NELC

(YMA)

How to teach Grammar creatively

&
in a fun way

Tr Yee Mon Aung (5.6.2020 to 9.6.2020)

NELC (Sittwe)
2:30 to 4:00 PM
 NELC
(YMA)

How to teach Grammar creatively & in a fun way

* Learning Grammar and Human Brain

* The stages of the Language Awareness
* Teaching Methodologies from last century to modern age (advantages and disadvantages )
* How to teach Grammar (Deductive approach & Inductive approach)
* Basic Principles of Grammar Teaching and how to evaluate your lesson
* How to make your grammar lessons more fun & interesting
* Sample Grammar Lesson Plans for young learners & adult learners
 Grammar and methods

 Grammar Translation Method

 Direct Method
 The Audio-Lingual Method
 The Communicative Language Teaching Approach
 Deductive Approach & Inductive Approach
Grammar Translation Method
Grammar Translation Method
Direct Method
Direct Method
 The direct method of teaching was developed as a response to the Grammar-Translation method. It sought
to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target
language, grammar is taught inductively, there is a focus on speaking and listening, and only useful
‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language
can be learnt in exactly the same way as a first, when in fact the conditions under which a second language
is learnt are very different.

 Example
The teacher explains new vocabulary using realia, visual aids or demonstrations.

 In the classroom
Aspects of the Direct Method are still evident in many ELT classrooms, such as the emphasis on listening
and speaking, the use of the target language for all class instructions, and the use of visuals and realia to
illustrate meaning.
Audio-lingual Method

https://www.youtube.com/watch?v=QFB_k3YQRU4
Audiolingualism
Audio-lingualism
 Audio-lingualism is a method of foreign language teaching where the emphasis is on learning
grammatical and phonological structure, especially for speaking and listening. It is based on
behaviourism and so relies on formation as a basis for learning, through a great deal of mechanical
repetition.

 Example
The teacher spends most of the time in the class drilling the learners on grammatical and phonological
structures. Error correction is also important.

 In the classroom
Audio-lingualism evolved in the context of large-scale language teaching programmes in the 1950s and
60s. It is unusual in modern language learning and has largely fallen out of use as a methodology, as
cognitive views of language learning and communicative accounts of language have led to other
methodologies.
 Communicative Approach
 The communicative approach is based on the idea that learning language successfully comes through having
to communicate real meaning. When learners are involved in real communication, their natural strategies for
language acquisition will be used, and this will allow them to learn to use the language.

 Example
Practising question forms by asking learners to find out personal information about their colleagues is an
example of the communicative approach, as it involves meaningful communication.

 In the classroom
Classroom activities guided by the communicative approach are characterised by trying to produce
meaningful and real communication, at all levels. As a result there may be more emphasis on skills than
systems, lessons are more learner-centred, and there may be use of authentic materials.
A deductive Approach
 A deductive approach to teaching language starts by giving learners rules, then examples,
then practice. It is a teacher-centred approach to presenting new content. This is
compared with an inductive approach, which starts with examples and asks learners to
find rules, and hence is more learner-centred.

 Example
The form and use of the third conditional is explained to learners, then they have a gap-
fill exercise to complete, then prepare their own examples.

 In the classroom
The deductive approach may be suitable with lower level learners who need a clear base
from which to begin with a new language item, or with learners who are accustomed to a
more traditional approach and so who lack the training to find rules themselves.
A Inductive Approach
 An inductive approach to teaching language starts with examples and asks learners to find rules. It can be
compared with a deductive approach that starts by giving learners rules, then examples, then practice.

 Example
Learners listen to a conversation that includes examples of the use of the third conditional. The teacher checks
that the students understand the meaning of its use through checking learners' comprehension of the listening
text, and only after this focuses on the form, using the examples from the text to elicit rules about the form, its use
and its pronunciation.

 In the classroom
Inductive approaches to presenting new language are commonly found in course books, and form part of a general
strategy to engage learners in what they learn. Some learners may need introduction to inductive approaches since
they may be more familiar, and feel more comfortable, with a deductive approach.

https://www.teachingenglish.org.uk/article/teaching-grammar-inductively-catherine-walter