1. Lesson 4 Teaching Grammar Chapter 13

2. Questions re: Teaching Grammar What kind of approach do you take when teaching grammar? What assumptions do you make about teaching grammar? What kind of activities do you use in class? What’s been effective? Ineffective?

3. Some Approaches to Teaching Grammar Grammar Translation Direct Method Audio-Lingual Communicative Approach Content-based

4. Grammar Translation Method Focuses on… Translating grammatical forms Memorizing vocabulary Learning rules Studying conjugations Accuracy not fluency Form not meaning Translating L2  L1 Grammar usage Explaining in L1

5. Direct Method of Instruction Teaches inductively - no explanations Ss L1 not used in the class New vocabulary introduced by demo Focuses on repetition of words and phrases Second language learning should model first language learning in that it should be learned 'directly'

6. Audio-Lingual Method Belief: Language learning is a matter of habit formation Focuses on pattern practice after listening to the second language repetitively Memorization of dialogues = common Drill + Kill Students given access to writings only after sufficient memorization of audio materials had been achieved

7. Communicative Approach Students are given tasks to accomplish using language Less emphasis on ‘studying’ the language Main goal = be able to communicate in target language Syllabus based primarily on functional development:  asking permission  asking directions, etc Syllabus not based on structural development:  past tense  conditionals, etc. Less emphasis on error correction Fluency and communication = more important than accuracy

8. Content-Based Instruction Teaches language through content in areas:  Math  Science  social studies Language is no longer the main focus Language is learned while focusing on other content

9. Questions How would you describe deductive and inductive grammar lessons? Which do you think you use? Can you think of any benefits and/or drawbacks for either of these approaches?

10. Deductive & Inductive Approaches Teaching new English grammar structures or functions to ESL/EFL students – 2 approaches: Deductive (Explicit) – traditional  Students learn grammar rule  Use Rule  PPP: Present / Practice / Produce Inductive (Implicit) – more modern  Use grammar rule  Learn Rule  T: shows ex’s / Ss discover rule

11. Deductive Approach Example Present:  Instructor explains / shows rule for comparative / superlative adjectives Practice:  T gives ss exercises to practice (worksheets, etc.) Produce:  T gives ss free time to practice by using the rules creating own language

12. Inductive Approach Example Work with Instructor for example EX: 1. Jim is tall. 2. Sandy is taller than Jim. 3. Max is the tallest.

13. Pros + Cons of Deductive Approach

14. Pros + Cons of Inductive Approach

15. Inductive Lesson Example 1. A newspaper article with examples of the passive is given to Ss. 2. Ss answer a set of questions on the article. 3. Example of passive verb identified; Ss find others & work out how passive is formed. 4. Ss answer a further set of questions on the article which focus on the passive. 5. Ss look at examples of sentences using the passive & answer questions focusing on the lack of an agent in many passive sentences. 6. A definition is then developed by SS which explains the passive; teacher clears up misunderstandings 7. Further examples are provided to test understanding: a fill the gap, cloze or tense conjugation activity

16. Thank you! Have fun teaching grammar!