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Didactic of
Grammar
and Written
Expression
modelos de aprendizaje
para facilitar la interpretacin
significativa
de
las
estructuras
gramaticales y de expresin escrita,
para la capacitacin de estudiantes
de diversas etapas formativas, con
base en los enfoques metodolgicos
modernos.
Fuente:
SD
Elementos de Competencia
1.
Examinar
propuestas
metodolgicas de enseanza
de
la
gramtica
para
aplicarlas en la labor docente
con la finalidad de fortalecer
el proceso de aprendizaje de
la lengua inglesa.
Portafolio de evidencias
electrnico en Google Drive
Portada (1 point)
ndice
Introduccin ( 3 points)
(1 point)
Teams
Team work
DIDACTIC
OF GRAMMAR AND
WRITTEN EXPRESSION
Work
DIDACTIC
GRAMMAR
WRITTEN EXPRESSION
LANGUAGE TEACHING
Definition of Grammar
the
the
put
in
Grammar
Nunan (2003) defines grammar as a set of rules
specifying the correct ordering of words at the
sentence level.
In words of Thornbury (2008), grammar is a
description of the rules that govern how a
languages sentences are formed.
FLUENCY or ACCURACY ?
A: Hello!
B: Hi!
A: Are you new here?
B: Yes, as a matter of fact, I am.
A: What is your name?
B: My name is _______.
A: Nice to meet you ________, I am ________.
B: Pleased to meet you, __________.
A: What do you do beside studying?
B: I read,and go to the movies in my free time. What
about you?
A: I write love songs. I take videos of me singing my
songs and I upload them to YouTube.
B: Wow!
A: Yeah! I cant wait to be famous!
TEACHING GRAMMAR
PURPOSE
MATERIAL
ACTIVITIES
Teaching Grammar
Purpose,
Material
Activities
objective, goal
Comparisons of Accuracy-oriented
Activities and Fluency-oriented
Activities
Purpose,
objective,
goal
Accuracy
Fluency
To
help
students
achieve
accurate
perception
and
production of a target
item which can be a
sound, a word, or a
sentence structure.
Comparisons of Accuracy-oriented
Activities and Fluency-oriented
Activities
Material
Accuracy
Fluency
Conversation, stories,
etc.
Texts are usually
authentic and used as
they would be in real
life.
Accuracy
Fluency
Students' attention is
focused on a particular
target item.
Their output is usually
predictable.
Their performance is
assessed on how few
language mistakes are made.
Students' errors are
corrected.
Tasks do not usually simulate
real-life situations.
Students' attention is
focused on communicating
information and expressing
ideas.
Their output may not always
be predictable.
Their performance is
assessed on how well ideas
are expressed or
understood.
Students' errors are not
corrected unless it
interferes with
communication.
Tasks often simulate real-life
ACTIVITIES
Accuracy
Grammar presentations
Frame dialogues
Fluency
Role plays
Speeches
Communicative activities
Games.
GRAMMAR OF YOUNG
LEARNERS
Young Learners..
Kinds of grammar
knowledge required
for young learners
Positive & Negative versions Abu is not playing. Isnt Abu playing? Abu,
dont play!
2) Knowledge of
Grammatical Facts & Rules
To introduce
To ask for
directions
Language form
1) Jenny, meet my friend,
Lim.
2) Jenny, this is Lim.
3) I would like you to
meet my sister, Amy.
1) How do I get to the
police station?
2) Can you show me the
way to the police
station?
3) Do you mind telling me
Function
1) Expressing pleasure
at being out of
It is warm in here.
cold.
2) Indicating that
someone should do
something.
Example : switch
on the fan or open
the windows.
3) Just making a
Example
1)
2)
3)
4)
The Place of
Grammar in the
Primary ESL
Classroom
KBSR
KSSR
DOKUMEN STANDARD
KURIKULUM SEKOLAH RENDAH BAHASA INGGERIS
TAHUN 1 & 2
Grammar Modular - The inclusion of the module on Grammar emphasizes the
importance of having pupils develop a sound grasp of
the language structures and grammar of Standard British
English.
KSSR Syllabus - Grammar is no longer part of the modules in KSSR syllabus
for Year 1 and 2. The reason for this is because English is
regarded as the second language of most pupils in schools.
Therefore, the teaching of grammar can be delayed to the
later stage, which is from Year 3 to Year 6.
SOURCE
http://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20Eng
lish%20Y1-%20SK.pdf
Source : (
http://pbey4101.wordpress.com/2012/04/10/discussi
on-4-8/
)
COMMUNICATIVE APPROACH
WEEK 2
Topic 2 : APPROACHES
IN TEACHING
GRAMMAR
GROUP 6
PAVITTHRA A/P ARULCHELVAN
KHAIRUNAJWA BT KASNAN
CONSTANCE CHEE
BEATRICE JUSTINA TEO
MOHITRAA SHAKTI A/P SUNDRARAJAN
DESCRIPTIVE VS
PRESCRIPTIVE
GRAMMAR
TYPES OF
ENGLISH
GRAMMAR
PRESCRIPTIVE
GRAMMAR
DESCRIPTIVE
GRAMMAR
Prescriptive grammar is
what speakers should or
shouldn't say.
Descriptive grammar is
what speakers say, and
when, why and how they
say it.
Example:
The subject of a sentence must
agree with the verb (subjectverb agreement)
The instructions are clear not
the instructions is clear.
Example:
Some English speakers use
double negatives for negation
I dont have nothing.
COVERT VS OVERT
COVERT GRAMMAR TEACHING
APPROACHES:
i. Deductive approach (rule-driven
learning)
ii. Inductive approach (discovery
learning)
EXAMPLE OF DEDUCTIVE
APPROACH
SUBJECT AND OBJECT PRONOUNS
The subject is the person or thing doing the action:
I left early
She went home
Examples of rule
We said goodbye
The object is the person or thing receiving the action:
She telephoned me
I hit him
We saw her
Examples of rule
ADVANTAGES
DISADVANTAGES
ADVANTAGES
DISADVANTAGES
Time consuming
Self reliance.
Grammar in
isolation vs.
grammar in
context
M-U-F Framework
MEANING
Using stories.
Playing dramas.
Using pictures.
USE
Sample of Activities
Games
Information gap
Quiz
Plays
FORM
This means that the teachers have to introduce the language form with
meaningful context, which to make the children feel motivated to use
English as well.
Some Strategies
Reading
Listening
Read the story one time and ask students to raise their hands
when they hear nouns.
Read story one more time. Students listen and write down all of
the proper nouns they hear.
Review answers
Vocabulary
scared scare
quietly
excited
introduced introduce
dream
discuss
entered - enter
asked ask
SPEAKING
Writing
Activities: Grammar in Action
on discourse
Adapting
the textbook
Focus On Discourse
a.
b.
Discourse features
.The
.Layout
.Style
of language
Adapting textbooks
References
http://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdf
http://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DS
K%20English%20Y1-%20SK.pdf
http://www.auburn.edu/~nunnath/engl6240/accuracy.html
http://
www.teachingenglish.org.uk/blogs/english12345/fluency-or-accuracy-spea
king
http://pbey4101.wordpress.com/2012/04/10/discussion-4-8/