HCMC UNIVERSITY OF TECHNOLOGY AND EDUCATION
Faculty of Foreign LanguagesELT METHODOLOGY 2
Nguyễn Thị Ly HươngPhạm Thị Xuân NữĐỗ Trần Bích NgọcNguyễn Văn HiếuHuỳnh Thị Thúy Nga
Teacher: Tran Thi Nhu Trang, M.A.
Contributors: GROUP 3
TEACHING GRAMMAR
1
2
3
4
5
OVERVIEW ABOUT GRAMMAR
WAYS OF PRESENTING GRAMMAR
DISCOVERING GRAMMAR
TYPES OF GRAMMAR PRACTICEGRAMMAR BOOKS & GAMES
OVERVIEW ABOUT GRAMMAR
WHAT IS GRAMMAR?
Definition of grammarGrammar may be defined as the rules of a language, governing the way in which words are put together to convey meaning in different contexts.
Grammar is generally a thought to be set of rules specifying the correct ordering of words at the sentence level
Grammar can be defined as the rules by which words change their forms and are combined in other senses
Definition of grammarGrammar may be defined as the rules of a language, governing the way in which words are put together to convey meaning in different contexts.
Grammar is generally a thought to be set of rules specifying the correct ordering of words at the sentence level
Grammar can be defined as the rules by which words change their forms and are combined in other senses
Chitravelu;Sithamparam & The Soo Choon, 2005
Nunan, 2003
Oxford dictionary
GRAMMAR IN GENERAL
GRAMMATICAL STRUCTURES
EXAMPLE(S)
I. INTRODUCING GRAMMAR
Principles for teaching grammatical structures
• Teach structures implicitly: Give examples of structure.
-> Students discover the meaning.
Principles for teaching grammatical structures
• Present a structure orally the written form + explanation
Principles for teaching grammatical structures
• Give explanation, use visual aids and avoid the use of special terms.
x
Principles for teaching grammatical structures
• Link the form to meaning in the context.
• Give positive feedback and emphasize communication rather than just grammatical accuracy
Principles for teaching grammatical structures
• Go from controlled practice to freer communication
DIFFERENT WAYS OF PRESENTING
GRAMMATICAL STRUCTURES
What to focus on when presenting a new structure?
•Form•Usage•Meaning
The use of PPP, TTT and TBL in teaching grammar
• PPP approach (Presentation – Practice – Production): Individual language items (for example, the past continuous) are presented by the teacher practised in the form of spoken and written exercises (often pattern drills) used by the learners in less controlled speaking or writing activities
The use of PPP, TTT and TBL in teaching grammar
• TTT approach (Test-Teach-Test): production stage comes first and the learners are "thrown in at the deep end" and required to perform a particular task (a role play, for example) teacher deals with some of the grammatical or lexical problems that arose in the first stage learners are required either to perform the initial task again or to perform a similar task
The use of PPP, TTT and TBL in teaching grammar
• TBL approach (Task-based learning):–Pre-task activity: an introduction to
topic and task–Task cycle: Task > Planning > Report–Language Focus and Feedback
Two common approaches to
teach grammar
Deductive grammar teaching
Inductive grammar teaching
DIFFERENT WAYS OF PRESENTING GRAMMATICAL
STRUCTURES
Presenting grammatical structures
implicitly
Presenting grammatical structures
explicitly
Presenting grammatical structures implicitly
Ex: He opens the door.
-> The door is opened.Or The door is opened by him.
Presenting grammatical structures explicitly
Doing action
Receiving action
Discovering grammar
Self-direct discovery
DISCOVERING GRAMMAR
Teacher explanation
Guided discovery
1. Self- direct discovery • Example: Students decide they want to learn about reported speech. They go to the library or learning center and find out more. No help from the teachers.
2. Explanation• Example: You lecture about the
construction of conditional sentences.
Teacher directly explains about:+ How to use conditional sentences.+ Structure of conditional sentences in some.
3. Guided discovery• Example: Students discuss interpretation of timelines on the board and try to make example sentences for them. You intervence when answers seem elusive and at one point explain the difference between two tenses .
Teacher- centred
Controllers
Resource ControllersParticipant
s
Tutor
Listeners Participants
Student-centered
TYPESROLE
SEXPLANATION
GUIDED DISCOVERY
SELF-DIRECT
DISCOVERYTEACHER
STUDENT
II. GRAMMAR PRACTICE
Types of Grammar Practice
02
01
DRILLS
EXERCISES
Controlled
practice
Free oral practice
Dialogues
Drills
A technique which emphasis on repeating structural pattern
through oral practice
Kinds of Drills
True sentences
Substitution drills
Repetition drills
Transformation drills
B
E
A, C
D, F
Repetition drills Ex:Teacher: It’s cold outside. Students: It’s cold outside. Teacher: It’s warm outside. Students: It’s warm outside.
The teacher models and the students repeat it.
1
Substitution drills Ex:Teacher: She is a worker.Teacher: doctorStudents: She is a doctor.
Students change one or some words while maintaining the same basic structure in response to a cue from the teacher.
2
3 Transformation drills Ex: Teacher: I like ice cream. NEGATIVEStudents: I don’t like ice cream. Teacher: I like ice cream. QUESTIONStudents: Do you like ice cream?Teacher: Peter gave me money. PASSIVEStudents: I was given money by Peter.
Students transform a sentence of one kind into another form based on information given.
4True
sentences
Students give real information in their answers
Ex:Teacher: What are you going to do after school?Students: I’m going to play football.Teacher: And tonight?Students: I’m going to watch TV.
EXERCISES
The exercises are designed to help students become more
familiar with the use of grammatical points in English.
EXERCISES
EXERCISES
EXERCISES
EXERCISES
EXERCISES
EXERCISES Omission
Multiple choices
Matching
Rewriting
Replace-ment
Reordering
Gap-filling
Free oral practice(Communication)
Controlled practice or free oral practice
- Teacher gives topic and students use their own ideas to express their opinions.
- Dialogues are available from teacher and students practise.
FREEORAL
PRACTICE
CONTROLLEDPRACTICE
Grammar games
Grammar games- Ask the right question- Putting sentences back together again- One question behind
Grammar games- Split sentences- Grammar quiz- Memory test- Picture dictation- Miming an action…
Procedures for teaching a new structure
+ Set the situation (use pictures, realia or create a situation)+ Give the model and ask the class to repeat in chorus+ Ask individual students to repeat the model sentence+ Write the sentence on the board+ Elicit the form, usage and meaning of the structure+ Contrast structures if necessary+ Ask the class to copy+ Give other situations and ask ss to give examples+ Give ss activities for practising
Grammar books
How to choose a good grammar book?
Grammar books
Clarity
Simplicity
Relevance
REFERENCES
• Harmer, J. (2007). The Practice of English Language Teaching. 4th edition. Pearson Education.
• Luu Quy Khuong. (2006). A practical course for teaching English as a foreign language. University of Danang.
• Scrivener, J. (2005). Learning Teaching: A Guidebook for English Language Teachers. 2nd edition. Macmillan Education.
• Ur, P. (1999). A Course in Language Teaching. Cambridge: Cambridge University Press
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