Module 4 Grammar

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Investeten oameni !Fondul Social European

PROGRAMUL OPERAIONAL SECTORIALDEZVOLTAREA RESURSELOR UMANE 2007-2013

POSDRU/87/1.3/S/62665

Formarea continu a cadrelor didactice pentru utilizarea

resurselor informatice moderne n predarea eficient alimbii engleze i evaluarea la nivel european acompetenelor lingvistice

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Module 4:TYPES OF LEARNING ACTIVITIES FOR TEACHING GRAMMAR

Activity 1: Goals and Techniques forTeaching Grammar

Activity 2: Developing Grammar ActivitiesActivity 3: Teaching Grammar Inductivelyvs. Deductively

Activity 4: Tips for teaching grammar

Activity 5: Educational links

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Activity 1: Goals and Techniques for Teaching Grammar

Grammar should be taught in order to enable students tocommunicate properly, that is to use with accuracydifferent grammar structures in their everyday interactions.

Overt Grammar Instruction

This technique focuses on rules, explanations andinstructions given to the students upon different languageforms.. The goal is for students to acquire grammatical

competence by following the set of the target languagerules It is a formal instruction that learners follow in orderto attain accuracy.

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Relevance of Grammar Instruction

This issue relates to the Communicative Approach

which focuses on language functions, not language asa set of rules. The activities are centered on learnersability to use language to communicate, to produceand understand sentences that are appropriate to a

particular situation.

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Error Correction

When it comes to this issue, teachers need to be careful notto focus on error correction to the detriment ofcommunication, as this will shake the students'confidence in their ability to use the language, and willprobably determine students not to communicate anymore for fear they will make mistakes

There is disagreement among teachers about what, when,and how to correct, although error correction needs to bedone in order to improve language acquisition. However,

teachers can help their students by using error correctionwhen students are doing activities that focus ondevelopment of new language skills but not when they areengaged in communicative activities.

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Task 1 - Comment on the following The goal ofstudying grammar is to make students aware not

only of the typical constructions in a language, butalso of the context in which the language forms areused.

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HOMEWORK Plan an activity teaching past tense

simple, using the following picture and sentences -http://www.thephotoargus.com

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There (be) ..a great fire last night in an apartment

building near London. The fire (trap)..five people in their apartments.

The firefighters (try).. to rescue them.

Unfortunately, the five people (die) ..because the flames(be).too big.

The fire last night also (kill)..a firefighter. His colleagues (not be able to)..save him.

The police (come)..and(collect).evidence.

The man in the picture (be).devastated.

His brothers (live)..in that building too.

Fortunately, they (leave)for Cairo two days ago.

But the man (not know)about their leaving.

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Activity 2: Developing Grammar Activities

For those courses that focus on grammatical forms in aspecified sequence, teachers need to developactivities that relate form to meaning and use:

Describe the grammar structure, talking aboutform, meaning, and use, and give examples;

Ask students to practice the grammar structurein communicative drills;

Involve students in communicative tasks,providing opportunities to use the grammar structure;

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For those courses that follow a sequence of topics,

teachers need to develop activities that relate differenttopics to meaning and form. Language structuresshould be shown in authentic contexts so that they willcater for the learners different needs.

Teachers need to provide oral or written materials(audiotape, reading selection) that relate to the topic:

Review the grammar structure, using examples fromthe materials;

Ask students to practice the grammar structure incommunicative drills keeping to the topic;

Ask students do a communicative task on the topic.

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Teachers should keep in mind the three types of drills:

Mechanical drillsthat focus on patterns or rules; they are not

very useful as they do not resemble a real communicationsituation. Learners do not need to understand or communicateanything so such lessons are boring;

Meaningful drillsthat focus on the correlation between formand meaning; from this point of view such drills can help

students understand the grammar rules, but the impediment isthat they have only one correct answer, so their resemblance toreal communication is limited;

Communicative drillsthat focus on the relationships amongform, meaning, and use. In such drills students become aware of

the mentioned relationship and develop their ability to uselanguage for communicative purposes. Another advantage is thatmultiple correct responses are possible and students use thegrammar point under consideration focusing on their owncontent and experience

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Task 1 Design a mechanical drill for PastPerfect Simple.

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(an example of mechanical drills) Put the verbs

into Present Perfect Simple; use affirmative form: They (do)..their homework.

Mary (wash)..the dishes.

Mum (feed)..the cat.

The teacher (come)into the classroom. I (guess).the correct answer.

Mr. Jones (arrive).home fromwork.

We (read).a contemporary novel. They (meet)..her at the station.

I (have).dinner.

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Task 2 - Design a meaningful drillfor Present Simple.

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(an example of meaningful drill) Choose the correct

answer in each sentence: You dont / arentlistening to me.

Ana and Tom are / is waiting for us.

The girls in our classroom didnt / arentenjoying the film.

Whats that noise? The cat is / are mewing in the garden.

Im not / amntdrinking pizza.

It isnt / arent snowing heavily.

You isnt / arentwatching the film.

The boys are / does swimming in the lake.

Tommy is / am sleeping in the car.

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Task 3 - Consider another photograph and set tasks forcommunicative drills

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(an example of communicative drill)What are

the children in this picture doing?http://learngoodenglish.com

Use present continuous to make sentencesreferring to this image:

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Activity 3: Teaching Grammar Inductively vs. Deductively

Deductive grammar orrule-driventeaching

The learners are given the grammatical ruleand they aresupposed to apply the rule to new sentences. They are

typically expected to memorise the rule. The advantagesof this kind of teaching are:

-It is time-saving, as it focuses on a specificgrammar point;

-It involves a cognitive process in languageacquisition;

-This type of teaching can be related to thetraditional way of teaching.

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Inductive grammarteaching orrule-

discovery teaching It rejectsthe idea of giving the learners a ready-made

rule.

The learners learn from discovering, from tryingdifferent things

Through experimenting they figure out thegrammatical rules all by themselves.

The elicited students rules will then, if necessary, becorrected by the teacher, and the language structurepractised.

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Teaching grammar inductively is favorable tocommunicative acquisition and enables the learner

acquire communicative competence. Learners need toknow how to use language in context, when, whereand how to use a grammatically correct sentence. Anexample could be:

how to ask for directions; how to address people in different real life situations;

how to respond to different requests, invitations, orapologies.

Discovery techniques can make grammar lessonsenjoyable

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Task 1 Design ONE activity for a grammar pointwhich is appropriate for deductive grammar teaching

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Here are two model sentences (e. g. focusing on countable anduncountable nouns).

Using a set of rules for this particular grammar structure,practice the presented grammar point; complete the blanks withSOME or AN:

Model I drank SOME milk.I ate AN apple.

He asked for.information. The children played with stick. They decided to give meadvice. I recognized..old man in the street. The students have.American car. I have.appointment this evening. The Chinese people at our table ate .rice and vegetables. I read.paper on the bus. Mary got on the car. She didnt have.ticket.

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Task 2 - Design an activity for a certain grammarstructure which should be appropriate for inductivegrammar teaching ; consider this photograph.http://www.gettyimages.com/EditorialImages/Sport

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EXAMPLE:

Seven black-and-white photographs of the Beatleswill be soldnext week.

Shakirawill be awaitedby her fans at the airport.

The arrested manwill be interrogatedin two weeks time.

Theywill be persuadedto go to that fancy party.

How is this structure formed? What moment does this structure refer to? (present, past or

future) What does this structure mean?

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Activity 4: Tips for teaching grammar

When teaching grammar, a teacher needs to take into consideration abound between examples and form, meaning, and context; Make sure you make use of the mother tongue while explaining; Explanations must be simple and clear; Provide students with plenty of examples of the grammatical structure; Make sure the learners understand when and how to use the presented

grammatical point; Explanations must cover the majority of instances because students are

sure to encounter exceptions along the way; Give the learners the opportunities to compare the grammar point to

the same grammar structure in their mother tongue; Do not overdo the teaching of too many grammatical structures in one

grammar lesson; it will be confusing for the students; Give students the chance of practicing by playing with the sentences

so they can get a feel for the language; Language games can be fun and give students the opportunity to use a

grammatical structure practically.

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Activity 5: Educational links

http://www.ego4u.com/en/cram-

up/grammar;http://www.englisch-

hilfen.de/en/exercises_list/alle_grammar.ht

mhttp://idioms.thefreedictionary.com

http://www.englishclub.com

http://www.teachingenglish.org.uk

http://www.eslgold.com/grammar/teaching.html

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The end