Teaching grammar
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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
  • MAJOR COMPONENTS OF SYNTAX AND GRAMMAR  
    •  
    • 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
  •  
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