1. How to Teach Grammar
Maria Kristina Pingkan
1021150015

2. 1. What is Grammar?
• Texts, sentences, words, sounds
• Grammar and meaning
• Two kinds of meaning
• Grammar and function
• Spoken grammar and written grammar
• Grammar syllabuses
• Grammar rules

3. Texts, sentences, words, sounds

4. Texts, sentences, words, sounds
• The example:
• The ability both to recognize and to produce
well-formed sentences is an essential part of
learning a second language.
1 2 3 4 5
We are not at home.
They are at work.
Dad is In hospital.
I am In bed.

7. • What was he misunderstood?
*The function of the question.
• What we do when we process the language?
*Make sense the words and the grammar.
*infer the speaker’s intention (the function of
what they are saying or writing)

8. Spoken grammar and written grammar

9. Grammar syllabuses
*Meaning *Two sets of decision
a. pre-planned a. selection
b. itemized usefulness
c. account of the route frequency
b. grading
*Purpose complexity
to tell the teacher learnability
what is to be covered teachability
and in what order.

10. Grammar syllabuses
• Grammar Rules:
1. Prescriptive rule
A principle or order which guides behavior, says
how things are to be done etc
2. Descriptive rule
The usual way that something happens.
3. Pedagogic rule.
*Rules of form
*Rules of use

11. 4.How to Teach Grammar from
Examples
• TWO BASIC WAYS TO ACHIEVE
UNDERSTANDING OF A RULE:
*Deductive learning
*Inductive learning (rule-discovery path)
Without having met the rule.
 Learner studies examples.
 Derives on understanding of the rule.

12. Inductive learning
The advantages
• Fitting students’ existing mental structures.
• Involving a greater degree of cognitive depth.
• The activity of students.
• Favoring pattern recognition and problem
solving.
• Getting the opportunity for extra language
practice.
• Preparing students for greater self-reliance.

13. Inductive learning
The disadvantages
• Misleading students
• The effectiveness of time
• Wrong conclusion
• Heavy demanding in planning lesson
• Resisting easy rule-formulation
• Frustates students.

14. 5.How to teach Grammar through
texts.
Texts and contexts.
• Language is context-sensitive.
Kind of context.
• Co-text
• Context of situation
• Context of culture
The term text will be used from now on to
refer to both written and spoken English.

15. 5.How to teach Grammar through
texts.
The forms of texts:
• Postcards
• Novels
• Sermons
• Football commentaries
• Street signs
• Jokes
• Air safety instructions
So, it is easier to use examples taken out of context.

16. 5.How to teach Grammar through
texts.
Sources of texts
At least 4 possible sources of texts
• Course books
• Authentic sources (
Newspapers, songs, literary texts, the
internet)
• Teacher
• The students