grammar in context.pptx
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What is
grammar?
“It is well to remember that grammar is common speech formulated.”
Somerset Maugham
http://thinkexist.com/quotation/it_is_well_to_remember_that_grammar_is_common/191898.htmlhttp://thinkexist.com/quotation/it_is_well_to_remember_that_grammar_is_common/191898.htmlhttp://thinkexist.com/quotation/it_is_well_to_remember_that_grammar_is_common/191898.htmlhttp://thinkexist.com/quotation/it_is_well_to_remember_that_grammar_is_common/191898.htmlhttp://thinkexist.com/quotation/it_is_well_to_remember_that_grammar_is_common/191898.htmlhttp://thinkexist.com/quotation/it_is_well_to_remember_that_grammar_is_common/191898.htmlhttp://thinkexist.com/quotation/it_is_well_to_remember_that_grammar_is_common/191898.htmlhttp://thinkexist.com/quotation/it_is_well_to_remember_that_grammar_is_common/191898.htmlhttp://thinkexist.com/quotation/it_is_well_to_remember_that_grammar_is_common/191898.html
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Is grammarimportant?
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“Rarely is the questionasked: Is our childrenlearning”
January 11, 2000 From a speechdelivered in Florence, South Carolina,
and reported in the Los Angeles Timeson January 14, 2000
eorge W. Bush Speaking:
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“ !ou teach a child toread" and he or her willbe able to pass a
literacy test”February 21, 2001 From a speech
delivered in Townsend, Tennessee.Reported by The New Republic
(March , 2001 issue!.
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is it important in our teahing ontext
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"rammar# $and (%pea&in'!
"rammar# $and (ritin' Tas&s 1 ) 2!
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Some examp!e of "hat "e #eryoften hear in our !assrooms$
exam$ et.#hat did you do last weekend
I go to $ubai with my friends.
%&&&&' I swim in the sea. %&&&&'
I play football. %&&&&'
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Some examp!e of "hat "e #eryoften hear in our !assrooms$exams$ et.#hat did you do last weekend
I go to $ubai with my friends.
%&&&&' I swim in the sea. %&&&&'
I play football. %&&&&'
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%eahing Grammar in
Context “In the past$ a tra&itiona!
!assroom$ "ith its emphasis
on grammatia! ompetenean& exp!iit kno"!e&ge of!anguage ru!es$ &i& not pro#i&eoasions for !earners toommuniate'”
(A&air()auk * +onato$ ,--,
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“nfortunate!y$ many stu&ents "ho
spent years !earning on!y the forma!properties of the !anguage /soun&system$ #er0 on1ugations$ ru!es ofsyntax$ #oa0u!ary !ists2 ou!& not$ inthe en&$ exhange information$ expressi&eas or fee!ings$ onstrut an& ontro!pro0!em so!#ing$ or &e#e!op an& nurturea soia! re!ationship in a seon&!anguage.”
(A&air()auk * +onato$ ,--,
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It is through ommuniation that"e are a0!e to impro#e our"or!&$ to prosper$ an& to en1oy
it.Cooper /34452
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“Second and (oreign languagelearners want to learn language asit is really used”.
)oelho
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Genera! ru!e
Spei6 examp!es
7ratie
/ %op(&o"n Approah 2
+e&uti#e Approah:
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9xposure to grammar in ontext
7ratie
Genera! ru!e
/ Bottom( up Approah 2
n&uti#e Approah:
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When grammar is taughtinductively $ the teaher'
• a!!o"s the !earner to formu!atean& &iso#er the ru!e /“toin&ut”2.
• pro#i&es a C;%9
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A =o&e! >esson 7attern
•
introduces the target grammaritem%s' in )*+,-,.
• pre/teaches some of the di0cult1ocabulary.
• pro1ides a 23R2*S- for use.
• asks students if they can recogni4ethe words5phrases in B>+.
• in1ites students to try and formulatethe rule for themsel1es.
• in1ites students to answer someconcept checking questions
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A =o&e! >esson 7attern /ontinue&'2
•
presents the grammar item%e6plicitly'
• disco1ers the grammar
• pro1ides opportunities for controlledpractice
• in1ites students to edit a piece ofwriting
• free practice %communication'
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)o" to put it into pratie?
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