Teaching Grammar

Topic based curriculum

Teaching Grammar

There are many different methods for teaching grammar and in this lecture we will be discussing a practice that incorporates grammar and functions in a topic-based

curriculum

Practice

Practice involves speaking, reading, writing and listening

The beginning-level students learn basic grammar, vocabulary, and functional

expressions More advanced students use

an expanded vocabulary and more complex grammar

varied functional expressions

Communicative Practice

Communicative practice uses real-life situations and presents the language in context

Grammar is introduced according to what is needed to communicate in these particular situations

Functions

Functional communication includes everyday topics such as: meeting and greeting people giving and understanding directions describing family members and family

relationships apologizing saying how you feel telling about activities in the past, etc.

Examples

The verb “to be” can be introduced into a lesson about meeting people

The present continuous tense can be useful when talking about everyday activities.

Describing people and things will show how the verb “to be” is used in yes/no questions and short answers when teaching adjectives and possessive nouns

Examples continued

The imperative command is presented when following a recipe

The future is needed when discussing plans to visit the museum

The past tense is used when talking about vacation last year

MAJOR COMPONENTS OF SYNTAX AND GRAMMAR    1. The principle elements of the sentence:

Subject Verbs and verb phrases Direct and indirect object Complements with verbs that express feeling,

appearing, being and seeming Modifiers Clauses Phrases

Syntax and Grammar

2. Parts of speech and their functions within sentences: Nouns and nominals (infinitives, gerunds, etc.) Articles Verbs Pronouns Adjectives Adverbs Prepositions Conjunctions Interjections

 

Grammar and Syntax

3. Types of sentences and their syntax: Simple Compound Complex Basic & variations on basic sentence patterns Sentence structure: Complete, incomplete, run-

on, coordination of verb tenses

Grammar and Syntax

4. Verb Usage Agreement Tense Mood Active or passive voice Sequence and consistency of tenses Modals Phrasal verbs

 

Syntax and Grammar

5. Word usage or lexicon Idiomatic constructions Formulaic expressions Use of phrases within sentences

 

Specific Points of Grammar

Subject pronouns: I, you, he, she, we, they

Forms of verb to be; Fill in the appropriate subject pronoun _____ are running down the hill. _____ is going to school. _____ was at the school play. _____ were not at the school play.

Points of Grammar

Changes in verb tense Bill is sitting down. Bill will sit down. Mary walks too fast. Mary walked too fast.

Points of Grammar

“When" clauses: Mr. Black will sit down. Mr. Black will take off his

coat. When Mr. Black sits down, he will take off his coat.

The girls will arrive at school. The bell will be ringing. When the girls arrive at school, the bell will be ringing.

Points of Grammar

Relative Clauses:

The book is on the desk. The book is red. The book that is on the desk is red.

The girl is in the kitchen. The girl is my sister. The girl who is in the kitchen is my sister.

Points of Grammar

Negatives:

He likes to go for a walk after dinner. He doesn't like to go for a walk after dinner.

Mary likes to go for a walk after dinner. She isn't thinking about her homework.

Points of Grammar

Interrogatives: (Is/Are)

John is running away from the wolf. Is John running away from the wolf?

Points of Grammar

Interrogatives: (Do/Does)

We walk to the market every afternoon. Do we walk to the market every afternoon?

Points of Grammar

Interrogatives: (Modals-Can)

(Can) My brother can ride his bike to school. Can my brother ride his bike to school? What can your brother do on his bike?

Teaching Grammar in Situational Contexts There are plenty of resources in textbooks

and on the internet with examples and strategies for teaching grammar in context

Here are just a few to give you an idea of how creative and interesting teaching grammar can be

Situational Contexts

Situation or ContextPoints of Grammar Follow a recipe Imperative verb How to bake a cake Present continuous Plans for field trip Future, if clauses,

conditional Describe vacation Simple past,

question formation forms of verb “to

do”

Conclusion

When selecting texts and activities for your class, it is most helpful to first consider your students’ needs and abilities

Language becomes meaningful for students if they are able to communicate effectively in their everyday lives

This increases motivation and participation from the students and creates a more interesting classroom

Works cited:

Jill Kerper Mora San Diego State University