ref siap grmmar

8/10/2019 Ref Siap Grmmar

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TASK C

REFLECTION

The first microteaching activity that I have completed was a 30 minutes lesson. It

was a grammar lesson created for mixed ability students.

In my lesson, I decided to use a song to teach grammar point which was

adjective. The most important quality of songs is the repetition that naturally occurs in

songs can make drill work easier and more pleasant. Thus, I believe songs that contain

repetition can be helpful in teaching and expanding grammatical patterns.

When started planning the lesson, I decided to use deductive approach in teaching

adjective. I began the lesson by presenting a song contains adjectives. Here, studentswould have chance to see adjectives in the context. While presenting words in teaching

adjective, I chose some phrases of colours and shapes to drill pupils to read. As I

realize, in deductive approach, rules are given first and later learners are expected to

use them. Rules are given from general to specific. Thus, while teaching grammar, I

gave the rules directly and later gave some examples to practice these rules.

Overall, I am pretty satisfied with the results of my first microteaching practise. When I

shared my head panel evaluations, I received a great amount of helpful feedback. As aresult, I feel that these comments will inspire me to make my teaching lessons valuable

and meaningful to my students. The feedback provided is an opportunity for

professional development and improvement for future lessons.

In my opinion, I enjoyed the lesson and felt that the students were enjoying what they

were learning. The students were actively participating and responding to my questions

and commands. I felt very comfortable because the students were motivated to learn

grammar and enjoying the song and colourful picture cards used in the lesson.

In the future, I will continue to try new approaches in the classroom. This

experience has shown me that there are many different ways to approach learning in

the classroom. While before this class I felt that there was one way of doing things. I

have also found my peers accomplished their goals in a different way than I would. This


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shows me that different varied approaches can work well in the classroom and help

different learners achieve their goals. In conclusion, I think it's really important to teach

grammar. Grammar is essential for proficiency and fluency.


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As Horwitz (2008) suggests, many teachers use an "eclectic" mix of language methods

and approaches. I am going to start incorporating some of my own projects and

materials better into the classroom. Additionally, I will continue to try and learn from my

peers as to how to spice up the classroom and maintain student interest. I am excited

and encouraged by my experiences, and hope that I will continue to grow as a teacher.

In conclusion, I think it's really important to teach grammar. Grammar is essential for

proficiency and fluency. Overall, all of the students felt that my lesson was effective. Ialso discovered that there were a few ways in which I could improve my lesson

In inductive approach, teacher gives some examples and learners are expected to

understand grammatical rules from them. Rules are not given directly. I think that both

of can be use in foreign language classrooms


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For my lesson, I decided to teach my students to listen and speak clearly. I felt like this

would be a good subject for me to teach because my students are weak on this

particular part. As a result, my lesson objective was, by the end of the lesson, stude nts

will be able to describe the differences between European football (soccer) and


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American football. In order to demonstrate the student's mastery of the vocabulary, the

homework that I assigned was for each student to write five sentences that would

describe the differences between the two sports.

Music in songs and enjoyable punch lines in jokes get the students involved in the work

in a way that probably no other teaching material would measure up to. Undoubtedly,

such a kind of involvement enhances the efficiency of practice. It is also wise not to

finish the whole activity just with the grammar exercise alone but to give students anopportunity to listen to the song several times and sing it, let them read and remember

the joke, which many of them would very much like to pass to others.

In deductive approach, rules are given first and later learners are expected to use them.

Rules are given from general to specific. While teaching grammar, teacher first gives


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the rules directly and later gives some examples to practice these rules. In inductive

approach, teacher gives some examples and learners are expected to understand

grammatical rules from them. Rules are not given directly. I think that both of can be use

in foreign language classrooms. I will also use both of them when I start to teach. There

is no best way..

In my opinion, I enjoyed the lesson and felt that the students were enjoying what they

were learning. Pupils also learn best when what has to be learnt is contextualised. In

authentic materials language is presented in context with a fiction beyond mere

demonstration of a grammatical point. I The students were actively participating and

responding to my questions and commands. I felt very comfortable because the

students were motivated to learn grammar and enjoying the song and colourful picture

cards used.

When I shared my head panel evaluations, I received a great amount of helpful

feedback. As a result, I feel that these comments will inspire me to make my teaching

lessons valuable and meaningful to my students. The feedback provided is an

opportunity for professional development and improvement for future lessons.

I think it's really important to teach grammar. I know that sometimes the rules

seem too overwhelming and confusing to the students, especially when they're ready to

start talking. Grammar is essential for proficiency and fluency. Overall, all of the

students felt that my lesson was effective. I also discovered that there were a few ways

in which I could improve my lesson.

I also believe that a teacher needs to provide meaningful experiential and motivational

activities that will encourage the students to learn. Thus, in this lesson, I tried to do


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activities that were at level of my students by drawing planning more listening speaking

skills.


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Proposed procedure for teaching grammar Teaching just grammar without including

other language skills is not beneficial for the learners. Using the grammar in other skills

while communicating sometimes too challenging and learners cannot express

themselves although they know the rules. For instance, we know the grammatical rules

very well, but as to speaking, it is hard to speak fluently and it is a common problem

among my friends. A teacher should know how to incorporate grammar with other

language skills and there are some teaching approaches to do it.

Writer stated that are four concerns related to teaching grammar. The first one is

teachers generally explain rules with examples without involving learners in

communication. The second one is teachers mostly rely on their text books and always

follow the activities in these books. They think that they have enough knowledge toteach learners. Thirdly, teacher only focus on grammar by ignoring other language skills

like speaking and writing. Learners are always doing grammatical activities, so they get

bored. The last one is although the students know the grammatical rules; they have

difficulty in using them in writing and speaking skills.

.

The most important quality of songs compared to jokes is the repetition of chorus and

sometimes even of verses. To make it more powerful, tune, rhythm and musical

instruments all work together. Repetition that naturally occurs in songs can make drill

work easier and more pleasant. Songs that contain repetition can be helpful in teaching

and expanding grammatical patterns.

The students can make use of the mnemonic quality of songs, which means that words

and grammar structures are much more memorable in combination with rhythm and

melody. Students can call given language forms to mind simply by singing the song

mentally, and this is something people even do involuntarily. That is why we should give

students ample opportunity to practice, keeping in mind that they are dealing with tune,

rhythm, and language all at once. Since repetition is helpful in teaching an


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d expanding grammatical patterns this feature can be exploited for the practice of the

imperatives, which frequently have the quality of repetitiveness

Teaching grammar through songs and rhymes

Songs

Since the meaning is an important device in teaching grammar, it is important to

contextualize any grammar point. Songs are one of the most enchanting and culturally

rich resources that can easily be used in language classrooms. Songs offer a change

from routine classroom activities. They are precious resources to develop students

abilities in listening, speaking, reading, and writing. They can also be used to teach avariety of language items such as sentence patterns, vocabulary, pronunciation, rhythm,

adjectives, and adverbs. Learning

English through songs also provides a non-threatening atmosphere for students, who

usually are tense when speaking English in a formal classroom setting. Songs also give

new insights into the target culture. They are the means through which cultural themes

are presented effectively. Since they provide authentic texts, they are motivating.

Prosodic features of the language such as stress, rhythm, intonation are presentedthrough songs, thus through using them the language which is cut up into a series of

structural points becomes a whole again.

There are many advantages of using songs in the classroom. Through using

contemporary popular songs, which are already familiar to teenagers, the teacher can

meet the challenges of the teenage needs in the classroom. Since songs are highly

memorable and motivating, in many forms they may constitute a powerful subculture

with their own rituals. Furthermore,

through using traditional folk songs the base of the learners knowledge of the target

culture can be broadened. In consequence, if selected properly and adopted carefully, a

teacher should benefit from songs in all phases of teaching grammar. Songs may both

be used for the presentation or the


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practice phase of the grammar lesson. They may encourage extensive and intensive

listening, and inspire creativity and use of imagination in a relaxed classroom


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The position of songs and jokes in contemporary language teaching

In the face of a growing desire for using authentic teaching materials it is

essential that a teacher, apart from sticking to the teaching syllabus, incorporates

authentic materials into the teaching course as often as possible.


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As far as songs are concerned one can find any amount of this type of material in

different sources. They can be found in almost every course book, mainly at the end of

each unit. They can be found in song books or in presumably the broadest source of

information nowadays - the internet. But there are not many studies which consider

grammar in the context of songs. The most comprehensive one on the English teaching

market is the compilation of exercises done by Mark Hancock (1998) entitled Singin g

grammar. Although the author has covered virtually every grammar point in his work

the reader does not exactly meet what the title suggests. In my opinion, the author

overlooked the core of his work. The title to what he wrote should rather be Teaching

grammar with the accompaniment of songs. All the activites presented in his work are

organized into three groups: lead-in pages, grammar exercises and follow-up exercises.

It has to be said that it is wise to have some kind of introduction into the grammar pointand some final additional exercises making the most of what is being learnt. However,

Mark Hancocks mistake lies in that he has made the overwhelming majority of

grammar exercises based not directly on lyrics but on follow-up

Songs and jokes have several common features. First, they present authentic language

with the authentic grammar interwoven. Second, they both bear the pleasure aspect in a

form of music and enjoyable punch line in jokes which help memorize the words and

grammar. In this way the grammar students are exposed to is remembered better than

in the form of simple course book exercises. Third, all possible grammar points can be

found in them. They are especially good for practising different verb forms along with

the grammatical tenses. That is why the number of universal exercises presented earlier

is so extensive.

Nevertheless, they are quite different forms of expression and have quite different

natures. This makes them exclusively appropriate for practising particular grammar

points. The following areas of grammar:

imperatives

word order


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parts of speech

for reasons, which will be discussed shortly , can be more effectively practiced and

checked with the help of songs. The suggestions of the exercises will be given after the

analysis of songs in comparison with jokes.

The most important quality of songs compared to jokes is the repetition of chorus and

sometimes even of verses. To make it more powerful, tune, rhythm and musical

instruments all work together. Repetition that naturally occurs in songs can make drill

work easier and more pleasant. Songs that contain repetition can be helpful in teaching

and expanding grammatical patterns.

The students can make use of the mnemonic quality of songs, which means that words

and grammar structures are much more memorable in combination with rhythm and

melody. Students can call given language forms to mind simply by singing the song

mentally, and this is something people even do involuntarily. That is why we should give

students ample opportunity to practice, keeping in mind that they are dealing with tune,

rhythm, and language all at once. Since repetition is helpful in teaching and expanding

grammatical patterns this feature can be exploited for the practice of the imperatives,

which frequently have the quality of repetitiveness.

Another characteristic feature that makes songs different from jokes is the

organizational form of songs. It has to be said that a song is a much better organized

expression than a joke. The contents are in the form of very transparent and neatly

organized elements, that is, lines,verses and choruses. Jokes, in contrast, are pieces of

simple text not having easily visible components. The discussed feature make songs

very suitable for grammar practice within the regular lines, verses and choruses.Therefore, they are appropriate for any word-ordering exercises.

Having neatly organized elements in them, songs make a good basis for

practising English syntax and parts of speech. A line in a song tends to comprise one

idea e.g.


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I know youve never seen my f ace

Youve never heard my name

Although Ive never talked to you

Ive got you on the brain.

Any idea has to be expressed mostly in the usual grammatical order of SUBJECT +

PREDICATE + OBJECT. This order is essentially supplemented by many extra parts of

speech such as pronouns, adverbs, possessive adjectives etc.

I LOVE teaching grammar, and I am completely opposed to people who believe it is

unnecessary to teach grammar in the classroom. There are two methods behind

teaching grammar: prescriptive and descriptive. Descriptive grammar "describes" the

language as it is acutally used, whereas prescriptive grammar explains how people

"think" it should be used. I have often been prey to the inquisition of intuitive students

who obsess about the rules of presciptive grammar. "But teacher, you said no sentence

never end in preposition? Your direction say: Describe something you are good at?

Teacher, you lie."Oh, what's a teacher to do?

When I started teaching ESL, I really didn't know much more beyond the prescriptive.

Honestly, I didn't know there was such a thing as the descriptive. I didn't think much

about it because I just "spoke" English, I quit thinking about grammar in 6th grade. I

thought, "I speak, spoke, have spoken, and will continue to speak it well. Teaching this

will be easy." Wrong. The first thing an ESL teacher needs to know is: What is


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descriptive and prescriptive grammar, and how he/she is going to explain the variations

in it when a student asks the type of question I just described?

I also think that there are two types of Standard English: American Standard English

and British Standard English, but I think that wherever you are -- Standard English isbusiness English. It is what you hear on the news (spoken -- including dialect), and it is

how we read it in newspapers, books, and magazines. Those who argue that the

standard cannot be defined, I think are those who just choose not to learn the formal

rules of English grammar. I only differentiate between the English and British because

the two vary in word choice and in the prescriptive rules. For example, in the U.S., we

no longer have to know the rule for "whom." We just say, use "who," however, not in

England. They use "whom" -- always, even in rock-n-roll.

Studying grammar gives the speaker control of how he/she shapes words and provides

an understanding of how language works. Here are some examples of why I think it is

important to know gramar: First, I will use my husband as an example. It is pretty funny

(or sad), but he has absolutely no concept of the rules of grammar. We both grew up as

bilinguals with a different L1 language; however, we went to two different schools. My

school focused on teaching grammar, and his did not. He is 36-years-old and has

absolutely no idea how to use the past participle. "I should have came." Modals? Forget

it. For the longest time, he thought that "should have" was actually "should of." Crazy!

Next, the active and passive voice -- people should know why we use them and how to

use each one. We use it to emphasize the subject, especially in news reporting. Think

how differently the focus of the the articles would be if the subjects were different: Five

Canadians blew up the Eifel Tower, or The Eifel Tower was blown up by five

Canadians. It is important to understand why these sentences are structured this way.

I teach at ELS Language Centers here at MTSU. There are pluses and minuses

working for a coporation. One of the pluses is that they are dedicated to the teaching of

grammar. ELS uses the direct method approach, and students study academic English

6 hours a day Monday - Friday. My favorite class to teach is Structure and


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Speaking (SSP). No matter what level the student, he/she always takes SSP for 2 hours

a day. The objective for all SSP classes is mastery of grammar. Language acquisition is

demonstrated through utilization of spoken and written grammar.

I use both inductive and deductive method in my teaching. I always begin the class by

demonstrating the grammar point and following it by some type of listening or visual

exercise. For example, if I am teaching the past progressive, I might have them listen to

the Tennessee Waltz. "I was dancing with my darlin' ... " After that, I focus on the

grammar point through direct instruction. I write and demonstrate some examples and

explain the method behind it. I then ask students to individually use of the grammar by

providing them with some type of prompt. I normally don't have them raise hands. I just

pick on them, and they know this. Therefore, they are usually keeping up. When I amconfident they have good command of the grammar point, I finish the lesson with some

type of group work. I like to use role play, and the students seem to enjoy it, too.

I think it's really important to teach grammar when teaching ESL. I know that sometimes

the rules seem too overwhelming and confusing to the students, especially when they're

ready to start talking. Often times, grammar seems like a big road block for them and

busts their confidence when they get it wrong; however, with persistence and

dedication, they always overcome it. Grammar is essential for proficiency and fluency.

Otherwise, their language just becomes fossilized, and they will forever be making the

same mistakes.

.

atmosphere. While

selecting a song the teacher should take the age, interests of the learners and the

language

being used in the song into consideration. To enhance learner commitment, it is also


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beneficial to allow learners to take part in the selection of the songs.

Teaching Procedure

There are various ways of using songs in the classroom. The level of the students, the

interests

and the age of the learners, the grammar point to be studied, and the song itself have

determinant roles on the procedure. Apart from them, it mainly depends on the creativity

of

the teacher.

Furthermore, I have to mention that I feel very motivated after I heard my professor and

classmates evaluation comments. Most of them gave me positive comments and it

seems that they

liked the lesson. For example, most of them said that if they were students in my class

they would

feel engaged, encouraged, entertained, and motivated. They also taught that the use of

hand movements and facial expressions was fantastic and appropriate for my teaching

context. As a

result, I feel that these comments will inspire me to make my teaching lessons valuable

and

meaningful to my students. I was very happy to hear constructive criticism such as

great use of

scaffolding techniques and error co rrection. The feedback provided is an opportunity

for

professional development and improvement for future lessons.


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Overall, the activities in the lesson and class dynamics reflect my teaching principles

because it is my belief that instruction should be student centered, responsive to

students

cognitive and personal needs. Also, I believe that a teacher needs to provide

meaningful

experiential and motivational activities that will encourage the students to learn. Thus, in

this

lesson, I tried to do activities that were at level of young learners by drawing a monster,

playing

games and singing songs. In addition, I enjoy teaching young learners because I take

part of their

energy and I become energetic as well. For this reason, every time there is an

opportunity for

teaching a class or a short lesson, I try to learn from it and modify my teaching styles

according to

the needs and personality of my students. Therefore, every teaching moment is a

unique learning

experience to remember and to put in practice.

The students were actively engaged for the entire lesson. I knew they were engaged

because there were multiple activities in the lesson and multiple modalities were used

during the lesson. For example, many songs had choreography to apply to the

kinesthetic learners in the classroom.


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2. Did the students learn what I had intended? Were my instructional goals and

objectives met? What is my evidence?

The students did learn what I had intended. My goal to help them with memorization

and accuracy of their music was met. I could tell because after stopping to fix issues,

many students responded to my changes and adapted to fix their choreography.

3. Did I alter my goals, strategies, activities, student grouping and/or assessment as I

taught the lesson? If so, what changes did I make and why did I make these

changes?

c

4. Were my strategies and activities effective? What is my evidence?

I think my strategies to help the students learn and stay attentive worked. Many

students showed increased improvement on their movements and singing (consonants,

memory, etc.) by the end of the lesson.

5. To what extent did the classroom environment (Respect and Rapport, Culture for

Learning, Classroom Procedures, Appropriate Student Behavior, the Physical

Environment) contribute to student learning? What is my evidence?

The environment was positive, respectful and ready for productive learning. The

cooperating teacher and myself have set a productive but positive environment during

previous lessons which allows the students to continue to be successful now.


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6. Was my assessment effective and useful to my students and me? Describe an

instance in which my feedback positively affected a stud ents learning.

My assessment of their improvement was effective, especially the informal ongoing

assessment with immediate feedback to the students during the rehearsal. For

example, the students were not using the correct ending consonant sound for one of

their words in a song. I explained to the class what was wrong, let them practice it

wrong, practice it right, and then re-apply what they had learned in the context of the

entire piece.

7. If I had the opportunity to teach this lesson again, what might I do

differently? Why?

If I could teach this lesson again, I would like to change how we rehearse some of the

songs so enough time is allotted to the pieces we did not have time to rehearse

originally.

.....

REFLECTION Print out the song lyrics in strips and have students organize them

as they listen to the song. Great for listening and a good group activity.

The first microteaching activity that I have completed was an hour lesson. It was

a reading lesson created for mixed ability students. I felt like this would be a good

language skill for me to teach because my students are weak on this particular part.

Apart from my reading assignment, definitely the skills focus on same skills.


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I also believe that a teacher needs to provide meaningful experiential and

motivational activities that will encourage the students to learn. Thus, in this lesson, I

tried to do activities that were at level of my students by drawing planning more reading

skills. Overall, all of the students felt that my lesson was effective.

By the end of the lesson, I feel like I successfully met each of the learning

objectives. The students were able to read and match the parts correctly. I definitely

feel like there is room for improvement, but I am pretty happy with how things turned

out. From the very beginning to the final stage, I could truly see a positively large

amount of growth. I believe that a teacher needs to provide meaningful , experiential

and motivational activities that will encourage the students to learn.

I agree that authentic texts or materials are beneficial to the language learningprocess. It can help students to motivate the teaching and learning. They relate more

closely to learners ' needs. I realized that when planning a lesson, a teacher should try

to use authentic materials because they provide the opportunity to demonstrate

language and speech material of a foreign language as well as widen learners ideas

and mentality.

In addition I have noted that authentic materials can play multiple roles in

language teaching, enable learners to interact with real language and content rather

than the form (grammar and vocabulary). In other words, the proper and systematic use

of these materials at classes give students understanding that they are learning a

language as it is used outside the classroom, prepare them for real communication.

Thus I will use authentic materials as an approach to teaching.

With this knowledge, I would use this in my future classroom to provide further

instruction in the necessary areas. I also discovered that there were a few ways in

which I could improve my lesson. I will put more attention in those specific areas.

..


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I agree with "gami". I will use both two methods. I use deductive approach after

Inductive approach, beccause I want students to think of the grammar rule. If they can

find out the rule, What teacher should do is only making sure of.

It is important for each students to think. I think this way is enable them to learn.

I think "Inductive approach" is better because if students can find a grammatical rule by

themselves, it might be harder for them to forget the rule than just learning from a

teacher. For a teacher, it is better to ask students a question before explaining a

grammatical rule than to just explain the rule.

I also think "Inductive approach" is something like giving a mystery. Starting class with

mystery is very effective to attract students to the class. Student might try to find a

grammatical rule, just like solving a mystery. Finally, this process will lead to learning

grammar surely.

At 5:31 PM, team_orepan said...

I agree with "gami", but I have different opinion a little.

I mainly use deductive approach because I want students to have many exercise to

practice. We teach English in a quite limited time, 105 class a year by 50 min. If I use

inductive approach, there is no enough time to make students use English. To have

students speak/write English, we have to save the time.

Inductive approach is useful for memorize something deeply, but only some students,

always those who go to cram school, notice the important points in the class. So to be

aquired something, I think it is better to teach the grammar point first, then use many in

the Jr high situation.

We can create more interesting class with the deductive approach with our imagination.

The problem is how to do.

At 9:48 AM, Anonymous said...
http://discussenglish.blogspot.com/2005/07/which-do-you-think-is-better_15.html#c112167549833548679http://blogs.yahoo.co.jp/teamorepanhttp://discussenglish.blogspot.com/2005/07/which-do-you-think-is-better_15.html#c112173411882405241http://discussenglish.blogspot.com/2005/07/which-do-you-think-is-better_15.html#c112173411882405241http://blogs.yahoo.co.jp/teamorepanhttp://discussenglish.blogspot.com/2005/07/which-do-you-think-is-better_15.html#c112167549833548679


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Hi all, it's a beautiful day here in Hokkaido!

Well, I normally use the deductive approach in my class because it's easier for me...I

must admit that I am not a very good teacher.

Seriously, using the inductive method in a classroom with 40 students doesn't seem

effective to me. I could use it, but in that case most of my students will give up to take

part in the discussion.

But it could be interesting for a small class with several students who are keen to lean

English. Like a collage level class. I wish I could purely enjoy my teaching without

getting annoyed by some devilish kids...

At 9:49 AM, Anonymous said...

Sorry I forgot to put my name in the last comment. It was from Atz.

Atz

At 10:07 AM, forestsheep said...

I think that teachers should teach the grammar with both methods. I also think that

students cannot remember the grammar if teachers teach with only one method.

When students study, there are needed the finding and the acquisition of knowledge. So

I think that on the first stage, teachers had better use the inductive approach and on the

next stage, teachers had better use the deductive approach.

Teachers using both methods aptly, students' ability will change better.

At 10:25 AM, tommy said...

Hi.(^o^) Today will be very hot day.

I want to use the secound method, "inductive approach". Because students join in

grammer class, which have picture, example sentenses and quizes, positively. But I

should devise them. For example, I distingush words "-s","-es" by using different colors.

And it is easy for students to notice differences. I think students will enjoy looking for

them.
http://discussenglish.blogspot.com/2005/07/which-do-you-think-is-better_15.html#c112173414893195222http://discussenglish.blogspot.com/2005/07/which-do-you-think-is-better_15.html#c112173527086459323http://www.blogger.com/profile/8431970http://discussenglish.blogspot.com/2005/07/which-do-you-think-is-better_15.html#c112173630165294128http://www.blogger.com/profile/8432031http://www.blogger.com/profile/8432031http://discussenglish.blogspot.com/2005/07/which-do-you-think-is-better_15.html#c112173630165294128http://www.blogger.com/profile/8431970http://discussenglish.blogspot.com/2005/07/which-do-you-think-is-better_15.html#c112173527086459323http://discussenglish.blogspot.com/2005/07/which-do-you-think-is-better_15.html#c112173414893195222


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After that, we had better confirm the rules, and practice again and again. I think itis

important to repeat drills.

At 2:12 PM, tomy said...

If I were a student, Inductive approach made me think that the teacher have students

study English. Learning language should be voluntary, in my opinion, so deductive

approach sounds better. But, there seems to be a ploblem in deductive approach. It

may be difficult for students to notice the difference. The students don't know EVERY

verb in English, so some students may think "like" and "likes" are another verbs which

has different meaning. That's why the teacher should pay their students attentions to

notice the difference easily such as teaching the meaning of sentences in Japanese,

and making students notice "like" and "likes"are same verbs.

At 3:42 PM, rice said...

I also think teachers had better use both approaches. Both of them have good points.

I think inductive approach is good because students can guess the rules, and hard to

forget them. But it is possible for students not to guess and not to understand them. It

seems to difficult for junior high school students. Deductive approach may be effective

for teachers especially because they can teach the rules efficiently. However, the

important thing is that all students can understand the rules cleary. I think deductive

approach is easier to understand than inductive approach. So I will use deductive

approach.

At 3:58 PM, riverdance said...

I may use "Deductive approach" but it depends on the unit which we study. There are 2

reasons,

1. We don't have much time to do "Inductive approach".

2. If the students meet very difficult sentences, they can't notice or understand.

The students could not notice the rule if they don't have a basic knowledge about it.
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26/27

30

But, I also think using too much "Deductive approach" is not good. So I might prepare

some inductive lesson.

In short, we can pick up a nice part of the each ways. So we don't have to decide

"Which is better?"

At 8:09 PM, apple said...

First,My opinion was "inductive approach was better!".Because Student could find the

rule by themselves ,so this way was hard for them to forget the rule. By the grace of a

teacher who teach in Hokkaido,I changed my opinion.I thought "deductive approach

was useful for big class.And inductive approach was useful for small class.Because

there were active student and negative students in big class.And there are thedifference of English abilities.

There were few friends who have opinions both approaches were better.I agree with

them. But I think it needs a lot of time to teach the rule.

At 8:57 PM, kan said...

I use both methods. Which methods I use, it will depend on my students and the day's

grammer points. Only one method will make our class bored and stereotype. We have

to use both methods thinking student's condition, atmosphere and many things.

At 4:29 AM, guwashi said...

Basically I want students to learn by Inductive approach, but this depends on the

learning contents. In this the third person, I want students to learn by Inductive and it is

possible for them to learn the unit, because the third person has a clearly rule, so they

can find the rule easily. But I think we will be in case we should use Deductive

approach. It cannot help using the approach. It is important to consider which

approaches we should choice.

At 5:40 PM, Sari said...
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27/27

I will use both of method as the case may be.They have a lot of good points.Showing

pictures or example has a great impact for students.Junior high school students will be

able to understand easily.But,only inductive approach will be nonsense.By doing

deductive approach as making sure, we can teach certainly.I think both of method is

important.Especially, deductive approach is needed.

At 8:45 PM, tunobue said...

I want to use inductive approach. Because in the case, for students, we can give

oppotunities to notice some roles.

To notice oneself is very important, I think. But, this way take very long time to teach

grammars. So, I really use both material to teach.

At 11:29 PM, ayu said...

I think both methods have some good points and bad points.I would like to use inductive

approach than deductive approach if it were possible.Because I think deductive

approach tends to make students bored. In contrast to it, inductive approach can attract

students' attention I think. In this approach, students can use their imagination. It is

effctive way to learn new materials. But if we only used this method, it might not be

effective, I think. So we should choice the one of the method depends on the

circumstances or mix them.
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