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Grammar Presentation Techniques

 

¾ Teach the grammar point in the target language or the students' first language or both, depending on the level of students. The goal is to facilitate understanding.

¾ Limit the time you devote to grammar explanations to 10 minutes, especially for lower level students whose ability to sustain attention can be limited.

¾ Present grammar points in written and oral ways to address the needs of students with different learning styles.

¾ An important part of grammar instruction is providing examples. Teachers need to plan their examples carefully around two basic principles:

¾ Be sure the examples are accurate and appropriate. They must present the language appropriately, be culturally appropriate for the setting in which they are used, and be to the point of the lesson.

¾ Use the examples as teaching tools. Focus examples on a particular theme or topic so that students have more contact with specific information and vocabulary.

 

The following techniques can be used when presenting grammar material.

1. Showing the meaning of a grammar point visually (physical actions).

 

This can be done by using things the students can see in the classroom. Doff (1988: 34) gives a practical demonstration to teach the structure "too . . .(adjective) . . . to . . . "

T: (point to the ceiling) What’s that?

Ss: The ceiling

T: (reach up and try to touch it) Look – I’m trying to touch it. Can I touch it?

Ss: No.

T: No, I can’t, because it’s too high to touch. Too high. The ceiling is too high to touch.

 

Task: This is how different teachers presented comparison adjectives to their students. Which presentation do you think is: 1) the most interesting; 2) the easiest; 3) the most useful?

 

a. The teacher talks about 2 buildings in the town: The hospital is bigger than the clinic.

b. The teacher draws lines on the board: Line A is longer than line B.

c. The teacher calls a tall and a short student to the front and compares them. X is taller than Y.

d. The teacher draws pictures of two men on the board and compares them: Hani is taller than Sami.

Task:Can you think of using the technique of physical actions to teach other grammar aspects?

 

2. Giving situationsfrom inside or outside the class, the situation can be real or imaginary.

 

Task: For what grammar point do you think these situations can be used?

 

a. You are sitting at home with a friend. You cannot decide what to do. You want your friend to go with you to the sea. What do you say to your friend?

b. If you have a million dollars, what would you do?

Task: Can you think of how the technique of giving situations can be used to teach grammar aspects?

3. Pictures from magazines, catalogs, and newspapers can be used as prompts for practicing past simple (stories), simple present and present progressive.

Task:Can you think of using the technique of pictures to teach certain grammar aspects?



4. Miming(pretend you are drinking)

Task:Can you think of how miming can be used to teach grammar aspects?

5. Context: The context should be one which native speakers use frequently and it should make the meaning of the tense clear for the students. For example, if we want to teach used to, we need to find a context which makes it clear to students that the tense refers to a disconnected past habit. For example, we can show a picture of a baby and elicit from the students all the activities that babies regularly do (cry, crawl, drink from bottle, wear diapers etc). Next we show the students a picture of an older person and tell them this is the baby who has grown up. Does he still crawl? No. So.. he used to crawl. He used to drink from bottle. If the context does not make clear the fact that the action does not continue to the present then it is not an appropriate context.

 

Task:Can you think of how context can be used to teach certain grammar aspects?

Task 6. Textbook analysis. Look through English textbooks for primary schools, middle schools and secondary schools. Analyze the contents according to the outline:

¾ How is grammar material presented in these textbooks?

¾ What approach is used?

¾ What techniques of presenting grammar material can you find there?

 


Date: 2016-04-22; view: 1799


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