Topic 4 Grammar All In

8/12/2019 Topic 4 Grammar All In

1/27


2/27

Introduction

According to Chitravelu (2005), there are several features that ateacher has to consider when planning suitable techniques inhis/her grammar classes.

a) Be meaningful : relate to students own needs, interests, likes

and dislikes.b) Be purposeful : provide challenge, get them involve and utilizethe new

language.

c) Have a social function : provide opportunities for interaction.

d) Provide plenty of practice : using similar language in differentways.

e) Use a multimedia approach : use of all the five senses

f) Provide variety : practise new structures using all four skills

g) Encourage active participation


3/27

Techniques for

TeachingGrammar

Games

Songs

and

Chants

Puppets

Stories

Plays and

Dialogues

Nursery

Rhymes

andPoems


4/27

Songs

To enlarge the vocabulary background of children

To develop pupils' listening and speaking skills

To introduce and familiarize children with the target

language culture To improve children's pronunciation

To teach various language functions

To recall grammatical points

To develop auditory discrimination

To add fun to learning

To motivate children to participate -- even shy ones


5/27

To help teachers get closer to their children

To stimulate children's interest in the new language

To create a lively atmosphere in the languageclassroom

Songs are a good way to teach in an "Edutainment"way because they incorporate all the language skills:

(1) Listening (to the song) - Following the song todetermine words.

(2) Reading (following the lyrics to determine the words)(3) Writing (filling in the blanks)

(4) Speaking (singing the song)


6/27

Criteria for Choosing a Song:

1. The song should contain limited vocabulary.

2. The song should contain language compatible with thatbeing used in

the classroom.

3. The song should present a limited musical challenge.4. The rhythm should be straightforward and repetitive.

5. Song topics should be within the experiences of children.

6. For primary level 4 and 5 it is useful if songs are

accompanied by actions.7. It is also helpful if the words of the songs are highlyrepetitive and if they

have a refrain: a repeated stanza, between verses of the song.


7/27

Kind of songs:

Special songs

Children's songs

Action songs Teaching structure songs

Telling stories songs

Pop Songs


8/27

How to use songs?

Classic gap-fill

Spot the mistakes

Comic strip Order the verses

Discussion

Translation


9/27

Chants

Grammar chants can be a lot of fun to use in classes. They areespecially effective when used to help pupils learn problematicforms.

Grammar chants use repetition to engage the right side of the

brain's 'musical' intelligence.

The use of multiple intelligences can go a long way to helpingpupils speak English 'automatically'.

The teacher (or leader) stands up in front of the class and'chants' the lines. It's important to be as rhythmical as possible

because these rhythms help the brain during its learningprocess.

Remember that through the use of repetition and having funtogether (be as crazy as you like) pupils will improve their'automatic' use of the language.


10/27

To teach the natural rhythm, stress andintonation of conversational English.

To recall a grammatical point, i.e., present simple,

past simple, pronouns, questions, etc... To teach language functions, i.e., asking for

information, giving explanations, etc...

To develop students' listening and speaking skills.

To create an interesting, relaxing atmosphere thathelps students in acquiring the new language.


11/27

Sample Jazz Chants ("A Song", in

Hello! )


12/27

(ii) Question Story

1. Write 4 or 5 questions on the board.

2. Run through a few possible answers orally withthe class.

3. Then give a piece of paper to every pupil.4. Ask them to answer the first question

5. All pupils then pass their paper to the pupil onthe left.

6. They all then write the answer to the secondquestion. And so on until all the questions are allanswered


13/27

(iii) Retelling Stories

1. Choose a short story that can be told inseveral sentences.

2. Write a title on the board as an introduction.

3. Adding pictures helps, as long as the picturescan be drawn in a few seconds.

4. Then tell the story, sentence by sentence,

pointing to the verbs eliciting the correct pasttense from the students.

5. The pupils then retell the story.


14/27


15/27

For example to practice adj.

Hippos

Hippos swim.

Hippos snort.

Hippo legsare rather short.

Hippos ears

are pink and tiny.Hippo hide

is very shiny.

Hippo tails

are stout and stubby.

Hippo hips

are kind of chubby.

Hippos stay

rather quiet.

Hippos neverlike to diet.


16/27

Games

3. Games allow the students to "practice andinternalize vocabulary, grammar and structuresextensively." How?

i) They can do this through repeated exposure tothe target grammar and because students areoften more motivated to play games than theyare to do deskwork.

ii) Plus, during the game, the students arefocused on the activity and end up absorbing thegrammar subconsciously


17/27

In short, we can conclude that there are many advantagesof using games in

the classroom (Lee, 1995):

1. Games are a welcome break from the usual routine ofthe language class.

2. They are motivating and challenging.

3. Learning a language requires a great deal of effort.Games help students to make and sustain the effort oflearning.

4. Games provide language practice in the various skills-speaking, writing,

listening and reading. 5. They encourage students to interact and communicate.

6. They create a meaningful context for language use.'


18/27

Tips for Using Grammar Games in Class

Successfully

1. ORGANIZATION

Figure out how to organize your class i.e. thetime spent.

For the younger students you'll want tochange your activities every five to tenminutes because they have shorter attention

spans. If you don't change your activities, they'll soon

start losing interest


19/27

2. EXPECTATIONS

If you notice that your class is getting noisy or

rambunctious, it's time to

change activities. Pupils of this age like to be

active; in order to balance out

the energy levels in the classroom, alternate

between active activities and

quiet activities.


20/27

3. VARIATION

You want to make sure your activities appeal toall sorts learning styles, so even when you areusing games to teach grammar you'll want to vary

the types of things you expect your students todo.

For Level One pupils, stick to games that usetalking, listening, looking and moving. For Level

Two pupils, you can continue to use games thatuse talking, listening, looking and moving and addin some games that use writing and reading.


21/27

RESPECT

To make games work for you and your class,

be sure to operate your class with the utmost

respect - both to and from students.


22/27

ROUTINE

Establishing a routine will help the class go

smoothly. If pupils know what to expect next,

they will be more able to participate in what's

going on now.


23/27

EXAMPLES OF GAMES

Board games

crossword puzzle

a game of hangman


24/27

PUPPETS

Meaning : A puppet is an inanimate figure moved

by a puppeteer to convey emotion, character and

story.

Why and how should teachers use puppets intheir class?

to catch the attention of children

use a puppet (or a set of puppets) to act outvarious grammar concepts. This can be especially

useful for learning verb tenses and prepositions


25/27

DIALOGUES

there are two broad categories of dialogues

1. Conversation-facilitation

Provide students with useful phrases with which they can begin tocommunicate, dialogues are often short - students are encouragedto memorize them.

2. Grammar-demonstration dialogues.

The dialogues are longer and contain certain grammatical structuresthat are to be studied.

Teachers can use or adapt dialogues to: demonstrate grammar in context

facilitate conversation

provide recreation such as a skit


26/27

(b) Plays

- plays give pupils the chance of interacting andpracticing communication acts in different contexts

-they are of primary importance in language teaching.

-The play scripts encourage students to read aloud,swap roles, repeat and understand grammar in context,and make the sentences come alive.

-Pupils in pairs or small groups can also be given thetask of writing a play script.

-After they have learned rules and done some practice,they can undertake the work of creating a play usingthe newly learned structure.


27/27

Some points to keep in mind when writing or adapting

dialogues for pupils to practice

Use natural language as much as possible (includeexclamations and

expressions where appropriate; avoid a strict question-answer-question

sequence). Keep the dialogue short enough so that students can

easily remember it.

Apply current sociolinguistic norms. For example, an

informal introduction is Hi, nice to meet you, ratherthan How do you do?

Depict situations in the dialogue that are relevant anduseful to the learner

Topic 4 Grammar All In

Documents

Transcript of Topic 4 Grammar All In