ANALISYS OF TEACHING GRAMMAR TECHNIQUE

For the class listening and reading I used the (GRAMMAR THROUGH TEXT),
because is an easy way to teach a second language, t exts provide a context for
grammar learning. Starting with a meaning-focused activity to explore grammar
is far more useful than teaching grammar through isolated sentences, texts offer
learners the opportunity to infer the meaning of unknown grammatical structures
from the text by providing co-textual information.

The texts illustrate how the structure is used in actual communication,

especially if they are authentic.
The lesson plan starts with a warm-up, The warm-up can be anything that
encourages the student to be in the mood for learning (chanting, game, riddle,
etc.). The lead-in, however, is intended to prepare and help in learning the
target grammar structure. 

The students proceed to practice the target structures first in controlled practice
exercises. Then, in freer activities where they have to use the target grammar
structures to produce something in the form of a listening or reading activity.

During the production stage, the learners are given a context with a carefully
thought-out situation to use the target language. The Teacher Talk Time (TTT)
is limited and the teacher’s support is minimal.

Conclusion

Using texts to teach grammar has many advantages. First, it contextualizes the
target grammar structures. Texts also offer students the opportunity to infer the
meaning of new grammatical structures from the text by providing co-textual
information.

Is very important that when you are teaching grammar you use, books, online
games or others types of resources.
COMMUNITY LANGUAGE LEARNING
The intention was that it would integrate translation so that the students would
disassociate language learning with risk taking. It's a method that is based on
English for communication and is extremely learner-focused. Although each
course is unique and student-dictated, there are certain criteria that should be
applied to all CLL classrooms, namely a focus on fluency in the early stages, an
undercurrent of accuracy throughout the course and learner empowerment as
the main focus.

I chose this technique because I consider that it is the one that best suits the
moment of teaching listening and reading, because the learners use the
communication to learn and practice the target language by interactions with
one another and the instructor, the study of "authentic texts" and the use of the
language both in class and outside of class.
And because” Community Language learning” is a humanistic method that
emphasizes the role of human values and the understanding of the learner’s
feelings and emotions in the teaching/learning process. In such a method, the
learner is perceived as a ‘whole learner’. That is to say, teachers consider not
only students’ feelings, but also their physical reactions and desire to learn.
Learners converse about personal experiences with partners, and instructors
teach topics outside of the realm of traditional grammar to promote language
skills in all types of situations. That method also claims to encourage learners to
incorporate their personal experiences into their language learning environment
and to focus on the learning experience, in addition to the learning of the target
language.
COMMUNICATIVE LANGUAGE TEACHING

I used (COMMUNICATIVE LANGUAGE TEACHING), to teach nouns because

before the class I was thinking in divide by the classroom in group of five
members or less, because group activities are the best way to make the

students interact with each other .

When they are given situations to talk with each other in the language, they
start thinking in that language and try their best to formulate sentences on
their own. Moreover, students will correct each other and will have the scope
to learn from each other.
It is an effective teaching methodology that demands active participation from
the students. This approach has positive results as students will become
proficient in the language and will learn to communicate well. This model
places more emphasis on the students' communication abilities. This method
concentrates more on the practical components of language learning than on
the theoretical ones.
Conclusion

Communicative Language Teaching is best considered an approach rather than

a method. This although a reasonable degree of theoretical consistency can be
discerned at the levels of language and learning theory, at the levels of design
and procedure there is much greater room for individual interpretation and
variation than most methods permit. It could be that one version among the
various proposals for syllabus models, exercise types, and classroom activities
may gain wider approval in the future, giving Communicative Language
Teaching a status similar to other teaching methods.