3 intro&)ce

&rea*

&i#c)##

entere& 4 enter

a#%e& 3 a#%



PEAING

Acti.it-: De#cri/e a Pict)re

5ring pict)re# o! &i6erent peop"e or ani*a"# to tec"a##roo*'

St)&ent# &e#cri/e te pict)re )#ing po##e##i.eno)n#' 7or e(a*p"e$ te- *igt #a-: Te *an8#/")e #irt' Te wo*en8# green &re##'



Writing

Acti.itie#: Gra**ar in Action



Issues in teac5in% %rammar

7oc)# on &i#co)r#e

A&apting te te(t/oo%

7oc)# On Di#co)r#ea' To /e aware o! &i#co)r#e !eat)re# o! te

te(t an& *a%e #t)&ent aware o! te*

/' Di#co)r#e !eat)re#

. Te wa- te(t i# organi9e&

.0a-o)t

.St-"e o! "ang)age

A&apting te(t/oo%#



A&apting te(t/oo%#



References Nesama!ar C5itra&e!uF ararat5a it5amparam T5e oo C5oon+ :188H;+

E&' $ethodolo(y Principles Practice. Oxford ,a#ar dn+ J5d+- e!an%or+ 5ttp-666+moe+%o&+m')p>spK5sp)i>)srspK)iK>)sr+pdf

5ttp-666+moe+%o&+m')p>>ssrKdocs83S18Ja5asaS18In%%eris8.S18DS18En%!is5S18.2S18+pdf

5ttp-666+au)urn+edununnat5en%!71=8accurac'+5tm!

5ttp-666+teac5in%en%!is5+or%+u>)!o%sen%!is5.13=Hf!uenc'2or2accurac'2spea>in%

5ttp-p)e'=.8.+6ordpress+com18.18=.8discussion2=2




http://www.auburn.edu/~nunnath/engl6240/accuracy.html

http://www.teachingenglish.org.uk/blogs/english12345/fluency-or-accuracy-speaking













Introduction to Grammar LEI

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