Functional - Notional approach Diagramming Sentences Using texts, story, song and rhymes

Inductive Teaching Deductive Teaching Interactive Teaching

Situational Context Learning through writing

Linquistic Mode Story telling mode

 Diagramming Sentences

A technique known as diagramming is used to visualize the pattern of a

sentence. Diagramming involves discovering and displaying the skeleton of a
sentence

Diagramming sentences is a way to visualize how the different parts of a

sentence fit together. The subject of a clause goes in one slot, the verb in
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another, and so on. Words that modify another word are attached to the word
they modify. The method we use to attach them indicates what the relationship
is between them.
 Learning Through Writing
It promotes better language learning among students and develop a sense of fulfillment in our role as a teachers.

What is writing?
When we write , we are actually practicing a form of reflection.

:Writing develops critical thinking and learning for more opportunities.

: writing means to accomplish something such as to inform instruct or persuade.

We write to ourselves and talk to others at the same time, and this expressive language does not function to communicate
but to order and represent experience to our understanding.
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So what is learning through writing?

It give the student the time and space to see language, use language, revise and edit language, and strengthen language
through writing.
 Learning Through Writing

Example:

Students use the first half of page of an notebook for recording what the
reading is about to practice noting key details, identifying main ideas,
summarizing among others and other crucial reading skills while on other half of
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the page, students jot down any question they have or any connections they
can make between readings. They have to apply grammatical rules in their own
writing.
 Learning Through Writing

What is the importance of learning through writing?

: it allows students to organize their thoughts
: foster thier ability to explain

It provides us a unique way of knowing and becomes a tool for discovering for shaping meaning and for
teaching and understanding.
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 Inductive Teaching
• The inductive method of teaching grammar involves presenting several examples that
illustrate a specific concept and expecting students to notice how the concept works from
these examples.
• The main goal of the inductive teaching method is the retention of grammar concepts, with
teachers using techniques that are known to work cognitively and make an impression on
students’ contextual memory.

STEPS IN INDUCTIVE TEACHING

STEP 1: Present several examples that illustrate a particular concept.
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STEP 2: Students must observe how the concept works from these examples.
STEP 3: Concept must not be explained beforehand.
STEP 4: Students are expected to recognize the rule of grammar in a more natural way.
 Deductive Teaching
•The deductive method of teaching grammar focuses on instruction before practice.

•This approach is relatively more teacher-centred. In this approach, rules are initially given
by teachers and then learners are asked to apply these rules to solve more problems of
similar nature.

Step 1. A teacher gives an in-depth explanation of a grammatical concept before students

could encounter the same grammatical concept in their own writing
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Step 2. After the lesson, students practice what they have just been shown through
worksheets and exercises.
 Deductive Teaching
This type of teaching, has many people rethink such methods, as more post-secondary level
students are revealing sub-par literacy skills in adulthood. Deductive teaching methods drive
many students away from writing because of the tediousness of rote learning and teacher-
centered approaches.
Examples:
1. The teacher uses a grammar text book. He first tells his students rules or definitions and then
explains those with the help of examples then he gives exercise and ask his pupils to apply the
rules.
2. A teacher writes examples of simple present
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teacher then proceeds to explain the differences between present and past in English. Once the
lecture is complete, worksheets are handed out and students are asked to convert simple
sentences from present to past.
 Interactive Teaching

This method allows teachers to tailor their lessons to the different learning styles
of students. For instance, each student can be given a large flashcard with a word
on it and the students, themselves, must physically arrange those into proper
sentence.

Examples:
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Word Puzzles
Fun Online Games
 Functional-notional-approach
When designing a lesson, teachers often choose a real-world situation as their ”notion” and choose
corresponding functions to teach to prepare students to communicate in that situation in the
lesson.
Notions are meaning elements that may be expressed through nouns, pronouns, verbs,
prepositions, conjunctions, adjectives or adverbs.
A function is some kind of communicative act: it is the use of language to achieve a
purpose, usually involving interaction at least between two people. Examples would be
suggesting, promising, apologizing, greeting,
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Example: A lesson might be about how to buy something at a shop, in which case its
notion is shopping and one of its functions might be asking prices. Functions often lend
themselves naturally to specific grammatical patterns or common expressions.
 Situational Context
A situational context permits presentation of a wide range of language items. The situation
serves as a means of contextualising the language and this helps clarify its meaning. At the
same time the generated examples provide the learners with data for induction of the rules
of form. Students can be involved in the development of the presentation as well as in
solving the grammar 'problem': this makes it less dry than a traditional grammar explanation.
Moreover, the situation, if well chosen, is likely to be more memorable than a simple
explanation. All these factors suggest that this approach rates high in terms of efficacy.

Situational context describes the reason whyWilson

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behavior and actions associated with the situation. It is one of the types of context that
influence communication. Context is the situation, circumstances, or specific setting in
which an event occurs.
 Situational Context

Typically used in regards to communication, the situational context of speech

influences what is considered socially appropriate and how the message is received. The
situational context is defined by the event itself; you communicate differently in
different settings. Think about how you talk in class, at a party, playing sports, and at a
funeral. You use differing types and styles of communication in all of these settings.
Imagine if a person used the same type of speech they did while playing an intense
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sports game at a funeral. This would not be appropriate at all. The situational context of
these settings and scenarios both lead to differing types of communication.
 Using text, stories, song 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.

•Songs are one of the most enchanting and culturally rich resources that can easily be
used in language classrooms.
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•In consequence, if selected properly and adopted carefully, a teacher should benefit
from songs in all phases of teaching grammar.
 Using text, stories, song and rhymes
•At the primary level of singing the song, the prosodic features of the language is emphasized. •Prosodic
features of the language such as stress, rhythm, intonation are presented through songs, thus through
using them the language which is cut up into a series of structural points becomes a whole again.
•At the higher levels, where the practice of grammar points is at the foreground, songs can be used with
several techniques. Some examples of these techniques are:
•Gap fills or close texts
•Focus questions
•True-false statements
•Put these lines into the correct sequence
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•Dictation
•Add a final verse
•Circle the antonyms/synonyms of the given words
•Discuss
 PPP

Presentation - Involves building a situation that requires a

natural and logical use of a new language

Practice - Involves testing the procedure so students

can be familiar with the language
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Production - Students here shall have made the
transition from "learners" to becoming "users" of the
language
 Linguistic Mode

Students must be familiar about the use of structures so that they will
understand

Larsen-Freeman (2002, 2014) maintained that students must know about the
use of structures so that they will understand the consequences of their
choices because the grammatical system offers its users choices in how they
wish to realize meanings and positions themselves
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Therefore, grammar teaching should not only for understanding the rules but
also for inducing the reasons of different sentence formations in different
contexts.
 Linguistic Mode

A: I won’t go to the party.

B: Why?
A1: You haven’t invited me.
A2: Nobody has invited me.
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A3: I haven’t been invited.
 Linguistic Mode

a. Mary bought a skirt, a

shirt, a coat and a handbag.
b. Mary bought a skirt and a
shirt and aOlivia
coat and a
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handbag.
 Story telling Mode

A grammar lesson is not complete without an application stage Ur (1988)

shared that application is believed to require "volume repetition"; that is,
learners need to be given adequate opportunities to the items to be learnt as
much as possible. Teachers should help learners make the leap from form-
focused accuracy to meaning-focused fluency after explicit instructions by
providing a variety of practice activities that will familiarize the learners with
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structure in contexts, giving practice both in form and communicative
meaning.
 Story telling Mode

I’m an English teacher at YBU. I’ve taught English for more than 28
years. I’ve taught reading, listening, writing, grammar, linguistics and
etc. In order to make my teaching more effective and more
interesting, I got my MA in 1999 and Ph.D in 2007. I got a lot of
fresh ideas about teaching when I was working
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love teaching and I love my students.