This document discusses effective ways of teaching grammar at the elementary level. It provides general principles and techniques for grammar instruction, including:
- Presenting new grammar items clearly with short rules in the student's native language.
- Ensuring students have opportunities to practice the new grammar through exercises.
- Introducing grammar structurally by pattern with examples for different situations.
- Using visual aids like tables, charts, drawings to facilitate learning.
- Explaining difficulties students may face and considering various teaching approaches.
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
The direct method by beny i.n. nadeak, s.pdBeny Nadeak
The Direct Method
The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no resource to the students’ native language (Diller 1978).
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. «A person who knows
a language perfectly,
uses a thousand and one
grammar, lexical, phonetic rules
when he is speaking»
Robert Lado
Effective Ways
of Presenting Grammar
Elementary Level
2. Grammar rules are to be understood as a special way
of expressing communicative activity. The reproductive
grammatical skills suppose to master the grammatical
actions which are necessary for expressing thoughts
in oral and written forms.
3. Grammatical competence occupies a prominent position
as a major component of communicative competence.
We can’t communicate without knowing the rules of
combining foreign words and constructing sentences.
4. The pupils’ ability in the correct use of grammar depends
mainly on their speaking skills and vocabulary, that’s why it
is necessary for teachers to be better informed of the ways
of presenting and practising grammar.
5. General Principles of Grammar Teaching
The teacher focuses pupils’ attention on the new element
in the sentence pattern.
The teaching point may be presented in the form of a rule,
a very short one, usually done in the mother tongue. The
rule helps learners to understand and assimilate the
structural meaning of the elements.
1. Conscious Approach
e.g. I can see a book. / I can see many books.
6. General Principles of Grammar Teaching
However, it doesn’t mean that the teacher should
ask pupils to say this or that rule. Rules do not
ensure the mastery of the language. They only help
to attain the practical goal. If a pupil can recognize
and employ correctly the forms that are appropriate,
that is sufficient. When the learner can give ample
proof of these activities, we may say that he/she has
fulfilled the syllabus requirements.
1. Conscious Approach
7. General Principles of Grammar Teaching
Conscious learning is also ensured when a grammar item
is contrasted with another grammar item which is usually
confused. The contrast is brought out through oppositions.
The teacher should realize difficulties the sentence pattern
presents for his pupils. Comparative analysis of the grammar
item may be helpful. You should think of the shortest and
simplest way for presentation of the new grammar item.
e.g. Give me a book. (any book to read) / Give me the book.
(you’ve promised)
He has come. (Present Perfect) / He came an hour ago.
(Past Simple)
1. Conscious Approach
8. General Principles of Grammar Teaching
The teacher should remember, the more he speaks
about the language, the less time is left for practice.
The more the teacher explains, the less his pupils
understand what he is trying to explain.
This leads to the teacher giving more information
than is necessary, which does not help the pupils
in the usage of this particular grammar item, only
hinders them.
1. Conscious Approach
9. General Principles of Grammar Teaching
It means that pupils learn those grammar items which they
need for immediate use either in oral or written language.
The learners master grammar through performing various
exercises using a given grammar item.
2. Practical Approach
e.g. Ann’s mother / the boys’ room
Teachers should teach correct grammar
usage and not grammar knowledge.
10. General Principles of Grammar Teaching
Grammar items are introduced and drilled in structures
or sentence patterns.
In our country the structural approach to the teaching of
grammar has been proved and accepted by the majority of
teachers and methodologists since it allows pupils to make
up sentences by analogy, to use the same pattern for
various situations. Pupils learn sentence patterns and how
to use them in oral and written language.
3. Structural Approach
11. General Principles of Grammar Teaching
The teacher should provide pupils with words
to change the lexical (semantic) meaning of the
sentence pattern so that pupils would be able to use
it in different situations. They should assimilate the
grammar mechanism involved in sentence pattern
and not the sentence itself.
3. Structural Approach
12. General Principles of Grammar Teaching
Pupils learn a grammar item used in situations.
For example, classroom situations: the teacher takes
or simply touches various things saying:
Then the pupils do the same in turns.
4. Situational Approach
e.g. This is Nina’s pen. / That is Sasha’s book...
The teacher should select appropriate situations
which can provide comprehension and the usage of
the particular grammar item he is going to present.
13. General Principles of Grammar Teaching
Grammar items pupils need for conversation are taught
by the oral approach: pupils at first listen to them, then
perform various speaking exercises, and only after that they
see these grammar items printed and write sentences using
them.
5. Oral Approach
If pupils need the grammar items for reading,
the teacher should start with reading and writing
sentences in which such items occur.
14. ...must realize the possible difficulties for learners in
assimilating this new element of the English grammar. They
may be of 3 kinds: difficulties in form, meaning and usage;
...thinks of the ways to overcome these difficulties: how to
convey the meaning of the grammar item (either through
situations or with the help of the mother tongue); what rule
should be used; what exercises should be done (their type
and number);
While preparing for the lesson at which
a new grammar item should be introduced,
the teacher...:
15. ...chooses the sequence in which pupils should work:
from observation and comprehension through conscious
imitation to usage in conversation (communicative exercises);
...considers the form of presenting the grammar item –
orally, in writing or in reading;
...plans pupils’ activity for learning this grammar item:
individual work, class work, working in groups or pairs.
While preparing for the lesson at which
a new grammar item should be introduced,
the teacher...:
18. The Most Common Grammatical Mistakes
• spelling
• pronouns
• verb forms (e.g. Where did you went?
I have 11 years old. I am agree.)
• use of the wrong tenses (e.g. If I will come...)
• homonym errors (e.g. to – too, your – you’re,
whose – who’s, principal – principle)
• usage error (e.g. accept – except, advise – advice,
affect – effect)
• sentence structure (e.g. What you doing?)
• punctuation
19. The Most Common Grammatical Mistakes
• apostrophes (e.g. your’s, paper’s)
• capital letters
• irregular plurals (e.g. mens, childrens)
• phrasal verbs
• using the wrong prepositions (omission/confusion)
• misuse of the infinitive, verbs, reported speech
• confusion of number, parts of speech
• wrong position of adverbs
• un-English expressions
• unnecessary articles
20. Suggestions about Teaching Grammar
• Teach only those rules which are
simple and which do not have too
many exceptions.
• Do not spend too much time on
grammar points which do not
appear to be very useful or
important. Just make the students
aware of the special features.
• Wherever possible, teach grammar
in context.
21. Suggestions about Teaching Grammar
• When presenting grammar,
try to use charts, tables, diagrams,
maps, drawings.
• Avoid difficult grammatical
terminology as much as possible.
• Allow enough opportunities
for practice.
• Do not be frustrated by the students’
mistakes and errors, which are
inevitable in language learning.
22. The best way to form grammar skills is to use
a lot of training exercises and individual
approach in teaching grammar.
23. Useful tips for effective grammatical explanations
• Prepare the right words, clear for
learners.
• Make sure you have the class’s
full attention.
• Keep your explanations brief and
simple. Use the mother tongue if
students cannot follow an
explanation in English.
• Use charts and other visuals whenever possible
to graphically depict grammatical relations.
• Illustrate with clear, unambiguous examples.
• Try to account for varying cognitive styles among students.
24. Useful tips for effective grammatical explanations
• Do not get yourself and your students tied up in knots over
so called ‘exceptions’ to rules.
• If you are not sure how to explain something, do not risk
giving false information (it will cause even more
embarrassment later); rather, tell students, you will
research that point and bring an answer back the next
day.
• Do not introduce new grammar and new vocabulary at the
same time.
• Present the information more than once.
• Get feedback – ask your students to paraphrase in their
own words giving examples.
25. Grammar Presentation
& Practising Techniques
tables, charts
and graphs
objects
maps drawings
pattern
dialoguessongs, chants,
poems
games
26. Visual Learning
The combinations of words and images have been found to
facilitate learning, understanding, remembering and performing.
Visual learning (VL) is among the most effective methods for
teaching students of all ages how to think and how to learn.
It is a proven method in which ideas,
concepts, data and other information
are associated with images and
represented graphically. Charts and
graphs are some of the techniques
used in VL to enhance thinking and
learning skills.
27. Visual Learning
Visual learning helps students:
• to make abstract ideas visible and concrete;
• to connect prior knowledge and new concepts;
• to illustrate the most important information eliminating
everything that is not so critical;
• to select, structure, analyze and integrate information
in a meaningful way.
28. A variety of strategies and methods are used to ensure
that all the students have equal opportunities
to learn. And our task is to reveal them.
30. Can Grammar Be Fun?..
Польське видавництво «PWN»
разом з українським видавництвом «Ранок»
представляють
31. Can Grammar Be Fun?..
Польське видавництво «PWN»
разом з українським видавництвом «Ранок»
представляють
НОВИЙ СПІЛЬНИЙ ПРОЕКТ,
32. Can Grammar Be Fun?..
Польське видавництво «PWN»
разом з українським видавництвом «Ранок»
представляють
НОВИЙ СПІЛЬНИЙ ПРОЕКТ,
який здатний цілком змінити Ваші уявлення
щодо складності англійської граматики!
33.
34.
35. Серія «Let’s...» ламає звичні стереотипи –
завдяки унікальній системі подання теорії
і практики засвоїти англійську граматику тепер
зможе кожний!
Мінімум тексту – максимум наочних опор!
48. + різноманітні вправи
на відпрацювання-закріплення
пояснення завдань
українською чи
російською мовою
приклади до кожного
завдання
пояснення завдань
українською чи
російською мовою
комунікативні/
ігрові завдання
55. • як допоміжний матеріал до будь-якого
шкільного підручника;
• для самоперевірки;
• для підготовки з репетитором.
І (базовий) рівень.
Let’s Play Grammar – 5-6 кл
ІІ (середній) рівень.
Let’s Learn Grammar – 7-9 кл
ІІІ (високий) рівень.
Let’s Study Grammar – 10-11 кл
скоро
у продажу!
56. Видавництво «РАНОК» – це завжди максимальна
якість за мінімальною ціною!
Ми з Вами вже понад 17 років і цінуємо Вашу довіру!
У НАС Є ВСЕ, ЩО ВАМ ПОТРІБНО:
•література для дітей (від самого народження)
+ розвиваючі ігри
•навчально-методична література з усіх шкільних
предметів
•іноземні мови
•довідкова література (словники, енциклопедії)
•художня література
•електронні книги, диски
•подарункові видання
+ цікаві акційні пропозиції для нашого
Клубу Вчителів – приєднуйтеся!
57. «РАНОК» – єдине видавництво України,
яке проводить експериментальну
перевірку своїх видань перед масовим
використанням!
58. Дивіться майстер-класи, вебінари від
наших авторів та стежте за всіма
акціями і новинками від вид-ва «РАНОК»
на http://vk.com/ranokinlit,
www.ranok.com.ua!
59. 70 грн. 70 грн.
150 грн.
діє попереднє замовлення!
-15% при купівлі всіх 3-х рівнів!
-20% при купівлі на клас (від 10 шт.)
укр./рус.
укр.
укр./рус.
скоро
у продажу!