TEACHING STRUCTURE

Doff, 1988: 33-39 Harmer, 2007: 81-98

Approaches in teaching language structure:

Deductive approach T explains the rules, gives examples, and then Ss make phrases and sentences using the structure Inductive approach T gives examples, and Ss work out the rules (discovery activity)

When a teacher presents structure, it is important to: show what the structure means and how it is used by giving examples (language function) show clearly how the structure is formed (language construction) compare it with other structures use substitution table

Language function
Experience Change over time Accomplishment Uncompleted action Multiple action at different time

Language construction was/were + v-ing to-be + v3 had + v3 would + v will + be + v-ing

Comparison
Present perfect
I have studied hard She has cooked He has gone to Bali

Simple past
I studied hard She cooked He went to Bali

Substitution table
S I We You She He They Linda Tom Lucy and Liz slept V a letter O

worked
wrote had watched

lunch
a note TV them

Showing meaning
Showing meaning visually Show meaning directly, using things the students can see Showing meaning through a situation Think of a situation, in which the structure could naturally be used. The situation can be real or imaginary

Focusing on form

Give a clear model and ask students to listen and repeat two or three times Write the structure clearly on the board

 The following is how different teachers presented comparison of adjectives to their students. Which presentation do you think is: - the most interesting? - the easiest? - the most useful and clear?

C
I talked about two buildings in the town (the post office is bigger than the bank) I drew lines on the board (Line A is longer than Line B)

A
I called a tall and a short student to the front and compared them (Anna is taller than Maria)
I drew pictures of two men on the board and compared them (Andy is taller than Sam)

A note to consider
Well-chosen examples are the clearest way to show how a structure is used Only knowing rules will not help students to use language Students can get a sense of the way structures are used by hearing or seeing examples, even without ever knowing the rules

3-2-1 Summary
What are three ideas that have captured your attention from today's class? What are two questions that you are still thinking about related to these topics? What is one thing that you will remember long after this class is over?

Thats all Please find out more interesting and meaningful ways to teach grammar from books and the Internet