Академический Документы
Профессиональный Документы
Культура Документы
WHAT IS GRAMMAR
Knowledge of grammar enable language users to put words together in the correct order to communicate ideas and intentions efficiently.
The rules of language, words are put together to convey meaning in different contexts.
For Students
For Teachers
FOR STUDENT
A new learner,
Needs to know the sentence patterns necessary for certain language tasks he wants to perform. Needs to understand the rules enough to use them. Does not need to have conscious knowledge of grammar.
An advance learner,
Needs to know at least some of the grammatical labels like, sentence and subject-verb agreement. Able to understand his teachers comments on the margin of his composition. Able to discuss some of the grammar related problems with teacher
English. There are a number of basic sentence patterns that students have to learn.
The position of word classes (adjectives, adverbs) The different forms (statement, question, command,
Word derivation
FOR TEACHER
It is essential for a teacher to have both implicit and explicit
knowledge of grammar. A good reference grammar is a worthwhile investment for every language teacher.
Understand the grammar items in the syllabus & select
appropriate language forms Grade and sequence the grammar Integrate grammar with the teaching of the language skills. Select appropriate techniques for presenting grammar. Identify and analyze students errors. Provide feedback and correction.
communicate efficiently. They need to use it in order to seek information, give information and solve problem. Teachers who use accuracy first model, will probably produce students who can reproduce accurately sentences learnt but students cannot use the sentences in real communication. Teachers who use communication first model, produce students who are confident and fluent in communication but there may be grammatical errors in their language used.
COVERT
OVERT
Covert
Inductive approach or discovery method Students are first given a number of sample
sentences and then teacher guides students into deriving the rule.
Overt
Deductive approach Teacher presents the rules, patterns and then
in habit formation. Correct habits should be established from the very beginning. Involves when to use which form, with whom and for what purposes.
Provide variety
Be meaningful
Be purposeful
Presentation
Meaning
Introduction to new language through spoken @ written texts Illustrate how the structure is formed & what it means & how it is used Lead students use the structure to talk about themselves/things Check students understanding Clear, interesting, relevant & appropriate Includes an element of personal involvement Grammatical explanation if necessary Build up of appropriate situational & linguistic contexts for new language Listening to & initial repetition of new language Using new language to talk about themselves
Purpose
Characteristics
Typical Activities
Role of a Teacher Types of interactions Degree of Control Correction Length & place in lesson
Informant
T-L STRATEGIES
Factors in selecting context Interest : motivated to pay attention Suitability : appropriate for presenting the selected
language item - contain the necessary elements Approaches Didactic approach Discovery method Story-comic format Steps - Introduce the new language form in context - Isolate the new language & explain the key element - Check students ability to produce language accurately
DIDACTIC APPROACH
Teacher explains the rule Students apply the rule in drills
DISCOVERY TECHNIQUES
Procedure - Students are given instances of a grammatical features - Students try to derive a pattern - The rule is explicitly stated - Further practice is given in applying the rule Techniques
Using situations Using tables Describing activities Pay attention to the verbs Students fill another table that demonstrates the grammar rule
Using a text
Read a passage Answer comprehension question Read & underline all the verbs
Introduce new language form in context Isolate & explain the key elements Check students ability to produce
learn - can look out for the way the word/structure behaves in the story context Use the same pictures that support the grammar rule Students use the materials without teacher.
TECHNIQUES
Giving instruction form the present continuous tense Move the word strips through the slots Sliding sentence strips to find a combination of words that make sense
Focussed Practice
Meaning Purpose
Explicit form-based exercise Producing new items accurately Build students confidence in using new language Enable students to gain control of the structure within controlled frameworks Controlled to minimize scope for errors Clear & precise Student-talking time maximized Drills Dialogue Text completion Problem-solving Role-play
Characteristics
Typical Activities
Role of a Teacher Types of interactions Degree of Control Correction Length & place in lesson
Conductor Corrector Teacher class/group Teacher individual Student class/group Very controlled Students have limited choice
Depends on students needs & difficulty of the structure Immediately after presentation
Substitution Tables
Practise more than one form
Jazz Chants
Involves using an element of rhythm Every individual needs to cooperate to keep the rhythm going.
Meaningful Drills
Asked to use the forms they have learnt Say things that are true about themselves.
Blank Filling
Cloze used where the context is necessary to determine the choice of form Examples: verb forms, pronouns in text cohesion, article use Shows grammar is not a fixed set of rules that can be applied without thought.
Motor Activities
Provides visible signs to see whether students have understood the meaning of a structure
Recombining Activities
Re-use the sight vocabulary that already have to make fresh new sentences Focus mind entirely on the structure word order
Communicative Practice
Meaning
Meaningful activities Using new language in appropriate contexts
Give students opportunities to use the new language in freer more purposeful & creative ways Give teacher feedback on the level of mastery - form the basis for future T&L activities Learner-centred Interaction activities - incorporate information gap, choice & feedback Clear instructions from the teacher Communicative activities - games - discussions
Purpose
Characteristics
Typical Activities
Degree of Control
Correction Length & place in lesson
Stories
Generate a positive attitude to the lesson & been loved by all ages Provide a context for the generation of several grammatical structure Express a variety of emotions in the class @ have occasions to talk about human issues
Games
Competitive Rule-governed Have definite goals, point at which they finish Engaging & challenging
Using visuals
Pictures arouse interest, stimulate interaction & help to see places, people & events also bring to life situation Types composite : depict a scene - series : tell story through a number of related pictures - posters & brochures Graphs, maps & diagrams present information & content
Poems
Practice adjectives, verbs, present tense verbs, imperative
Role Play
Bring real life situations into the class Students are given a situation & assigned roles, decide what to say & construct own utterances Freedom to choose structures
Three ways in which integration of grammar with the four skills can be achieved:
Systematized mapping of the grammar syllabus within a thematically-conceived series of units. Unit-by unit mapping of grammar. Grammar supported by each language skills.
The activities in turn, provide the grammar lesson with models from which to derive grammar rules.
Mapping of grammar comes after the text and the four language skills have been determined.
Working the skills, functions and forms around the grammar. Work thematically. Deciding on the theme first and then fitting the grammar to the sequence of themes. Common in communicative syllabus.
By using the functions and corresponding forms for each topics in KBSR syllabus :
Bearing in mind the difficulty of the sentence patterns. b. Draw up a tentative sequence of topics. c. Roughly map in the grammar items to naturally go with each topic/genre/function.
a.
Functions
Grammar
Story
Descriptions of places
Describing
Messages
2. Look into issues of difficulty and usefulness. Example: KBSR Year 1 syllabus.
The sequence is introduce self and personal particulars before objects. The question is: Is this the best sequence?
If you look deeply and carefully through the sentence patterns below, you may not follow the sequence.
Pupils would have to learn grammatical person, prepositions as they used with places and they need to understand enough to use them in communicating.
Grammatically simple task are done first and followed by difficult task. Examples:
The girl threw a stick. Then, add modifiers. The tall girl threw a long stick into the drain.
4. Make sure that all the items have been recovered. 5. Plan the teaching.
Select items to teach as and when a need for teaching them arises. Examples: Teaching structure need in writing and speaking.
Use situations that students can imagine and see the patterns.
Examples: To teach present continuous. He is walking. VS He is leaving tomorrow.
Sometimes more than one grammatical option is possible for doing something.
Actively and passively.
Give more emphasis to building up verbs and nouns first before adding on modifiers or other forms for beginner learners. Start with a basic sentences and then complex forms.
things to be covered in each skill. Then use it as a means of deciding which function and forms to teach. Each topics in KBSM is treated in all four skills. The illustrated of how each topic is interlinked in all four skills:
Reading
Writing
Study the forms/sentence patterns provided to see what grammatical knowledge is required in performing the target function.
Examples : Speak in hurry. Failure to add an s in the plural, an ed in the past and so on.
i.
Does he enjoy to paint? He has not grasped the fact that the verb enjoy does not operate like the verb like. The explanation :
to read
readin g
Focused Practices. Correction should be immediate and straightforward. Communicative Practices. Should not be interrupt. Take note of errors and deal with them after the activities.
When different forms exist to perform different functions, better students can be given more sophisticated forms and also be asked to choose between forms according to situation.
THANK YOU!!!!