W3_Integration With 4 Skills

7/30/2019 W3_Integration With 4 Skills

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TSL 3108- WEEK 3

REVIEW

INTEGRATION OF GRAMMAR WITH

THE FOUR SKILLS (LSRW)


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QUICK RECAP

1.Students work with new language

input and do an information gap activity.

What kind of grammar teachingapproach is this?

- language forms are practised inactivities from which learners induce

rules for themselves


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QUICK RECAP

2. Students practise with language inputof rules using a substitution drill.

What kind of grammar teachingapproach is this?

- the rule is provided followed by theprovision of examples in which the rule

is applied


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Remember...

1. covert = inductive

(examples rules)


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Remember...

2. overt = deductive

(rules examples )


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Do learners learn better byabsorbing grammatical rules

intuitively through'communicative' activities or

through special exercises after

rules are taught explicitly?(adapted from Ur, 2007)


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What does learning grammar involve?

structures Forms

Vocabulary

+Meanings

Grammar


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Aspects of the Teach ing /Learning

of Structu res

Form Meaning

Listening Perception & recognitionof the spoken form of thestructure

Comprehension of whatthe spoken structuremeans in context

Speaking Production of well-formed examples inspeech

Use of the structure toconvey meanings inspeech

Reading Perception & recognitionof the written form

Comprehension of whatthe written structure

means in context

Writing Production of well-formed examples inwriting

Use of the structure toconvey meaning inwriting

Taken from: Ur (2007)


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Example...

Form (Present Continuous) Meaning

Subject + Predicate = Sentence

The baby is crying. The baby is crying.


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What is themost recognised,

contemporary approachto

language learning?


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Communicative Language Teaching(CLT)


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Stages of Plann ing

FROM

PRESENTATIONPRACTICEPRODUCTIONTO

PREWHILEPOST


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Grammar teaching, like teaching the

four skills, should involve pre-,

while- and post-stages in an attempt

to provide integrated learning

environments.(Pekoz,2008)


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Plan

Stages of PlanningFunctions

Pre -Grammar(introduction of grammar form)

Stimulate interest in the topicRaise awareness by providing areason for learning

While-Grammar(clarification of meaning)

facilitate noticing of the new grammarpoint, and provide meaningful inputthrough contextual examples,

pictures, and texts.

Post-Grammar(production ofapplication/use)

provide an opportunity to putgrammar to use, and relate grammarinstruction to real life situations.


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Sample Lesson(Grammar form : 'used to '+ Simp le Present Tense)

1. Pre-grammar

a) The teacher discusses the topic "changes in people over the

years"

b) The teacher shows two pictures of a woman. One picture

was taken 20 years ago and the other one is new. The old

picture shows her playing the guitar while the new one displaysher painting pictures. The teacher then asks them to compare

the two pictures.


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Sample Lesson

a) This stage provides a context for inputgeneration and an opportunity to notice the newgrammatical structure. The teacher tells themthey are going to learn a new structure with "used

to" and "simple present tense" (i.e. "She used toplay the guitar as a hobby, but now she doesn't,she paints pictures as a hobby now", etc).

2. While-grammar

(Grammar form : 'used to'+ Simple Present Tense)

S l L


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Sample Lesson

b) The teacher shows the pictures again and asks

the students to use the grammatical structures'used to' and the simple present tense to describewhat they see. The teacher creates othercontexts for them to practise these grammatical

forms through some other picture comparisons,discussions, stories, or reading/listening texts.

2. While-grammar

(Grammar form : 'used to'+ Simple Present Tense)

S l L


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Sample Lesson

2. While-grammar

(Grammar form : 'used to'+ Present Simple Tense)

c) The teacher asks some clarification checkquestions to ensure that the meaning is clear. Someexamples:

Did she often play the guitar in the past?/Does sheplay the guitar now?

Did she have long hair in the past?/Does she havelong hair now?


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Sample Lesson(Grammar form : 'used to '+ Present Simple Tense)

d)The teacher asks the students to formulate the ruleon the board for the given sentence providing helpif needed.

She used to play the guitar.S + Used to + VP

2. While-grammar


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Sample Lesson(Grammar form : 'used to '+ Present Simple Tense)

3. Post-grammara) The teacher asks students to think back to when they werea child and asks the following questions: "What are thedifferences and similarities between your life then and now?

Think about where you lived, your likes/dislikes, your holidaysand your family, and fill in the following lines with appropriatesentences".

Your life as a child...________________________________________________________________________________

Your present life...

________________________________________


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Sample Lesson 1(Grammar form : 'used to '+ Present Simple Tense)

3. Post-grammar

Role-play

b) The teacher forms pairs of students to preparedialogues for a role play on old friends meeting

after a long time. They are supposed to

communicate and note the differences in eachusing either their imagination or the role play

cues.


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Comments and views...

1. What type of approach is used?Justify with evidence.

2. How can you improve on this lesson?


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In summary ...

Teachers need to consider how topresent grammar to their students

(approach), what options for dealingwith the grammar should be used,and which area they will focus on

during practice (accuracy, fluency, orrestructuring).

Impo rtant considerat ions :


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Impo rtant considerat ions :

1. Needs of the particular group of learners2. Goals should be purposeful and meaningful

3.Contents should be stimulating and relevant4.Transitions must be smoothly developed5. Activities must be related to the objectives

and focused skill/s.6. Lesson stages must have continuity andcohesion/ integration of contents and skills


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GRAMMAR SHOULD BE...

* intrinsically motivating and interesting* related instructions for use in real life situations* accurate within a fluent communicative

environment

* taught in meaningful contexts with acommunicative goal

* clearly presented with examples of

grammatical forms, functions, meaning anduse.


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REFERENCES

1. Bayram Pekoz, (2008). Integrating Grammar for CommunicativeLanguage Teaching. The Internet TESL Journal, Vol. XIV, No.10, October 2008.Retrieved from: http://iteslj.org/Techniques/Pekoz-Grammar.html

2. Geyser, J.P. (2007). English to the World. Teaching GrammarMade Easy. Malaysia: August Publishing Bhd.

3. Harmer, J. (1987). Teaching and Learning Grammar. New York:Longman.

4. Ur, P. (2007). Grammar Practice Activities. India: CambridgeUniversity Press.
http://iteslj.org/Techniques/Pekoz-Grammar.htmlhttp://iteslj.org/Techniques/Pekoz-Grammar.htmlhttp://iteslj.org/Techniques/Pekoz-Grammar.htmlhttp://iteslj.org/Techniques/Pekoz-Grammar.htmlhttp://iteslj.org/Techniques/Pekoz-Grammar.html

W3_Integration With 4 Skills

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