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Dwi Nur 18202244027 & Fadilla Agastya 18202244045 - Eit C - Teaching Grammar

This document discusses various methods for teaching grammar. It describes introducing grammar through activities like using flashcards or texts. It also discusses discovering grammar by having students work out language forms themselves. Practicing grammar involves activities like having students write sentences using targeted tenses. Additional methods include using grammar games, books, and approaches like presenting grammar concepts and giving students practice using them at different levels of restriction.

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65 views18 pages

Dwi Nur 18202244027 & Fadilla Agastya 18202244045 - Eit C - Teaching Grammar

This document discusses various methods for teaching grammar. It describes introducing grammar through activities like using flashcards or texts. It also discusses discovering grammar by having students work out language forms themselves. Practicing grammar involves activities like having students write sentences using targeted tenses. Additional methods include using grammar games, books, and approaches like presenting grammar concepts and giving students practice using them at different levels of restriction.

Uploaded by

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

Dwi Nur Islamiyati 18202244027


Fadilla Putri Agastya 18202244045
According to Harmer there are the range of
activities in teaching grammar:

 Introducing grammar
 Discovering grammar
 Practicing grammar
 Grammar games
 Grammar books
Introducing Grammar

 We can use the grammar presentation which follows a PPP sequence. We can
use a number of flashcards or PPts and elicit the words which be taught.
 Teachers can use a text to present the language that to be studied.
 Teaching grammar by giving different reporting speech as it happens and
reporting things that were said in the past.
 Using a narrative text to teach past tense forms.
Discovering Grammar

 The students are encouraged to work out for themselves how language forms
are constructed and used. Then they do exercises using the language they
have uncovered.
Practicing Grammar

 The activity is designed to get students making sentences using present


continuous, for example; a teacher tells students to imagine a place then
write down three things they see using the tense that being taught then read
in front of the class.
 Activity to teach students past tense forms before using them for language
practice. Students read the story then underline all the past tenses and
separate them into three different types. Then check their works with their
partners. Then students retell the story.
 Match sentence halves activity to make students learn about construction
and sentence meaning. Teachers can do this by giving two lists to match up.
 Mini-survey activity for grammar practice. For example, teachers or students
can construct any number of lifestyle questions then those questions are
used to ask other students.
 Teaching perfect continuous tense by making sentence in response to
prompts from the teacher. For example, the teacher divides class into small
teams then she/he read sentences for which they have to find appropriate
responses using the past perfect continuous.
Grammar Games

 Students divided into two teams. There is a pile of cards between them. Each card
has a word or phrase. Each team should ask questions to the other team members
until they give the right answer that is written on the card.
 Arranging words into right order
 One question behind game. The game is about students should answer mot the
question they are being asked now but the previous question.
Grammar Books

Teachers usually use grammar books to check grammar concepts, especially where
students ask difficult questions which they can’t answer on the spot, or where an
area is complex that they need to revisit to remind themselves. Grammar books are
also used for the preparation of materials.
Teaching Grammar by Sciverner
What is Grammar?

 For many years, ‘learning the grammar’ has assumed a central role in students’
expectations about what learning a language involves. Nowadays, however, there
are many different views about what learners need to learn and how best to go
about teaching is.
 According to Scriverner, in learning grammar, the learners need to have exposure
to the language; they need to notice and understand items being used; they need
to try using language themselves in ‘safe’ practice ways and in more demanding
contexts; they need to remember the things they have learnt.
Present-practice

 The teacher first presents / introduces / explains / clarifies / inputs the language
point that the lesson is aiming to work on, and then, when it seems to be
reasonably understood, moves on to give learners a chance to practice using the
language themselves.
Present – practice structure:
Lead-in - Teacher clarification - Restricted output - Restricted output -
Authentic output
Present – practice structure with restricted exposure:
Lead-in - Restricted exposure - Teacher clarification - Restricted output -
Restricted output - Authentic output
The steps:

 Situational presentation
 Establish the context
 Establish the meaning of the target item
 Introduce and practice the target language
 Generate more sentences from the context
 Recording in notebooks
 Moving on to practice stages
Clarification

 The learners really to focus in on a piece of grammar, to see it, think about it and
understand it, to become much clearer on its form, meaning and use.
 Differentiated into three general categories:
1) Teacher explanation (the teacher tells the learner)
2) Guided discovery (the teacher helps the learner to tell himself)
3) Self-directed discovery (the learner tells himself
Restricted output: drills, exercises, dialogues,
and games

 Restricted output activities are defined by their focus on (a) limited options for
use of language; (b) limited options for communication; (c) a focus on accuracy.
 Typical restricted activities are oral drills, written exercises, elicited dialogues,
and grammar practice activities / games.
Drills

 Drills provide intensive oral practice of selected sentences, giving the learners a
chance to practice 'getting their mouths around' the language without worrying
too much about meaning.
Exercises

 Written exercises are a common and useful way of giving students concentrated
practice of language items
 Elicited dialogues. These are short dialogues (four to ten lines) which contain a
number of examples of specific items to be practised.
Follow-on activities
Grammar practice activities and games are designed to focus on the use of particular items of grammar. The material is
designed so that the students have few opportunities for avoiding working with the target language. Examples:
a. Split sentences
b. Grammar quiz
c. Memory test
d. Picture dictation
e. Miming an action
f. Growing stories
g. Questionnaires
h. Gramar auctions
i. Board games
Other ways to grammar

 Test-Teach-Test
 Total Physical Response (TPR)
 Task-Based Learning (TBL)
 Text Starts
 100% Exposure

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