Techniques and Activities for Teaching Grammar

8/3/2019 Techniques and Activities for Teaching Grammar

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Be meaningful

Be purposeful

Have a social function

Provide plenty of practise

Use a multimedia approach

Encourage active participation


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Relate tostudents ownneeds andtherefore

engage them

as people

Consider theage, sex and

background ofyour students .

Primary schoolspupils wouldlike stories,

wild life, nature,amusing

anecdotes,songs and rhymes,

popularpersonalities

Get to knowyour students

interest,like anddislikes


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Involvestudents in

doing thingswith language

Give themsome

challenge

Catch their interest andattention. When

learning activitiesrequire the personal

and emotionalinvolvement of the

learners, they seem tolearn better.


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Give opportunities for interaction withother people so that students can :

Get a sense ofusefulness of the

language they arelearning and theirsuccess in using it

efficiently.

Get a chance to check

and test whether theirunderstanding and useof the language is

correct

Learn from their friendsin an unthreatening

way


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Provide amplerecycling. They letlearners use similar

language in different

ways and contexts

Give plenty of exposureso that the target

structures become partof the automatic

response and languagehabit of the student


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Use all five senses

E.g. visual support, pictures, figurines,

gestures, objects, time lines, auditory support E.g. through touching objects for shapes,

texture, etc

Variety of input is important as an aid to

memory


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Using all four skills, different context ofuse, different genres because primaryschool children have short attention

spans. Use variety of input types such as

Game : Simon says (shake your head)

Rhyme : one, two, buckle my shoe

Song and mime : If youre happy and youknow it (clap your hands)

Physical activity : exercises


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Design task that allow them tomanipulate the new language and

challenge them to think or interact witheach other.


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PresentationIntroduction to new

language through spokenor written texts

Focused practise

Explicit form basedexercises to ensure

students can producenew items accurately

Communicativepractise

Meaningful activities toallow students to use newlanguage in appropriate

contexts


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1. Letting students listen to the form

2. Helping students understand how the

form is used and what it means3. Make sure students can reproduce the

new language form

4. Letting students see the written form(and writing it)


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In selecting a context, consider thesefactors :

Interest : the context must be interesting sothat students are motivated to payattention.

Suitability : the context must be appropriate

for presenting the selected language items


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The procedure :

1. Teacher explains the rule.

2. Teacher gives several seed sentences tohelp students grasp the concept andthe pattern.

3. Students apply the rule in drills.


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Procedure :

1. Students are given several carefullychosen instances of a grammatical

feature2. Students try to derive the pattern in the

given sample for themselves

3. The rule is explicitly stated, either by the

students themselves or the teacher4. Further practice is given in applying the

rule.


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Discoverytechniques

Using situations

Introduce newlanguage form

in context

Isolate and

explain the keyelement

Checkstudents ability

to produce

Using tables Using a text


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New language can be presented viaclassroom situation or real life situation

1. Introduce new language in form of context2. Isolate and explain key elements

3. Check students ability to produce


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Students read a passage which containsexamples of the new language, thenanswer comprehension questions.


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New approach that Ellis and Forman(1992) have used in their book A Picture

story Grammar of English Features :

1. Gives the learner the opportunity tocooperate with the author-teacher inachieving success in learning the item

2. The learner knows from the beginning


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Give student the following sheets andask them to highlight the preposition ineach set to show its relative position in

sentences with noun objects andsentences with pronoun objects.


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Enable the student to discover for himselfand memorize the pronouns of English


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Tell a student walk to the door. Whilethe student is walking she is walking to

the door. Tell another student. Take outyour book and while the student isdoing this say, she is taking out herbooks, etc. until the student grasp the

concept and the form of the presentcontinuous tense.


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To get students to focus attention on thenew language to help them to get them

to get their tongue around it. Little bit mechanical, short and quick

way to ensure production

To correct any error immediately

Activities must be conducted briskly

Oral or written activities may be used


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Act as a bridge between the periodwhen the student does not know the rule

at all and the period when he can usethe form with ease in a communicativesituation,

Focused entirely on form and the

choices they offer make it impossible fora student to produce grammaticallyincorrect sentences.


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It can be more exciting by changing thetone, loudness,etc

Teacher can keep changing the modeof drilling. For example :

Do chorus drill : call students systematically

Individual drill : call students randomly

Teacher can give cuestate of

preparedness


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1) Simple repetition :T Rizal calls Mat

S Rizal calls Mat

2) Simple substitution:

T Rizal calls Mat

S Rizal calls Govind

3) Multiple substitution:

T Rizal calls Mat

S George calls Uma

4) Simple correlation:T Rizal calls MatS Janet and Norina

call Mat

5) Multiple correlation:

T Rizal hurt himself

S We hurt ourselves

6) Tranformation:T Rizal calls MatS Does Rizal call

Mat


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How do I go toThe post office ?

The railway station ?

The art gallery?

The supermarket?The museum?

Where is


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It is important that these drills should beconducted briskly and for short periods

of time By using Carolyn Grahams (1978) jazz

chant idea :

Involves using an element of rhythm

Teacher sets a rhythm going by clapping orbeating the rhythm out on the desk with herknuckles


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First exercise can be used as part of yourPendidikan Jasmani lesson.

Second exercise can be varied to teachverb forms.


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Used by teacher who use Silent Way.

Allows many structures to be taught with

a minimum vocabulary . Can be used for remedial work


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Provide students opportunities to usenew language in freer and more

creative ways


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This activity engages the studentintellectually and therefore gives more

interest to the lesson. For

Simple present tense

To teach the structure

To teach Wh-questions.


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Stories are excellent resources forteaching grammar because : Children, adolescents loves stories.

They provide a context for the generation of

several grammatical structures. Providing wider context for rural pupils who

lack of context for real use of English.

For : To practise a variety of structures

To practise the past tense

To revise a variety of structure


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Songs are very popular in teachinggrammmar because :

They are interesting and relaxing

The beat of the song aids memory

Many songs have a lot of in-built repetitionof structure, good for consolidation

Integration of pronunciation, intonation,stress and rhythm can be achieved

Can involved physical activity and makespupils happy


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Can remove the boredom of a grammarclass without sacrificing the repetition


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Techniques and Activities for Teaching Grammar

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