Effective Teaching English Grammar

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Welcome
Group members
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5. When you check in the hotel, you must
complete a registration _______
3. The approach in which students infer the rule
from a set of examples.
6. A particular way of doing something.
7. If you want to improve your listening skill, a
regular ______ is a need.
8. What we have done in our class recently.
1. thine is not a word of common ______
2. A polysemous word is the one that has two or
more ________.
4. Vocabulary is generally easier to understand
if you look at it in ______.
Teaching Grammar
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Teaching Grammar

• Main points
• The role of grammar in ELT
• Grammar Presentation Methods
• Grammar Practices
• Error correction
• Grammar Games
• Teaching Practice

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The role of grammar in ELT
Traditional Grammar Teaching

• Grammar is equal with syntax and morphology,
  considered as a set of rules. Grammar knowledge
  is competence.
• The set of practices associated to this approach
  have to do with the Presentation Practice -
  Production

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Communicative Language Teaching

• Grammar was seen as both semantic and functional,
  or the study of linguistic forms realizing
  meanings.
• Linguists focus on the use of language rather
  than its forms. Grammar knowledge is performance.
  
• Grammar was viewed as a sub-skill to be learned
  as a procedural knowledge

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Two main types of approach

• Shallow-end approach

• Based on the thought that in order to make the
  learners use language in a communication
  situation, first to learn the grammar rules, then
  apply them in that communication situation.

• Deep-end approach

• Based on the belief that grammar is aquired
  unconsciously during the performance on those
  communication situations, so it would be useless
  to teach grammar previously and explicitly.

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Communicative Approaches

• Grammar knowledge is acquired by an inductive or
  deductive route, but present in many current
  classroom

• Grammar is meaning potential, so grammar can be
  used a a means towards both presentation and
  acquisition ob communicative skills

• Grammar teaching has an important role in
  communicative approach. Grammar can help to
  enhance communication mood. And hrammar teaching
  has a real and important place in the classroom

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2. Grammar Presentation methods
Three Dimensions of grammar
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Grammar structures not only have FORMS, they are
also used to express MEANING in context-
appropriate USE
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Major approaches
2.1. PPP 2.2. Inductive 2.3. Deductive 2.4. Texts
/ stories
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2.1. PPP Presentation Practice - Production

• Presentation
• Teacher presents the new language.
• Students discover the meaning and use of the new
  language in the context.
• Teacher provides a clear model to students.

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• Practice
• Students need to memorize the form and say the
  target language smoothly.
• Teacher emphasizes accuracy.
• Teacher uses different sorts of exercises to make
  students practice.

• Production
• Learning is by doing not just copying a model.
• Students learn to speak by themselves to get
  fluency.

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2.2. Inductive approach
Students infer the grammar rules or forms from a
set of examples.
Example Read the following sentences and then
draw out the form of the simple present tense

1. I get up at six in the morning.
2. Nga gets up at six in the morning.
3. I play football every afternoon.
4. Nam plays games every afternoon.
5. We dont go to school on Sunday.
6. My father doesnt go to work at weekend.
7. What do you do in the evenings?
8. Does she go out every weekend?

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2.3. Deductive approach
Students are given the grammar rules and then
asked to apply it to the exercises.
The present continuous tense () S is/ am /
are V _ ing. (-) S is/ am / are not V
_ ing. (?) Is / Am / Are S V _ ing?
Example
Put the verb in brackets in the present
continuous tense.

1. He (play) ______________________ video games now.
2. We (not, walk) _____________________ to school.
3. They (wait) _____________________ for a train at
   the moment.
4. I (do) _______________ my homework right now.
5. What (you, do) ________________ ?

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2.4. Texts / Stories

• - Students can understand the meaning of the new
  grammar structure within the texts or stories.
• - Students can recognize its form and use through
  the context provided by the texts or stories.
• Students can use these structures into more
  productive activities.

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Cinderella Once upon the time, there
was a girl called Cinderella who did all the work
in the kitchen while her lazy sisters did
nothing. One night her sisters went to a ball at
the palace. Cinderella was left at home. She was
very sad. After a time her fairy godmother
appeared and told Cinderella that she could go to
the ball, but to return home by midnight. So she
went to the ball in a beautiful dress and a
wonderful coach. She danced with the prince but
at midnight she ran back home, leaving one of her
shoes on the dance floor. The prince wanted to
see her again and went to every house in the
capital until he found that the shoe was the
right size for Cinderella. She and the prince
were married and lived happily ever after.
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Questions
1. Did Cinderella do nothing in the kitchen? 2.
Why was she sad? 3. Who did she dance with when
she was at the palace? 4. Whose was the shoe on
the dance floor? 5. Did the prince and Cinderella
live happily forever?
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GRAMMAR PRACTICES
MECHANICAL PRACTICE
MEANINGFUL PRACTICE
Focus on
Focus on
FORM ACCURACY
COMPREHENSION PRODUCTION
Guided meaningful drills
transformation drills
Meaningful drills
substitution drills
Free meaningful drills
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Recognition exercises
Repetitive drills
Substitution drills
Drill exercises
Types of exercises
Completion drills
Making statements either on the picture the
teacher shows, or on objects.
Creative exercises
Asking questions with a given grammar item.
Speaking on a suggested topic or telling the
stories.
Making dialogues and Participating in free
conversation
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TYPES OF GRAMMAR TESTS
Multiple Choice Tests
Error Correction
Sentence Order
Gap-filling
Transformation
Sentence Combining Exercises
Ex This cup of coffee is very hot. I cant
drink it. ? The cup of coffee is so hot that I
cant drink it.
2. I don't need to go to the grocery store this
week.It isn't necessary _________________________
___.
Last Sunday I decided to go to the concert. When
I got there, the tickets (sell)_______. So I
went back home.
Ex the boy / he / his father / homework / home
/ come / finish / last night.
Ex They sometimes travel with the
plane. A
B C D
Ex Because my mother was sick, I _____ to go
home last week. a. had b.
have c. has d. hadn't
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Error Correction

• In responding to student communication, teachers
  need
• not to focus on error correction all the time
• to let students know when and where they usually
  make errors
• to build students' confidence in their ability
  to use the language

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• When students are doing structured output
  activities that focus on development of new
  language skills, use error correction to guide
  them.

Example Students (in class) I buy a new car
yesterday. Teacher You bought a new car
yesterday. Remember, the past tense of buy is
bought.

• When students are engaged in communicative
  activities, correct errors only if they interfere
  with comprehensibility. Respond using correct
  forms, but without stressing them.

Example Students (greeting teacher) I buy a
new car yesterday! Teacher You bought a new
car? That's exciting! What kind?
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Grammar Games
Remember
- Playing games is also a kind of exercise
- Teachers should explain the rules of the games
clearly
- Teacher should give students gifts, marks right
away

• Lucky numbers
• Matching
• Half sentences
• Transformation drill
• Transformation writing
• True / False Repetition drill
• Mind map

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Some adverbs used in present progressive tense
Give a sentence using the present progressive
tense
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1
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Lucky Number
Lucky numbers
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4
3
Lucky number
The formulas of the present progressive is
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Match the words in column A with the words or
groups of words in column B having the same
meaning
A B
2. 3. 4. 5.
maize
shorter or less than standard time
a.
1.
feed
bring things together
b.
grocery store
c.
corn
part-time
give food to eat
d.
where people buy food and
e.
collect
small things
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Half sentences
If clause
Main Clause
1. If you are at home,
I will get married
she will be late for school
2. If today it is fine,
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Substitution tables
Subject Verb Time
Susan do her homework everyday
at the moment
My sister study English since 2010
3 years ago
es
Susan
is doing her homework
has studied
My sister
studied English
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Transformation drill
Is there ? Are there ?
1. I need to eat something
Is there a restaurant near here?
2. I want to buy some souvenirs
Are there any souvenir shops near here?
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Transformation writing
1. Mary enjoys watching cartoons
Mary is
fond of watching cartoons
interested in watching cartoons
excited about watching cartoons
2. Jeans are always in fashion
Jeans are
never out of fashion
always fashionable
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True / False Repetition drill
Teacher Students
1. They have studied English 5 years ago silent
2. I usually have dinner with my parents repeat
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Mind map (Tony Buzan)
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Teaching Practice
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3. Grammar Practices
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3. Grammar Practices
Types of exercises
3.1 Recognition exercises are indispensable as
pupils retain the grammar material though
auditory and visual perception.

• Example
• Listen to the sentences and raise your hands
  whenever you hear the verbs in the Past Simple.
• Read the sentences and choose the correct form of
  the verbs

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Types of exercises

• 3.2 Drill exercises
• Repititive drill students pronounce the sentence
  pattern after the teacher, in imitation of the
  teacher, both individually and in unison or
  students listen to the dialogue and say it after
  the speaker.
• Substitution Students substitute the words or
  phrases in a sentence pattern (students
  consolidate the grammar items without thinking
  about it. They think of the words, phrases, but
  not of the form itself.)
• Completion Complete the sentences with given
  words

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Types of exercises

• 3.3 Creative exercises
• Making statements either on the picture the
  teacher shows, or on objects. For ex., the
  teacher hangs up a picture and asks his students
  to say or write three or five statements in the
  present continuous.
• Asking questions with a given grammar item. For
  ex., students are invited to ask and answer
  questions in the Past Indefinite.
• Speaking about the situation offered by the
  teacher. Ex., one student gives commands to
  perform this or that action, the other comments
  on the action (actions) his classmate performs

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Types of exercises

• 3.3 Creative exercises
• Speaking on a suggested topic. For ex., a student
  tells the class what he did yesterday.
• Making dialogues using the grammar item covered.
• Telling the stories ( read, heard)
• Translating into English.
• Participating in free conversation in which
  students are to use the grammar item they have
  learned.