how to grammar
TRANSCRIPT
How to Teach Grammar
Mathla’ul Anwar UniversityBy: INDRA
TEACHING AND LEARNING STRATEGY
THE PLACE OF GRAMMAR
Grammar is the system of rules governing the convetional of word and
relationship of word in a sentence.
Grammatical competence occupies prominent position as a major
component of communicative competence.
Grammar is one of the dimentions of language .
Gammar
Smantic
Pragmatic
s
TO TEACH OR NOT TO TEACH
Appropriate
grammar-
focusing
techniques:
Are embadded meaningful, communicative context,
Contribute positively to communicative gouls,
Promote accuracy within fluent, communicative language,
Do not overwhelm students with linguistic terminology,
Are as lively and intrisically motivating as possible.
s
TO TEACH OR NOT TO TEACH
Rod Ellis (2006,pp.102-103) offered some of his own answers to cuestions
about when and how to tech grammar, which are capsulized here:
o Both form and meaning should be emphasized; learners need to have
the opportunuty to practice forms in commucative tasks.
o Focus more strongly on forms that are problematic for learner.
o Expiscit grammar teaching more effective at intermediate to
advanced than beginning level
o Attend to both input-based (conprehension) and output-based
(production) grammar
s
TO TEACH OR NOT TO TEACH
o Both deductive and and inductive approches can be useful, depending
on the contex and purpose of instruction.
o Incidenttial focus on form is valueable in that it treat error that occur
while learner are engaged in meaningful communication.
o corrective feedback can facilitate acquisition if it invlove a maxture of
implicit and explicit feedback.
o Separate grammar lassons (focus on form) and grammar integrated
into activities (focus on form) are both viable, depending on the
context.
s
TO TEACH OR NOT TO TEACH
Six Variables
AGE
Proficiency level
Proficiency level
Educational Background
Language Skill
Need and Goals
Style (register)
The Way of viewing the role grammar in teaching language
s
GRAMMAR TECHNIQUES
s
GRAMMAR TECHNIQUES
Chart
Chart and grafics are useful devices for practicing patterns,
clarifying grammatical relationships, and even for
understending sociolinguistic and discouse constraints
Past
Tense
Future
Tense
Present
Tense
Exampl
e:
Contineues Tense
FutureContineues
Tense
Objects
Exampl
e:
• Living up to the context.
• Provide a cinestetic.
• Engaging students in conversation aech other.
• Stimulute Students.
GRAMMAR TECHNIQUES
• I read book
every day
• I reading book
now
Present
Tense
Contineues
Tense
• I read book
yesterday
Past
Tense
Maps
GRAMMAR TECHNIQUES
Drawing
&
• Useful for jigsaw information-gap, and other interactive
techniques.• Serve to ilustrate certain grammatical structures.
For example maps can stimulate learner’s use of
• Preposional phrase (up the streat, on the left, over the
bill, etc). • The circle is in the center
of the paper
• The diamon is directly
above the circle
• The tringle is in the lower
left-hand corner
• The squire is to the right
the circle
Dialogues
GRAMMAR TECHNIQUES
Dialogues are an age-old techniques for introductioning
and prectical grammatical points.
Exampl
e:
David : Can I speak to Lissa, please.Lissa : Yes, I am. David : Lissa. Where will you go tomorrow?Lissa : No, I’ll stay at home.David : Can you accompany me to buy book?Lissa : Of course, I can. What time will you pick up me?David : Ok, I’ll pick up you at 2 pm.Lissa : Ok.David : See you tomorrow, Lissa.Lissa : Bye
Conversation Practice: Buying Book
Other writing
texts
GRAMMAR TECHNIQUES
At the vary simple, mechanical level, a short pharagraph
can become an exercise in processing select verb tensis.
Exampl
e:
What aobut you ?
What are you doing every
day ?
What are you doing right noe ?
THANK YOU
“Reading is the window
of world”