This document summarizes a lecture on teaching grammar. It covers: 1) Defining grammar as the rules about how words change form and combine to make sentences. 2) Introducing grammar to students through games and activities to engage them. 3) Having students discover grammar rules themselves by examining patterns in structures like comparative adjectives. 4) Explaining that spoken and written grammar have different conventions, with speech using more discourse markers, tags, interjections, and condensed structures. 5) Discussing common problems that arise from grammar rules, like adding 's' to modal verbs instead of the verbs they modify in the third person singular.

1. NATIONAL INSTITUTE OF BUSSINESS
LECTURER: Marilou Della Seira
TOPIC: Teaching Grammar
Members’ Name: CHHAN MALIDY
CHEA SODAT

3. Content
a. what is grammar?
b. Introducing grammar
c. Discovering grammar
d. Spoken and written grammar
e. Grammar rules and problems
f. Grammar now
g. Basic principles for grammar teaching

4. a. What is grammar?
Grammar is the rules about how words change
their form and combine with other words to
make sentences.

5. b. Introducing Grammar
• Introducing Grammar is the way to start
teaching grammar to students.
Example:
- Game (Scrambled Sentences)
- Activities ( Role play)

6. C. Discovering Grammar
• Discovering Grammar is the way to
persuade the students to find the form
of grammar.
Example:
- Comparative Adjectives

7. Look at this!
Old => older
New => newer
Light => lighter
Big => Bigger
Thin => Thinner
Noisy => Noisier
Silly => Sillier
Expensive => more
Expensive
Beautiful => More
Beautiful
Now work these out!
-How do we make one-syllable adjective
into comparative adjective?
-Why are big and thin different?
-What has to change when we make
word like noisy and silly into comparative
adjectives?
-What is different about expensive and
beautiful? Why?

8. d. Spoken and written grammar
The grammar of speech has its own constructional principle (see Biber et
al.1999:1066-1108); it is organized differently from writing. Spoken
English has its own discourse markers too, for example:
- Frequent non-clausal units (e.g. Mmm, No, Uh huh, Yeah)
- A variety of tags not found in written style, such as question tags
- Interjections (e.g. ah, oh, wow, cor (BrE))
- Hesitators (e.g. emm, er, erm)
- Condensed question (e.g. More milk?, Any luck?)
- Echo question (e.g. Oh did you say San Francisco?, White chocolate
hot cocoa?)
- Response forms (e.g. yeah or sure to acknowledge a request)
- Fixed polite speech formulae (e.g. Happy Birthday!, Congratulations!)

9. e. Grammar rules and problems
• In this section refers to the problems of grammar
happen from the rules of the grammar.
Example
- In present simple, we tell to the students to add
‘s’ to all verb that use with third person singular
(he, she, it).
+ He reads a book.
+ She sees a seal.

10. e. Grammar rules and problems (Cont.)
- But the problem is that when the students
use the modal verb (must, can, could,
should, etc.) with third person singular, they
will add ‘s’ to those modal verb as well.
+ He musts go to school. (problem)
+ She coulds sing a song. (problem)

11. Grammar books

13. THANKYOU FOR
YOUR TIME