Teaching Grammar Topic based curriculum
Teaching Grammar
Topic based curriculum
Teaching Grammar
There are many different methods for teaching grammar and in this lecture we will be discussing a practice that incorporates grammar and functions in a topic-based
curriculum
Practice
Practice involves speaking, reading, writing and listening
The beginning-level students learn basic grammar, vocabulary, and functional
expressions More advanced students use
an expanded vocabulary and more complex grammar
varied functional expressions
Communicative Practice
Communicative practice uses real-life situations and presents the language in context
Grammar is introduced according to what is needed to communicate in these particular situations
Functions
Functional communication includes everyday topics such as: meeting and greeting people giving and understanding directions describing family members and family
relationships apologizing saying how you feel telling about activities in the past, etc.
Examples
The verb “to be” can be introduced into a lesson about meeting people
The present continuous tense can be useful when talking about everyday activities.
Describing people and things will show how the verb “to be” is used in yes/no questions and short answers when teaching adjectives and possessive nouns
Examples continued
The imperative command is presented when following a recipe
The future is needed when discussing plans to visit the museum
The past tense is used when talking about vacation last year
MAJOR COMPONENTS OF SYNTAX AND GRAMMAR 1. The principle elements of the sentence:
Subject Verbs and verb phrases Direct and indirect object Complements with verbs that express feeling,
appearing, being and seeming Modifiers Clauses Phrases
Syntax and Grammar
2. Parts of speech and their functions within sentences: Nouns and nominals (infinitives, gerunds, etc.) Articles Verbs Pronouns Adjectives Adverbs Prepositions Conjunctions Interjections
Grammar and Syntax
3. Types of sentences and their syntax: Simple Compound Complex Basic & variations on basic sentence patterns Sentence structure: Complete, incomplete, run-
on, coordination of verb tenses
Grammar and Syntax
4. Verb Usage Agreement Tense Mood Active or passive voice Sequence and consistency of tenses Modals Phrasal verbs
Syntax and Grammar
5. Word usage or lexicon Idiomatic constructions Formulaic expressions Use of phrases within sentences
Specific Points of Grammar
Subject pronouns: I, you, he, she, we, they
Forms of verb to be; Fill in the appropriate subject pronoun _____ are running down the hill. _____ is going to school. _____ was at the school play. _____ were not at the school play.
Points of Grammar
Changes in verb tense Bill is sitting down. Bill will sit down. Mary walks too fast. Mary walked too fast.
Points of Grammar
“When" clauses: Mr. Black will sit down. Mr. Black will take off his
coat. When Mr. Black sits down, he will take off his coat.
The girls will arrive at school. The bell will be ringing. When the girls arrive at school, the bell will be ringing.
Points of Grammar
Relative Clauses:
The book is on the desk. The book is red. The book that is on the desk is red.
The girl is in the kitchen. The girl is my sister. The girl who is in the kitchen is my sister.
Points of Grammar
Negatives:
He likes to go for a walk after dinner. He doesn't like to go for a walk after dinner.
Mary likes to go for a walk after dinner. She isn't thinking about her homework.
Points of Grammar
Interrogatives: (Is/Are)
John is running away from the wolf. Is John running away from the wolf?
Points of Grammar
Interrogatives: (Do/Does)
We walk to the market every afternoon. Do we walk to the market every afternoon?
Points of Grammar
Interrogatives: (Modals-Can)
(Can) My brother can ride his bike to school. Can my brother ride his bike to school? What can your brother do on his bike?
Teaching Grammar in Situational Contexts There are plenty of resources in textbooks
and on the internet with examples and strategies for teaching grammar in context
Here are just a few to give you an idea of how creative and interesting teaching grammar can be
Situational Contexts
Situation or ContextPoints of Grammar Follow a recipe Imperative verb How to bake a cake Present continuous Plans for field trip Future, if clauses,
conditional Describe vacation Simple past,
question formation forms of verb “to
do”
Conclusion
When selecting texts and activities for your class, it is most helpful to first consider your students’ needs and abilities
Language becomes meaningful for students if they are able to communicate effectively in their everyday lives
This increases motivation and participation from the students and creates a more interesting classroom
Works cited:
Jill Kerper Mora San Diego State University