Nur Syuhadah bt Januri Noryana bt Abdul Razak Palveena a/p Gopalakrishnan T3/S2/MT3

Lecturers Name : Puan Nurulnadia bt Abdullah

WHAT IS GRAMMAR
Knowledge of grammar enable language users to put words together in the correct order to communicate ideas and intentions efficiently.

The rules of language, words are put together to convey meaning in different contexts.

WHAT DOES KNOWING GRAMMAR INVOLVES

For Students

For Teachers

FOR STUDENT
A new learner,
Needs to know the sentence patterns necessary for certain language tasks he wants to perform. Needs to understand the rules enough to use them. Does not need to have conscious knowledge of grammar.

An advance learner,
Needs to know at least some of the grammatical labels like, sentence and subject-verb agreement. Able to understand his teachers comments on the margin of his composition. Able to discuss some of the grammar related problems with teacher

Kinds of Knowledge Required

Knowledge of word order

Knowledge of the meaning of different grammatical options

Knowledge of grammatical facts and rules

Knowledge of grammar spoken & written sentences

Knowledge of forms and function

Knowledge of word order

One of the chief means of communicating meaning in

English. There are a number of basic sentence patterns that students have to learn.
The position of word classes (adjectives, adverbs) The different forms (statement, question, command,

exclamation) Positive & negative version

Knowledge of grammatical facts & rules

Governing article (a, an, the)
Inflection of verb Pluralization of noun

Word derivation

Knowledge of form & function

We communicate to To persuade To express agreement Thanks Appreciation To ask and give information Words, phrases and sentences are used to express the

functions The words and structures are called forms

Knowledge of the grammar spoken & written sentences

Written and spoken language vary in the grammatical

forms. Abbreviations (Ill, shell) are not allowed in formal writing.

Knowledge of the meaning of different grammatical options

Different forms have different meanings.
Refer to page 198

FOR TEACHER
It is essential for a teacher to have both implicit and explicit

knowledge of grammar. A good reference grammar is a worthwhile investment for every language teacher.
Understand the grammar items in the syllabus & select

appropriate language forms Grade and sequence the grammar Integrate grammar with the teaching of the language skills. Select appropriate techniques for presenting grammar. Identify and analyze students errors. Provide feedback and correction.

THE PLACE OF GRAMMAR IN THE COMMUNICATIVE APPROACH

Focuses on getting students to use language to

communicate efficiently. They need to use it in order to seek information, give information and solve problem. Teachers who use accuracy first model, will probably produce students who can reproduce accurately sentences learnt but students cannot use the sentences in real communication. Teachers who use communication first model, produce students who are confident and fluent in communication but there may be grammatical errors in their language used.

APPROACHES TO GRAMMAR IN COMMUNICATIVE LANGUAGE LEARNING

COVERT

OVERT

 Covert
Inductive approach or discovery method Students are first given a number of sample

sentences and then teacher guides students into deriving the rule.

Overt
Deductive approach Teacher presents the rules, patterns and then

goes on to provide practice More traditional way

Guidelines for teaching grammar

Language is a rule-governed behavior
Learning grammar would involve practices that result

in habit formation. Correct habits should be established from the very beginning. Involves when to use which form, with whom and for what purposes.

PROBLEMS IN LEARNING ENGLISH GRAMMAR

Mismatch between form & function Lack of motivation to learn grammar Exceptions to the rule

Interference from the learners own language

FEATURES OF ACTIVITIES THAT SUPPORT GRAMMAR LEARNING

Use a multimedia approach

Provide variety

Be meaningful

Provide plenty of practice

Encourage active participation

Be purposeful

Have a social function

STAGES OF A GRAMMAR LESSON

FOCUSSED PRACTICE COMMUNICATIVE PRACTICE PRESENTATION

Presentation
Meaning
Introduction to new language through spoken @ written texts Illustrate how the structure is formed & what it means & how it is used Lead students use the structure to talk about themselves/things Check students understanding Clear, interesting, relevant & appropriate Includes an element of personal involvement Grammatical explanation if necessary Build up of appropriate situational & linguistic contexts for new language Listening to & initial repetition of new language Using new language to talk about themselves

Purpose

Characteristics

Typical Activities

Role of a Teacher Types of interactions Degree of Control Correction Length & place in lesson

Informant

Teacher class Teacher individual student Controlled Semi-controlled

Necessary to correct to ensure students grasp the correct form

Short Usually at the beginning

T-L STRATEGIES
Factors in selecting context Interest : motivated to pay attention Suitability : appropriate for presenting the selected

language item - contain the necessary elements Approaches Didactic approach Discovery method Story-comic format Steps - Introduce the new language form in context - Isolate the new language & explain the key element - Check students ability to produce language accurately

DIDACTIC APPROACH
Teacher explains the rule Students apply the rule in drills

Teacher gives several seed sentences

DISCOVERY TECHNIQUES

Procedure - Students are given instances of a grammatical features - Students try to derive a pattern - The rule is explicitly stated - Further practice is given in applying the rule Techniques
Using situations Using tables Describing activities Pay attention to the verbs Students fill another table that demonstrates the grammar rule

Using a text
Read a passage Answer comprehension question Read & underline all the verbs

Introduce new language form in context Isolate & explain the key elements Check students ability to produce

COMIC STORY APPROACH

Grammar item is first stated & exemplified Learner knows from the beginning what it is supposed to

learn - can look out for the way the word/structure behaves in the story context Use the same pictures that support the grammar rule Students use the materials without teacher.

TECHNIQUES

Make the grammar point being taught as clear as possible

Use flashcards
Using a highlighter Using wall charts Using activity in the classroom
Difference in word order that exists between statements & questions Preposition show its relative position in sentences with noun & pronoun objects Memorize the pronouns

Giving instruction form the present continuous tense Move the word strips through the slots Sliding sentence strips to find a combination of words that make sense

Using word cards & pocket charts

Focussed Practice
Meaning Purpose
Explicit form-based exercise Producing new items accurately Build students confidence in using new language Enable students to gain control of the structure within controlled frameworks Controlled to minimize scope for errors Clear & precise Student-talking time maximized Drills Dialogue Text completion Problem-solving Role-play

Characteristics

Typical Activities

Role of a Teacher Types of interactions Degree of Control Correction Length & place in lesson

Conductor Corrector Teacher class/group Teacher individual Student class/group Very controlled Students have limited choice

Immediate correction by teacher/peers

Depends on students needs & difficulty of the structure Immediately after presentation

T-L MATERIALS & ACTIVITIES

Drills
Focus on form & the choices to make it impossible to produce grammatically incorrect sentence Example: simple repetition, simple & multiple substitution, simple & multiple correlation, transformation Chorus @ individual drill

Substitution Tables
Practise more than one form

Jazz Chants
Involves using an element of rhythm Every individual needs to cooperate to keep the rhythm going.

Meaningful Drills
Asked to use the forms they have learnt Say things that are true about themselves.

Blank Filling
Cloze used where the context is necessary to determine the choice of form Examples: verb forms, pronouns in text cohesion, article use Shows grammar is not a fixed set of rules that can be applied without thought.

Motor Activities
Provides visible signs to see whether students have understood the meaning of a structure

Recombining Activities
Re-use the sight vocabulary that already have to make fresh new sentences Focus mind entirely on the structure word order

Using Cuisinaire Rods

Use in Silent Way

Communicative Practice
Meaning
Meaningful activities Using new language in appropriate contexts
Give students opportunities to use the new language in freer more purposeful & creative ways Give teacher feedback on the level of mastery - form the basis for future T&L activities Learner-centred Interaction activities - incorporate information gap, choice & feedback Clear instructions from the teacher Communicative activities - games - discussions

Purpose

Characteristics

Typical Activities

Role of a Teacher Types of interactions

Monitor & organizer

Student student (pairs) Student student student student (groups) Some guidance Free - students have choice

Degree of Control
Correction Length & place in lesson

Without correction but error-noted

Depends on proficiency of students & types of activity After presentation & practice Within or across lessons

T-L MATERIALS & ACTIVITIES

Problem-solving
Engage students intellectually More interest to the lesson

Stories
Generate a positive attitude to the lesson & been loved by all ages Provide a context for the generation of several grammatical structure Express a variety of emotions in the class @ have occasions to talk about human issues

Songs & nursery rhymes

Interesting & relaxing Beat of the song aids memory Contributes variety short attention span of children Good for consolidation & internalization of structure Integration of pronunciation, intonation, stress & rhythm Involve physical activity pupils happy Example of activities: sing, listen & do, ask & answer comprehension, write lyrics by imitation, fill in blanks

Using personal experience

Getting maximum output from minimum input

Games
Competitive Rule-governed Have definite goals, point at which they finish Engaging & challenging

Using visuals
Pictures arouse interest, stimulate interaction & help to see places, people & events also bring to life situation Types composite : depict a scene - series : tell story through a number of related pictures - posters & brochures Graphs, maps & diagrams present information & content

Poems
Practice adjectives, verbs, present tense verbs, imperative

Information gap activities

One student has information which another students does not have Need to ask questions & exchange information

Role Play
Bring real life situations into the class Students are given a situation & assigned roles, decide what to say & construct own utterances Freedom to choose structures

Quizzes, puzzles & riddles

Often involve competition Examples : general knowledge quiz, what am I?

Editing & reformulation

Work with class on improving the structure communally from a paragraph of students work Get students to help the writer Involve texts - aspects of grammar that can only be learnt in the context of a text.

Adapting a lesson for a mixedability class

Integrating grammar with other language skills

Selection and sequencing forms and function

Planning a grammar lesson

PLANNING TO TEACH GRAMMAR

Relating forms and functions to topics

Identifying, categorizing and explaining errors in forms and functions

Identifying , analysing and categorizing forms and functions for teaching

Integrating Grammar With Other Language Skills

Grammar is the foundation of all verbal communication.
It is always present even without ever being taught it. Learner discover the regularities in their use :
The form The functions The situations

Three ways in which integration of grammar with the four skills can be achieved:
Systematized mapping of the grammar syllabus within a thematically-conceived series of units. Unit-by unit mapping of grammar. Grammar supported by each language skills.
The activities in turn, provide the grammar lesson with models from which to derive grammar rules.

Mapping of grammar comes after the text and the four language skills have been determined.

Grammar element is then built in to support the skills-based activities.

So that, the grammarlearning will be more interesting.

1. Selecting and sequencing grammar items with a communicative syllabus

Two approaches to arriving grammar syllabus:
Using grammar as the grading and sequencing principle.

Working the skills, functions and forms around the grammar. Work thematically. Deciding on the theme first and then fitting the grammar to the sequence of themes. Common in communicative syllabus.

a. Guidelines for sequencing the grammar items

1.

By using the functions and corresponding forms for each topics in KBSR syllabus :
Bearing in mind the difficulty of the sentence patterns. b. Draw up a tentative sequence of topics. c. Roughly map in the grammar items to naturally go with each topic/genre/function.
a.

Message forms/ Genre

Functions

Grammar

Story

Talking of events in the past, following sequence of events

Simple past tense, sequence connectors

Descriptions of places

Describing

Adjectives, adverbs of place, prepositions, simple past tense

Messages

Making, requests and responses

Modals; can, could, should

2. Look into issues of difficulty and usefulness. Example: KBSR Year 1 syllabus.

The sequence is introduce self and personal particulars before objects. The question is: Is this the best sequence?

If you look deeply and carefully through the sentence patterns below, you may not follow the sequence.

Pupils would have to learn grammatical person, prepositions as they used with places and they need to understand enough to use them in communicating.

3. Consider how you can break up the topic.

Grammatically simple task are done first and followed by difficult task. Examples:
The girl threw a stick. Then, add modifiers. The tall girl threw a long stick into the drain.

This is to gain the students interest in learning.

4. Make sure that all the items have been recovered. 5. Plan the teaching.

2. Integration of grammar with each skill

Listening and speaking Drills oral and integral to the successful learning of a grammatical patterns Reading Reading texts become the practice for grammatical forms. Speaking Provides real and extended contexts for the practice of specific grammar items.

Selecting And Sequencing Forms And Functions

Two ways to select items for a grammar lesson: a. Based on items specified in the syllabus. b. Ad hoc.

Select items to teach as and when a need for teaching them arises. Examples: Teaching structure need in writing and speaking.

Guidelines for sequencing syllabus items

Introduce regular form first. To teach past tense, use regular verbs first before irregular forms. Choose the one(s) suitable for the level of pupils development. Year 1 : Please lend me a pencil. Year 6 : Would you mind lending me your pencil? Choose the situations for practice that demonstrate this function.

Use situations that students can imagine and see the patterns.
Examples: To teach present continuous. He is walking. VS He is leaving tomorrow.

Sometimes more than one grammatical option is possible for doing something.
Actively and passively.

Give more emphasis to building up verbs and nouns first before adding on modifiers or other forms for beginner learners. Start with a basic sentences and then complex forms.

Relating Forms And Functions To Topics

Look at the topics and functions spelt out in the itemization of

things to be covered in each skill. Then use it as a means of deciding which function and forms to teach. Each topics in KBSM is treated in all four skills. The illustrated of how each topic is interlinked in all four skills:

Listening and Speaking

Reading

Writing

Listen to and tell stories on moral values

Listen to and understand directions to places of interest

Read and understand stories on moral values

Read and understand directions to places of interest

Write stories on moral values

Write directions to places of interest

Identifying, Analysing And Categorizing Forms And Functions For Teaching

Analysis to decide: At the point you are analysing, consider every grammatical feature that students need to know.
Which features may already known from earlier learning. Which features you want to teach straightway. Which features you can delay teaching to a later date.

Study the forms/sentence patterns provided to see what grammatical knowledge is required in performing the target function.

Derive a list of grammatical features that the students need to learn.

No need to teach all of the features at the same time.

Identifying, Categorizing And Explaining Errors In Forms And Functions

Ways to categorize errors:
i.

Systematic error vs. performance errors

Systematic error Performance errors Errors of grammar

Arises from lack of knowledge of a grammatical point.

Examples : Student keeps making errors of subject-verb agreement in speech. Means he has not adequately mastered the concept.

Examples : Speak in hurry. Failure to add an s in the plural, an ed in the past and so on.

Need to re-teaching or needs more drills

Dont need to do anything.

i.

Error categorized by grammatical categories.

Example :

Does he enjoy to paint? He has not grasped the fact that the verb enjoy does not operate like the verb like. The explanation :

to read like readin g enjoy

to read

readin g

 Teacher feedback and correction.

Focused Practices. Correction should be immediate and straightforward. Communicative Practices. Should not be interrupt. Take note of errors and deal with them after the activities.

Planning a Grammar Lesson

Select a form/pattern. Then establish its meaning and use/function. Decide what you will do at each stage. Refer the work being done with language skills. Find or construct the texts/tasks and support materials. Make a rough assessment of the time you would need with each activity. Build in plans for monitoring and feedback. Make final copies of all the material you need.

Adapting a Lesson for a Mixedability Class

Activities can also be designed so that all students can do them minimally, but better students can do them at a more sophisticated level.

All students do not need to do all items or exercises.

All students do not need to do some kind of activities.

When different forms exist to perform different functions, better students can be given more sophisticated forms and also be asked to choose between forms according to situation.

Poor students need constant practice.

THANK YOU!!!!