How to Grammar slide is a slide to know ho to teach grammar well. There are some ways to teach it in the class. I hope this slide can be useful for us

2. THE PLACE OF GRAMMAR
 Grammar is the system of rules governing the convetional of word and
relationship of word in a sentence.
 Grammatical competence occupies prominent position as a major
component of communicative competence.
 Grammar is one of the dimentions of language .
 Gammar
 Smantic
 Pragmatic

3. s
TO TEACH OR NOT TO TEACH
 Are embadded meaningful, communicative context,
 Contribute positively to communicative gouls,
 Promote accuracy within fluent, communicative language,
 Do not overwhelm students with linguistic terminology,
 Are as lively and intrisically motivating as possible.

4. s
TO TEACH OR NOT TO TEACH
Rod Ellis (2006,pp.102-103) offered some of his own answers to cuestions about when
and how to tech grammar, which are capsulized here:
o Both form and meaning should be emphasized; learners need to have the opportunuty to
practice forms in commucative tasks.
o Focus more strongly on forms that are problematic for learner.
o Expiscit grammar teaching more effective at intermediate to advanced than
beginning level
o Attend to both input-based (conprehension) and output-based (production)
grammar

5. s
TO TEACH OR NOT TO TEACH
o Both deductive and and inductive approches can be useful, depending on the contex
and purpose of instruction.
o Incidenttial focus on form is valueable in that it treat error that occur while learner are
engaged in meaningful communication.
o corrective feedback can facilitate acquisition if it invlove a maxture of implicit and
explicit feedback.
o Separate grammar lassons (focus on form) and grammar integrated into activities (focus
on form) are both viable, depending on the context.

6. s
TO TEACH OR NOT TO TEACH
Six
Variables
AGE
Proficiency level
Proficiency level
Educational Background
Language Skill
Need and Goals
Style (register)
The Way of viewing
the role grammar in
teaching language

7. s
GRAMMAR TECHNIQUES

8. s
GRAMMAR TECHNIQUES
Chart
Chart and grafics are useful devices for practicing patterns, clarifying
grammatical relationships, and even for understending sociolinguistic
and discouse constraints
Past Tense Future TensePresent Tense
Example:
Contineues Tense
FutureContineues Tense

9. Object
s
Example:
• Living up to the context.
• Provide a cinestetic.
• Engaging students in conversation aech other.
• Stimulute Students.
GRAMMAR TECHNIQUES
• I read book every day
• I reading book now
Present Tense
Contineues Tense
• I read book yesterday
Past Tense

10. Maps
GRAMMAR TECHNIQUES
Drawing
&
• Useful for jigsaw information-gap, and other interactive techniques.
• Serve to ilustrate certain grammatical structures.
For example maps can stimulate learner’s use of
• Preposional phrase (up the streat, on the left, over the bill, etc).
• The circle is in the center of the
paper
• The diamon is directly above the
circle
• The tringle is in the lower left-
hand corner
• The squire is to the right the
circle

11. Dialogues
GRAMMAR TECHNIQUES
Dialogues are an age-old techniques for introductioning and prectical
grammatical points.
Example:
David : Can I speak to Lissa, please.
Lissa : Yes, I am.
David : Lissa. Where will you go tomorrow?
Lissa : No, I’ll stay at home.
David : Can you accompany me to buy book?
Lissa : Of course, I can. What time will you pick up
me?
David : Ok, I’ll pick up you at 2 pm.
Lissa : Ok.
David : See you tomorrow, Lissa.
Lissa : Bye
Conversation Practice: Buying Book

12. Other
writing
texts
GRAMMAR TECHNIQUES
At the vary simple, mechanical level, a short pharagraph can become an
exercise in processing select verb tensis.
Example:
What aobut you ?
What are you doing every day ?
What are you doing right noe ?