1334597288.2751how to teach grammar 1

8/17/2019 1334597288.2751how to Teach Grammar 1

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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.


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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 :


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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.


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!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.


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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.


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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


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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.


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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.


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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.


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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


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!"planation3s students 4nd sequences or patterns in thee&amples 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.


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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.


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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.


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(- 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,


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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,


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%&' 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&ample,stopped7

8*Hand out a list o irregular verbs that

8 students must memori/e. *do attern ractice drills or 0ed


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#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,


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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


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'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.


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+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.


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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.


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* !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.


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* !ransormation $tems5-


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$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&ample 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


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- 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


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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


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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

1334597288.2751how to teach grammar 1

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