Teaching Grammar

1. Unit 4
Teaching Grammar
Teaching Language as a System
PhD. Norma Flores
Cristina Aguilera
Hector Noriega
Marcela Miranda
Bogard Rerjis

2. 4.1 The importance of
teaching grammar
Grammar is the way words are put together to
form correct sentences.
Spelling is forming words from letters.
Crsitina Aguilera

3. Grammar
Mistakes are occasional
inconsistent slips.
Grammatical
Structure
Grammatical
Grammatical
Terms
Errors are, mis-learnerd
generalization
Meaning
Building
blocks
Past tense
Noun plural
Comparison of
adjectives
Affect
how
units of
languag
e are
combine
d
Units of
Language
Parts of
a sentence
Sentence
Clause
Phrase word
morpheme
Parts of
speech
Noun
Verb
Adjectives
Adverbs
Pronouns
Auxiliary verbs
Modal verbs
Determiners
Prepositions
Common & proper
Describes a noun
Describes a concept describe by the v
Substitutes a noun
Is in is going
Can, must, may
The, a, all, some, many
In, before, of, according to, despite

4. 4.2 Factors involved in
teaching grammar
Creating a path to a
good understanding
of English grammar.
Hector Noriega

5. Depending of the learner
Selfesteem
Age
Empathy
Personality
Inhibition
Learning style
Capacity for risk
taking
Previous experience
Motivation

6. Cognitive and
Environmental
Strategies
Size of the group
Stages of the
learning process
Type of approach
Ways to store the
information
Sequence
Order of difficulty

7. 4.3 Teaching Grammar
Techniques
Inductive
Grammar
Language
dimensions
interconnect
ed
Deductive
Discover rules
Progress by stages
motivation
Rules giver by the teacher
Practice
Semantics
Pragmatic
Marcela Miranda

8. CLT in the classroom
(Communicative Language Teaching)
Explanation, brief, clear and simple.
Use visuals
Cognitive styles
Teachers do not know everything
Mother tongue if needed

9. Grammar Techniques
Grammar techniques should be
meaningful, lively, motivating, communicative, they should
promote accuracy and are fluent.

Using charts and graphs

Objects

Maps or simple drawings

Dialogs

Written text

Listening to stories

Piling up events

10. 4.4 Identification of
problem areas in teaching
grammar.
Teaching grammar structures without context.
Text books contain manipulative drills grounded
in shallow and artificial contexts, so these drills
become rather meaningless so students
(Walz,1989)
The inductive approach can be frustrating.
Adolescents and adult learners have become
analytical with regard to the rules that govern
their native languages.
No language teaching should be driven by
grammar instruction alone.
Bogard Rerjis

11. Whole language teaching
|P.A.C.E| (Donato and AdairHauck)
PRESENTATION
• Presenting the
(whole) language
in a Thematic
and
contextualized
way.
• The presentation
should
adequately
represent the
structure in
question.
• Presentation
A-TTENTION
• Highlighting
some regularity
of the language.
• Asking about
patterns found in
text
• Get learners to
focus attention
on the target
form without
needless
elaboration or
waste of time.
C-OCONSTRUCT
• Learners and
teachers should
be coconstructors of
grammatical
explanation.
• Assistance in
raising the
students
awareness about
the target
structure
E-XTENSION
• This activity will
allow leaners to
use their new
skill creatively.
• The activity
should be
thematic related.
• They are not
work sheets.

12. CONCLUSION
“Language learning is a thinking process,
or from the learner´s viewpoint, a
guessing game. Teachers need to design
cognitively demanding activities that will
encourage learners to hypothesize,
predict, take risk, make errors, and selfcorrect.” (Fountas and Hannigan 1989).
By doing so, the learners become active
participants in the learning process.

13. Reference list
Krashen, Stephen (1982). Principles and Practice in Second Language
Acquisition. Pergamon Press. ISBN 0-08-028628-3. Retrieved 2010-11-25.
Startvik, j. and Leech, G. (1994). A communicative grammar in English.
New York, New York, USA.
Stern, H. (1984). Fundamental Concepts of Language Teaching. London,
Great Britain.