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Teaching grammar

Teaching grammar






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    Teaching grammar Teaching grammar Presentation Transcript

    • Teaching Grammar Topic based curriculum
    • Teaching Grammar
      • There are many different methods for teaching grammar and in this lecture we will be discussing a practice that incorporates
        • grammar and functions in a topic-based curriculum
    • Practice
      • Practice involves speaking, reading, writing and listening
      • The beginning-level students learn
        • basic grammar, vocabulary, and functional expressions
      • More advanced students use
        • an expanded vocabulary and more complex grammar
        • varied functional expressions
    • Communicative Practice
      • Communicative practice uses real-life situations and presents the language in context
      • Grammar is introduced according to what is needed to communicate in these particular situations
    • Functions
      • Functional communication includes everyday topics such as:
        • meeting and greeting people
        • giving and understanding directions
        • describing family members and family relationships
        • apologizing
        • saying how you feel
        • telling about activities in the past, etc.
    • Examples
      • The verb “to be” can be introduced into a lesson about meeting people
      • The present continuous tense can be useful when talking about everyday activities.
      • Describing people and things will show how the verb “to be” is used
        • in yes/no questions and short answers
        • when teaching adjectives and possessive nouns
    • Examples continued
      • The imperative command is presented when following a recipe
      • The future is needed when discussing plans to visit the museum
      • The past tense is used when talking about vacation last year
      • 1. The principle elements of the sentence:
        • Subject
        • Verbs and verb phrases
        • Direct and indirect object
        • Complements with verbs that express feeling, appearing, being and seeming
        • Modifiers
        • Clauses
        • Phrases
    • Syntax and Grammar
      • 2. Parts of speech and their functions within sentences: Nouns and nominals (infinitives, gerunds, etc.)
        • Articles
        • Verbs
        • Pronouns
        • Adjectives
        • Adverbs
        • Prepositions
        • Conjunctions
        • Interjections
    • Grammar and Syntax
      • 3. Types of sentences and their syntax:
        • Simple
        • Compound
        • Complex
        • Basic & variations on basic sentence patterns
        • Sentence structure: Complete, incomplete, run-on, coordination of verb tenses
    • Grammar and Syntax
      • 4. Verb Usage
        • Agreement
        • Tense
        • Mood
        • Active or passive voice
        • Sequence and consistency of tenses
        • Modals
        • Phrasal verbs
    • Syntax and Grammar
      • 5. Word usage or lexicon
        • Idiomatic constructions
        • Formulaic expressions
        • Use of phrases within sentences
    • Specific Points of Grammar
      • Subject pronouns:
        • I, you, he, she, we, they
      • Forms of verb to be; Fill in the appropriate subject pronoun
        • _____ are running down the hill.
        • _____ is going to school.
        • _____ was at the school play.
        • _____ were not at the school play.
    • Points of Grammar
      • Changes in verb tense
        • Bill is sitting down. Bill will sit down.
        • Mary walks too fast. Mary walked too fast.
    • Points of Grammar
      • “When" clauses:
        • Mr. Black will sit down. Mr. Black will take off his coat. When Mr. Black sits down, he will take off his coat.
        • The girls will arrive at school. The bell will be ringing. When the girls arrive at school, the bell will be ringing.
    • Points of Grammar
      • Relative Clauses:
        • The book is on the desk. The book is red. The book that is on the desk is red.
        • The girl is in the kitchen. The girl is my sister. The girl who is in the kitchen is my sister.
    • Points of Grammar
      • Negatives:
        • He likes to go for a walk after dinner. He doesn't like to go for a walk after dinner.
        • Mary likes to go for a walk after dinner. She isn't thinking about her homework.
    • Points of Grammar
      • Interrogatives: (Is/Are)
        • John is running away from the wolf. Is John running away from the wolf?
    • Points of Grammar
      • Interrogatives: (Do/Does)
        • We walk to the market every afternoon. Do we walk to the market every afternoon?
    • Points of Grammar
      • Interrogatives: (Modals-Can)
        • (Can) My brother can ride his bike to school. Can my brother ride his bike to school? What can your brother do on his bike?
    • Teaching Grammar in Situational Contexts
      • There are plenty of resources in textbooks and on the internet with examples and strategies for teaching grammar in context
      • Here are just a few to give you an idea of how creative and interesting teaching grammar can be
    • Situational Contexts
      • Situation or Context Points of Grammar
      • Follow a recipe Imperative verb
      • How to bake a cake Present continuous
      • Plans for field trip Future, if clauses, conditional
      • Describe vacation Simple past, question formation forms of verb “to do”
    • Conclusion
      • When selecting texts and activities for your class, it is most helpful to first consider your students’ needs and abilities
      • Language becomes meaningful for students if they are able to communicate effectively in their everyday lives
      • This increases motivation and participation from the students and creates a more interesting classroom
    • Works cited:
      • Jill Kerper Mora San Diego State University