Transcript Only in grammar can you be more than perfect.” Adapted by

“Only in grammar can
you be more than
perfect.”
Adapted by
Sh. Mohammad
aka
Shaddy
How often do you go
jogging?
What happens to your body
when jogging?
What the average heart rate
when jogging?
Why do I ask you these questions?
How are they related to our topic?
Wasting your time. !!!!!!
A- The needs by English “TEACHERS”
for grammatical and structural
Knowledge of the language.
1- The differences between
DOING it and TEACHING it.
People can run four or five miles climb a mountain
without understanding how their bodies work, but
DOCTORS need to learn all about the body, and much
more, to serve their patients professionally and correctly.
People who know about medicine but not professional
should be admired but NOT consulted when we are sick,
shouldn’t they?
2- As English teachers, We have
much duty to learn the basics of
how the language works.
Chinese students, as well as many
others, require more grammatical
assistance than do some other
learners. Furthermore, the teachers
need to work long and hard to
acquire the grammatical fluency
needed to help the students learn
rapidly. This is because only few
good grammar textbooks have been
developed so far to meet THEIR
needs.
The two different kinds
of grammar.
Prescriptive : refers to the structure
of the language as it SHOULD BE.
Descriptive: refers to the structure
of the language as it is used by
people.
Grammar Teaching Strategies.
Teaching grammar is an important part
of language teaching. There are different
ways of approaching it - but which ways do
you find most effective for you and your
students?
A Deductive Approach
It is also called (Discovery Teaching). It is based on
the claim that knowledge is built from the learners’
experience , i.e., We learn because we experience.
Using this methodology, a teacher will start with the examples.
Then learners will be encouraged to observe the structure
and ask questions. Finally they would come up with a
Generalization, i.e.,
A RULE
The teachers’ role is to create the opportunity for
the students to make correct Generalizations.
An Inductive Approach
It is also called (Direct Instruction). It is based on the
claim that a highly constructed material can achieve
the desired learning for the students , i.e., We
experience because we learn.
Using this methodology, a teacher will start with the RULE.
Then providing the examples and explanation that clarify
the idea. Then practice with the teacher’s guidance and
FB. Then applying and finding examples of the
RULE.
Then more practice and testing.
Which is Perfect for my Students?
Neither of these approaches is perfect for
ALL students ALL of the time.
For example, “The Inductive approach” can make for a
“messier” class. Students may understand something that is not
intended by the teacher. It can longer time and be “less efficient” .
Most of the demonstration and
textbooks are Deductive in nature. In
other words, they introduce the concept
first then the demonstration. However,
the students know the outcome of the
procedure before it is completed, i.e., it
gets boring, for high level students, even
before it starts.
These pros and cons should not steer you away
from using “One of These” methodologies or
a “Mix of Them”.
Still Talking theoretically? !! Let’s
get into classrooms.
Grammar Teaching Materials
Multimedia
Worksheets
Flashcards
Board
Games
Songs
According to MY experience, I wouldn’t tell
my students what the class is about.
Everybody hates to be taught.
I know you want to get practical; let’s try to use
our minimum resources to see how we can
manage that. One of the lessons I used to teach
was
1- “Subjective Pronouns and Action
Verbs.”
Let’s share experience and see if we can come to
a better version.
Materials and Equipment: Two boxes of
flashcards, Three different colors, Chalkboard,
Chalk, Tape, Some pictures, and Chairs.
Objectives: Reviewing the Pronouns and teaching
“new Action Words”
Background: The Ss should know about pronouns.
Procedures/Activities:
1- Give all the subjective pronouns a red color, action
words a blue color, and any other noun a green color.
2- Write a sentence with an action verb on the board using
the same above mentioned colors.
3- Ask a group of five students to come in front of the class
play “Guess Who” “Pronouns game.
4- Now start reading your sentence out loud pointing out the
“action word”.
5- Start teaching your action words.
6-Try different “action words” till you feel the students master
the structure SVO.
7- With the three boxes of the flash cards you can play as various
games as your time allows.
- Write sentences on the board leaving out the
action verb.
= Ask the S to pick out one pronoun and a noun.
Then ask him to get the action word that
completes the Sentence.
8-Start adding the words Pronouns, verbs, nouns.
9- Understanding Testing.
2-“Present Continuous Tense”
Materials and Equipment: Chalkboard, Chalk, Tape,
Some pictures, Chairs.
Objectives: Reviewing sentence structure, teaching
“Present Continuous Tense”, and teaching house
vocabulary like kitchen, bedroom, basement….ect.
Background: The Ss are supposed to have the “Basic
Sentence Structure”.
Procedures/Activities:
1- Start reviewing some action words like
doing the dishes, washing my dog, cooking my dinner,
i.e., things we do at home.
2- Write a sentence on the board showing present
continuous using some of the pictures you have.
He is sleeping.
Start asking the question about the next picture.
What is he doing?
You can play a game if time permits.
“Divide the class into two groups, choose one S from
every group to stand in front of his group facing
them, show him/her a picture with a verb, ask
him/her to act it out and let the Ss in the group guess
in complete sentences( You are cooking).3/2/1/0
4- Try different verbs till you feel the students master
the structure SV(ing)O.
5-It’s your chance to lay out the RULE.
6- Use the worksheets if any is available to Test the Ss
Understanding. You can play “Three Straight
Counters”.
3-
“Prepositions”
My parents are at home.
He is in the box.
4-
Comparatives
The turtle is slower that the rabbit.
Scary movies are more interesting
than romance movies.
5- Some vs. a/an
Come one, come all.
Would you like a hamburger/ some water?
Yes, please. / No, thanks.