Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi
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How to teach grammar
Teaching grammar should be based upon the following principles: Conscious approach to the teaching of grammar. It implies some rules for the teacher: Realize the difficulties the sentence pattern presents for your pupils. Comparative analysis of the grammar item in English and in Russian or within the English language may be helpful. Think of the shortest and simplest way for presentation of the new grammar item. Remember the more you speak about the language, the less time is left for practice. Practical approach to the assimilation of grammar. It means that pupils learn those grammar items which they need for immediate use either in oral or written language. The learner masters grammar through performing various exercises in using a given grammar item. Rule for the teacher: Teach pupils correct grammar usage and not grammar knowledge. Structural approach. Grammar items are introduced and drilled in structures or sentence patterns. Structural approach allows the pupil to make up sentences by analogy, to use the same pattern for various situations. Pupils learn sentence patterns and how to use them in oral and written speech. Rule for the teacher: Furnish pupils with words to change the lexical meaning of the sentence pattern so that pupils will be able to use it in different situations. Situational approach. Pupils learn a grammar item used in situations. Rule for the teacher: Select the situations for the particular grammar item you are going to present. Look through the textbook and other teaching materials and find those situations which can ensure comprehension and provide the usage of the item. 5.Different approach to the teaching of active grammar (for conversation) and passive grammar (for reading). Rule for the teacher: If the grammar item belongs to those pupils need for conversation, select the oral approach method for teaching. If pupils need the grammar item for reading, start with reading and writing sentences in which the grammar item occurs. Types of exercises for the assimilation of grammar Recognition exercises. Since pupils only observe the new grammar item the situations should be natural and communicative. Recognition exercises are indispensable as pupils retain the grammar material through auditory and visual perception. Auditory and visual memory is at work. Drill exercises. Repetitive drill. Pupils pronounce the sentence pattern after the teacher, both individually and in unison. Attention should be drawn to the correct pronunciation of the sentence pattern as a sense unit, as a statement (sounds, stress, and tune). Substitution. Pupils substitute the words or phrases in a sentence pattern. Pupils substitute the words or phrases in a sentence pattern. Pupils consolidate the grammar item without thinking about it. They think of the words, phrases, but not of the form itself, therefore involuntary memory is at work. Completion. Pupils complete the sentences the teacher utters looking at the pictures he shows (Mike is…). Answering the teacher’s questions. Drill exercises may be done both orally and in written form. Pupils perform oral exercises during the lesson and written ones at home. Creative exercises (speech exercise). This type of exercises requires creative work on the part of the learners. These may be : Making statements either on the picture the teacher shows, or on objects. Asking questions with a given grammar item. Speaking about the situation offered by the teacher. (He is opening/has opened the door) Speaking o a suggested topic. For example, a pupil tells the class what he did yesterday. Making dialogues using the grammar item covered. Dramatizing the text read. For example, pupils read the text in persons. Commenting on a film-strip. Telling the story. Translating into English. Yüklə 1,06 Mb. Dostları ilə paylaş:
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