2. the grammar itself…
Different meaning of Grammar
Development of Internal Grammar
Principles for Learning-centered Grammar
Teaching
1. The need for grammar
2. Potential conflict between meaning and grammar
3. Importance of attention in the learning process
4. Learning grammar as the development of internal grammar
5. The role of explicit teaching of grammar rule.
3. Grammar and Children
About grammar and young learners:
• Grammar is necessary to express precise meaning in
discourse;
• Grammar ties closely into vocabulary in learning and
using the foreign language;
• Grammar learning can evolve from the learning of
chunks of language;
• Talking about something meaningful with the child
can be useful way to introduce new grammar;
• Grammar can be taught without technical labels.
4. The language development of
typical English speaking child
• 6 weeks cooing
• 6 months babbling
• 8 months intonation
patterns
• 12-15 months single
words
• 18 months two-word
utterances, simple
negatives, simple
questions
• 21 months three-word
utterances
• 2 years inflections (word
endings)
• 3 years adult-type
negatives adult-type
questions
• 3.5 years adult-type
inflections
• 10 years adult type
grammar
5. Teaching Child – Friendly Grammar
There are typically three ways of teaching
grammar namely:
1. Noticing such as listen and notice, presentation of
new language with puppets.
2. Structuring such as questionnaires, survey and
quizzes, information gap activities, helping hands,
drills and chants.
3. Proceduralizing such as polar animal description
re-visited, and dictogloss.
6. 7 Techniques of teaching grammar in
child-friendly grammar to young learners
1. Presenting the grammatical structure in a
child's context with humor
2. Practicing the grammatical structure
3. Drawing and writing on the board
4. Story telling
5. Songs and chants
6. Rhymes and poems
7. Total Physical Response
7. Mary had a Little Lamb…
Mary had a little lamb…little lamb …little lamb…
Mary had a little lamb its fleece was white as snow,
And everywhere that Mary went, Mary went, Mary went…
And everywhere that Mary went the lamb was sure to go
It followed her to school one day, school one day, school one
day
It followed her to school one day that was against the rule
It made the children laugh and play, laugh and play, laugh
and play..
It made the children laugh and play to see the lamb at school
“Why does the lamb love Mary so?” Mary so…Mary so…
“Why does the lamb love Mary so?” the eager children cry,
“Why, Mary loves the lamb, you know” lamb you know, lamb
you know…
Mary loves the lamb, you know…the teacher did reply..
8. NOW vs YESTERDAY
NOW
• Mary is going
to school
• The lamb is
following
• It is against
the role
• The teacher is
turning out
YESTERDAY
• Mary went to
school
• Followed her to
school
• It was against
the role
• The teacher
turned it out
