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Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
Teaching grammar
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Teaching grammar

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