Professional Documents
Culture Documents
Rethinking Grammar
Teaching
INPUT PROCESSING
THE
Questions
WHEN should I teaching grammar?
Every day?
At the beginning of the lesson?
HOW should I teach grammar?
Deductive lesson (rule example)
Inductive lesson (example rule)
Should I use L1 or L2 to teach grammar?
Traditional approach
Traditional approach:
input developing system output
focused practice
1) Traditional approach:
input developing system output
focused practice
2) IP approach:
input developing system output
focused practice
NOTE
For BOTH the traditional approach and the input
processing approach teaching grammar includes three
main phases:
1) providing input
2) fostering learners developing language system
3) encouraging output
1. Binary options
Indicate if you think the statements are TRUE or FALSE:
TRUE
_____
_____
_____
_____
_____
_____
_____
_____
FALSE
_____
_____
_____
_____
_____
_____
_____
_____
2. Matching
What do you like?
I like
books.
movies.
music.
nature.
pizza.
jokes.
new clothes.
(ORAL or WRITTEN?)
I like
hiking.
shopping.
eating.
laughing.
reading.
dancing.
watching TV.
3. Selecting alternatives
When I have free time I enjoy
___ watching TV.
___ reading a book.
___ talking to friends.
When I am hungry I prefer
___ going out to a restaurant.
___ cooking dinner at home.
___ getting fast food.
When I go out with my friends we like
___ going to the movies.
___ sitting in a bar.
___ dancing in a club.
(ORAL or WRITTEN?)
4. Supplying information
Fill in the blanks below and be prepared to
share the information.
Name ____________________
I like eating _______________________________.
I love drinking _____________________________.
I enjoy watching ___________________________.
I prefer reading _____________________________.
I do not like going _____________________________.
References
Farley, Andrew. 2004. Structured Input: Grammar Instruction
for the Acquisition-Oriented Classroom. New York: McGraw
Hill.
Lee, James and Bill VanPatten. 2003. Making Communicative
Language Teaching Happen (2nd ed.). New York: McGraw
Hill.
Wong, Wynne. 2004. Input Enhancement: From Theory and
Research to the Classroom. New York: McGraw Hill.