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Grammar Deductive Approach

The document describes the deductive approach to teaching grammar. It involves first explaining grammar rules and structures, then providing examples. Specific activities are suggested: rule explanation, translation exercises, worksheets, and self-study. An example is given of teaching the adverb using this approach, starting with the rule definition, examples, and then fill-in-the-blank exercises for students to practice. This deductive approach is deemed most suitable for younger or rural students who may have less prior grammar knowledge and feel more secure learning rules first before practicing.

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62 views4 pages

Grammar Deductive Approach

The document describes the deductive approach to teaching grammar. It involves first explaining grammar rules and structures, then providing examples. Specific activities are suggested: rule explanation, translation exercises, worksheets, and self-study. An example is given of teaching the adverb using this approach, starting with the rule definition, examples, and then fill-in-the-blank exercises for students to practice. This deductive approach is deemed most suitable for younger or rural students who may have less prior grammar knowledge and feel more secure learning rules first before practicing.

Uploaded by

Vivian
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Teaching of Grammar:

Deductive Approach
(Explain each the rules and the structures first and after that the
examples are given.)
Activity
Walker and Elsworth (1986) suggest:
1. Rule explanation,
2. Translation,
3. Doing various worksheet,
4. Self-study grammar.
Blank-filling in
1) Topic : “Adverb”
2) Explanation: “The verb which has “ly” is called Adverb.”
3) Provide examples -Slowly, quickly, mostly, nicely, softly,
gently etc.
4) Give some fill in the blanks with clues and the students
have to select the adverbs . Those are given below:
a) Amy runs (Slow/ slowly)..................................
b) Sheila dances (nicely/ nice).................................
c) Jun Hong is talking (Softly/ soft)..............................
d) Amirah is singing (loud/loudly)........................
5) After giving these, students complete them
6) The teacher checks their understanding
Suitability
• Level 2 primary school pupils
– Elder learners may mature enough to understand the
concepts or encounter grammar terminology given.
– It respects the intelligence and maturity of many -
especially adult -students, and acknowledges the role of
cognitive processes in language acquisition.
• Rural students
– Have less prior knowledge about grammar
– So when the students were asked to find the rule of
grammar they are confused.
– When students were drilled by their teacher using
deductive approach, they may feel secure and confusion
can be avoid.

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