2. University of
Nottingham
Background
story
UK I CHINA I MALAYSIA
Graduatio
• Master of Educational
Leadership
and Management
University of Nottingham
2019
• LPDP awardee 2018
Share you oments
3. • High score doesn't guarantee us to survive.
• Language shock in class.
• So many presentations and discussions.
UK life
• No Indonesian students in my class, not even one.
• Loneliness is the worst. I need to make friends or socialize
• Practice makes perfect.
• Confidence will come when you want to try.
• Culture shock and reversed culture shock
4. • • • • • • • • • •
• • • • • • • • • •
" n i n g English?
• One of the door-opening
requirements to study abroad
• Get to know other
many countries
Eye opener
More experiences
cultures from T HE U N IV ERSI TY OF N O TTI NG H A M
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6. Challenges
Rules are often
complicated
Solution
Simplify rules, focusing
on functions
Adding game-like
activities,
setting context
- - - - - - ~
Focus on usage, rather
Students lose interest
Grammar?
Not as communicative
•than explicit rules
Use of Metalanguage Limit the use of
grammatical terms
7. What would you do when teaching it?
Listening & Grammar Reported Speech
A. in the sentences.
Correct the mistakes
1 Your teacher told to that you are studying hard.
Your teacher told we that gou were studying hard.
Your history teacher said me that you are interested in how people used to live.
2
Your English teacher suggested to you keep a diary.
3
4 She suggested practise spelling some difficult words at home.
8. Deductive vs. Inductive
• Deductive:
• Students learn grammar rule□ Use Rule
• Inductive:
• Use grammar rule □ Learn Rule
9. Deductive approach
grammar
in learning
According to Thornbury's three basic principles
• a deductive lesson starts with presentation of the
rules by the teacher.
• Secondly teacher gives examples by highlighting
the grammar structures.
• Then students make practise with the rules and
produce their own examples at the end of the
lesson (Thornbury, 1999).
10. Ill When grammar is taught deductively, ...
Knowing the rules explicitly makes it
easier for learners to understand the
written or spoken form of language.
For example, when learners read a
text with present continuous they are
able to comprehend the text deeply
since they have studied the rule of
present continuous tense.
learners
teacher
are passive recipients when
writes the rule on the board
11. When grammar is taught
inductivelv, the teacher...
L
Allows the learner to formulate and discover the rule ("to induct")
Provides a CONTEXT and PURPOSE for use
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Focuses on meaning first and form second
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Empowers the students to problem solve and learn how to
language
learn a
Source: Donato, 2002
12. Criteria for Effective
Lessons
Inductive
A clear and interesting CONTEXT
A purpose for the grammar in communication
Shows the gr •
ammar pattern clearly, frequently, and naturally in context
Use simplified language
Use visuals: drawing, magazine cut-outs, PowerPoint
•
Draw on lea owledge
Keeps meaning and communication in focus (not just form)
Lesson moves from comprehension to production
Requires learner to communicate using the new grammar
13. ,
Gives students confidence in the use
of the structure patterns ... they've
already manipulated the structures
Benefits of
Motivates students
a Guided
Induction
Approach
Increases the ratio
teacher talk
of student talk to
,
Empowers students ... they participate
ACTIVELY in the process of language
learning
14. ... . . . . . . . .. . . .. . . .. ...... . ... . . . . ... .. .... . ..... .
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Learning grammar should be fun
for both teacher and students.
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15. WORKSHOP TASK!
make a 15
Please minutes lesson plan to create a
warm up activity before starting the lesson to
build student engagement at the beginning of the
class. You can include game or simple activity and
please also add your time allocation.