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Methods of Teaching Grammar Lecture 2

The document outlines various methods for teaching grammar, including diagramming sentences, learning through writing, inductive and deductive teaching, interactive teaching, and using real-world contexts. It emphasizes the importance of engaging students through creative activities and tailored lessons to enhance their understanding of grammar. Additionally, it discusses the PPP (Presentation, Practice, Production) approach as a structured way to introduce and practice new language concepts.

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Clint Jan
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16 views3 pages

Methods of Teaching Grammar Lecture 2

The document outlines various methods for teaching grammar, including diagramming sentences, learning through writing, inductive and deductive teaching, interactive teaching, and using real-world contexts. It emphasizes the importance of engaging students through creative activities and tailored lessons to enhance their understanding of grammar. Additionally, it discusses the PPP (Presentation, Practice, Production) approach as a structured way to introduce and practice new language concepts.

Uploaded by

Clint Jan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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METHODS OF TEACHING GRAMMAR

1. DIAGRAMMING SENTENCES – is visualizing how to fit together the


different parts of the sentence. The subject goes in one slot, the verb in
another slot. Words that modify another word are attached to the word
they modify.

Sentence diagramming is valuable for both English grammar students and


teachers. To put in a diagram words in sentences forces the learners to
identify the logical connections between different parts of the sentence. It
is a form of sentence analysis which requires one to take the sentence
and show relationship of each word to the rest of the sentence.

Basic rules in diagramming sentences:


a. Identify the sentence elements.
b. Place the subject, verb and direct object together and underline them.
c. Separate the subject from the verb with a vertical line that crosses the
underline.
d. Separate the direct object from the verb with a vertical line that does
not cross the underline.
e. Keep adjectives and articles with the noun they modify and place them
on separate diagonal lines touching the word they modify.

2. LEARNING THROUGH WRITING – Writing can provide a unique


opportunity to develop critical thinking skills. Writing promotes both
critical thinking and learning. In this sense, language provides us with a
unique way of knowing, and becomes a tool for discovering, for shaping
meaning and for teaching understanding. Students can explore language
through creative writing, picking up grammar usage along the way.

3. INDUCTIVE TEACHING
Steps:
a. Present several examples that illustrate a particular concept.
b. Students must observe how the concept works from these examples.
c. Concept must not be explained beforehand.
d. Students are expected to recognize the rule of grammar in a more
natural way.

*The main goal of inductive teaching method is the retention of grammar


concepts, the teachers using techniques that are known to work cognitively
and make an impression on students’ contextual memory.

4. DEDUCTIVE TEACHING
Steps:
a. A teacher gives an in-depth explanation of the grammatical concept
before students could encounter the same grammatical concept in
their own writing.
b. After the lesson, students practice what they have just been shown
through worksheets and exercises.

*The deductive method of teaching grammar focuses on instruction before


practice.

5. INTERACTIVE TEACHING- allows teachers to tailor their lessons to the


different learning styles of the students. For instance, each student can be
given a large flashcard with a word on it and the students themselves
must physically arrange these words into a proper sentence. Other games
can include word puzzles or fun online quizzes.

6. FUNCTIONAL-NOTIONAL APPROACH- allows the teacher to design a


lesson using real-world situation as his “notion”, and choose
corresponding functions to teach, to prepare students to communicate in
that situation in the lesson. For example, a lesson might be about how to
buy something at a shop, in which case, his notion is shopping and one of
its functions might be asking for prices.

7. SITUATIONAL CONTEXT- Fromkin, Rodman and Hyams (2001) said


“context”can be “linguistic”and “situational”. Linguistic context is about
the information that was formally written or spoken. Situational context
is the general knowledge that a person has of the world.
8. USING TEXTS, STORIES, SONGS AND RHYMES
There are different ways of using songs in the classroom. The level of the
students, the interests and the age of the learners, the grammar point to
be studied and the song itself have determinant roles on the procedure.
Apart from them, it mainly depends on the creativity of the teacher.
The following methods/techniques can be used:
a. Gap fills or close texts
b. Focus questions
c. True – False statements
d. Put these lines into correct sequence
e. Dictation
f. Add a final verse
g. Circle the antonyms and the synonyms of the given words
h. Discuss

9. PPP (Presentation, Practice, Production) – a deductive approach often fits


into a lesson structure known as PPP. The teacher presents the target
language and then gives students the opportunity to practice it through a
very controlled activity. PRESENTATION involves building a situation that
requires a natural and logical use of a new language. It is in presentation
stage that students know what they will learn and why. PRACTICE
involves testing the procedure so students can be familiar with the
language. In this stage, the students will be provided with activities that
allows them to use the new language. PRODUCTION stage transforms the
students from “learners” to “users” of the language. This stage involves
creating situations using the language that was introduced in the
presentation to help students communicate using the new language.

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