TSL 3108 (Teaching Grammar in ESL Classroom) Anmm04s Note

1)

INTRODUCTION TO GRAMMAR
DEFINITION
Rules description - govern formation - Ls sntence
(Thornbury, 2008)
Phnlgy (Sound), Mrphlogy (Form), Syntax (Order) , Prgmatic
(Context)
Meaning: Representation (describe) / Interpersonal
(interaction)
FLUENCY (Spontaneous
ACCURACY (Production)
Comm)
Extnsiv R / Info gap (Spntan
Pattern drill (new item)
Com)
Material
Material
Conversation, authentic
Prctice (out contxt), Separate
item
Activity
Activity
Unpredictable outcome,
Predictable outcome,
Assess (Ideas Smoothness),
Asses (number of mistake),
Rare correct, Real, Comm
Correct error, Unreal Situation
idea
GRAMMAR FOR YOUNNG LEARNERS
Meaning > Wrd / Indirect >
Udrstndg = Explnation +
Direct
Interction
Abstract Concept (Difficult)
Limited attention span)
THE PLACE OF GRAMMAR IN THE PRIMARY CLASSROOM
KBSR
KSSR
R, W, Appreciate,
R , W, Appreciate,
L (undrstnd), S (respond)
Comm, Correct Grmmr in SW

2)

APPROACHES IN THE TEACHING OF GRAMMAR

DESCRIPTIVE
L structure used
(speaker/writer)
Linguist
Pattern/Rule (wrd, phrs,
clse,sntc)
COVERT
Activity > Rules
Error (noted>later)

PRESCRIPTIVE
L rules (should be)
Teacher/Editor
Believe (yes/no)

OVERT
Explain Rules New L
Deductive = Rules > Practice
Inductive (discovery)= Eg >
Rules
ISOLATION
CONTEXT
Isolated L (exercise)
Meaningful L use
Repetition, Manipulation,
Context,
Grammar Transformation
Communication Purpose
MEANING, USE, FORM (MUF) FRAMEWORK
Meaning (L unit) = What?
Use = When/Why?
Literal, Context
Situation / Listener
Eg: Red (Adj/Verb/Noun)
Eg: Good Morning (Greet,
Ironic)
Form = How?
Vocab unit (Spelling), Fctnl Exprsn (W choice), G structure
(Syntax)
Eg: Present Perfect= have been + Past Participle
INTEGRATION WITH LSRW SKILLS
G Map = LSRW > Grammar
Grammar (support/supported)
ISSUES
Teach/Not
Inductive / Deductive
Age, Level, Bc, Skill, Style,
Single / Blend
Need
Context / Isolation
Grammatical Error Correction
L goal
Comm (Flow), Writing (delay)
(Conscious/Subconscious)
3)

GRAMMAR IN THE MALAYSIAN PRIMARY SCHOOL

ENGLISH LANGUAGE CURRICULUM

CURRICULUM
OBJECTIVE
SPECIFICATION
KBSR = 1-6, Sction
use correct / appropriate rules
(Spcfc/Cntxt)
of grammar in speech /
KSSR = Year 3 >
writing
LANGUAGE CONTENT
KBSR = Skill Comm Context Pupil Development Level
KSSR = Skill/Undrstng Comm SW school (in/out)
ACTIVITIES
Discourse > Grammar
Talk With Children
L use (Grammar Perspective)
Corrective feedback
Context / Routines (Chunk)
Eg: Him pen > His pen
Eg: Class Management L
Incidental Form Focus
(Practical activity)
Eg: Bird tree > Bird on tree
Verb Rnge, Noun phrse
expnsion
Guided Noticing Activities
Listen & Notice
Presentation (Puppet)
Eg: phone call > complete
Repetition + Contrast
the grid
(Calendar)
Eg: I cannot eat on
Monday(Tue)
Structuring Activities
Q, Survey, Quiz (accuracy)
Info Gap (G goal)
Eg: Prepare Q > Compile
Eg: Blank entry > phone talk
Drills & Chants
Repetition = repeat Teacher
(Eg: I eat > I eat)
Substitution = transform Ts line (Eg: I want to eat > Lets
eat)
Proceduralizing activities (automatize grammatical form
use)
T read & P listen > reconstruct text (pair/group) > collaborate
4)

TECHNIQUES FOR TEACHING GRAMMAR

s
Meaningful, Purpose, Social Function, Practice, Multimedia,
Variety Skill, Active Participation
NURSERY RHYMES &
STORIES
POEMS
Reasons
Reason
Repeat, Familiar, Spoken
Interest, Framework, Context
Selection
How
Structure, Length, Age, Level,
Circle (1 word, 1 pupil)
Theme, Objective
Question (fold)
How
Retelling (Verb > Retell)
Adjective, Imperative, Verb
SONG & CHANTS
GAMES
Reason
Reason
Authentic, Issues, Context,
Comm, Practice, Meaning,
Link Culture, Edutainment
Challenging, Comm, Context
(LRWS),
Chant = Automatic
(repetition)
Type
When
Spcial, Chldrn, Action, Story,
Begin/End, Revision, Recall
Pop
How
How
Classic gap fill, Spot mistakes,
Board Games (Newspaper),
Comics Strip, Verse order,
Crossword Puzzle, Hangman
Factors
Discussion, Translation
Organization (Time),
Expectation,
Variation, Respect, Routine
PUPPET
PLAY & DIALOGUES
Reason
Reason

TSL 3108 (Teaching Grammar in ESL Classroom) Anmm04s Note

Attention, concept (verb)
Type
Hand, Sock, Rod, Human arm,
Marionette

5)

Activities
Simulation, Questionnaire,
Challenge Box, Brainteaser
Evaluation
Feedback, Involvement,
Questionnaire (T, Parent,
School)

DEVELOPING ACTIVITIES AND RESOURCES FOR THE

TEACHING OF GRAMMAR

ACTIVITIES
Role
F = Nturl, Com, Cntext,
Unprdctbl
A = Clas, Crrct, Outcntxt, L
choice
Principle
Meaningful, Purpose, Social,
Prctice, Multimdia, Variety,
Active
Type
Drill (repetition, substitution,
correlation, transformation)
Substitution Table, Jazz Chant
Development
MUF (Meaning, Use, Form)

6)

Context, Cnversation,
Recreation
Type
Conversation-Facilitation,
Grammar-Demo dialogues
How
Natural L, Short, formal norm,
truth value, realistic character

RESOURCES
Role
Motivate, Creativity,
Confidence, Friendly,
Concrete, Involvement
8)
Principle
Interest, Proficiency, Maturity,
Prior Knowledge, Suitability,
Practicality, Availability
Type
Print (text, pic),
Non-Print (realia, 3D),
Electronic (electrical aids)
Development
Flashcard, Newspaper
(Scavenger Hunt, Guided
Writing, Shopping List),
Internet Resource

9)

7)

ENRICHMENT AND REMEDIAL GRAMMAR ACTIVITIES

ENRICHMENT
Certain mind qualities
dvelopment
Features
Challenge, Enjoy, Exposure,
Risk, Wider Context

REMEDIAL
Improve L skill / rectify prblm
area
Identification
Acdmc = Interaction, Task,
Test

LESSON PLANNING
Event Activity Pedagogical aim
Reason
Factor
Systematic T plan, Resources
Aim, Interest, Prior, Task,
Preparation, Work record,
Materials, L Requirement,
Time, Proficiency Level,
Sequence
Procedure
Content, Aim, Achievement Level, Activity, Variety, Mixedability
Grammar Lesson Stages
Learning Outcome Action
Presentation
Verb
Focused Practice
Describe, explain, use,
Communicative Practice
analyse, evaluate, create,
perform, respond

ASSESSING GRAMMAR
TYPE OF TEST
SW, LR Comprehension
WRITING TEST RULES
Dont Test
Unknown Item, General Knowledge, Intro New Technique,
Without Test
TEST ITEM
MCQ,
Fill-In
Grammar Item Recognition
Cmprhnsion + Indvdl grmmr
Item
Sentence Completion
Sentence Reordering
Grmmr Knwldge + English
Syntax Knowledge
use
Transformation
Sentence Writing
Syntax & Structure
W + Pic Description
Knowledge
Parallel Writing
Grammar & Vocab Knowledge (Imitate what S have read)

Bhvior = Activty, Escapism,

Fiddle
Deficiency Diagnosis
Concept L,
Knowledge Application
Causes
Memory, Undrstndg,
Prsntation, Knwldg Gap, Bc,
Facilty, Medium, Physical,
Emotion, Teacher
Cure
5-10, Personal, No
Humiliation, Suitable,
Prevent Reoccur,
Activities
Grammar Exercise, W Activity

SIMULATED TEACHING
Planning & Discussion
Material & Aids
Draft, Feedback, Re-Draft
Micro T (Pair/Group)
Feedback & Review
Reflection
Strength, Weaknesses,
Process, Actual teaching,
Problem Solving,
Strength, Weaknesses
Improvement
Evaluation Criteria
Captivating Set Induction, Smooth Lesson, Learner-centred
activity, Creative conclusion, Time management, Clear
Awareness (+/-)

GOOD LUCK!!!
MAY ALLAH BLESS US ALL!!!
(-_-) > (^_^)