W6 lecture notes

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