This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
This workshop covers the different ways of presenting grammar, both form and meaning, and provides ideas for controlled student practice. Teachers will understand the basic principles of conveying meaning and highlighting form through techniques such as timelines, concept checking and guided discovery. They will also discover how to select and stage practice according to the needs of their students and the importance of accuracy vs. fluency, as well as how to use techniques such as drilling and personalization to provide practice.
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
Teaching grammar aeltt meeting algiers may 21 st2016Mr Bounab Samir
Salam,
Here is the work I made in the meeting of AELTT May 21 2016 in Algiers
The meeting was about how to teach " grammar in inducitve and deductive way"
The work focused on the following points;
- brainstorming about the topic of the meeting
- does grammar matter in these days?
- Defining grammar
- approaches to teach grammar
- defining inductive and deductive methods
- comparing and contrasting the both methods
- Pros and Cons of both methods
- combining both inducitve and deductive methods
- PIASP teaching strategy in the Algerian teaching syetem
- Samples of deductive and inductive grammar teaching methods in the Algerian teaching system
By : Mr Samir Bounab ( Teacher trainer at MONE)
Thank you
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
English Language Teaching Frameworks - Yasmina Zergani.pptxYASMINAZERGANI
This is a presentation about English Language Teaching Frameworks. As teachers, we implement different teaching and learning methods through various teaching models and frameworks. The chief goal is always to make the teaching and learning process an enjoyable and beneficial one.
This is a presentation that we had to do in groups of three for Practice II. Each group had to summarize the chapter they were assigned and explain it to the rest of the class. Here is ours! (Ramiro, Florencia and I)
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
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Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
UIIN Conference, Madrid, 27-29 May 2024
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0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
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Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
2. Teaching grammar is an essential part of
school education or adult learning. Without
good grammar, spoken or written words lose
much of their meaning and most of their
value.
3. English grammar is very complex,
and all its intricacies cannot truly
be learned by rote, they must be
really understood – and
understanding is most easily
achieved when students are
engaged, interested and having fun
during a lesson.
6. EXAMPLE OF DEDUCTIVE APPROACH
SUBJECT AND OBJECT PRONOUNS
The subject is the person or thing doing the action:
I left early
She went home examples of rule
We said goodbye
The object is the person or thing receiving the action:
She telephoned me
I hit him examples of rule
We saw her
9. Students are given a sample and
the teacher guides them in
discovering the grammar rules
used in the sample.
10. An inductive exercise
Grammar:
so….that/such…that
1. It was so embarrassing!
2. I’m so tired I could go
straight to bed
3. Are you so young that you
can’t even share?
4. She’s such a nice person
5. It’s such a shame that he’s
gone
6. It was such a warm day I
thought it could be nice
Answer these questions about
so and such
• Which word goes before an
adjective on its own, so or
such?
• Which word goes before a
noun, with or without an
adjective?
• Which sentences have two
clauses/two main verbs? Is
it necessary to start the
second clause with that?
11.
12. The basic teaching sequence
“present then practise”
The teacher first presents/ introduces/
explains/ clarifies/ inputs the language
point and then gives learners a chance to
practice using the language themselves.
13. If we want to plan a well-focused
grammar lesson, we need to decide:
• Which of these areas we want to spend time
on
• how long we want to give to each one
• What the best sequence is to have them in
14. Many “ present-practise” lessons are
structured as shown below:
Clarification- restricted output
– restricted output
– authentic output
15. Lead-in: the teacher shows pictures connected to
the lesson topic/ context and elicits ideas from
students
Teacher clarification: T gives/elicits examples of the
language and explains/elicits information about
them from students.
Restricted output: the students work on oral
practice of examples of these items
Restricted output: the students do a written exercise
to practice these items
Authentic output: the students are given an
opportunity to use these items along with the other
language they know, in communicative activities
16. Many “present-practise” lessons
are more complex than this one.
The use of examples, explanations
and practice elements may be
integrated.
There should be a balance
between practice and presentation
17. which of these two lesson structures
seems more useful to the learners?
Lead-
in
presentation practice
Lead-
in
presentation practice
18. a language teacher’s job is to push,
encourage and help learners to try
using the language themselves.
The primary learning experience is
doing the thing yourself, not
listening to someone else telling
you about how to do it.
19. Thinking about grammar teaching
as primarily ”practice” rather than
“presentation” can help to solve a
number of problems that teachers
feel they face in class.
20. What makes the lesson
challenging is not the level of
theoretical knowledge the
lesson deals in, but what you
ask students to try and do.
21. When teachers want the learners
to focus on a piece of grammar, to
see it, think about it and
understand it, to become much
clearer on its form, meaning and
use they refer to a clarification or
presentation.
22. We could differentiate three general
categories of clarification
1. Teacher explanation (teacher tells the learner)
2. Guided discovery (T helps the learner to tell himself)
3. Self-directed discovery ( learner tells himself)
23. handout
classify the following grammar clarification activities. Are they mainly (E) explanation,
(G) guided discovery or (S) self-directed discovery?
1. You write some sentences (all using the past perfect) on the board, but with the
words mixed up, then hand the board pen to the students and leave the room.
2. You tell a story about your weekend. Every time you use a verb in the past
simple, you repeat it and write it on the board. at the end , you write ‘past
simple’ on the board and explain that you used all these verbs in the past
because the story happened last Saturday
3. You lecture about the construction of conditional sentences
4. You create a board situation, clarify a specific meaning and then elicit
appropriate sentences from the students or model them yourself.
5. You hand out a list of 20 if sentences. You ask students to work together,
discuss and find out what the ‘rules’ are.
6. Students discuss interpretation of timelines on the board and try to make
example sentences for them. you intervene when answers seem elusive and at
one point explain the difference between two tenses
7. Students decide they want to learn about reported speech. They go to the
library or learning centre and find out more.
25. Teacher’s explanation should be:
• Quite short as too long one gets students
confused, bored and embarrassed.
• Talk slowly
• Use less complicated language
• Give examples
• Ask questions
• Use diagrams or visual aids
26. Guided discovery
An alternative to giving explanations would be
to create activities that allow learners to
generate their own discoveries and
explanations.
Teacher questions will ‘nudge” the learners
towards key points. In this way, long
explanations can be avoided and learners can
take a more active role in their own progress.
27. Teacher’s role in guided discovery is:
• Select appropriate tasks
• Offer appropriate instructions, help,
feedback and explanations
• Manage and structure the lesson so that all
learners are involved and engaged.
28. “Socratic questioning” that leads
people to discover things that they
don’t know.
• Ask questions that focus on the meaning,
context and form.
• Offer appropriate examples for analysis and
discussions
• Ask learners to analyse sentences from texts
• Ask learners to analyse errors
• Ask learners to hypothesise rules
• Raise the awareness as to what they have
learned
29. Self-directed discovery
This is what learners do when studying on
their own without a teacher- or in a class
where the teacher’s role is primarily to
facilitate the learner’s own self-direction.it is
the least commonly found in classrooms.
30. Although teachers often spend a lot of
time on ‘input’ stages- for example, in
giving explanations- the real learning
experience is when learners try to use
the language themselves. In order to
give students intensive oral or written
practice of specific language points,
you can use carefully designed
activities.
32. Drills
Drills provide intensive oral practice
of selected sentences, giving the
learners a chance to practice ‘getting
their mouths around’ the language
without worrying too much about
meaning.
33. The basic drill involves simple
repetition:
• Teacher: he’s going to open the door
• Students: he’s going to open the door.
34. Many teachers consider drills old-
fashioned and never use them.
certainly there is some danger that
students repeating are just making
noises with little idea what are they
saying, but of all activities in the
classroom, the oral drill is the one
which can be most productively
demanding on accuracy
35. Variations on a drill
• Repeat the grammar item on its own
• Repeat the grammar item in a phrase/ sentence
• Repeat the intonation pattern
• Repeat a sentence starting with the first word/
starting at the end rather than the beginning
• You give opening of sentence, students complete it
• You introduce sentence by repetition, students must
respond with a follow-on ‘reply”, or then give an
instruction for transformation of sentence (e g change
to the past perfect)
• You say sentence with errors, students put it right
• You say /show cues( key words, pictures) and
students construct a complete sentence.
36. Exercises
• Do it as individuals, then compare and discuss answers
with neighbours
• Work in pairs or in small groups
• Work in teams- make a competition out of it
• Do it together on the board- teacher-led or student-led
• Hand out a jumbled list of answers to match to the
questions
• Cut up the sentences and give one to each student,
negotiate arrangement and answers
• Hand out the exercise with your answers already written
in, some right, some wrong. The students must correct
your work
• Make various games out of it. E.g. Auction
37. Elicited dialogues
These are short dialogues (four-ten
lines) which contain a number of
examples of specific items to be
practiced. Students will get many
chances to repeat the dialogues in
class and thus increase their
familiarity with these items.
38. Grammar practice activities and
games
Grammar practice activities are
designed to focus on the use of
particular items of grammar. The
material is designed so that the
students have opportunities to work
with the target language
39. The examples of grammar activities
are:
• split sentences
• Grammar quiz
• Memory test
• Picture dictation
• Miming an action
• Growing the story/ chain story
• Questionnaires
• Grammar auctions
• Board games and so on