Professional Documents
Culture Documents
Teaching Grammar
Teaching Grammar
ЛЕКЦІЯ LECTURE
What is grammar?
What are the branches of grammar?
How to know what kind of grammar
material to teach at school?
а)правила утворення слів і їх функції у a) rules for the formation of words and
реченні (Морфологія) their functions in the sentence
(morphology)
книга
книги book
books
читати read
читає reads
написав wrote
Книги є джерело знань і засіб нашого The books are a source of knowledge
всебічного розвитку and a means of our comprehensive
development
книга book
книги books
книга book
книги books
Багато людей мають домашні бібліотеки Many people have home libraries of
книг. books.
Існують також бібліотеки книг в містах, There are also libraries in cities,
селах, школах, університетах. villages, schools, and universities.
Відмінності між граматикою Differences between grammar of
англійської та української мови English and Ukrainian
книга book
книги books
у книзі in the book
на книгах on books
великий big
великі big
книга book
книги books
великий big
більший more
найбільший biggest
Я пишу I write
Він пише He writes
1. рецептивними граматичними
1. receptive grammatical habits of
навичками аудіювання і читання listening and reading
2. репродуктивними граматичними 2. reproductive
навичками говоріння і письма. grammatical habits of speaking and
writing.
Характеристика граматичних навичок Characteristics of speech grammar
мовлення habits
1. автоматизованість, 1. automacy,
2. стійкість 2. stability
3. гнучкість 3. flexibility
і формуватися поетапно.
Кожна мовленнєва одиниця має Each speech unit has its own
свою структуру, яка відображає певні structure, which reflects the specific
зв’язки між її компонентами. links between its components.
1) рівень словоформи (слово в його 1) the level of word forms (the word
граматичній формі); in its grammar form);
book-books, open-opens- opened; large- book-books, open-opens- opened;
larger large-larger-the largest
Минулий час для правильних The past simple for regular verbs is
дієслів утворюється за допомогою ...; formed by the suffix –ed to the verb
without particle to...;
Минулий час для правильних The past simple for regular verbs is
дієслів вживається в таких випадках. used in such cases.
Rules-instructions have a dynamic
Правила-інструкції мають character and are instructions for
динамічний характер і є інструкціями до action.
дії. It is not necessary to learn verbal rules,
Вербальні правила недоцільно they should be used, performing
заучувати, ними слід actions.
користуватися,виконуючи відповідні дії.
Наприклад. Example.
Щоб запитати про те, що людина To ask what the person does regularly
робить регулярно (всі особи крім ІІІ (all persons except the third person
особи однини) необхідно singular) must
1. На першому місці поставити 1. On the first place we put the
допоміжне дієслово – Do auxiliary verb - Do
2. Після нього підмет – you 2. then the subject is placed - you
3. Далі інфінітив без частки – getup 3. Further the infinitive without the
4. Другорядні члени речення – early in particle to is placed - get up
the morning 4. then there are the secondary parts of
the sentence - early in the morning
А) реальні ситуації – The book is on the A) real situations - The book is on the
desk desk
He is standing He is standing
He had read the book when his mother He had read the book when his
came mother came
Look here. There is a book on the desk. Look here. There is a book on the
Thereis a piece of chalk on the desk. There desk. Thereis a piece of chalk on the
is a ruler on the desk, too. desk. There is a ruler on the desk, too.
1) на рівні фрази
2) на рівні понадфразової єдності, 1) on the level of the phrase
2) on the level of phrase sequences
2) підстановка у ЗМ 2) Substitution
Вправа на підстановку у зразку The exercise for substitution in a
мовлення не змінює самої граматичної sample of the speech does not change
структури, замінюється лише лексична the grammatical structure only lexical
одиниця. unitis replaced.
Для полегшення дій учнів учитель To facilitate the actions of students the
може спочатку вказувати на конкретний teacher may initially indicate the
предмет, що на парті. specific object that there is on the desk.
Example. Example.
T:Thereis a ruler on Vova's desk. T: Thereis a ruler on Vova's
P: Thereis a rubber on Vova's desk. desk. Directions of the teacher:Now
P:Thereis a pen on Vova's desk. Etc. I'lltellyouabout a thing on the desk and
you'll tell me about another thing.
3) трансформація ЗМ 3) Transformation
Вправа на трансформацію ЗМ (у Exercise for the transformation (in
даному випадку із стверджувальної this case the affirmative form is
форми в заперечну). changed in the negative).
Мовленнєве завдання — Speech task - correct (or disagree with
виправити (або спростувати твердження the statement of the teacher (later -
вчителя (пізніше — твердження учнів). statements of students).
Directions of the Directions of the teacher: Listen to
teacher:Listentomystatements. my statements. Correct me if I'm not
CorrectmeifI'mnotright. right.
Example. Example.
Т:Itseemstome (мені здається) thereis a T: It seems to me (I think) there is a
pieceofchalkonthedesk. piece of chalk on the desk.
P:Youaren'tright. P: You are not right. There is no piece
Thereisnopieceofchalkonthedesk. Etc. of chalk on the desk. Etc.
4) завершення 4) completion
Example. Example.
P1 Thereis a rubber in my hand. P1 Thereis a rubber in my hand.
P2 Thereis a piece a chalk in my hand P2 There is a piece a chalk in my hand
2) об'єднання ЗМ у монологічні 2) joining of structures in
єдності monologue unities
Directions of the teacher: Directions of the teacher:
Tell the class that you have a thing. Add Tell the class that you have a thing.
what there is or there isn't on it (in it, near Add what there is or there isn't on it (in
it). it, near it).
Прочитайте речення. Випишіть форми Read the sentences. Write the forms of
інфінітива, що називають дію, the infinitive, which refer to the action
спрямовану на особу чи предмет, які directed towards the person or object
виконують у реченні роль підмета that fulfill the role of the subject in the
(Indefinite Infinitive Passive). the sentence (Indefinite Infinitive
Passive).
Приклади речень:
A new theatre will be built in our town. Examples of sentences:
I don't like people to be late. A new theater will be built in our city.
The work must be done in three days. I do not like people to be late.
The captain ordered the port holes to be The work must be done in three days.
shut. The captain ordered the port to be shut.
Використовуються
1) уривки з фонограми прозаїчних
або драматичних творів на іноземній
мові.
Учитель та учні обговорюють
прослуханий уривок і з'ясовують
комунікативне значення нової
граматичної структури.
3) Граматичну структуру пасивного
мінімуму для читання можна
подавати у контексті у формі таблиці.
1) на розпізнавання граматичних
структур
2). диференціацію граматичних
структур
-умовно-комунікативні вправи
для перевірки розуміння граматичних
структур пасивного мінімуму, що
засвоюється, — відповіді на запитання.
З цією ж метою можуть бути
використані і некомунікативні вправи на
переклад з іноземної на рідну мову.
Приклади вправ на розпізнавання
та диференціацію пасивного мінімуму на
рівні речення.
1. Вправа на розпізнавання
граматичних структур.
Інструкція: Прочитайте речення.
Випишіть форми інфінітива, що
називають дію, спрямовану на особу чи
предмет, які виконують у реченні роль
підмета (IndefiniteInfinitivePassive).
Приклади речень:
A new theatre will be built in our town.
I don't like people to be late.
The work must be done in three days.
The captain ordered the port holes to be
shut.
Прочитайте речення.
I’m glad to have seen the exhibition.
Дайте коротку відповідь на запитання:
Has the person seen the exhibition?
4. Fundamentals:
1) The aim of teaching grammar is to form grammatical competence,
which means adequate comprehension and correct usage of grammar
phenomena in the act of communication.
2) The inductive (practical) way of introducing a new grammar
phenomenon is preferable to young learners.
3) Three stages in teaching grammar are:
Presentation
Focussed practice
Communicative practice.
4) Grammar presentation is to be done:
through realia and visuality;
through situations;
through videoclips;
through authentic texts.
5) The focused practice stage is aimed at achieving accuracy with the
help of meaningful repetition of any grammar pattern.
6) To practise a grammar structure:
- realia, pictures, TPR, games should be widely used at the lesson.
They create contexts in which the language is useful and meaningful.
7) The aim of communicative practice stage is to practise grammar in
as natural way as possible, that is freely in all language activities.
8) Grammar is best taught and practised in a context.
9) The most effective approach to teaching grammar at a primary
school is lexical.
10) Three stages of teaching grammar are:
3. Post-viewing activities
1. What do you think the disadvantages of teaching grammar through
English are? And what are the advantages?
2. Would you like to improve or change anything if you were a
teacher?
3. Show your group how you would teach this particular grammar
phenomenon, using as much English as possible.
6. Please write here any activity the teacher uses for focussed
practice.
7. Please write here any verbal prompts used by the teacher to
improve grammatical competence.
8. Please write here any activity done by the Pupils in written
form.
9. Please write here whether the activities correspond to the aim
of the lesson.
10. Please summarise your observations here.
Teaching Grammar
4. Now listen to the poem which Teddy will tell you and clap your
hands when you hear the word “can”.
Teddy: I can swim like a fish,
I can jump like a rabbit,
I can run like a dog,
I can sing like a bird,
I can speak English
I can do anything
Yes, I can.
5. Now let’s mime and recite the poem together with Teddy (using the
text of the poem).
7. Let’s imagine that Teddy can do something else using the words
from the box:
9. Ask your friend what he/she can do. And tell the class about the
things your friend can do.
Example: Peter can walk.
He can talk.
He can paint.
6. Methodologically-oriented tasks:
1) The teacher introduced the Past Indefinite Tense by using the rule.
Say if the teacher is right, suggesting a methodologically correct way of
grammar pattern presentation at this particularly stage of studying.
6) Examine the following song and find out what grammar material
can be introduced with its help. Suggest some effective productive
activities to practise grammar successfully.
The Pizza Song
Do you have pizza
For your tea?
If you have pizza
Sing along with me.
I have pizza
For my tea.
I have pizza
For breakfast, lunch and tea.
Do you have sausages
For your tea?
If you have sausages
Sing along with me.
I have sausages
For my tea.
I have sausages
For breakfast, lunch and tea.
7) Say how you could use a noughts and crosses game for practising
Present Simple as a grammar phenomenon.
This game can help you:
10) Decide how you would check the pupils’ comprehension of a new
grammar phenomenon “have got” on the sentence level in written form.
3. Glossary:
grammatical competence lexical
basic principles approaches structural
inductive way communicative
deductive way to create an oriental basis
principle of modeling multiple presentation
principle of polysemy evaluation of pupils' achievements
principle of prevalence grammar-in-action
principle of excluding synonymous personalizing
grammatical phenomena practical value
selection cultural value
active minimum educational value
passive minimum developmental value
primary assimilation accuracy
appropriacy
fluency
a discovery technique
4. Fundamentals.
1) The aim of teaching grammar to intermediate learners is to form
grammatical competence.
Grammatical competence is the ability to use and comprehend
grammar material in all language activities with the view of:
– the selection of the structure of the speech pattern adequate to
the speaker's intention and the situation;
– the selection of the proper forms of the chosen words to be used
in a speech pattern according to the norms of the target language;
– the choice of the word forms and their correct combination with
the notional words.
2) The content of teaching grammar at the intermediate level includes:
– the assimilation of communicative forms, meanings and
functions of grammatical phenomena within the limits of the
school syllabus;
– knowledge of the rules of using forms in relation to the situation;
– development of the experience of using grammar material in oral
and written speech.
3) Practical value of teaching grammar lies in giving and getting
information, ideas, opinion and making oneself understood.
Cultural value – expanding linguistic cultural outlook by catching the
difference between the means of expression in different languages.
Educational value is seen in formation of the tasks of correct speech
on the basis of self-observation and self-control and teaching learners
appreciate the powers of the language and to respect it.
Educational value – development of learners’ logical thinking.
– The grammatical minimum should be realistic and sufficient for the
communication in four main domains.
active
Minimum
passive
4) The approaches to forming the grammatical competence are as
follows.
lexical
structural
communicative (grammar – in – action)
5) The ways of introduction a grammar phenomenon:
inductive ( practical – from partial to general);
deductive (theoretical- from rules to practice);
discovery technique.
6) Chief stages of introduction a grammar phenomenon:
presentation;
focussed practice;
communicative practice.
7) Presentation means introduction a grammar phenomenon and
creation an orientation basis for further formation of grammatical
competence.
Inductive presentation:
– using a chart;
– using a dialogue;
– using a mini-situations;
– using a text for contrasts;
– filling in the chart
Deductive presentation presupposes using rules and explanations
with the help of verbal and visual prompts.
A discovery technique implies intermediate learners' finding out
and analyzing a grammatical phenomenon they are going to deal
with. Activities to be used for the first stage of the formation of
the grammatical competence:
– recognition;
– imitation;
– finding out;
– grammar games;
– matching.
8) Focussed Practice is aimed at the reinforcement of receptive and
reproductive grammatical habits using various prompts.
Activities to be used here:
transformation;
substitution;
completion;
making up sentences;
filling in the blanks;
expending;
questioning;
reconstruction;
paraphrasing.
9) Communicative practice stage is aimed at using a grammatical
phenomenon freely, independently in various kinds of language activities
without any prompts. Activities to be used:
discussing smth, pairing up;
commenting on;
writing an essay ( composition, letter, story, review);
describing;
making up;
debating in small groups.
I. Pre-viewing activities.
1. Define the aim of teaching grammar to intermediate learners.
2. Characterize the requirements of the School Syllabus to teaching
grammar to intermediate learners.
3. Speak about different approaches to teaching grammar. Say what
the choice of this or that approach depends on.
4. Enumerate the ways of evaluations and testing of intermediate
pupils' grammatical competence. Give your preferences and account for
them.
II. While-viewing activities.
1. Define the aim of teaching grammar at this particular lesson.
2. Define the stage of grammatical competence. Prove your answer.
3. Comment on the exercises used at the lesson. Say whether they
correspond to the aim of the lesson and to the stage of grammatical
competence.
4. Characterize the modes used at the lesson and their effectiveness.
5. Say how the communicative approach to teaching grammar was
observed at the lesson.
6. Speak about the role and place of grammar rules used at the lesson.