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TSL3108 Grammar

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C reat ed :

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21/05/2013 8:40 PM

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21/05/2013 11:10 PM

Meanings and definition of grammar


Description of the rules that govern how a languages sentences are formed.
Fluency
Purpose:
To help students practice language in Listening, Speaking, Reading and Writing activities to so
develop fluency in using the language in spontaneous communication.
Material:
Pieces of discourses: conversation, stories, etc.; texts are usually authentic and used as they
would be in real life.
Activities:
Focused on communicating information and expressing ideas; their output may not always be
predictable; their performance is assessed on how well
ideas are expressed or understood; students' errors are not corrected unless it interferes with
communication; tasks often simulate real-life situations.
Accuracy
Advantage:
Produce students who can reproduce accurately sentences learnt
Disadvantage:
May not be effective in communicating the language in real life situations
Purpose:
To help students achieve accurate perception and production of a target item which can be a
sound, a word, or a sentence structure.
Material:
Composed of separate items; the target items are usually practised out of context or situation;
Activities:
Focused on a particular target item; their output is usually predictable; their performance is
assessed on how few language mistakes are made;
students' errors are corrected; tasks do not usually simulate real-life situations.
Grammar for Young Learners

They respond to meaning even if they do not understand individual words.

They often learn indirectly rather than directly taking every information around them
rather than focusing on the precise topic being taught

Their understanding comes from explanation as well as from what they see and hear and
interact with.

They find abstract concepts such as grammar rules difficult to grasp

They have a limited attention span; unless activities are extremely engaging, they can get
easily bored, losing interest after ten minutes or so
Descriptive grammar
Descriptive grammars describe how people use spoken and written language, and the

knowledge that they use to decide whether something is grammatically correct.


Prescriptive grammar
Dealing with the syntax and word structures of a language, usually intended as an aid to the
learning of that
language. It refers to the structure of a language as certain people think it should be used.
Prescriptive grammars prescribe the rules of a language
Covert Approach
Uses the structure without drawing attention to grammatical rules.
The focus is on the activity and not the grammar rules.
Errors should be tolerated during the course of the activity but should be noted and dealt
with at a later session
Overt Approach
Teacher explicitly explains the rules when presenting the new language.
There are two options available to the teacher; the deductive approach and the inductive
approach

Deductive approach the teacher presents the rules/patterns/generalizations and then


goes on to provide practice in the application of these rules.

Inductive approach - also known as discovery method. The students are first given a
number of sample sentences containing the target forms and then the teacher guides the
students into deriving the rule for themselves.
The two approaches should not be seen as separate but rather as complementary
Grammar in Isolation
Involves learning grammar which is presented out of context.
Learners are given isolated sentences, which they are expected to internalize through
exercises involving repetition, manipulation, and grammatical transformation.
These exercises are designed to provide learners with formal, declarative mastery of
the language in which they are able to explain rules of using the form of the language
Grammar in Context
Involves teaching grammar in relations to the context of the situation the utterances are
usually used.
Learners are given the opportunities to explore grammar in contex
Meaning, Use, Form (MUF) framework
MEANING
There are two aspects of meaning.

First, what is literal or essential meaning of the word, phrase, functional expression or
grammar structure?

Second, what does it mean in the context its being used in?
USE:
When or why is the vocabulary, functional expression or grammar structure used? The words,

functional expressions, grammar structures we choose to use are determined


by the situation we are in and/or what we want to communicate to our listener(s). Use is
interconnected with meaning
FORM:
How is the vocabulary unit, functional expression, or grammar structure formed? Form refers
to the visible and audible parts of vocabulary, functional expressions and
grammar units: the spelling, phonemes, syllable stress, words in a phrase, prefixes or
suffixes, syntax (word order), choice of noun or verb, etc for a particular
place in a sentence, and/or punctuation
Integration with the teaching of Listening, Speaking, Reading and Writing skills.
Three ways in which grammar can be integrated with the other language skills like, listening,
speaking, reading and writing;
by a systematized mapping of the grammar syllabus within a thematically conceived
series of units.
by a unit-by-unit mapping of grammar.
through the specific ways in which grammar supports and is supported by each
language skill.
Issues in grammar teaching
To teach of not to teach grammar
Should grammar be presented inductively or deductively
Should grammar be taught in context or in isolation
Should teachers correct grammatical errors
KSSR
Primary (exit after Year 6)
The English Language Curriculum for Primary Schools aims to equip pupils with basic language
skills to enable them to communicate effectively in a variety of contexts thats appropriate to
the pupils level of development.
KBSR
Primary (exit after Year 6)
The English language syllabus for primary school aims to equip pupils with skills and provide a
basic understanding of the English language so that they are able to communicate, both orally
and in writing, in and out of school
Working from discourse to grammar
The language of classroom management
Talking with children
Guided noticing activities
Listen and notice
Presentation of new language with puppets
Language practice activities that offer structuring opportunities

Questionnaires, surveys and quizzes


Information gap activities
Drills and chants
Proceduralising activities
Dictogloss - the teacher reads out a text several times, the pupils listen and make notes
between readings, and then reconstruct the text in pairs or small groups, aiming to be as close
as possible to the original and as accurate as possible
TECHNIQUES FOR TEACHING GRAMMAR
Songs
reasons to use songs in the classroom :

Songs are authentic texts

Songs can be linked to societal issues which might be interesting to students

Songs provide good context for grammar.

Songs can trigger emotional and affective connections to the target language and
culture.

Learning through songs involve different skills.

Songs are a good way to teach in an "Edutainment" way because they incorporate all
the language skills:
(1)
Listening (to the song) - Following the song to determine words.
(2)
Reading (following the lyrics to determine the words)
(3)
Writing (filling in the blanks)
(4)
Speaking (singing the song) Kind of songs
How to use songs?
Classic gap-fill
Spot the mistakes
Comic strip
Order the verses
Discussion
Translation
Chants
Grammar chants can be a lot of fun to use in classes.
Using a chant is pretty straight-forward. The teacher (or leader) stands up in front of
the class and 'chants' the lines.
Remember that through the use of repetition and having fun together (be as crazy as
you like) pupils will improve their 'automatic' use of the language
STORIES
Stories are excellent resources for grammar teaching for several reasons:
Children, adolescent and adults all love stories & this generate positive attitude to the
lesson for which the story acts as a framework.
Stories provide a context for several grammatical structures.
A story can provide contexts for real use of English (variety of emotions and
issues).
Circle Story
Question Story

Retelling Stories
NURSERY RHYMES AND POEMS
Since poetry is often spoken, repeated, dealt with, and considered, it acts as an effective tool
for practicing a specific grammatical structure
In the selection of a poem, the teacher should first consider the grammatical structure to be
presented, practiced, or reviewed, then the level and the age of the students, next the theme
and the length of the poem and its appropriateness to the classroom objectives

GAMES
1.
Games are a welcome break from the usual routine of the language class.
2.
They are motivating and challenging.
3.
Learning a language requires a great deal of effort. Games help students to make and
sustain the effort of learning.
4.
Games provide language practice in the various skills- speaking, writing, listening and
reading.
5.
They encourage students to interact and communicate.
6.
They create a meaningful context for language use
What kinds of games work best?
Which skills do the games practice?
What type of game is it and what is its purpose?
Does the difficulty level of the game match with the students' ability level?
Does the game require maximum involvement by the students?
Do the students like it? Do you like it?
What specific vocabulary or grammar are you introducing or practising with this game?
Can you keep control of your class and play this game?
What materials do you need for the game and can you obtain these easily?
What controls, if any are needed, will you have in place to ensure the children are on
track?
When to Use Games?
As short warm-up activities or when there is some time left at the end of a lesson.
However, a game "should not be regarded as a marginal activity filling in odd moments when
the teacher and class have nothing better to do" Lee (1979:3).
Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be
used at all stages of the lesson, provided that they are suitable and carefully chosen.
Games also lend themselves well to revision exercises helping learners recall material in a
pleasant, entertaining way
EXAMPLES OF GAMES
Board games
crossword puzzle
Hangman
PUPPETS
Why and how should teachers use puppets in their class?
To catch the attention of children.
Use a puppet (or a set of puppets) to act out various grammar concepts.
DIALOGUES AND PLAYS

Teachers can use or adapt dialogues to:

demonstrate grammar in context

facilitate conversation

provide recreation such as a skit


Plays
Apart from memorization, widely used in the audio-lingual era, dialogues can be exploited for
plays through which students can practice language more freely.
Some points to keep in mind when writing or adapting dialogues for pupils to
practice
Use natural language as much as possible
Keep the dialogue short
Apply current sociolinguistic norms.
Depict situations in the dialogue that are relevant and useful to the learner.
Retain truth value in the dialogue.
Create characters who are realistic in that they have some personality and relate to the
learners experience in some way.

Activities focusing on fluency


Reflect natural use of language
Focus on achieving communication
Require meaningful use of language
Require the use of communication strategies
Produce language that may not be predictable
Seek to link language use to context

Activities focusing on accuracy


Reflect classroom use of language
Focus on the formation of correct examples of language
Practice language out of context
Practice small samples of language
Do not require meaningful communication
Control choice of language

PRINCIPLES OF SELECTION
Be meaningful
Be purposeful
Have a social function
Provide plenty of practice
Use multimedia approach
Provide variety
Encourage active participation

DEVELOPING GRAMMAR ACTIVITIES


Classroom activities need to reflect the grammar point that is being introduced or reviewed
TYPES OF ACTIVITIES
Drills
Substitution tables
Jazz Chants
MATERIALS AND RESOURCES
Resources can come from the internet, the newspaper, the school itself, the environment and
our own homes
TYPES OF MATERIALS AND RESOURCES
Print, Non-Print and Electronic
ROLE OF MATERIALS
source of motivation
making learning interesting
decrease the anxiety of learner
concrete base for abstract learning
develop confidence (individually, group work)
develop creativity
flexible and friendly environment
provides students an approach towards learning
capture the attention and involve the students in learning situation
PRINCIPLES OF MATERIAL SELECTION
Interest Value
Learners Level of Proficiency
Learners Maturity
Learners Prior Knowledge
Suitability of Cultural Content
Practicality
Availability and Cost
DEVELOPING RESOURCES
Flashcards
Exploiting materials from the newspapers
Scavenger Hunt
Guided Writing
Shopping list
nternet resources
TYPES OF TEST
WRITING ACHIEVEMENT TESTS
Dont test what you havent taught
Dont test general knowledge
Dont introduce new techniques in tests

Dont forget to test the test


TEST ITEMS
Multiple choice
Fill-ins
Sentence completion
Sentence reordering
Transformations
Sentence writing
Parallel writing

EXAMPLES OF ENRICHMENT ACTIVITIES


In class
The teacher can email certain students with a controversial newsflash to which they have
to respond quickly with an article, mimicking the pressures of a busy newsroom.
Keep logs in which they reflect upon their learning, and create questionnaires and surveys
to evaluate the learning experiences of their fellow students.
Real time simulations offer an enjoyable challenge and a sense of fulfilment.

Challenge Boxes containing enjoyable and demanding activities can be kept in every
classroom for students to use when they have finished their work.

A regular feature of a lesson might be a thinking slot.


There are numerous ways in which enrichment activities can be evaluated, including
the following:

Feedback from students, and their engagement in evaluative research.

Questionnaires to parents before and after the provision of enrichment.

Questionnaires to teachers

Independent observations from those involved in devising or supervising the activity

Whole school, department and/or auditors.

WHAT IS REMEDIAL TEACHING?


A remedial activity is one that is meant to improve a learning skill or rectify a problem area.
Remedial instruction involves using individualized teaching of students who are experiencing
difficulties in specific subject areas

Identification
Through academic achievement
Through behavioural aspect
Diagnosis of deficiencies
Learning of concepts: His concept(s) related to a particular topic or formula is
clear.
Application of knowledge: He may not be able to apply the learned knowledge
different situations
Causes:

not
in

Memory: Individual capacity of memorising facts and figures.


Understanding: Lack of comprehension-he does not follow what he reads.
Presentation: Finds difficulty in expressing views-vocabulary is not sufficient.
Knowledge Gap: Incomplete coverage units in the previous class-long absence.
Parental background: Socio-economic status; education
Parental attitude: Indifference of parents towards studies; over-expectation.
School Based: Lack of suitable equipment and environment in school- over-crowded
class.
Medium of instruction: Language problem.
Physical factors: Poor eyesight; poor audibility; illness and other problems.
Individual factors: Good in oral tests but does not prepare notes and does not do home
work regularly; lacks self confidence; inferiority feeling etc.
Teacher based: Lack of confidence in teacher; lack of time at teachers disposal; faulty
method of teaching etc
Cures and Remedies:
Category wise remedial-not more than 5 to 10 students in each class.
Personal and individual attention by teacher.
No humiliation

Primary responsibility of the teacher in remedial teaching involves:


Diagnosis of the specific difficulty of the student by conducting a suitable diagnostic test.
Providing suitable remedial measures
Providing ways and means for preventing them from re-occurring in future

What is a lesson?
A learning event in which all the activities are pre-orchestrated to serve one central
pedagogic aim
Have a beginning, a middle and end, though these stages are called by different names.
(pre, while, post)
Why is Lesson planning important?
Requires the teacher to keep many things in mind simultaneously
Teacher has to do work that can be done before a learning teaching session begins
and work that can be done in the classroom
Early planning enables the teacher to get the software and hardware necessary for
implementing his/her plan.
Lesson plan act as a record of work done

Factors to bear in mind when planning a lesson


The general and specific objectives it sets out to achieve decide on what the general
aim of the lesson is going to be.
Student characteristics take note of pupils interest
Previous knowledge of the pupils

think specifically of concept of previous knowledge to be useful in planning.


Tasks
Devise a task or a set of tasks
Choose a task that would allow students to get practice in all the relevant skills.
Materials
Decide on the types of materials that will be used and how they will be exploited.
Language requirements of task/ activity
Decisions on language need to be made at the stage when a task is being
selected.
Time Decisions regarding language also need to be made after the materials for the
tasks have been assembled.
When the lesson will take place
How much time is available
Timing of activities
Amount and type of pupil-teacher participation
Balance in allocation of time
Sequence and grading of activities
Deciding on what to teach
Deciding on general aims of your lesson
Interpreting the chart
Deciding on specific aims or levels of achievement
Taking stock of circumstances under which learning will take place
Deciding on the staging of the lesson
Deciding on activities
Checking for balance and variety
Making a final copy of the lesson plan
Dealing with mixed- ability groups

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