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Transcript of 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