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Teaching English Grammar Teaching English Grammar

Teaching English Grammar - PowerPoint Presentation

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Teaching English Grammar - PPT Presentation

Education 45310 How much do you remember Were you ever taught the rules of grammar Rate yourself using a Likert scale from one to ten on your knowledge of English grammar Learningteaching grammar in context ID: 231457

language grammar learners syntax grammar language syntax learners structure teaching speech sentence verb english words word patterns sentences questions

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Slide1

Teaching English Grammar

Education 453:10Slide2

How much do you remember?

Were you ever taught the rules of grammar?

(Rate yourself using a Likert scale from one to ten on your knowledge of English grammar.)Slide3

Learning/teaching grammar in context….

    “

Grammar

is a piano I play by ear. All I know about grammar

is its power.” Joan Didion

“Second language learners want to learn language as it is really used – in both formal and informal settings, and in speech and writing – by native speakers of English.”

- CoelhoSlide4

Why is it important to know grammar?

      “

I never made a mistake in

grammar but one in my life and as soon as I done it I seen it.

” Carl Sandburg

1) to assess and remediate the

errors and error patterns

of second-language learners.

2) the points of grammar can be used as the basis for teaching sentence structure and

vocabulary

.

Slide5

What is grammar?

      “

It is well to remember that

grammar is common speech formulated

” Somerset Maugham

Grammar refers to the language patterns that indicate relationships among words in sentences.Slide6

Grammar includes….

Grammar

is not a time of waste

” Nancy Cartwright

Morphology

– the study of word structure

Syntax

– the study of word combinations or sentence structureSlide7

The Jabberwocky by Lewis Carroll

`Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:

All mimsy were the borogoves,

And the mome raths outgrabe.

"Beware the Jabberwock, my son!

The jaws that bite, the claws that catch!

Beware the Jubjub bird, and shun

The frumious Bandersnatch!"

He took his vorpal sword in hand:

Long time the manxome foe he sought –

So rested he by the Tumtum tree

And stood awhile in thought.

And, as in uffish thought he stood,

The Jabberwock, with eyes of flame,

Came whiffling through the tulgey wood,

And burbled as it came!

One, two! One, two! And through and through

The vorpal blade went snicker-snack!

He left it dead, and with its head

He went galumphing back.

"And, has thou slain the Jabberwock?

Come to my arms, my beamish boy!

O frabjous day! Callooh! Callay!‘

He chortled in his joy.

Repeat first verse.Slide8

Morphology explained

Derivational morphemes

– prefixes or suffixes that are added to root words to form new words

Inflectional morphemes

– provide grammatical information about gender, number, person, case, degree, and verb formSlide9

Aspects of

morphology

that cause second language learner’s difficulty (pages 69-73)

GenderNumber (plurals, count and non-count nouns)

Person (subject-verb agreement)Case (subjective, objective, possessive)

Degree

(comparative, superlative)

Verb forms

(tense, active/passive)Slide10

Syntax explained

Syntax refers to the way words are organized in sentences to create meaning

OR to sound like an educated and intelligent speaker in any languageSlide11

Some aspects of

syntax

that cause second language learners difficulty (pages 73-86)

Word order (rigid, important in English)

Determiners (articles, this, that, these, those, my, your, his, her, its, our, their, some, any)

Verb system

(lexical/main, auxiliary, modal)

Linking verbs

(transitive/intransitve)

Passive voice

Questions/tag questions/negative questions

Negative statements

Phrasal verbs

Infinitives and gerundsSlide12

Some aspects of

syntax

that cause second language learners difficulty (pages 73-86)

Sentence Types: simple, compound, complex..

Parts of Speech

Indirect speech

Pronoun reference

Literary style

Embedding

Subordination

(coordinate conjunctions)

Conditional sentences

Long noun groups

Condensed syntaxSlide13

How can we teach grammar?

Research indicates teaching grammar in isolation does not transfer into real communication

Grammar is best taught/practiced in communicative contexts

Supportive feedback is more helpful than overt correction

Students may need many opportunities to hear, read, practice a new structure before they internalize or produce it– months, yearsSlide14

Specific strategies to use

Use materials and plan activities that feature repeated language patterns

Use the content of lessons to introduce grammar concepts

Provide learners with the tools they need to talk about language

Sentence BuildingTake a long-term view