The document summarizes different inductive approaches to teaching grammar including discovery learning, using realia, minimal sentence pairs, concordancing, and using examples from a text. It discusses the pros and cons of each approach, emphasizing that inductive learning allows students to discover rules through examples and practice rather than being explicitly taught rules.

1. Chapter Four : How to Teach Grammar from Examples Instructor: Dr. Merry Presenter: Jenny Date: Oct. 22 nd , 2008

2. 1 A B

3. 2 A B

5. Apply the Rule I see / sees Norma almost every day, or she call / calls me. She and Joe sometimes come / comes to my house on weekends. Joe usually tell / tells us some funny stories. (p52) 4

8. An Example of An Discovery Learning Presentation a. Chris has lived in Cape Town for ten years. Andrew has been learning to drive for six months. b. Wendy has lived in Edinburgh since 1995. David has been out of work since January. 7

14. Teaching Imperatives through Actions – TPR Don’t stand up. Don’t walk to the board. Sit down. Point to the light. Walk. Open the door. Stop. Close the window. Turn around. Touch the floor. 13 Step 1: verbs Step 2: nouns Step 3: imperatives Step 4: sentences

16. Teaching the Present Simple Using Realia Step 1: show the objects Step 2: introduce present simple tense by Q’s Step 4: writing practice & guessing game He like s jazz. He take s the bus. He wear s a Swatch. He wear s glasses. He read s French. He go es swimming. 15 Step 3: emphasize “v + s”

18. A Generative Situation Teaching Step 1: T sets up a situation of traveling, interacts with Ss what to prepare, write into sentence. Step 2: A problem solving by Ss’ brainstorming , make a story Step 3: T asks Q’s ,emphasizes on the disapproval of past actions, Ss repeat. Step 4: T writes main phrase,asks Ss (pair work) to make a dialogue between two. Step 5: Let Ss guess what the result of the story is. 17 To do this kind of journey, you should take a map take water not travel alone advise the police not travel in the wet season He should have taken water. He shouldn’t have traveled alone. Police: You should’ve taken a map. Andy: I know I should. I didn’t think.

25. Using Concordance Data to Teaching Verb Infinite and –ing Forms Step 1: T divides Ss into 3 groups (A,B,C), read the line. Focus on V and find out differences in meaning between 2 patterns. Step 2: Jigsaw. S explain to each other the patterns of form and meaning and to work out a general rule that holds for all three verbs. Report to the class. Step 3: T summaries by drawing the timelines. Step 4: T check their grasp of the rule and give exercises. ( p66-67) Remember doing sth. Forget doing sth. Stop doing sth. remember forget stop doing remember forget stop to do Remember to do sth. Forget to do sth. Stop to do sth. 24

31. Tell me, I forget. Show me, I remember. Involve me, I understand…Eureka! --- An ancient Chinese proverb 30