TSL 3108- WEEK 3

REVIEW

INTEGRATION OF GRAMMAR WITH THE FOUR SKILLS (LSRW)

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QUICK RECAP 1.Students work with new language input and do an information gap activity.

- language forms are practised in activities from which learners induce rules for themselves

What kind of grammar teaching approach is this?

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QUICK RECAP
2. Students

practise with language input of rules using a substitution drill.

- the rule is provided followed by the provision of examples in which the rule is applied

What kind of grammar teaching approach is this?

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Remember...

1.

covert = inductive (examples rules)

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Remember...

2. overt = deductive (rules examples )

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Do learners learn better by absorbing grammatical rules intuitively through 'communicative' activities or through special exercises after rules are taught explicitly?
(adapted from Ur, 2007)
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What does learning grammar involve?

Grammar

structures

Forms

Vocabulary + Meanings
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Aspects of the Teaching/Learning of Structures

Form
Listening Speaking

Meaning

Perception & recognition Comprehension of what of the spoken form of the the spoken structure structure means in context Production of wellformed examples in speech Use of the structure to convey meanings in speech

Reading
Writing

Perception & recognition Comprehension of what of the written form the written structure means in context
Production of wellformed examples in writing Use of the structure to convey meaning in writing
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Taken from: Ur (2007)

Example...

Form (Present Continuous)

Subject The baby + Predicate = Sentence is crying. The baby is crying.

Meaning

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What is the most recognised, contemporary approach to language learning?

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Communicative Language Teaching (CLT)

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Stages of Planning

FROM PRESENTATION PRACTICE PRODUCTION TO PRE WHILE POST

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Grammar teaching, like teaching the four skills, should involve pre-, while- and post-stages in an attempt to provide integrated learning environments.(Pekoz,2008)

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Plan
Stages of Planning
Pre -Grammar

Functions
Stimulate interest in the topic Raise awareness by providing a reason for learning
facilitate noticing of the new grammar point, and provide meaningful input through contextual examples, pictures, and texts. provide an opportunity to put grammar to use, and relate grammar instruction to real life situations.
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(introduction of grammar form)

While-Grammar (clarification of meaning)

Post-Grammar (production of application/use)

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Sample Lesson
(Grammar form:'used to'+ Simple Present Tense)

1. Pre-grammar
a) The teacher discusses the topic "changes in people over the years"

b) The teacher shows two pictures of a woman. One picture was taken 20 years ago and the other one is new. The old picture shows her playing the guitar while the new one displays her painting pictures. The teacher then asks them to compare the two pictures.
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Sample Lesson
(Grammar form:'used to'+ Simple Present Tense)

2. While-grammar

a) This stage provides a context for input generation and an opportunity to notice the new grammatical structure. The teacher tells them they are going to learn a new structure with "used to" and "simple present tense" (i.e. "She used to play the guitar as a hobby, but now she doesn't, she paints pictures as a hobby now", etc).
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Sample Lesson
(Grammar form:'used to'+ Simple Present Tense)
2. While-grammar

b) The teacher shows the pictures again and asks the students to use the grammatical structures 'used to' and the simple present tense to describe what they see. The teacher creates other contexts for them to practise these grammatical forms through some other picture comparisons, discussions, stories, or reading/listening texts.
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Sample Lesson
(Grammar form:'used to'+ Present Simple Tense)
2. While-grammar

c) The teacher asks some clarification check questions to ensure that the meaning is clear. Some examples: Did she often play the guitar in the past?/Does she play the guitar now? Did she have long hair in the past?/Does she have long hair now?
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Sample Lesson
(Grammar form:'used to'+ Present Simple Tense)

2. While-grammar

d)The teacher asks the students to formulate the rule on the board for the given sentence providing help if needed. She used to play the guitar. S + Used to + VP
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Sample Lesson
(Grammar form:'used to'+ Present Simple Tense)

3. Post-grammar a) The teacher asks students to think back to when they were a child and asks the following questions: "What are the differences and similarities between your life then and now? Think about where you lived, your likes/dislikes, your holidays and your family, and fill in the following lines with appropriate sentences". Your life as a child... ________________________________________ ________________________________________
Your present life... PW/PISMP/Y2S4/12 ________________________________________
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Sample Lesson 1
(Grammar form:'used to'+ Present Simple Tense)

3. Post-grammar

Role-play

b) The teacher forms pairs of students to prepare dialogues for a role play on old friends meeting after a long time. They are supposed to communicate and note the differences in each using either their imagination or the role play cues.
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Comments and views... 1. What type of approach is used? Justify with evidence. 2. How can you improve on this lesson?

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In summary...

Teachers need to consider how to present grammar to their students (approach), what options for dealing with the grammar should be used, and which area they will focus on during practice (accuracy, fluency, or restructuring).
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Important considerations:

1. Needs of the particular group of learners 2. Goals should be purposeful and meaningful 3.Contents should be stimulating and relevant 4.Transitions must be smoothly developed 5. Activities must be related to the objectives and focused skill/s. 6. Lesson stages must have continuity and cohesion/ integration of contents and skills
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GRAMMAR SHOULD BE...

* intrinsically

motivating and interesting * related instructions for use in real life situations * accurate within a fluent communicative environment * taught in meaningful contexts with a communicative goal * clearly presented with examples of grammatical forms, functions, meaning and use.
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REFERENCES
1. Bayram Pekoz, (2008). Integrating Grammar for Communicative Language Teaching. The Internet TESL Journal, Vol. XIV, No. 10, October 2008.
Retrieved from: http://iteslj.org/Techniques/Pekoz-Grammar.html

2. Geyser, J.P. (2007). English to the World. Teaching Grammar Made Easy. Malaysia: August Publishing Bhd.
3. Harmer, J. (1987). Teaching and Learning Grammar. New York: Longman. 4. Ur, P. (2007). Grammar Practice Activities. India: Cambridge University Press.

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