Introduction to

Didactic of
Grammar
and Written
Expression

COMPETENCIA DEL CURSO

Proponer

modelos de aprendizaje
para facilitar la interpretacin
significativa
de
las
estructuras
gramaticales y de expresin escrita,
para la capacitacin de estudiantes
de diversas etapas formativas, con
base en los enfoques metodolgicos
modernos.

Fuente:

SD

Elementos de Competencia
1.

Examinar
propuestas
metodolgicas de enseanza
de
la
gramtica
para
aplicarlas en la labor docente
con la finalidad de fortalecer
el proceso de aprendizaje de
la lengua inglesa.

2. Analizar propuestas metodolgicas de

enseanza de la expresin escrita de una
lengua extranjera para aplicarlas en la
labor docente con la finalidad de
optimizar el proceso de enseanzaaprendizaje de la lengua inglesa.
3. Aplicar tcnicas metodolgicas de
enseanza de la gramtica y expresin
escrita de una lengua extranjera en el
aula con el fin de optimizar el proceso
de enseanza-aprendizaje de la lengua
inglesa.

Portafolio de evidencias
electrnico en Google Drive

Shared folder in Google Drive.

Your name. Portfolio of Evidences DGEE

Share with me : truma1260@gmail.com

Portada (1 point)

ndice

Introduccin ( 3 points)

Evidencias por elemento de competencia (20 points)

Proyecto final (40 points)

Autoevaluacin y coevaluacin (3 points)

Reflexin final (2 points)

(1 point)

Teams

Random selection of members

Team work
DIDACTIC

OF GRAMMAR AND
WRITTEN EXPRESSION

Work

in teams an define the

next concepts

DIDACTIC

GRAMMAR

WRITTEN EXPRESSION

LANGUAGE TEACHING

Definition of Grammar

Grammar may be defined as

rules of a language, governing
way in which words are
together to convey meaning
different contexts.

the
the
put
in

Grammar
Nunan (2003) defines grammar as a set of rules
specifying the correct ordering of words at the
sentence level.
In words of Thornbury (2008), grammar is a
description of the rules that govern how a
languages sentences are formed.

1. Do we have to teach Grammar?

YES
2. Why?
It is important
3. When?
4. Whats the purpose

FLUENCY or ACCURACY ?

 Accuracy is the ability to produce correct

sentences using correct grammar and
vocabulary.
Fluency is the ability to read, speak, or write
easily, smoothly, and expressively.
(In other words, the speaker can read,
understand and respond in a language clearly
and concisely while relating meaning and
context).
Source; http://www.teachingenglish.org.uk/blogs/english12345/fluency-or-accuracy-speaking

A: Hello!
B: Hi!
A: Are you new here?
B: Yes, as a matter of fact, I am.
A: What is your name?
B: My name is _______.
A: Nice to meet you ________, I am ________.
B: Pleased to meet you, __________.
A: What do you do beside studying?
B: I read,and go to the movies in my free time. What
about you?
A: I write love songs. I take videos of me singing my
songs and I upload them to YouTube.
B: Wow!
A: Yeah! I cant wait to be famous!

TEACHING GRAMMAR
PURPOSE
MATERIAL

ACTIVITIES

Teaching Grammar
Purpose,
Material
Activities

objective, goal

Comparisons of Accuracy-oriented
Activities and Fluency-oriented
Activities

Purpose,
objective,
goal

Accuracy

Fluency

To
help
students
achieve
accurate
perception
and
production of a target
item which can be a
sound, a word, or a
sentence structure.

To help students practice

language in listening,
speaking, reading, and/or
writing activities to
develop fluency in using
the language in
spontaneous, natural
communication.

Comparisons of Accuracy-oriented
Activities and Fluency-oriented
Activities

Material

Accuracy

Fluency

The texts are usually

composed of separate
items.

The texts are usually

whole pieces of discourses:

The target items are

usually practiced out of
context or situation.

Conversation, stories,
etc.
Texts are usually
authentic and used as
they would be in real
life.

Comparisons of Accuracy-oriented Activities

and Fluency-oriented Activities
Activities

Accuracy

Fluency

Students' attention is
focused on a particular
target item.
Their output is usually
predictable.
Their performance is
assessed on how few
language mistakes are made.
Students' errors are
corrected.
Tasks do not usually simulate
real-life situations.

Students' attention is
focused on communicating
information and expressing
ideas.
Their output may not always
be predictable.
Their performance is
assessed on how well ideas
are expressed or
understood.
Students' errors are not
corrected unless it
interferes with
communication.
Tasks often simulate real-life

ACTIVITIES
Accuracy

Grammar presentations

Gap- fill exercises

Frame dialogues

Fluency

Role plays

Speeches

Communicative activities

Games.

GRAMMAR OF YOUNG
LEARNERS

Young Learners..

Different kinds of grammatical knowledge at different

learning stages.

Only understand rules to use them.

Do not need to have conscious grammar knowledge.

Kinds of grammar
knowledge required
for young learners

1) Knowledge of Word Order

Basic sentence patterns.

Position of word classes. (adjectives, adverbs, prepositions & words like

only, please and just.

Declarative Abu is playing

Interrogative Is Abu playing?

Imperative Abu, play.

Exclamatory Abu is playing!

Positive & Negative versions Abu is not playing. Isnt Abu playing? Abu,
dont play!

2) Knowledge of
Grammatical Facts & Rules

Accepted and learnt as a whole collocation.

Articles ( a, an, the )

Inflection of verbs ( eat, eats, has eaten, ate )

Pluralization of nouns ( box-boxes, boy-boys )

Word derivation ( adjective- happy; adverb-happily;

noun-happiness )

3) Knowledge of Form &

Function

Functions of language to communicate to persuade, to

express agreement, thanks, appreciation & to ask for
and give information.

Forms Words, phrases and sentences that are used to

express those functions of language.

Knowledge of Form &

Function
Language
function

To introduce

To ask for
directions

Language form
1) Jenny, meet my friend,
Lim.
2) Jenny, this is Lim.
3) I would like you to
meet my sister, Amy.
1) How do I get to the
police station?
2) Can you show me the
way to the police
station?
3) Do you mind telling me

Knowledge of Form &

Function
Form

Function

1) Expressing pleasure
at being out of
It is warm in here.
cold.
2) Indicating that
someone should do
something.
Example : switch
on the fan or open
the windows.
3) Just making a

4) Knowledge of How to Link Ideas in

Different Sentences (Sentence
combining)

Linking ideas to make coherent and cohesive text.

Compound sentence He is handsome but his brother is not.

Complex sentence The match went on although it was raining.

Conjunctions and, or, but

Logical connectors so, unless, therefore

Pronouns I, they, him, my, its

5) Knowledge of the Grammar of

Spoken & Written Sentences

Abbreviations in spoken language, but not allowed in

formal writing (Im,thatll,shes)

Forms within the same medium that are appropriate to

some contexts and not in others. - Hi! ( when greeting a
friend )
- How do you do? ( when greeting a
stranger)

6) Knowledge of the meaning of

different grammatical options
Sentences

formed to express the same content

contain different forms which have different
meanings.

Example

of same basic idea : someone (Mary)

bought someone else (Peter) a something (a
pen) -

1)

Mary bought a pen for Peter.

2)

It was Mary who bought Peter a pen.

3)

A pen is what Mary bought for Peter.

4)

It was Peter for whom Mary bought the pen.

The Place of
Grammar in the
Primary ESL
Classroom

KBSR

SUKATAN PELAJARAN KURIKULUM BERSEPADU

SEKOLAH RENDAH BAHASA INGGERIS, 2001
Grammar also forms part of the language contents of the syllabus. These
grammar items need to be taught in context and in a meaningful way so
that they can be used both in speech and in writing. The grammar items
can be reinforced and consolidated if learners are encounter the items
often enough through the various tasks set. The grammar items should not
be taught in isolation but rather in the context of a topic.
SOURCE : (http://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdf)

KSSR

DOKUMEN STANDARD
KURIKULUM SEKOLAH RENDAH BAHASA INGGERIS
TAHUN 1 & 2
Grammar Modular - The inclusion of the module on Grammar emphasizes the
importance of having pupils develop a sound grasp of
the language structures and grammar of Standard British
English.
KSSR Syllabus - Grammar is no longer part of the modules in KSSR syllabus
for Year 1 and 2. The reason for this is because English is
regarded as the second language of most pupils in schools.
Therefore, the teaching of grammar can be delayed to the
later stage, which is from Year 3 to Year 6.

SOURCE

http://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20Eng
lish%20Y1-%20SK.pdf

Why grammar is introduced

from Year 3 onwards ?
English is the second language for pupils in schools. It is
believed prudent and pedagogically sound to defer the
learning of grammar to a later stage. Pupils should be given
the opportunity to develop an awareness of grammar in
their first language and this awareness may then be
exploited when English grammar is introduced in Year 3.
This approach will reduce the load and stress of learning in
the early years where the emphasis is on learning through
fun and play.

Source : (
http://pbey4101.wordpress.com/2012/04/10/discussi
on-4-8/
)

The Place of Grammar

in the
Primary ESL Classroom

COMMUNICATIVE APPROACH

Use language to communicate

efficiently.

Develop both fluency and accuracy.

Include activities that combines both the accuracy first

model and communication first model.

Accuracy first model mastery of grammatical patterns,

forms and functions.

Communication first model fluency in communication.

WEEK 2
Topic 2 : APPROACHES
IN TEACHING
GRAMMAR
GROUP 6
PAVITTHRA A/P ARULCHELVAN
KHAIRUNAJWA BT KASNAN
CONSTANCE CHEE
BEATRICE JUSTINA TEO
MOHITRAA SHAKTI A/P SUNDRARAJAN

DESCRIPTIVE VS
PRESCRIPTIVE
GRAMMAR

TYPES OF
ENGLISH
GRAMMAR
PRESCRIPTIVE
GRAMMAR

DESCRIPTIVE
GRAMMAR

Prescriptive grammar is
what speakers should or
shouldn't say.

Descriptive grammar is
what speakers say, and
when, why and how they
say it.

Example:
The subject of a sentence must
agree with the verb (subjectverb agreement)
The instructions are clear not
the instructions is clear.

Example:
Some English speakers use
double negatives for negation
I dont have nothing.

cOVERT AND OVERT

APPROACHES

COVERT VS OVERT
COVERT GRAMMAR TEACHING

OVERT GRAMMAR TEACHING

The teacher gets the pupils involved in

using the structure without drawing
their attention to grammatical rules
(grammatical facts hidden from the
pupils)

The teacher explicitly explains the rules

when presenting the new language
(grammar rules provided and
explained)

Pupils attention is focused on the

activity and not grammar rules but they
have ample opportunity to practice the
question form
(learn grammar rules through the
activity)

APPROACHES:
i. Deductive approach (rule-driven
learning)
ii. Inductive approach (discovery
learning)

Activities: information gap activity or

reading a text where new grammar is
practiced or introduced.

Activities: get pupils to work with the

language (rational cloze, objective
questions, etc)

EXAMPLE OF DEDUCTIVE
APPROACH
SUBJECT AND OBJECT PRONOUNS
The subject is the person or thing doing the action:
I left early
She went home

Examples of rule

We said goodbye
The object is the person or thing receiving the action:
She telephoned me
I hit him
We saw her

Examples of rule

ADVANTAGES

DISADVANTAGES

It gets straight to the point and can

therefore be time saving. Allow more
time on practices and application.

Starting the lesson with a grammar

presentation may be off putting for
some students. (do not have sufficient
metalanguage- language used to talk
about grammar terminology)

Acknowledges the role of cognitive

processes in language acquisition.

Students do not have much opportunity

to get involve (teacher-centered)

Confirms students expectations about

classroom learning particularly for
students with analytical learning style.

Explanation is seldom memorable.

Allows teacher to deal with language

points as they come up, rather than
having to prepare for them in advance.

Encourages belief that learning a

language is simply a case of knowing the
rules.

Students are given a

sample and the
teacher guides them
in discovering the
grammar rules used
in the sample.

ADVANTAGES

DISADVANTAGES

Make the rules more meaningful,

memorable and serviceable.

May mislead students that the rule is

the objective instead of the meaning.

Mental effort involved ensures a greater

degree of cognitive depth (greater
memorability)

Time consuming

Students are actively involved.

Students may hypothesise wrong rule

An approach which favours pattern

recognition and problem solving
abilities.

Place heavy demands on teachers in

planning a lesson.

Extra language practice (if problem

solving is done collaboratively)

Frustrates students who prefer simply to

be told the rules.

Self reliance.

Grammar in
isolation vs.
grammar in
context

M-U-F Framework

MEANING

For the first step, teachers introduce a new language to

children in MEANINGFUL CONTEXT to help the children
understand the meaning of the language that they are
learning.

Meaning can be created through situations that are

related to childrens life.

WAYS TO CREATE MEANING

Set situations or dialogues that are fun for children

using dolls or other media. (puppet show).

Using stories.

Playing dramas.

Using Total Physical Response (TPR)

Using pictures.

Using childrens experiences as learning materials.

USE

After children are exposed to English language through the situations

manipulated by teachers, they also need opportunities to use English to
communicate with others. They may use the language to play or to act in
plays.

Sample of Activities

Games

Information gap

Quiz

Plays

Giving and following instructions to do or making

something.

Creating funny rhythms or songs.

FORM

Children are subconsciously notice form of language

(grammar) and tend to use language naturally in
accordance with their need.

Thus, teachers have the responsibility to attract

childrens attention to language forms during English
lesson, which means that the teachers are making the
children aware of accurate language use both orally and
written.

Children need certain conditions to make them understand meanings of

English vocabularies and to use the language in natural context.

This means that the teachers have to introduce the language form with
meaningful context, which to make the children feel motivated to use
English as well.

Some Strategies

Gameschildren raise their right hands if teacher says singular animals,

and their left hands if teacher says plural animals.

Writingcompleting sentences, arranging words into good sentences, or

completing dialogues.

Activities that increase students awareness on grammarteacher asks

What is similar about these sentences?
He is talking
She is listening
They are eating at the restaurant

Integration with teaching

of listening, speaking,
reading and writing skills.

Reading

Teacher assigns a reading text,

The students read the assigned text that

their teacher has chosen,

The students answer the comprehension

or true/false questions which are already
given below the text,

The teacher checks if the students have

answered the questions correctly,

Listening

Review new vocabulary.

Read the story one time and ask students to raise their hands
when they hear nouns.

Read the story 2 or 3 times.

Students answer Listening Comprehension Questions.

Review answers to Listening Comprehension Questions.

Read story one more time. Students listen and write down all of
the proper nouns they hear.

Review answers

Vocabulary

scared scare

quietly

excited

introduced introduce

dream

discuss

entered - enter

asked ask

SPEAKING

Activity: Describe a Picture

Bring pictures of different people or animals to the

classroom.

Students describe the picture using possessive

nouns. For example, they might say: The mans
blue shirt. The womens green dress.

Writing
Activities: Grammar in Action

Issues in teaching grammar

Focus

on discourse

Adapting

the textbook

Focus On Discourse
a.

To be aware of discourse features of the

text and make student aware of them

b.

Discourse features

.The

way text is organized

.Layout
.Style

of language

Adapting textbooks

References

Nesamalar Chitravelu; Sararatha Sithamparam & The Soo Choon. (2005).

ELT Methodology Principles & Practice. Oxford Fajar Sdn. Bhd.: Selangor.

http://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdf

http://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DS
K%20English%20Y1-%20SK.pdf

http://www.auburn.edu/~nunnath/engl6240/accuracy.html

http://
www.teachingenglish.org.uk/blogs/english12345/fluency-or-accuracy-spea
king

http://pbey4101.wordpress.com/2012/04/10/discussion-4-8/