This document discusses strategies for teaching language construction and grammar. It outlines four approaches: 1) Studying structure and use, which focuses on language forms, meanings, and functions. 2) Explain and practice, taking a deductive approach by first explaining rules and then having students practice. 3) Discovery and practice, using an inductive approach where students discover language patterns on their own. 4) Research and practice, where students research language independently using resources like dictionaries. The document also provides specific techniques for each approach, such as choosing study activities, introducing grammar deductively or inductively, and using games to practice grammar.

1. Teaching and Learning Strategies
By ‘Ringgit’ Group
Larasati Anisa
M. Isa Kurniawan
Meilina
Silvia Indri Triani
Lecturers
Drs. Soni Mirizon, M.A.
Dra. Margaretha Dinar Sitinjak, M.A.

2. Chapter 12
Teaching Language Construction

3. Teaching Language Construction
• A1. Language study in lesson sequences
• A2. Choosing study activities
• A3. Known or unknown language?
A. Studying structure and
use
• B1. Explaining things
• B2. Practice (accurate reproduction)
B. Explain and Practice
C. Discovery [and practice]
• Language research on students’ ownD. Research [and practice]
• Deductive
• Inductive

4. Teaching Language Construction
A. Studying Structure and Use
A focus on the structure and use of language forms:
- The morphology of forms
- The syntax of phrases, clauses and sentences
- Vocabulary
- The meanings and functions that phrases and sentences can
convey
- Pronunciation
- Spelling
1

5. Language Study in Lesson Sequence
 Lesson sequence: the process of organizing
several lesson plans that will be taught in
order.
 Purpose: To create smooth transition
between lessons to achieve optimal learning
outcomes .
2

6. A2. Choosing study activities
How do we choose them?
1. Following planning principle = The activity students do
before and after study sessions
2. Assessing language study activity for use in class =
The effectiveness of the activity in the class room
3. Evaluating a study activity after use in class = The
success and the failure of the activity
3

7. A3. Known or unknown language?
Different student = different language learning
ability
Students’ prior language knowledge = important
how to get it
4
Ask students
to perform
tasks
Ask students to
elicit target
language
Teaching known language =
NO

8. B. Explain and Practice
 Explain and practice = deductive approach = giving
explanation & rules
 Explain & practice sequence
Lead in
Elicitatio
n
explanatio
n
Accurate
reproductio
n
Immediate
creativity
Students
perform well
Students
perform
badly

9. 5
B1. EXPLAIN THINGS
1. Explaining meaning :
• By showing
• Mine
• Gesture
• Hand and arm
movements
• Facial expression
• Describe meaning
• List vocabulary
2. Explain Language
construction:
• Written explanation
• diagram

10. C. Discover [and Practice]
Inductive approach
Discovery activities
6

11. D. Research [and Practice]
Ask students to:
 Consult a dictionary
 Use search engines (like Google)
 When students research the language on their own,
they are far more likely to remember what they find
out than if they sit passively and are given words.
7

12. Chapter 13
Teaching Grammar

13. Teaching Grammar
A. Introducing Grammar
B. Discovering Grammar
C. Practicing Grammar
D. Grammar Games
E. Grammar Books

14. A. Introducing Grammar
 Plan (Don’t wing it!)
 Encourage students
8

15. B. Discovering Grammar
 Guide them, but let them discover
 Help them when they encounter
difficulties
9

16. C. Practicing Grammar
10

17. D. Grammar Games
11
 Word domino
Musical sentences
Miming game
Question behind
etc

18. E. Grammar Books
12