Assigment of TEFL
about
TEACHING GRAMMAR
Name Lecturer :
Mr. M. Aries Taufiq, M.Pd
BY:
Rise Elvinda (2317.048)
Moza Riski Alisia (2317.055)
Rona Dialestari (2317.072)
State Islam Institute of
Bukittinggi
Tarbiyah and Teacher Training
Faculty
English Education Deaprtment
T.A 2019/202
BAB I
INTRODUCTION
Grammar
is one determining points of mastering English. It refers to a set the
sructural rules of language which concerns with the grammar in any given natural language. Since grammar
is an important aspect in learning English, the teacher’s teaching will determine the learners’ success in learning
the language. In this case, the approaches of
teaching grammar should be the main focus in teaching and learning
process. The teacher’s way in delivering and guiding the learners also support
the learners’ effort in learner the language.
According to Thornbury (1999: 29),
there are two main approaches in teaching grammar, namely deductive approach
and inductive approach. A deductive approach is an approach of teaching that is
started by some rule presentations from certain material and then followed by
examples in which the rule is applied. The example of deductive teaching
learning is in any ocasion in which learners are told about rule to make a
greeting for foreign people, and then they do exactly that.
BAB II
TEACHING GRAMMAR
A. What is Grammar
Grammar
is the system of a language. People sometimes describe grammar as the "rules" of a language; but in
fact no language has rules. If we use the word "rules", we suggest
that somebody created the rules first and then spoke the language, like a new
game. But languages did not start like that. Languages started by people making
sounds which evolved into words, phrases and sentences. No commonly-spoken
language is fixed. All languages change over time. What we call
"grammar" is simply a reflection of a language at a particular time.“Grammar
is the business of taking a language to pieces, to see how it works.” (David Crystal)
B.
Why
should we teach grammar?
1. Grammar
is a kind of 'sentence-making machine'. It follows that the teaching of grammar
offers the learner the means for potentially limitless linguistic creativity.
2. The
teaching of grammar, it is argued, serves as a corrective against the kind of
ambiguity
3. By
tidying language up and organising it, grammar makes language digestible.
4. since
grammar is a system of learnable rules, it lends itself to a view of teaching
and learning known as transmission.grammar offers the teacher a structured
system that can be taught and tested in methodical steps.
C.
Presenting
Grammar
1.
Approaches
There are two main
approaches to teaching grammar:
a.
Deductive
approach: A deductive approach starts with the presentation of
a rule and is followed by examples in which the rule is applied. The language
is produced based on rule. (the teacher gives the rule)
b.
Inductive
approach: an inductive approach is when the rule is inferred
through some form of guided discovery. (the teacher gives the students a means
to discover the rule for themselves)
D.
How
to teach grammar
1.
Teaching
Grammar in Situational Contexts (Using a generative situation)
The generative
Situation is a situation which the teacher sets up in the lesson in order to
“generate” several example sentences of a structure.
Situation or Context
|
Points of Grammar
|
Follow
a recipe or instructions from a boxed cake mix to bake a cake.
|
Imperative verb form
Present continuous tense
|
Give
directions to another person to get to a store, the post office, or a bank
using a map.
|
Present
tense Non-referential it
|
Discuss
plans for a class field trip to the zoo.
|
Future
tense If-clauses Conditional tense
|
Describe
a past vacation, weekend, etc.
|
Simple
past tense
Question formation
Forms
of verb to do
Word
order in negation
|
Role
play a shopping trip to buy a gift for a family member or friend.
|
May,
might Collective nouns and quantifiers (any, some, several, etc.)
|
Answer
information questions: Name, address, phone number, etc.
|
Present
tense of verb to be Possessive adjectives
|
Tell
someone how to find an object in your kitchen.
|
Locative
prepositions Modal verbs (can, may, should)
|
Fill out a medical history form. Then
role play a medical interview on a visit with a new doctor.
|
present perfect tense
Present perfect progressive.
|
Report
daily schedules of people (in the class, buses in the city, airline
schedules, trains, etc.)
|
Habitual
present
Personal
pronouns
Demonstrative adjectives
|
Extend
an invitation over the telephone to someone to come to a party
|
Would
like…Object-Verb word order Interrogative pronouns
|
Explain
rules and regulations to someone, i.e. rules for the school cafeteria;
doctor’s instructions to a sick patient
|
Modal
verbs: Can, must, should, ought to Adverbs of time & frequency
|
Report
a historical or actual past event and discuss conditions under which a
different outcome might have resulted
|
Past
conditional and past perfect tenses If clauses
|
React
to the burglary of your house or apartment in the presence of another person
upon discovery (active voice) and in making a police report (passive voice).
|
Present
perfect tense Contrast between active and passive voice Direct and indirect
object.
|
2.
Teaching
grammar through texts
If learners are to
achieve a functional command of a second language, they will need to be able to
understand and produce not just isolated sentences, but whole texts in that
language. Language is context-sentitive; which is to say that an utterance
becomes fully intelligible only when it is placed in its context.Coursebook
texts tend to be specially tailored for ease of understanding and so as to
display specific features of grammar.
3.
Teaching
Grammar through stories
Stories can be used for
both eliciting and illustrating grammar points.Grammar points can be
contexualized in stories that are absorbing and just plain fun if they are
selected with the interest of the class in mind, are told with a high degree of
energy, and involve the students. Students can help create stories and
impersonate characters in them.Stories should last from one to five minutes,
and the more exaggerated and bizarre they are, the more likely students will
remember the teaching points they illustrate.
4.
Teaching
grammar through songs and rhymes
a.
Songs
Songs are one of the
most enchanting and culturally rich resources that can easily be used in
language classrooms. Songs offer a change from routine classroom activities.
They are precious resources to develop students abilities in listening,
speaking, reading, and writing. They can also be used to teach a variety of
language items such as sentence patterns, vocabulary, pronunciation, rhythm,
adjectives, and adverbs. Learning English through songs also provides a
non-threatening atmosphere for students, who usually are tense when speaking
English in a formal classroom setting.
b.
Poems
Poems, like songs,
contextualize a grammar lesson effectively. Since poetry is often spoken,
repeated, dealt with, and considered, it acts as an effective tool for
practicing a specific grammatical structure. Through repeating and considering
the poem, the grammatical structures become more deeply internalized. Thus,
poetry not only provides a rewarding resource for structured practice of
grammar, but also a proper basis for review. If a poem that exemplifies a
particular structure is also a good poem, it engages the eye, the ear and the
tongue simultaneously while also stimulating and moving us; this polymorphic
effect makes poetry easier to memorize than other things for many students.
E.
Some
rules for teaching grammar
1.
The
Rule of Context: Teach grammar in context. If you have to
take an item out of context in order to draw attention to it, ensure that it is
re-contextualized as soon as possible. Similarly, teach grammatical forms in
association with their meanings. The choice of one grammatical form over
another is always determined by the meaning the speaker or writer wishes to
convey.
2.
The
Rule of Use: Teach grammar in order to facilitate the
learners' comprehension and production of real language, rather than as an end
in itself. Always provide opportunities for learners to put the grammar to some
communicative use.
3.
The
Rule of Economy:To fulfill the rule of use, be
economical. This means economising on presentation time in order to provide
maximum practice time. With grammar, a little can go a long way.
4.
The
Rule of Relevance:Teach only the grammar that students
have problems with. This means, start off by finding out what they already
know. And don't assume that the grammar of English is a wholly different system
from the learner's mother tongue. Exploit the common ground.
5.
The
Rule of Nurture:Teaching doesn't necessarily cause
learning - not in any direct way. Instead of teaching grammar, therefore, try
to provide the right conditions for grammar learning. Some conditions:
a.
The
input learners get: will it be presented in such a way
that the learners are likely to engage with it, thus ensuring a reasonable
chance of it becoming intake?
b.
Their output:will it be of sufficient
quantity and/or quality to ensure that they have opportunities to develop both
accuracy and fluency?
c.
The
feedback they get:will it be of the type and quantity to
ensure that some of their attention is directed at form?
d.
Their motivation: will the content and design
of the lesson be such that learners are motivated to attend to the input,
produce optimal output, and take account of the feedback?
6.
The
Rule of Appropriacy: Interpret all the above rules according
to the level, needs, interests, expectations and learning styles of the
students. This may mean giving a lot of prominence to grammar, or it may mean
never actually teaching grammar at all - in any up-front way. But either way,
it is your responsibility as a teacher to know your grammar inside out.
CHAPTER III
CONCLUSION
Grammar
is the system of a language. “Grammar is the business of taking a language to
pieces, to see how it works.” (David
Crystal).
Presenting
grammar:
1. Approach
2. Deductive
approach
3. Inductive
approach
How
to teach grammar:
1. Teaching
grammar in situational context
2. Teaching
grammar through texts
3. Teaching
gramar through stories
4. Teaching
grammar through song and rymes
With
: song, poems
Some
rules for teaching grammar:
1. The
rule of context
2. The
rule of use
3. The
rule of economy
4. The
rule of relevance
5. The
rule of nurture
6. The
rule of appropriacy
04. CHAPTER I.pdf
Grammar.pdf
http://sheuban.wordpress.com/2009/06/14/teaching-grammar/amp/
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