how to teach grammar 1.ppt

7/27/2019 HOW TO TEACH GRAMMAR 1.ppt

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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 where 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. DeductivelyTeaching grammar can be an inductive

experience for students. This means students are

given the context and then are presented with thegrammar rules afterwards. Some learners learn betterthis way while others need the rule in order tounderstand the rationale for the new grammatical

structure.Teaching grammar inductively has favorableimplications for communicative competence, whichinvolves 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. An example could be :


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How to begin a conversationHow to address people in different situations.How to respond to different speech acts involvingrequests, invitations ,compliments, and apologies.

Whatever method for teaching grammar youultimately choose ,each method provides a 'recipe'for various practical classroom ideas andprocedures. Obviously a good method that stems

from a good theory can produce a number of ideas.


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Induction is the opposite ofdeduction .Deductionis learning a general rule and then makingspecific applications .For example ,you can give

your child a list of auxiliaries and tell him that be,have and do can also be used as main verbs:then he can underline all the auxiliaries in anexercise. Induction 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. Using this list, hewould then determine which of these auxiliariescould also be used as main verbs. Throughinduction, he will discover concepts himselfor

least be curious and eager to learn more.


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Declarative and Procedural KnowledgeLanguage teachers and language learners are often

frustrated by the disconnect between knowing therules of grammar and being able to apply those rulesautomatically in the four skills. This disconnect reflects

the separation between declarative knowledge andprocedural knowledge.Declarative knowledge:Knowledge about something, It enables students to

describe a rule of grammar and apply it in patternpractice drills.


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Procedural Knowledge:Is knowledge of how to do something. It enables

students to applya rule of grammar incommunication.e.g., declarative is what you know about musictheoretically. You can get a full mark in a pen andpaper exam. Whereas procedural knowledge enablesyou to play music.Both types of knowledge dont translate automatically

to each other. Many native speakers can use theirlanguage clearly and correctlywithout knowing anyrule of grammar.Likewise, many students can correctall verbs between brackets in pen and paper tests but

fail to apply the rule while speaking or writing.


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To bridge the gap between declarative andprocedural knowledge, these ideas may help

you:1-Relate knowledge needs to learning goals.Students who plan to use the language for reading

journal articles and to deal with formal situations,

need to focus on the declarative knowledge ofgrammar. Whereas students who plan to use languageinformally need to focus on procedural knowledge. Ina school environment, a teacher has to design

activities that deal with both equally well.


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2- Apply higher order thinking skillsTeaching students how the language works and giving

them opportunities to compare it with other languagesthey know allows them to draw on critical thinking andanalytical skills.

3- Provide plentiful, appropriate language input.Such input requires students to pay attention to therelationship among form and meaning and to encounterthe grammar rule in a variety of contexts.


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4- Use predicting skillsDifferent communication types can be characterized

by linguistic features that are common to those types.When we write or talk about a narrative, we expectthat the past simple, continuous, perfect and

perfect continuous- is going to be used. While

describing, we expect that the present . is going tobe used. Awareness of these features allows studentsto anticipate the forms and structure they willencounter in a given communication task.


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INTEGRATIVE GRAMMAR TEACHINGIntegrative grammar teaching combines form-based and

meaningbased teaching of grammar.A strategy that emphasizes integrative grammar teaching is the

EEE method proposed by Sysoyev, Pavel. V. which consists of

three equally important stages: exploration, explanation and

expression.

ExplorationIn this inductive way students are given sentences illustrating a

certain grammar rule and are asked as a group to find the

pattern and, with the help of the teacher, to formulate the rule. In

this way, the knowledge students obtain becomes theirs and it isoften much easier to remember. Excerpt 1


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Explanation

As students find sequences or patterns in theexamples they use during the exploration stage, theteacher or the students can summarize what waspreviously discovered, now focusing on form. The

explanation stage is quite important because studentsfeel safer when they know the rules and have somesource to go back to in case of confusion or for futurereference.


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Expression

After discovering certain grammatical patterns in the

exploration stage and getting to know the rules in the

explanation stage, students start practicing the

production of meaningful utterances with each other

in communication and interactive tasks. The

advantages of this stage are:* to provide students experience in applying their

acquired knowledge in practice by making meaningful

utterances.

* motivate students, since they can actually see whatthey can do with what they have learned.

* to practice communication under the teacher's

supervision.


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Teaching Tips for the Grammar Teacher:

1- Always try something new:

A teacher of grammar should try some different typesof activities and tasks and vary his techniques from

time to time especially if he is teaching in the

elementary stage. This is due to the very limited

attention span for such students.2- Share your ideas:If you try something in class and it works well, Dont

keep it to yourself. Share your ideas with colleagues.

In turn they will probably share their ideas with you.


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3- Observe a colleague:Observing other teachers or language assistants can be a

great way to pick up tips and ideas for your own teaching.

Make sure that this doesnt come across as threatening in

any way. A two way observation can sometimes be the most

fruitful, so you observe each other and then have a chat

about it afterwards.

4- Keep a Teaching Journal:Keep a record of what you do in your classes and how

students react to different activities and techniques. This

will help you to look back and see how you are developing

as a teacher and to remind you of things that have worked.

5- Read bout the Subject you are Going to Teach:When you read , you can refresh your memory about a

certain topic and you can have ready examples to clarify

your points.


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6- Limit your explanation to 10 minutes especially

for lower level students whose ability to sustain

attention can be limited.7- Present grammar points in written and oral ways

to address the needs of students with different

learning styles. ( involve as many senses as possible)

8- Your examples must be accurate and appropriateculturally and communicatively. values and ethics areimportant.

9- Use the examples as teaching tools. Focus

examples on a particular theme or topic so thatstudents have more contact with specific

information and vocabulary.


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10- Teach grammar for the sake ofcommunication, emphasize meaning over form.Following is an example of how the past tense istaught traditionally and communicatively:Why do we use the passive, the reported speech, the conditional sentences?

Traditional: for grammars sake:* Teach the regulared form with its three

pronunciation variants.* Teach the doubling rule for verbs that end in aconsonant preceded by a vowel ( for example, stopped)

*Hand out a list of irregular verbs thatstudents must memorize.

* do pattern practice drills fored* do substitution drills for irregular verbs.


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Communicative Competence: grammar for

communications sake:* Distribute two short narratives about recent experiences

or events , each one to half of the class.* Teach the regulared form, using verbs that occur in the

text as examples. Teach the pronunciation and doubling

rules if those forms occur in the texts.

* Teach the irregular verbs that occur in the texts.* Students read the narratives, ask questions about points

they dont understand.

* Students work in pairs in which one member has read

story A and the other story B. Students interview one

another; using the information from the interview, theythen write up or orally repeat the story they have not read.


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11-In responding to students communication,teachers need to be careful not to focus on error

correction to the detriment of communication and

confidence building. When students are engaged in

communicative activities, correct errors only if they

interfere with comprehensibility, respond using

correct forms but without stressing them.Example:Student: I buy a new car yesterday.

Teacher: You bought a new car yesterday. Remember, the

past tense of buy is bought.Example:

Student: I buy a new car yesterday!

Teacher: You bought a new car? Thats exciting! What

kind?


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How can you teach grammar interactively?Schiffman, Harold (2007) suggested an interactive way to

teach the noun phrase in Indonesia.

He followed the steps below:1- He elicited whatever knowledge students have of the grammar of the noun

phrase and summarizes it on the board.

2-He asked volunteers to represent the constituents of an English Noun

Phrase. He prepared large cards with nouns, adjectives , and other

modifiers on them , and they have to organize themselves into an

acceptable noun phrase.

3- He asked for volunteers to organize some noun phrases using cards I have

prepared or to prepare their own cards. I asked for a volunteer to represent

a noun, who is then expected to recruit some other modifiers to form a

sentence.

4- As students realize what is going on, a teacher can go further suggestingother activities like:

5- Choose someone to represent another noun, have him or her recruit

constituent and arrange them.

6- The teacher may divide the class into teams and give them scrambled noun

phrases and students have a fixed time to unscramble them.


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How is this method different from Chalk- Talks?1- Attention: Students pay attention when this demo is going

on. There is an element of tension and surprise. They

dont know what will happen next. In the chalk talkgrammar session, students feel bored.

2- Remembering: Students remember their part in the memo

months afterwards.

3- Learning channels: Students remember the motion or the

spatial relations. They might not remember what they got

through the visual/ auditory channel. With motion there

may be emotion.

4- Action:Children best learn by doing. They wont learn the

verb jump without themselves jumping.


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Testing GrammarMultiple Choice Tests*To give testees a sentence with a blank and four or five choices

of a word or phrase which completes the sentence correctlyBecause my mother was sick, I to go home last week.#

(had, have, has, hadn't)* To give testees an utterance and have them decide which fouror five utterances is an appropriate response.

# " I think tuition is much too high here."a) I do so. B) Do I so. C) I so do. D) so do I* To give testees a sentence and ask them to choose which of fiveor four alternatives has the same meaning.

" the school should have expelled him."a) The school didn't expel him.b) The school expelled him, because it was necessary.c) The school might have expelled him, if it had known.d) The school will probably expel him.


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* The testees are given a sentence with an error. Four words orphrases in a sentence marked with letters, and the testeeneeds to decide which of the words or phrases has the error.a) Most of students b) believe that they c) should be gettingbetter grades d) than they are.* To present the testees with four alternative word orders.I wonder how she knows

a) how it costs much.

b) how much it costs.c) it costs how much.d) it how much costs.* Completion Items

The testees are asked to fill in blanks in sentencese. g, Give the book to .woman in the bluedress.


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* Transformation Items1- Jim hasn't been home in a long time.It has been a long time

2- It is difficult to study when it is so noisy.Studying..

* Word Changing Item

I have never .to Australia. ( be)*Testees might be asked to combine pairs of sentencesusing a relative pronoun.I met a manThe man went to the same high school I did.


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In order to write a grammar exam you feel proud of, you must cover most of thelevels of thinking including higher order thinking skills. Below is an example of

testing the passive voice:1- Choose the correct answer between brackets.

a-The current constitutional problem is -----------------by the top legal minds in the country.

A- studying B- been studying C- being studiedD-been studied

b-The childs arm was swollen because he ----------------

by a bee.A- stung B- had stungC-had been stung D- had being stungB- Complete the sentences with the words in parentheses. Someof the sentences are active and some are passive. Use anyappropriate text:

A- What a beautiful old house!B-It ------------(build) by my grandfather over fifty years ago .C-Most insects ------------(live) for less than a year .D-The common housefly (live) -------from 19 to 13 days.

C- Rewrite these sentences with the new beginning Dont change


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C- Rewrite these sentences with the new beginning. Dont changethe meanings.1- Farmers dont grow rice in Jordan.Rice ------------------------------------- The teachers in this school are going to suggest a new strategy for

teaching .new -------------------------------------------------------

D- Complete the sentences with the appropriate forms of the verbsin the list . Use each verb only one time. Some of the sentences areactive and some are passive

(revisescrub establish obtain)urgeons must --------------their hands thoroughly with disinfectantoap and hot water before they enter the operating roomdrivers license can ------------from the licensing bureau at the

orner of Pine Street and 5th Avenue .

F- Find and correct the errors in the followingsentences:Progress is been made everyday.t was late, and I was getting very worry about my son .

6- Use the passive voice to write a recipe for preparing any dish youknow well.


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While teaching grammar, there are a number ofquestions that need to be addressed for each class.1- What are the objectives of this class?

Are they preparing for a standard test like the TOEFL or theyonly need English for communication? Being test oriented,you have to decide what kind of output your are going tocome up with.2- What is your students background? Are they aware of the

grammar terminology? What pre teaching you are going todo before achieving the objectives of your class.3- What learning materials and resources are available?Do you have worksheets, a workbook, teaching aids,

flash cards, pictures? The more learning resources youhave the easier it will be for you to employ differentstrategies when teaching your students grammar.


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4-What kind of learning style does each student have?Is the learner comfortable with standard right brain

learning techniques (logical charts, study sheets)?Does the learner work better with listening and

repeating exercises?

how to teach grammar 1.ppt

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