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Stage 5: Revision
You will need to go back in later lessons and review the new language briefly. Try to vary presentations by using a different presentation method the second time. Use presentation methods in a logical order. For example, use explanation before discovery and not vice versa. Doing a brief second presentation will remind students and give them a chance to clear up any outstanding questions and will help any students who were absent in the previous lesson. You should also give further practice of the language item. Try to introduce variety into the exercises; if your course book contains a number of exercises, decide which are suitable for use in the first lesson and which you will save for revision on another day.
LECTURE 2.
TEACHING GRAMMAR TO B1 LEVEL LEARNERS
Lecture outline:
1. Grammar Applying
2. National Standard On FL Requirements To Graduators’ Grammar Competence
3. Assessment Of Grammar Subskills
Key words: cognitive aspect, the grammar side of the speech, acquiring grammar acts, studying/learning ready material, mastering grammar generalizations, abstractions defining language situations, studying/learning ready material, mastering grammar generalizations, active grammar minimum.
REFERENCES
1. Jalolov J.J. “English language teaching methodology” T. 2015. Pp. lll-l25
2.Akhmedova L.T. Normuratova V.I. “Teaching English Practicum” T. 20ll. Pp. 60-66
3.Jalolov J.J. “Chet til o’qitish metodikasi” T. 2012. Pp.l45-l67
Techniques to teach grammar:
Three-phase framework of grammar teaching
A macro three-phase framework for teaching grammar PPP (presentation-practice-production). Presentation of the new material can be done with rules and examples (deductive approach), texts and situations, language observations and rule formulations (inductive approach). Practice of the target grammar is done in the drill-like or more creative exercise such as “communication games”. The third stage is production of grammar-focused learners’ utterances in communicative settings (Byrne, D. l996).
At every stage of teaching grammar (presentation, practice, production) the work is organized in the micro three-phase framework. E.g. if presentation stage is rule induction, then the micro three-phase framework can be illustration of the language in a communicative situation, followed by the interaction of the learners in discussing the language examples and, finally, induction of the grammar rule through observation and discussion (I-I-I framework by McCarthy and Carter, 1995). If presentation stage is deduction of examples from the rule, the three phases can be explanation of the rule by the teacher, exemplification of the rule by the learners using their own language illustrations, explication i.e. “rediscovery” of the grammar rule by the learners based on their own examples.
During the “practice stage” the three-phase framework can include pre-task (introduction to the topic and to the task), task cycle (doing the task and reporting on the results) and language focus (reflections on the language that was used in the task and further practice) (Willis. J. 1999).
An alternative framework is fulfilment of the task (e.g. writing a story with a certain grammar focus), focusing on the target grammar (organization the grammar structures used in the task) and facilitation of further learning in follow-up activities (FFF framework).
“Grammar production” stage can be taught in the following three phases: pre-activity (motivating the learners for the activity, preparing for the language and general knowledge activation) while-activity (performing communicative task) and post-activity (focusing on the language and giving further tasks). The teacher must induce, attract and persuade students to make a joyful learning of grammatical items. The following techniques would help the teacher as well as the students to learn grammar in an interesting way. They are: Tasks, Games, Activities, Story-telling, Cloze exercises, Dramatization and role play, Pictures, Dialogues, Situations, Demonstrations, Description/ narration, Drills.
Activities: Expanding texts: Forming grammatical sentences by adding words or phrases.
• Eg: go
• I go
• I go to school.
• My neighbor’s cat.
• Review of adjectives,
• Adding adjectives or in a sentence or framing new sentences.
• I have a white cat. I have a small, while cat etc.
Tasks:
Tasks like language-based (yes/no questions) and non-linguistic (guessing) will get the learners engaged to the grammar item. The objectives are clear (grammar item) and there is provision for repeated practice.
Eg: Making a cup of tea - using imperative form.
Describing a picture by using “there is / there are”
Games:
Game like situation will help the learners feel, think, act and produce the grammar item as expected by the teacher.
Game -1: identify the real time by arranging a circle of twelve chairs and two volunteers inside the circle to represent time.
Game -2: challenge Word endings and suffixes are done by the learners. Free , Walked , -s, -ed, ing, etc.
Using Textbook Grammar Activities
Textbooks usually provide one or more of the following three types of grammar exercises.
Mechanical drills: Each prompt has only one correct response, and students can complete the exercise without attending to meaning. For example: George waited for the bus this morning. He will wait for the bus tomorrow morning, too.
Meaningful drills: Each prompt has only one correct response, and students must attend to meaning to complete the exercise. For example: Where are George’s papers? They are in his notebook. (Students must understand the meaning of the question in order to answer, but only one correct answer is possible because they all know where George’s papers are.)
• Communicative drills, described in Strategies for Learning Grammar
• To use textbook grammar exercises effectively, instructors need to recognize which type they are, devote the appropriate amount of time to them, and supplement them as needed.
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