Lecture Teaching pronunciation (1-6-forms) Plan

REFERENCES:
1. Jalolov J.J. ―English language teaching methodology‖ T. 2015. Pp. 111-125
2. Akhmedova L.T. Normuratova V.I. ―Teaching English Practicum‖ T. 2011. Pp. 60-66
3. Jalolov J.J. ―Chet til o‘qitish metodikasi‖ T. 2012. Pp.145-167

Lecture 4. Grafic organizers to teach grammar (7-11-forms and AL and VC)
Plan:
1. The technologies of teaching grammar
2. Different technologies of Teaching Grammar

The technologies of teaching grammar are the knowledge of how to construct a sentence. Grammar is concerned with the construction of written and oral sentences. Grammar describes language device to use a finite number of rules that can generate all the sentences of a language. Grammar can also explain sentence construction and tell grammatical sentences from the ungrammatical ones. Sentences can be perceived as grammatical despite possible language inaccuracies and slips (transposition, omission, redundancy, and overgeneralization) and language twists (ellipsis, tags, and anaphoric starts). AIM of Teaching Grammar – is developing learner’s grammatical competence. Grammatical competence may be defined as knowledge of, and ability to use, the grammatical resources of a language. (CEFR p. 112) Grammar is the total mechanism which a language possesses and through which its users are able to communicate with each other. Grammar refers to the formal analysis and description of the rules of the language. This is known as ‗Descriptive grammar‘. Grammar also refers to the rules for the correct use of a language which may be prescribed for its users. Objectives of Teaching Grammar:

1. It helps to use the language effectively.
2. Knowledge of the underlying “rules” of grammar is provided.
3. To develop students insight into the structure of English language.
4. To enable the students to assimilate the correct patterns of the language.
5. To teach grammar as a rule governed behavior.
6. To develop the mental abilities of reasoning and correct observation.
7. To develop a scientific attitude in pupils.
Principles of Teaching Grammar:
1. To let the pupils absorb grammatical items in the initial stages.
2. Grammar should not begin on abstract lines and principles.
3. Grammar points should begin with language.
4. Try to teach grammar and usage simultaneously.
5. Attention should be paid to the meaning of the structure.
6. Grammar should not be taught as an intellectual exercise.
Types of Grammar:
5. Formal Grammar / Grammar translation Method / Prescriptive Grammar. II. Functional Grammar / Incidental Grammar. Formal Grammar / Prescriptive Grammar / Grammar Translation Method
1. It consists of elaborate rules, definitions and the structure of the language.
2. It deals mainly with the physical form of words, word endings and word groups.
3. It classifies words into parts of speech and sentences.
4. Reading and writing are considered essential.
5. Spoken English is mostly ignored.
6. The prescriptive grammar focuses on correction.
7. Deviation from rules is not allowed.
8. Students learn the rules and their functions in communication is neglected.
Functional Grammar / Incidental Grammar
6. This grammar is learnt by students unconsciously while learning the language.
2. The focus is on appropriate utterances than on grammatical sentences.
3. The functional grammar does not focus much on the form.
4. Change in the rules of language is allowed.
5. It is the grammar in operation.
6. It deals with the ability to use the language grammatically.
How are the two types of grammar different?
1. Formal grammar is the ability to describe the language.
2. Functional grammar is the ability to use the language.
3. The Functional grammar is better because it helps the learners in the achievement of real aims of language learning.
4. Functional grammar is learnt while speaking their mother tongue.
5. Formal grammar is taught and used in schools.
6. People learn mother tongue without learning formal grammar.
7. A learner can learn a new language without formal grammar. Deductive method consists on grammar-based language learning. The motto is: grammar first, language next. Examples flow down from universal rules. The approach is: general to particular. The teacher states the rules with examples. Children who already learnt some language. Inductive methodExamples are given to the students.Out of the examples the rules are framed.This method is called inductive method.It is the method of formulating generalization from concrete examples or facts.
Choice of method:
1. A good teacher of grammar should be eclectic.
2. He should have his own approach.
3. He should select what is best suitable.
4. He should explain and describe grammatical aspects.
5. He should have a definite plan for classroom transaction
Steps in grammar or the organization of grammar teaching: A grammar class must be learner-friendly.
There are four steps involved in grammar.
1. Presentation
2. Isolation and explanation
3. Practice
4. Evaluation Presentation:
• The grammatical item or structure is presented in the form of a text.
• The aim is to help the learners understand its form and meaning.
• It is provided in the form of a story or dialogue. The teacher reads it aloud.
• The students read aloud, repeat or reproduce from memory the use of grammar item. Isolation and exploration:
• Focus is on the grammatical items – its rules and its functions.
• The learners understand the various aspects of the grammatical item.
• Comparison, generalization and explanation is done in the mother tongue if necessary.
Practice:
Series of exercises are done both in the classroom and as home tasks.
The learners understand the grammatical items thoroughly.
Evaluation:
Tests are given to assess the understanding level of the grammatical items.
It serves as a feedback both for the teacher and the student.
Illustration:
Storytelling, developing creativity and question answer skill.
I was walking.
Where are you walking?
I was walking in a garden.
What was in the garden? Etc.
Comprehension: Answering – questions by reading a passage. Passages with pictures will induce the students to take part actively.
Grammatical Minimums
Active grammatical minimum includes grammar rules which are necessary for speaking skills.
Passive grammatical minimum involves grammar rules which are common for writing skills.
Principles of selecting AGM
Wide spreading in oral speech – speaking (Present Ind. – Active/Past Ind. – passive).
Modeling – may become a model for creating analogical form (kind-kindly).
Avoiding synonymic grammar features – including only one feature from synonymic row (must/have to).
Principles of selecting PGM
Wide spreading in book and written style
Poly – semantic
Different technologies of Teaching Grammar English grammar is notoriously difficult to learn for both native and second-language speakers. There are so many intricacies, obscure rules, and exceptions that it comes as no surprise that different generations of teachers have used various approaches to teaching grammar to train literate English writers. In the past, memorizationbased techniques that relied on repetition slowly gave way to more creative methods. Today, we live in a society that prizes literacy and is willing to adapt to more effective methods to achieve the best results in teaching grammar.
Diagramming Sentences
One of the older forms of teaching grammar, diagramming sentences, first appeared in the 19th century. This method involves visually mapping the structures of and relationships between different aspects of a sentence. Especially helpful for visual learners, this method disappeared from modern teaching at least 30 years ago. Different forms of diagramming are used to visualize sentences, from the Reed-Kellogg System to dependency grammar, but all organize the functions of a sentence in a way that illustrates the grammatical relationships between words. More recently, diagramming sentences has had a small pop-culture resurgence in prints of famous opening sentences and websites that allow you to diagram to your heart‘s content.
Learning through Writing
This method is often used in schools in the U.S. and Canada. Students are encouraged to explore language through creative writing and reading, picking up correct grammar usage along the way. If there are specific problems with certain grammatical rules, these are covered in a more structured lesson. An emphasis is now being placed upon language acquisition over language learning, as it has been observed that learning grammar by memorization does not work well and that students are better able to recognize and understand grammatical rules when lessons are more interactive (i.e., they have to apply these rules in their own writing). Repeated practice is also important and easily achieved through creative or personal writing exercises. This article, posted by The Atlantic, suggests that to better equip future adult writers, teachers in the 21st century should consider droppingoutdated grammar teaching techniques in early education and opt for learning through writing techniques.
Inductive Teaching
The inductive method of teaching grammar involves presenting several examples that illustrate a specific concept and expecting students to notice how the concept works from these examples. No explanation of the concept is given beforehand, and the expectation is that students learn to recognize the rules of grammar in a more natural way during their own reading and writing. Discovering grammar and visualizing how these rules work in a sentence allow for easier retention of the concept than if the students were given an explanation that was disconnected from examples of the concept. The main goal of the inductive teaching method is the retention of grammar concepts, with teachers using techniques that are known to work cognitively and make an impression on students’ contextual memory.
Deductive Teaching
The deductive method of teaching grammar is an approach that focuses on instruction before practice. A teacher gives students an in-depth explanation of a grammatical concept before they encounter the same grammatical concept in their own writing. After the lesson, students are expected to practice what they have just been shown in a mechanical way, through worksheets and exercises. This type of teaching, though common, has many people—including teachers—rethinking such methods, as more post-secondary level students are revealing sub-par literacy skills in adulthood. As one former teacher states, deductive teaching methods drive many students away from writing because of the tediousness of rote learning and teacher-centered approaches.
Interactive Teaching
Another method of teaching grammar is to incorporate interactivity into lessons. Using games to teach grammar not only engages students but also helps them to remember what they’ve learned. This method allows teachers to tailor their lessons to the different learning styles of students. For instance, each student can be given a large flashcard with a word on it, and the students must physically arrange themselves into a proper sentence. Other games can include word puzzles or fun online quizzes.
Over the years, many methods have been developed for teaching grammar and have been built upon, abandoned, or combined, all with the same goal in mind—teaching students how to communicate effectively and understand how to use the English language. Because of the grammatical complexity of English, each method has its pros and cons. Some lessons are less likely to be remembered, while others may require more in-depth explanation and practice. Regardless of how grammar is taught, a well-rounded understanding of English grammar is the most important factor in improving the literacy of students.