introduction to grammar teaching grammar

8/9/2019 introduction to grammar teaching grammar

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WEEK 1

TOPIC 1: INTRODUCTION TO

GRAMMAR

TESL 2 / GROUP 6Pavitthra a/p Arulchelvan

Mohitraa Shakti a/p Sundrarajan

hairunaj!a "inti a#nan

"eatrice $u#tina Teo

%on#tance %hee

TSL3108


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&E'()(TO) O'GRAMMARGrammar may be de*ned a# the

rule# of a language, governing theway in which !ord# are putto+ether to convey meaning indierent context! "NesamalarChitravelu; SararathaSithamparam & The Soo Choon,2005)


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Grammar i generally a thought to be#et o, rule# #peci,-in+ the correctorderin+ o, !ord# at the entencelevel (Nunan, 2003)

Grammar i a de#cription o, therule# that +overn ho! alan+ua+e.# #entence# are ,ored(Thornbury, 2008)


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'LUE)%0 1SA%%URA%0


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Accurac-

#ccuracy i the ability to $roduce correctentence uing correct grammar and vocabulary!

'luenc-

%luency i the ability to read, $ea&, or writeeaily, moothly, and ex$reively!

'n other word, the $ea&er can read, undertandand re$ond in a language clearly and conciely

while relating meaning and context!

Source;http://www.teachingenglish.org.uk/blogs/english12345/fuency-

or-accuracy-speaking


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(om$arion of #ccuracy)orientedactivitie * %luency)oriented activitie

Accurac- acitivitie# 'luenc- activitie#

+ur$oe to hel$ tudentachieve accurate$erce$tion and$roduction of a targetitem which can be aound, a word, or aentence tructure!

to hel$ tudent$ractice language inlitening, $ea&ing,reading, andorwriting activitie to odevelo$ -uency inuing the language in$ontaneoucommunication!

.aterial the text are uuallycom$oed of e$arateitem/ the target

item are uually$racticed out of

context or ituation

the text are uuallywhole $iece ofdicoure/converation, torie,etc! text are uually

authentic and ued athey would be in real


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SAMPLE O' A%T(1(T(ES

Accurac- / grammar $reentation,ga$)2ll exercie, frame dialogue!

'luenc- / role $lay, $eeche,communicative activitie, game!


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5oung Learner9!!

:ierent &ind of grammatical&nowledge at dierent learning

tage!4nly under#tand rule# to ue

them!

:o not need to have conciougrammar &nowledge!


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;ind of grammar

&nowledgere


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1= ;nowledge of >ord 4rder

?aic entence $attern!

+oition of word clae! "ad@ective,adverb, $re$oition * word li&e only

please and!ust. :eclarative A #bu i $laying

'nterrogative A ' #bu $layingB

'm$erative A #bu, $lay! xclamatory A #bu i $layingC

+oitive * 7egative verion A #bu i not$laying! 'nDt #bu $layingB #bu, donDt $layC


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E= ;nowledge ofGrammatical %act * ule

#cce$ted and learnt a a wholecollocation!

#rticle " a, an, the =

'n-ection of verb " eat, eat, haeaten, ate =

+luraliFation of noun " box)boxe,boy)boy =

>ord derivation " ad@ective) happyadverb)happily noun)happiness=


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3= ;nowledge of %orm *%unction

%unctionof language A tocommunicateto $eruade, toex$re agreement, than&,

a$$reciation * to a& for and giveinformation!

%ormA >ord, $hrae and

entence that are ued to ex$rethoe function of language!


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;nowledge of %orm *%unction

Lan+ua+e ,unction Lan+ua+e ,or

To introduce1= enny, meet my friend, Lim!E= enny, thi i Lim!3= ' would li&e you to meet my

iter, #my!

To a& fordirection

1= How do ' get to the $olicetationB

E= (an you how me the wayto the $olice tationB3= :o you mind telling me how

to get to the $olice tationB


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;nowledge of %orm *%unction

'or 'unction

't i warm in here!

1=x$reing $leaure atbeing out of cold!

E='ndicating thatomeone hould doomething! xam$le /witch on the fan oro$en the window!

3=ut ma&ing a remar&about the $lace a amean of tarting u$ aconveration!


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I= ;nowledge of How to Lin& 'deain :ierent Sentence A "Sentence

combining=

Lin&ing idea to ma&e coherent andcoheive text!

(om$ound entence A He i handome buthi brother i not!

(om$lex entence A The match went on

although it wa raining! (on@unction A an" or but

Logical connector A so unless there#ore

+ronoun A $ they hi% %y its


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K= ;nowledge of the meaning ofdierent grammatical o$tion

Sentence formed to ex$re the amecontent contain dierent form which havedierent meaning!

xam$le of ame baic idea / omeone"+ary= bought omeone ele ",eter= aomething "a pen= )

1= .ary bought a $en for +eter!

E= 't wa .ary who bought +eter a $en!

3= # $en i what .ary bought for +eter!

I= 't wa +eter for whom .ary bought the

$en!


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The +lace ofGrammar in the

+rimary SL

(laroom


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S6;#T#7 +L###7 ;6';6L6.?S+#:6

S;4L#H 7:#H A ?#H#S# '7GG'S,E001 Grammar alo form $art of the languagecontent of the yllabu! Thee grammar item

need to be taught in context and in a meaningful

way o that they can be ued both in $eech andin writing! The grammar item can be reinforcedand conolidated if learner are encounter theitem often enough through the variou ta&

et! The grammar item hould not be taught iniolation but rather in the context of a to$ic!

S46( / "htt$/www!moe!gov!myb$&$h$bi&br$bi&br!$df

=
http://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdfhttp://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdfhttp://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdfhttp://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdf


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SSR:4;6.7 ST#7:#:

;6';6L6. S;4L#H 7:#H A ?#H#S#'7GG'S T#H67 1 * E

Grammar .odular ) The incluion of the module on Grammar em$haiFe the

im$ortance of having $u$il develo$ a ound gra$ of

the language tructure and grammar of Standard ?ritih

nglih!;SS Syllabu ) Grammar i no longer $art of the module in ;SS yllabu

for 5ear 1 and E! The reaon for thi i becaue nglih i

regarded a the econd language of mot $u$il in chool!

Therefore, the teaching of grammar can be delayed to the

later tage, which i from 5ear 3 to 5ear K!

SOUR%E htt$/www!moe!gov!myb$&&rdoc03ME0?ahaaME0'nggeri01ME0:S;ME0nglihME051)ME0S;!$df
http://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20English%20Y1-%20SK.pdfhttp://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20English%20Y1-%20SK.pdfhttp://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20English%20Y1-%20SK.pdfhttp://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20English%20Y1-%20SK.pdf


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>hy grammar i introduced from5ear 3 onward B

nglih i the econd language for $u$il inchool! 't i believed $rudent and $edagogicallyound to defer the learning of grammar to a latertage! +u$il hould be given the o$$ortunity to

develo$ an awarene of grammar in their 2rtlanguage and thi awarene may then be

ex$loited when nglih grammar i introduced in5ear 3! Thi a$$roach will reduce the load and

tre of learning in the early year where theem$hai i on learning through fun and $lay!

Source / "htt$/$beyI101!word$re!comE01E0I10dicuion)I)8 =
http://pbey4101.wordpress.com/2012/04/10/discussion-4-8/http://pbey4101.wordpress.com/2012/04/10/discussion-4-8/


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e ace oGrammar

in the

+rimary SL(laroom

(4..67'(#T'N #++4#(H


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6e language to communicateeOciently!

:evelo$ both -uency and accuracy!

'nclude activitie that combine boththe accuracy 2rt model andcommunication 2rt model!

#ccuracy 2rt model A matery ofgrammatical $attern, form and

function!

(ommunication 2rt model A -uencyin communication!


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GROUP 6PA1(TT3RA A/P ARUL%3EL1A)

3A(RU)A$4A "T AS)A)

%O)STA)%E %3EE

"EATR(%E $ UST()A TEO

MO3(TRAA S3AT( A /P SU)&RARA$A)

T4+'( E /

#++4#(HS '7T#(H'7G G#..#


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:S('+T'N NS+S('+T'N G#..#


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T5+S 4%7GL'SH

G#..#

PRES%R(PT(1E

GRAMMAR

&ES%R(PT(1E

GRAMMARPre#criptive +raar

i# !hat #peaker##hould or #houldn5t

#a-

&e#criptive +raari# !hat #peaker# #a-7and !hen7 !h- and

ho! the- #a- it

xam$le/The ub@ect of a entencemut agree with the verb"ub@ect)verb agreement=

The instrutions arelear

not the instrutions islear$

xam$le/Some nglih $ea&er ue

double negative fornegation

* %on+thave nothin'$


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+recribe atrict et ofrule for

language!x/ when to uetheirtheyDrethere and how toname $art of$eech!

:ecribe$o&en languageued by native

$ea&er!Linguit build aet of rule tomodel the amebehavior!+r

ecri$t

ivegram

mar

:ecri

$tiv

egra

mmar


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(4NT #7: 4NT#++4#(HS


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(4NT NS 4NT(4NT G#..# T#(H'7G 4NT G#..# T#(H'7G

The teacher get the $u$ilinvolved in uing the tructurewithout drawing their attention togrammatical rule ('rammatialats hi%%en rom the pupils)

The teacher ex$licitly ex$lain therule when $reenting the newlanguage ('rammar rulesprovi%e% an% e-plaine%)

+u$ilD attention i focued on theactivity and not grammar rule butthey have am$le o$$ortunity to$ractice the


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P#.+L 4% ::6(T'N #++4#(H

SU"$E%T A)& O"$E%T PRO)OU)S

The ub@ect i the $eron or thing doing the action/

*left early

Shewent home/eaid goodbye

The ob@ect i the $eron or thing receiving the action/

She tele$honed me' hit him

>e aw her

E8aple# o,rule

E8aple# o,rule


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#:N#7T#GS :'S#:N#7T#GS

't get traight to the $oint and cantherefore be time aving! #llowmore time on $ractice and

a$$lication!

Starting the leon with a grammar$reentation may be o $utting forome tudent! "do not have

uOcient metalanguage) languageued to tal& about grammarterminology=

#c&nowledge the role of cognitive

$rocee in language ac


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Student aregiven a am$leand the teacher

guide them indicovering thegrammar rule

ued in theam$le!


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#:N#7T#GS :'S#:N#7T#GS

.a&e the rule more meaningful,memorable and erviceable!

.ay milead tudent that the rulei the ob@ective intead of themeaning!

.ental eort involved enure agreater degree of cognitive de$th"greater memorability=

Time conuming

Student are actively involved! Student may hy$otheie wrongrule

#n a$$roach which favour $atternrecognition and $roblem olvingabilitie!

+lace heavy demand on teacherin $lanning a leon!

xtra language $ractice "if $roblemolving i done collaboratively=

%rutrate tudent who $referim$ly to be told the rule!

Self reliance!


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GRAMMAR ()

(SOLAT(O) 1SGRAMMAR () %O)TE9T


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.)6)%%#.>4;


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.#7'7G

%or the 2rt te$, teacher introduce a newlanguage to children in MEA)()G'UL %O)TE9Tto hel$ the children undertand the meaning ofthe language that they are learning!

.eaning can be created through ituation thatare related to children.# li,e


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>#5S T4 (#T .#7'7G

Set ituation or dialogue that are fun forchildren uing doll or other media! "$u$$ethow=!

6ing torie! +laying drama!

6ing Total +hyical e$one "T+=

6ing $icture!

6ing childrenD ex$erience a learningmaterial!


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6S

#fter children are ex$oed to nglih languagethrough the ituation mani$ulated by teacher,they alo need o$$ortunitie to u#e En+li#h tocounicate !ith other#! They may ue the

language to $lay or to act in $lay!


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S#.+L 4% #(T'N'T'S

Game

'nformation ga$

QuiF

+lay Giving and following intruction to do or ma&ing

omething!

(reating funny rhythm or ong!


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%4.

(hildren are ubconciouly notice form oflanguage "grammar= and tend to ue languagenaturally in accordance with their need!

Thu, teacher have the re$onibility to attractchildren.# attention to lan+ua+e ,or#during nglih leon, which mean that theteacher are ma&ing the children aware ofaccurate language ue both orally and written!


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(hildren need certain condition to ma&e themundertand meaning of nglih vocabularie andto ue the language in natural context!

Thi mean that the teacher have to introducethe language form with meaningful context,which to ma&e the children feel motivated to uenglih a well!


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S4. ST#TG'S

GameRchildren raie their right hand if teacher ayingular animal, and their left hand if teacher ay$lural animal!

>ritingRcom$leting entence, arranging word intogood entence, or com$leting dialogue!

#ctivitie that increae tudentD awarene on grammarRteacher a& hat is si%ilar about these sentences*

He i tal&ing

She i litening

They are eating at the retaurant


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'7TG#T'47 >'TH T#(H'7G 4%L'ST7'7G, S+#;'7G, #:'7G #7:

>'T'7G S;'LLS!


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#:'7G

Teacher aign a reading text,

The tudent read the aigned text thattheir teacher ha choen,

The tudent anwer the com$rehenionor truefale


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L'ST7'7G

eview new vocabulary!

ead the tory one time and a& tudent to raietheir hand when they hear noun!

ead the tory E or 3 time!

Student anwer Litening (om$rehenionQuetion!

eview anwer to Litening (om$rehenionQuetion!

ead tory one more time! Student liten andwrite down all of the $ro$er noun they hear!

eview anwer


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N4(#?6L#5

cared A care


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S+#;'7G

#ctivity/ :ecribe a +icture

?ring $icture of dierent $eo$le or animal to

the claroom!Student decribe the $icture uing $oeive

noun! %or exam$le, they might ay/ The manDblue hirt! The womenD green dre!


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>'T'7G

#ctivitie/ Grammar in #ction


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'SS6S '7 T#(H'7G G#..#

%ocu on dicoure

#da$ting the textboo&

%ocu 4n :icoure

a! To be aware of dicoure feature of thetext and ma&e tudent aware of them

b! :icoure feature

.The way text i organiFed

.Layout

.Style of language


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#:#+T'7G TPT?44;S

4miion

#ddition

eduction

xtenion

ewriting

e$lacement

eordering

branching


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eference 7eamalar (hitravelu Sararatha Sitham$aram

* The Soo (hoon! "E00J=! 0 +etho"ology,rinciples ,ractice. 4xford %a@ar Sdn! ?hd!/Selangor!

htt$/www!moe!gov!myb$&$h$bi&br$bi&br!$df

htt$/www!moe!gov!myb$&&rdoc03ME0?ahaaME0'nggeri01ME0:S;ME0nglihME051)ME0S;!$df

htt$/www!auburn!edununnathenglKEI0accuracy!html

htt$/www!teachingenglih!org!u&blogenglih1E3IJ
http://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdfhttp://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdfhttp://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20English%20Y1-%20SK.pdfhttp://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20English%20Y1-%20SK.pdfhttp://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20English%20Y1-%20SK.pdfhttp://www.auburn.edu/~nunnath/engl6240/accuracy.htmlhttp://www.auburn.edu/~nunnath/engl6240/accuracy.htmlhttp://www.teachingenglish.org.uk/blogs/english12345/fluency-or-accuracy-speakinghttp://www.teachingenglish.org.uk/blogs/english12345/fluency-or-accuracy-speakinghttp://www.teachingenglish.org.uk/blogs/english12345/fluency-or-accuracy-speakinghttp://www.teachingenglish.org.uk/blogs/english12345/fluency-or-accuracy-speakinghttp://www.auburn.edu/~nunnath/engl6240/accuracy.htmlhttp://www.auburn.edu/~nunnath/engl6240/accuracy.htmlhttp://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20English%20Y1-%20SK.pdfhttp://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20English%20Y1-%20SK.pdfhttp://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20English%20Y1-%20SK.pdfhttp://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdfhttp://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdf

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