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The Teaching of Grammar 2

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AINA FATIHAH
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10 views

The Teaching of Grammar 2

Uploaded by

AINA FATIHAH
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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THE TEACHING OF

GRAMMAR
TCH2203
TEACHING OF ENGLISH GRAMMAR
GRAMMAR IS
HARD.
GRAMMAR IS
COMPLICATED.
GRAMMAR IS
BORING.
GRAMMAR IS
IMPORTANT.
01. 02.
WHYTEACH ATTITUDES TO
GRAMMAR? GRAMMAR

03.
BASIC PRINCIPLES
OF GRAMMAR
What do you think?
Would you agree or disagree wit h t he following
st at ement ?

It’s not important for students to It’s not important for students to
use correct grammar when they use correct grammar when they
are talking, as long as they are are writing, as long as they are
getting their message across. getting their message across
01.
WHYTEACH
GRAMMAR?
● Crystal (2004):
Why we should t each grammar?

The sentence- The fine- t uning The fossilizat ion


machine argument argument argument

Need to learn some Helps the learners to Learners who do not receive
patterns or rules to express meaning grammar instruction (either
enable us to generate clearly or explicitly. formal or self-directed) are at
new sentences. risk of fossilizing their
linguistic competence.
Why we should t each grammar?
The advance- The discret e it em
organiser argument argument
Although grammar instruction may not help
the learners to produce language Grammar enables us to
immediately, it certainly helps them to notice cut language into
the forms or certain features of the target different learnable and
language in future. teachable units

The rule of law The learner expect at ions


argument argument
Grammar offers the teacher Grammar is put in language
a structured system that can teaching because of learners’
be taught and tested in expectation to learn
methodical steps. grammar.
02.
BASIC
PRINCIPLES
OF GRAMMAR
PRINCIPLES IN TEACHING GRAMMAR
- can be guidelines in choosing the right materials

1. Always teach in context 4. Do very relaxed mumble drills

2. Make it short and sharp 5. Add some cognitive depth by


creating matching activities.
3. Don’t mix receptive and productive
practice. 6. Don’t bother with “controlled practice”.
Always teach in context
• Find or create a text (written or spoken).
• Different discourse types will create the need
for different grammar. (eg: film review -useful
for showing the past simple and present
perfect).
• Examples of texts: songs, poems, stories etc.
• When considering grammar, first consider
discourse.
1. Teach in Context:
Context chosen – written discourse: Short story entitled “A Day at the Zoo”
Focused grammar point: Simple Past tense (regular verbs)

A Day at the Zoo

Yesterday, my family and I visited the city zoo. The sun was shining brightly as we walked through the entrance, and
the air was filled with excitement.

As we strolled along the pathways, we saw a variety of fascinating animals. We watched the monkeys swinging from
branch to branch, and we laughed at their playful antics. Next to them, the colorful parrots chattered away, showing
off their vibrant feathers.

We stopped by the lion enclosure and marveled at the majestic creatures. One lion was lazily basking in the sun
while another let out a powerful roar, causing everyone nearby to stop and listen.

The highlight of our visit was the dolphin show. The trainers put on an incredible performance, and the dolphins
leaped high into the air, splashing water all around. The audience cheered and clapped in amazement.

Afterward, we enjoyed a picnic by the pond, surrounded by tall trees and chirping birds. We shared stories and
laughed about the funny moments we witnessed throughout the day.

As the evening approached, we reluctantly said goodbye to the zoo, feeling grateful for the wonderful memories we
created.
Make it short and sharp.
• Limit the usefulness to the context being
used.
• Show clearly how the grammar item creates
meaning in that particular context.
• Don’t spend too long on a grammar point.
Teaching Activity:
1. Discuss short story: vocabulary & meaning

2. Highlight all actions in the past (regular verbs - (eg:


visited, walked, strolled)

3. Explain the form of the past tense verbs

*regular verbs which exist in the given context only


(eg: visit /visited, walk /walked)
Receptive & Productive
• Don’t try to get the students using a form
straight after they’ve been introduced.
• Allow the form to work its way slowly into their
cognitive system.
• Give 5 to 10 mins of receptive, then
productive.
Class Activity: 1
1. Ask students to remember the verbs in its past tense
version for a few minutes.

2. Ask students to recall the verbs.


Do very relaxed mumble drills
• Ask students to say out the
sentences/grammar items to help the brain to
focus on them.
Class Activity: 2
1. Ask students to read the short
story.
Add some cognitive depth by creating
mat ching act ivit ies.

• Ask students to match the present tense verbs


with its past tense versions.
Exercise 1: A B
Verbs Past Simple
visit stopped
Match items in column walk visited
A with items in watch chattered
column B. laugh walked
chatter watched
stop laughed
enjoy leaped
leap marvelled
marvel enjoyed
Exercise 2:
Fill in the blanks with the correct past
tense verbs given in the short story:
.
a) Siti was late because she ___________ to school
yesterday.

b) Last night. he ____________ the news on


television.
Don’t bother with “controlled
pract ice”

• Don’t force the students into a situation


whereby they have to use the form you are
teaching.
- for grammar practice : simply have a chat.
- for accuracy checking : ask them to write.
Activity:
Further Practice:
Ask students to:
i. Tell the class what they did last weekend
(integrated speaking skill).
ii. Write a short paragraph of what they
have told the class (accuracy checking
– integrated writing skill).
TASK:
1. Read t he poem below.
2. Ident ify t he grammar it em which can
be t aught using t he poem.
3. Briefly explain how you are going t o
t each t he it em by following t he
principles in t eaching grammar.
Daffodils- William Wordswort h
I wandered lonely as a cloud T The waves beside them danced;
hat floats on high o'er vales and hills, but they Out-did the sparkling waves in
When all at once I saw a crowd, glee:
A host, of golden daffodils; A poet could not but be gay,
Beside the lake, beneath the trees, In such a jocund company:
Fluttering and dancing in the breeze. I gazed---and gazed---but little thought
What wealth the show to me had
Continuous as the stars that shine brought:
And twinkle on the milky way, For oft, when on my couch I lie
They stretched in never-ending line In vacant or in pensive mood,
Along the margin of a bay: They flash upon that inward eye
Ten thousand saw I at a glance, Which is the bliss of solitude;
Tossing their heads in sprightly dance. And then my heart with pleasure fills,
And dances with the daffodils.

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