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Creative Grammar Teaching Guide

This document discusses creative ways to teach grammar to language learners. It suggests that both adult learners and young learners benefit from holistic, discovery-based approaches to grammar learning rather than strict rule presentation. Some key techniques mentioned include using humor, metaphor and imaginative examples to make grammar lessons more engaging and memorable. Learners should be encouraged to interpret grammar structures independently before using them in speech or writing. The role of the teacher is to guide discovery, set a good example, and give sensitive feedback without overt correction of errors. Lessons should incorporate lead-in activities, presentation of model texts, and opportunities for learners to reconstruct and create examples of the target grammar themselves.

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Marija Krtalić Ćavar
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274 views14 pages

Creative Grammar Teaching Guide

This document discusses creative ways to teach grammar to language learners. It suggests that both adult learners and young learners benefit from holistic, discovery-based approaches to grammar learning rather than strict rule presentation. Some key techniques mentioned include using humor, metaphor and imaginative examples to make grammar lessons more engaging and memorable. Learners should be encouraged to interpret grammar structures independently before using them in speech or writing. The role of the teacher is to guide discovery, set a good example, and give sensitive feedback without overt correction of errors. Lessons should incorporate lead-in activities, presentation of model texts, and opportunities for learners to reconstruct and create examples of the target grammar themselves.

Uploaded by

Marija Krtalić Ćavar
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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TEACHING GRAMMAR CREATIVELY

Language Awareness Activities and Creative Grammar Practice Marija avar, prof.

Rules, Feelings or Chunks

Adult learners frequently insist on being given rules about how and when a certain bit of language is used

Young learners and some adults seem to be more at ease with holistic method of learning grammar in which structures are acquired subconsciously

You can teach the students the rules but you cant make them learn them

Possible reasons: The students may simply not understand the rules (especially young ones) They are not ready yet Time lag between understanding and producing Rules are in opposition with mother tongue concept

Initial Stage of Grammar-Awareness Raising

is what happens when the current state of the learners grammar knowledge re-organizes itself in response to new discoveries

Traditional presentation (teacher led) Awareness raising (learners led)

Discovery processes

include induction where learners are given some language data (such as examples of the target grammar item in context) and are then

.ENCOURAGED TO WORK OUT THE RULES THEMSELVES!!!

Learning Grammar and the Human Brain

We must try to incorporate into our model texts as much wit, metaphor, humour, fancy, absurdity and other imaginative devices as possible.

Example: When teaching the genitive s a sentence like Martin Luther Kings I want to be the white mans brother not his brother-in-law. will be more remembered

Grammar Interpretation Tasks

Forcing learners to speak before they are ready may interfere with the mental processes involved in reconstructing their internal mental grammar.

thats why you make your students to:


Read Listen to sentences Match the sentences Shortly, they interpret the grammar item before they use it

Teacher Roles in Language Awareness Lesson


Be prepared to set an example yourself-that is, dont ask learners to do things you wouldnt or wont do Allow the learners the relative privacy of pair and group work before asking them to personalize to the whole class Allow learner the right to pass if there are things they dont want to talk about Dont correct the learners language errors without providing on feedback on what they have said or written. Eg, That must have been exciting! By the way we say I felt nervous, not I fell nervous." And always correct with discretion and sensitivity

Creative Grammar Practice Lesson 1) Lead-in activities

a)
b) c)

Generally warming everyone up and getting them to work in foreign language Developing awareness of and interests in the topic you are going to work with Bringing known words back to mind and teaching new ones (brainstorming)

2) Presentation of a model text

Shows the written form of the target structure Clarifies its meaning, use, function You can dictate it, read it on OHP or a handout

3) Reconstruction of a model text

Process of eliciting from the students as accurately as possible the text presented to them earlier It can be done in spoken or written form

Text Creation

Students create the text within the model they have been working with. Supply them with bilingual dictionary. Written form or orally presented texts (written form allows greater focus on accuracy)

Lets Try This Together!!!

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