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Effective Teaching English Grammar

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Title: Effective Teaching English Grammar


1
Welcome
Group members
2
5. When you check in the hotel, you must
complete a registration _______
3. The approach in which students infer the rule
from a set of examples.
6. A particular way of doing something.
7. If you want to improve your listening skill, a
regular ______ is a need.
8. What we have done in our class recently.
1. thine is not a word of common ______
2. A polysemous word is the one that has two or
more ________.
4. Vocabulary is generally easier to understand
if you look at it in ______.
Teaching Grammar
1
2
3
4
5
6
7
8
3
Teaching Grammar
  • Main points
  • The role of grammar in ELT
  • Grammar Presentation Methods
  • Grammar Practices
  • Error correction
  • Grammar Games
  • Teaching Practice

4
The role of grammar in ELT
Traditional Grammar Teaching
  • Grammar is equal with syntax and morphology,
    considered as a set of rules. Grammar knowledge
    is competence.
  • The set of practices associated to this approach
    have to do with the Presentation Practice -
    Production

5
Communicative Language Teaching
  • Grammar was seen as both semantic and functional,
    or the study of linguistic forms realizing
    meanings.
  • Linguists focus on the use of language rather
    than its forms. Grammar knowledge is performance.
  • Grammar was viewed as a sub-skill to be learned
    as a procedural knowledge

6
Two main types of approach
  • Shallow-end approach
  • Based on the thought that in order to make the
    learners use language in a communication
    situation, first to learn the grammar rules, then
    apply them in that communication situation.
  • Deep-end approach
  • Based on the belief that grammar is aquired
    unconsciously during the performance on those
    communication situations, so it would be useless
    to teach grammar previously and explicitly.

7
Communicative Approaches
  • Grammar knowledge is acquired by an inductive or
    deductive route, but present in many current
    classroom
  • Grammar is meaning potential, so grammar can be
    used a a means towards both presentation and
    acquisition ob communicative skills
  • Grammar teaching has an important role in
    communicative approach. Grammar can help to
    enhance communication mood. And hrammar teaching
    has a real and important place in the classroom

8
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9
2. Grammar Presentation methods
Three Dimensions of grammar
10
Grammar structures not only have FORMS, they are
also used to express MEANING in context-
appropriate USE
11
Major approaches
2.1. PPP 2.2. Inductive 2.3. Deductive 2.4. Texts
/ stories
12
2.1. PPP Presentation Practice - Production
  • Presentation
  • Teacher presents the new language.
  • Students discover the meaning and use of the new
    language in the context.
  • Teacher provides a clear model to students.

13
  • Practice
  • Students need to memorize the form and say the
    target language smoothly.
  • Teacher emphasizes accuracy.
  • Teacher uses different sorts of exercises to make
    students practice.
  • Production
  • Learning is by doing not just copying a model.
  • Students learn to speak by themselves to get
    fluency.

14
2.2. Inductive approach
Students infer the grammar rules or forms from a
set of examples.
Example Read the following sentences and then
draw out the form of the simple present tense
  1. I get up at six in the morning.
  2. Nga gets up at six in the morning.
  3. I play football every afternoon.
  4. Nam plays games every afternoon.
  5. We dont go to school on Sunday.
  6. My father doesnt go to work at weekend.
  7. What do you do in the evenings?
  8. Does she go out every weekend?

15
2.3. Deductive approach
Students are given the grammar rules and then
asked to apply it to the exercises.
The present continuous tense () S is/ am /
are V _ ing. (-) S is/ am / are not V
_ ing. (?) Is / Am / Are S V _ ing?
Example
Put the verb in brackets in the present
continuous tense.
  1. He (play) ______________________ video games now.
  2. We (not, walk) _____________________ to school.
  3. They (wait) _____________________ for a train at
    the moment.
  4. I (do) _______________ my homework right now.
  5. What (you, do) ________________ ?

16
2.4. Texts / Stories
  • - Students can understand the meaning of the new
    grammar structure within the texts or stories.
  • - Students can recognize its form and use through
    the context provided by the texts or stories.
  • Students can use these structures into more
    productive activities.

17
Cinderella Once upon the time, there
was a girl called Cinderella who did all the work
in the kitchen while her lazy sisters did
nothing. One night her sisters went to a ball at
the palace. Cinderella was left at home. She was
very sad. After a time her fairy godmother
appeared and told Cinderella that she could go to
the ball, but to return home by midnight. So she
went to the ball in a beautiful dress and a
wonderful coach. She danced with the prince but
at midnight she ran back home, leaving one of her
shoes on the dance floor. The prince wanted to
see her again and went to every house in the
capital until he found that the shoe was the
right size for Cinderella. She and the prince
were married and lived happily ever after.
18
Questions
1. Did Cinderella do nothing in the kitchen? 2.
Why was she sad? 3. Who did she dance with when
she was at the palace? 4. Whose was the shoe on
the dance floor? 5. Did the prince and Cinderella
live happily forever?
19
GRAMMAR PRACTICES
MECHANICAL PRACTICE
MEANINGFUL PRACTICE
Focus on
Focus on
FORM ACCURACY
COMPREHENSION PRODUCTION
Guided meaningful drills
transformation drills
Meaningful drills
substitution drills
Free meaningful drills
20
Recognition exercises
Repetitive drills
Substitution drills
Drill exercises
Types of exercises
Completion drills
Making statements either on the picture the
teacher shows, or on objects.
Creative exercises
Asking questions with a given grammar item.
Speaking on a suggested topic or telling the
stories.
Making dialogues and Participating in free
conversation
21
TYPES OF GRAMMAR TESTS
Multiple Choice Tests
Error Correction
Sentence Order
Gap-filling
Transformation
Sentence Combining Exercises
Ex This cup of coffee is very hot. I cant
drink it. ? The cup of coffee is so hot that I
cant drink it.
2. I don't need to go to the grocery store this
week.It isn't necessary _________________________
___.
Last Sunday I decided to go to the concert. When
I got there, the tickets (sell)_______. So I
went back home.
Ex the boy / he / his father / homework / home
/ come / finish / last night.
Ex They sometimes travel with the
plane. A
B C D
Ex Because my mother was sick, I _____ to go
home last week. a. had b.
have c. has d. hadn't
22
Error Correction
  • In responding to student communication, teachers
    need
  • not to focus on error correction all the time
  • to let students know when and where they usually
    make errors
  • to build students' confidence in their ability
    to use the language

23
  • When students are doing structured output
    activities that focus on development of new
    language skills, use error correction to guide
    them.

Example Students (in class) I buy a new car
yesterday. Teacher You bought a new car
yesterday. Remember, the past tense of buy is
bought.
  • When students are engaged in communicative
    activities, correct errors only if they interfere
    with comprehensibility. Respond using correct
    forms, but without stressing them.

Example Students (greeting teacher) I buy a
new car yesterday! Teacher You bought a new
car? That's exciting! What kind?
24
Grammar Games
Remember
- Playing games is also a kind of exercise
- Teachers should explain the rules of the games
clearly
- Teacher should give students gifts, marks right
away
  • Lucky numbers
  • Matching
  • Half sentences
  • Transformation drill
  • Transformation writing
  • True / False Repetition drill
  • Mind map

25
Some adverbs used in present progressive tense
Give a sentence using the present progressive
tense
6
1
5
Lucky Number
Lucky numbers
2
4
3
Lucky number
The formulas of the present progressive is
26
Match the words in column A with the words or
groups of words in column B having the same
meaning
A B
2. 3. 4. 5.
maize
shorter or less than standard time
a.
1.
feed
bring things together
b.
grocery store
c.
corn
part-time
give food to eat
d.
where people buy food and
e.
collect
small things
27
Half sentences
If clause
Main Clause
1. If you are at home,
I will get married
she will be late for school
2. If today it is fine,
28
Substitution tables
Subject Verb Time
Susan do her homework everyday
at the moment
My sister study English since 2010
3 years ago
es
Susan
is doing her homework
has studied
My sister
studied English
29
Transformation drill
Is there ? Are there ?
1. I need to eat something
Is there a restaurant near here?
2. I want to buy some souvenirs
Are there any souvenir shops near here?
30
Transformation writing
1. Mary enjoys watching cartoons
Mary is
fond of watching cartoons
interested in watching cartoons
excited about watching cartoons
2. Jeans are always in fashion
Jeans are
never out of fashion
always fashionable
31
True / False Repetition drill
Teacher Students
1. They have studied English 5 years ago silent
2. I usually have dinner with my parents repeat
32
Mind map (Tony Buzan)
33
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35
Teaching Practice
36
3. Grammar Practices
37
3. Grammar Practices
Types of exercises
3.1 Recognition exercises are indispensable as
pupils retain the grammar material though
auditory and visual perception.
  • Example
  • Listen to the sentences and raise your hands
    whenever you hear the verbs in the Past Simple.
  • Read the sentences and choose the correct form of
    the verbs

38
Types of exercises
  • 3.2 Drill exercises
  • Repititive drill students pronounce the sentence
    pattern after the teacher, in imitation of the
    teacher, both individually and in unison or
    students listen to the dialogue and say it after
    the speaker.
  • Substitution Students substitute the words or
    phrases in a sentence pattern (students
    consolidate the grammar items without thinking
    about it. They think of the words, phrases, but
    not of the form itself.)
  • Completion Complete the sentences with given
    words

39
Types of exercises
  • 3.3 Creative exercises
  • Making statements either on the picture the
    teacher shows, or on objects. For ex., the
    teacher hangs up a picture and asks his students
    to say or write three or five statements in the
    present continuous.
  • Asking questions with a given grammar item. For
    ex., students are invited to ask and answer
    questions in the Past Indefinite.
  • Speaking about the situation offered by the
    teacher. Ex., one student gives commands to
    perform this or that action, the other comments
    on the action (actions) his classmate performs

40
Types of exercises
  • 3.3 Creative exercises
  • Speaking on a suggested topic. For ex., a student
    tells the class what he did yesterday.
  • Making dialogues using the grammar item covered.
  • Telling the stories ( read, heard)
  • Translating into English.
  • Participating in free conversation in which
    students are to use the grammar item they have
    learned.
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