Teaching grammar
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The document discusses various aspects of teaching grammar including what grammar is, grammatical terms, presenting and explaining grammar, grammar practice activities, and grammatical mistakes. It defines grammar as the way words are structured to form correct sentences and notes that every language has different grammatical structures. It also describes the different views on teaching grammar directly versus indirectly through oral teaching. Furthermore, it outlines the stages of presenting and explaining grammar as well as different types of grammar practice activities from awareness to free discourse. Lastly, it distinguishes between grammatical errors and mistakes.
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Grammar teaching
This document discusses different aspects of teaching grammar: what grammar is, why we teach it, when to teach it, and how to teach it. Regarding what grammar is, it describes both traditional and functional grammar. For why we teach grammar, it provides historical context as well as current reasons related to language use. When to teach grammar depends on curriculum and student needs. How to teach grammar discusses both grammar translation and communicative approaches, as well as whether grammar is best taught implicitly or explicitly.
W6 lecture notes
This document provides an overview of teaching grammar. It begins by defining grammar and discussing the key principles for presenting grammatical structures. These principles include teaching structures implicitly through examples, using oral and written forms with explanations, linking form to meaning, and emphasizing communication. The document also discusses different approaches for grammar practice, including drills, exercises, and games. It notes that drills focus on repeating structures while exercises make students more familiar with grammar points. Finally, the document provides recommendations for choosing good grammar books and outlines the typical procedures for teaching a new grammatical structure.
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This document discusses different approaches to teaching grammar to English language learners. It emphasizes using an inductive, contextual approach rather than deductively teaching rules. Key points:
- Several learner-specific factors should be considered, like objectives, background, learning styles.
- Grammar is best taught in meaningful contexts through activities, books and questions that engage students rather than boring them with rules.
- Inductive teaching involves discovering rules through exercises while deductive directly explains rules.
- A suggested lesson outline starts with an introductory activity, asks guiding questions, provides a focused exercise for students to identify patterns and explain the concept before directly teaching explanations. The goal is facilitating student-led learning over dictating
What does learning grammar involve? and the organization of grammar teaching
Learning grammar involves understanding its form, meaning, and use. Form refers to the structure of the language. Meaning is the comprehension generated by the grammar. Use is how the grammar is applied in language. Teaching grammar effectively involves presenting the target structure, isolating and explaining its form and meaning, providing practice opportunities, and testing students' understanding. The organization of grammar instruction should follow these stages to allow students to perceive, understand, and demonstrate their knowledge of new grammatical structures.
Ch1&Ch2
This document provides an overview of how to teach grammar, discussing various approaches and principles. It examines the case for and against explicitly teaching grammar. While the case against argues that grammar should not be separated from communication, the case for notes grammar enables fine-tuning of meaning and prevents fossilization of errors. Current approaches emphasize a focus on form within meaningful communication and consciousness-raising of grammatical structures. Basic principles of efficient and appropriate grammar instruction are also outlined.
How to teach grammar- Dr. Ghobadirad
The document discusses different approaches to teaching grammar, including the deductive and inductive approaches. It emphasizes striking a balance between accuracy and fluency when teaching grammar. Key recommendations include:
- Starting with explicit instruction on grammar rules and providing examples, followed by structured communicative practice and feedback.
- Sequencing grammar points and recycling topics over time rather than following a rigid sequence.
- Involving learners in meaningful practice of forms through tasks and focusing on accuracy through feedback.
- Presenting grammar in the context of communicative interaction to facilitate transfer of learning.
Integrating Grammar for Communicative Language Teaching- Prof.B. L. Handoo
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This PPT was used in the Workshop with 61 Teachers of English of DPS Society Schools.
It is meant for teachers of Secondary (IX & X) Classes and can be helpful for teachers of Upper Primary (Vi-VIII).Issues in teaching grammar
The document discusses two main issues in teaching grammar: teaching large multi-level classes and catering to different learning styles. Teaching large classes has benefits like ensuring interaction and exposure to diverse perspectives, but also challenges such as maintaining control and providing individualized instruction. There are also four different learning styles - concrete, analytical, communicative, and authority-oriented - and teachers should design lessons to accommodate different preferences for learning grammar inductively or deductively.
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- Several learner-specific factors should be considered, like objectives, background, learning styles.
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This document provides an overview of how to teach grammar, discussing various approaches and principles. It examines the case for and against explicitly teaching grammar. While the case against argues that grammar should not be separated from communication, the case for notes grammar enables fine-tuning of meaning and prevents fossilization of errors. Current approaches emphasize a focus on form within meaningful communication and consciousness-raising of grammatical structures. Basic principles of efficient and appropriate grammar instruction are also outlined.
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The document discusses different approaches to teaching grammar, including the deductive and inductive approaches. It emphasizes striking a balance between accuracy and fluency when teaching grammar. Key recommendations include:
- Starting with explicit instruction on grammar rules and providing examples, followed by structured communicative practice and feedback.
- Sequencing grammar points and recycling topics over time rather than following a rigid sequence.
- Involving learners in meaningful practice of forms through tasks and focusing on accuracy through feedback.
- Presenting grammar in the context of communicative interaction to facilitate transfer of learning.
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This PPT was used in the Workshop with 61 Teachers of English of DPS Society Schools.
It is meant for teachers of Secondary (IX & X) Classes and can be helpful for teachers of Upper Primary (Vi-VIII).Issues in teaching grammar
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This document discusses various approaches to teaching grammar in schools. It notes that grammar was popular in certain decades but is making a modest comeback. It considers whether grammar should be taught explicitly or discovered by students. The document also examines typical grammar problems students have, debates whether grammar matters, and presents a three-stage model for teaching it. It suggests grammar be integrated into other language skills and explored within authentic texts. The discussion considers challenges teachers face and how grammar could be taught at a particular school.
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This document outlines the aims and content of an adult teacher training course on teaching grammar. The course will define grammar, discuss presentation methods like deductive and inductive approaches, explore key concepts, and different types of grammar practice. It will also cover observing lesson plans and stages of teaching as well as tips for teaching grammar effectively.
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- Pros and Cons of both methods
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This document discusses teaching grammar through a topic-based curriculum. It recommends introducing grammar structures according to what students need to communicate about everyday topics like meeting people or describing family. Basic grammar like verb tenses are taught within lessons about activities in the past or future. Teachers can incorporate grammar like imperatives when following a recipe or the past tense for recounting vacations. The goal is to present grammar in a meaningful context to increase student motivation and participation.
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Teaching grammar contributes to students' cognitive skills as it is an organized body of knowledge that can be taught, learned, and assessed. There are several ways to address accuracy of grammar within task-based work, including pre-teaching forms before tasks, addressing accuracy during tasks, and reviewing accuracy after tasks. While practice is aimed at implicit acquisition of grammar rules, research shows it may have limited effectiveness, and consciousness-raising is more likely to have delayed effects than immediate acquisition.
How to teach grammar
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.
Teaching grammar in the post method era
The document discusses various approaches to teaching grammar in the post-method era. It begins by describing the shift from a focus on methods to post-methods, with Kumaravadivelu proposing alternative strategies rather than adherence to a single method. The document then covers changing perspectives on grammar, including rule-based vs. usage-based theories and definitions that emphasize form, meaning, and communicative functions. Key choices in grammar teaching are outlined, such as the focus on form vs. forms and the relationships between grammar/lexis, knowledge/skills, explicit/implicit instruction, and induction/deduction.
Unit 3(1)
The document discusses four sample lessons for teaching grammar using a deductive approach:
1) Using rule explanations to teach question formation
2) Teaching "used to" using translation from Spanish to help learners understand
3) Teaching articles using grammar worksheets and group activities
4) Teaching word order using self-study grammar books as homework followed by peer editing activities
The lessons aim to make grammar instruction more engaging for learners and reduce teacher-centered instruction.
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The document discusses deductive and inductive approaches to teaching grammar. A deductive approach presents grammar rules first before examples, while an inductive approach presents examples for students to infer rules from. Both approaches have advantages and disadvantages. The document also provides examples of grammar exercises for different grammar points and discusses techniques like repetition and distributed practice to reinforce grammar concepts.
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1. Students learn that circles represent present and past tenses and the intersection is common to both.
2. Students study verbs and whether their form changes or stays the same in the past tense.
3. Unchanging verbs are placed in the intersection.
4. Students understand the relationship between the circles and tenses.
5. Students practice filling out the Venn diagram and using verbs correctly in sentences. The goal is for students to distinguish regular and irregular verbs.
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This document discusses effective approaches for teaching grammar. It argues that traditional deductive grammar teaching, which focuses on explicit rules and forms in isolation, does not support communication. Instead, it advocates for inductive grammar teaching that uses texts and meaningful activities to allow students to discover rules. Key aspects of the inductive approach include focusing on form within meaningful contexts, providing feedback, and moving from comprehension to production. The goal is to teach grammar as a skill for communication rather than as isolated rules.
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The document discusses deductive and inductive approaches to teaching grammar. A deductive approach presents grammar rules first before examples, while an inductive approach presents examples for students to infer rules from. Both approaches have advantages and disadvantages. The document also provides examples of grammar exercises for different grammar points and discusses techniques like repetition and distributed practice to reinforce grammar concepts.
Teaching grammar january 27th 2015 my copie
Teaching grammar using
Deductive & Inductive approaches
and PIASP
teaching method
-
:The audience power point presentation
1. Defining grammar
2. Different approaches and teaching grammar.
3. Deductive vs inductive approaches
4. The main difference between them
5. The role of the learner.
6. The role of the teacher.
7. Combination of both approaches.
8. Teaching grammar in the Algerian teaching system
9. PIASP teaching method
10. Samples from Algerian school manuals
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The Audio Lingual Method emphasizes teaching listening and speaking skills before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to form correct habits through imitation and practice. Key principles include using the target language for instruction, presenting language in context, and avoiding errors. The teacher leads drills and ensures correct pronunciation while students imitate models. The goal is for students to communicate automatically in the target language like native speakers.
01 Approaches to Language Teaching
This document discusses different approaches to language teaching, including structural, task-based learning, presentation-practice-production, lexical, functional, communicative, grammar-translation, total physical response, guided discovery, content-based learning, and content and integrated learning. For each approach, it describes the view of language, view of language learning, and typical classroom practices associated with that approach.
Audio lingual-method-liza 2
The Audio Lingual Method (ALM) emphasizes teaching listening and speaking before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to produce native-like speaking abilities. Key principles include using the target language for instruction, presenting language in context, avoiding errors, and imitating the teacher. Main activities include reading dialogues aloud, repetition drills, and focusing on correct pronunciation without explicit grammar lessons. The goals are to enable target language communication and develop abilities similar to native speakers.
Language teaching methodology
1. The document discusses various approaches, methods, and techniques for language teaching. An approach refers to assumptions about language learning, a method is the practical application of an approach through procedures and techniques, and a technique is what occurs in the classroom.
2. Key theories of language discussed are the structural, functional, and interactional views. Methods explained include grammar translation, direct method, reading approach, audiolingual method, community language learning, and total physical response. Later developments presented are communicative language teaching and the presentation-practice-production model.
3. Communicative language teaching emphasizes using language communicatively and developing students' communicative competence through activities that involve information sharing, problem solving and role plays.
Language fuctions
Language functions as all of the purpose with which we use the language. Basically, the function of language is used for communication; we use the language to give and receive messages between ourselves.
Audiolingual Method and Total Physical Method
May this material can increase your understanding about these two methods which is so far from perfection.
Grammar – translation method
The document describes the Grammar-Translation method of foreign language teaching. Some key points:
1. It was commonly used from the 1840s-1940s and focuses on reading/writing over speaking/listening.
2. Grammar rules are explicitly taught and practiced through translation exercises.
3. Students analyze passages and translate between the target language and their native language.
agung Power point listening
This document discusses key aspects of teaching listening and speaking skills to language learners. It addresses what makes these skills difficult, different types of listening and speaking, principles for teaching them, and sample activities. Some of the main points covered include the various factors that can impact listening comprehension, such as rate of delivery and colloquial language. Both bottom-up and top-down listening strategies are recommended for instruction. Speaking activities should focus on fluency and accuracy as well as use authentic contexts. Pronunciation teaching may focus more on prosody than individual sounds.
Grammar translation-method-1226604004591139-8
The grammar translation method is a traditional foreign language teaching method that focuses on learning grammar rules and their application through translation exercises between the target and native languages. Key characteristics include little active use of the target language in class, teaching vocabulary through translation lists, explaining grammar rules in the native language before applying them in translation exercises, and an emphasis on reading, writing, and accuracy over fluency or communication. Exercises typically include translating passages, answering reading comprehension questions, and filling in blanks. While easy for teachers with limited target language skills, it provides little opportunity to practice speaking or listening comprehension.
Teaching grammar
This presentation will help you get some important things to consider in teaching grammar; it, basically, answers the question "how to teach grammar?"
Teaching reading
This document provides an overview of teaching reading and its key components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It describes various instructional approaches like basal reading, literature-based reading, whole language, and phonics. It also discusses specific strategies for teaching each reading component, such as phonemic awareness activities, teaching the alphabetic principle, and comprehension strategies. Finally, it mentions additional reading methods, software programs, drill/practice activities, and principles for designing an effective reading program.
Teaching reading (2)
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
Teaching reading (1)
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
Teaching reading
This document provides an overview of teaching reading and its key components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It describes various instructional approaches like basal reading, literature-based reading, whole language, and phonics. It also discusses specific strategies for teaching each reading component, such as phonemic awareness activities, teaching the alphabetic principle, and comprehension strategies. Finally, it mentions additional reading methods, software programs, drill/practice activities, and principles for designing an effective reading program.
Cc eng 3
The document discusses five components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonological awareness training, enhancing effectiveness, phonemic awareness activities, teaching phonics through letter-sound correspondence and sounding out words. The document also discusses enhancing fluency, direct vocabulary instruction, comprehension strategies, and six core developmental reading approaches: basal reading, literature-based reading, whole language, language experience, phonics, and linguistic word families and onset-rime. Additionally, it mentions several other reading instructional methods.
Armedia Wiratama (16108810013)
This document discusses various approaches to teaching English as a foreign language (TEFL). It describes student-centered and teacher-centered approaches, as well as several specific methods including the direct method, grammar translation method, audiolingual method, structural approach, suggestopedia, total physical response, communicative language teaching, the silent way. Each method is summarized with its key principles and typical classroom techniques. The document provides an overview of the philosophy and practices of major TEFL approaches.
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Definition of esp
The document discusses the origins and development of English for Specific Purposes (ESP). It traces ESP back to three main factors after WWII: 1) the rise of English as the international language of technology and commerce, 2) a revolution in linguistics focusing on how language is used in real communication, and 3) recognizing that learners have different needs and interests. ESP developed through different stages, shifting from a focus on language forms to skills, strategies, and ultimately a learning-centered approach. The document emphasizes that ESP is an approach rather than a product, where content and methods are based on learner needs and purposes.
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Teaching grammar
- 2. What Is Grammar? Grammatical Terms The Place of Grammar Teaching Presenting and Explaining Grammar Grammatical Mistakes Grammar Practice Activities
- 3. What is Grammar? • Grammar in General, grammar is sometimes defined as ‘the way words are put together to make correct sentences’. • Grammatical Structure is patterns to make a correct sentences. Every language has different grammatical structures. • Grammatical meaning, grammar does not only affect the form of the sentence but also must have a precise meaning.
- 4. The Place of Grammatical Teaching Comments : the place of grammatical teaching • Extract 1 -> Grammar not taught directly, but indirectly with oral teaching like mother tongue. • Extract 2 -> The teacher help their students to study grammar by providing and practice in the classroom. • Extract 3 -> Learning grammar does not help in a real conversation. • Extract 4 -> Don’t too focused to learn grammar because not all students are interested if only to learn about grammar.
- 5. Grammatical Term • Unit of language -> smaller units of language are sentence, clause, phrase, word, morpheme. • Parts of the sentence -> the most common part of sentence are subject, verb and object. • Part of speech -> part of speech are nouns, verbs, adjectives, adverbs, pronouns, auxilia ry verbs, modal verbs, determiners, and prepositions.
- 6. Presenting and explaining grammar • • • • • Stage 1 -> presentation Stage 2 -> check and re-check our explanation Stage 3 -> feedback with discuss with our students Stage 4 -> Make guideline Stage 5 -> Compare our guideline with other guideline • Stage 6 -> Using another guideline.
- 7. Grammar Practice Activities Type of grammar practice: form accuracy to in fluency: • Awareness • Controlled drills • Meaningful drills • Guided, meaningful practice • (structure-based) free sentence composition • (structure-based) discourse composition • Free discourse
- 8. Grammatical mistakes • Terminology -> errors ( which are consistent and based on a mis-learned generalization) and mistakes (occasional inconsistent slips). • What is a mistake? -> mistake is something sounds or looks ‘wrong’.