Lesson6 6.

Self
-r
eli
ancei
sdevelopedamongthestudent
sthen
theybecomemoreindependentl
ear
ners.
THEINDUCTI
VEAPPROACHI
NTEACHI
NG
GRAMMAR
DI
SADVANTAGEOFUSI
NGTHEI
NDUCTI
VE
APPROACH
I
NTRODUCTI
ON
1.Becauset heydev otemuchti
meandeffor
tin
Oneoft hebasicprincipl
esofteachingandl earni
ngis discover
ingrules,student
smayhavethewrong
that"Lear
ningisanact iv
eprocess."Basedont hi
s i
mpr essi
ont hatknowi ngrul
esar
ethegoal
sof
pri
nciplet
hest udentsmustbedi r
ect l
yinvolvedinthe l
anguagel earningrathert
hanameanstoattai
n
activ
iti
esintheclassroom f
oreffici
entlearningtobe communi cativeabil
ity.
attai
ned.
2.Toomucht i
memaybeusedi nf
ormingrul
est
hat
Whenst udentsaresimpl ytoldthatacertai
n notenoughisl
eftforappl
yi
ngt
herul
esin
knowl edgewi l
lbeusefult othem inthefuturemostof const
ructi
ngsentences.
them wi l
lnotbeinterestedinpur sui
ngthat
knowl edge.Immedi at
elygivingthem general 3.Teacher
smayf indi
tdif
ficul
ttosel
ectandorgani
ze
princi
plesandev entuall
yget ti
ngt oappl
icati
onswil
l datasoast ogui
dethei
rstudentstoaccur
atel
y
nott r
iggerthemi ndsoft hemaj ori
tytoexertef
for
ts for
mulatetherul
e.
tounder standtheseprinciples.
4.Student
'sabili
tyt
of or
mul at
etherulemaybe
Abet t
erappr oachist oleadst udentstoconstruct l
imitedbytheirpastl
earningexper
iencesort
hei
r
meani ngf r
om speci ficssot hattheythemselveswill personall
earningsty
les.
beabl etost atether ulessuchspeci fi
csill
ustr
ate.
Thisispr ovi
dedbyi nduct i
veteachingwher estudent
s 5.Whenstudent
sarenotproper
lygui
dedt
heymay
areact i
velyinvolvedi nthelearningprocessby hypot
hesi
zethewrongrul
es.
discussingquest i
onsandsol vingprobl
emsand
eventuallygener ati
ngr ulesandpr i
nciplesbasedon TECHNI
QUESUSEDI
NTHEI
NDUCTI
VEAPPROACH
theseact i
vit
ies.
A.Gener
ati
veSi
tuat
ion
BODY
Thet eacherprovidesasi t
uati
onf r
om whichsev eral
THEINDUCTI
VEAPPROACHI
NTEACHI
NG exampl esentencesofast r
uctureareproduced.
GRAMMAR Ex.Mustr eadanadv er
ti
sementofasal eina
depar t
mentst orewheret hefoll
owingarestated.
Whentheinductiveapproachi
susedi
nteachi
ng Big,bigdiscountonal li
tems
gr
ammar ,thestudentsaregui
dedbyt
heteachert
o Chicandf ashionabledressesoforal l
sizesavailabl
e.
di
scoverandstatetheruleonhowacert
aingrammar
st
ruct
ureisused. Shewentt othedepar tmentst oretoshopbut
shewenthomeempt yhanded.Whenhermot her
Advant
ageofUsi
ngt
heI
nduct
iveAppr
oach askedherwhyshedi dn'tbuyany thingshet ol
dher.
"Theadsai dalli
temsar eonsal ebutonl yli
mi t
ed
1.Rul
esgivenbystudent
sthemsel
vesar
emor e oneswi l
lbegivendiscount .I
tsaidbi gdiscountwillbe
meaningf
ul,bet
terr
ememberedandeasi
lyappl
iedby givenbutthediscountisonl yfrom 10t o20%.Itsaid
thest
udents. thatthedressesarechi candf ashionablebutmostof
them areoutmoded.I tsaidthatallsizesareav ai
l
able
2.Agreat
erdegreeofcognit
ivedepthisdeveloped butonlyextralar
geandsmal lsi
zesar ethere.
whenmentaleff
orti
susedt odiscoverrul
es.This
prov
idesf
orbetterr
etent
ionoftherules. Theteacherwillaskthestudentstoanaly
ze
thesentencesandf i
ndoutt hediff
erencebetweenthe
3.Studentsaremoreli
kel
ytopaymor eat
tentionto clausesconnectedbybut .Thenshewi l
laskthem to
thediscussi
onandtobemor einter
est
edinthe statetherul
eafterwhichexercisesonhowt heruleis
l
essonwhent heyar
eacti
vel
yinvolv
edint
hel earni
ng appliedwil
lbegiven.
process.
B.Gui
dedDi
scover
yAppr
oach
4.Thestudents'
patter
n-r
ecogni
ti
onandpr
obl
em-
sol
vingabil
it
iesaredevel
oped. Thet
eacherpresentst
hist
otheclass
Findtherule
5.Thest
udentsarepr
ovi
dedmor
eti
mef
orext
ra Lookatt hesesent
ences
l
anguagepract
ice.
YouknowRomeoandMar
iedon'
tyou
Theyworkt ogetherev eryday 2.Mi
nimal
pai
rwhquest
ionsi
nthepastt
ense
Marieatt
endst ot het ourists
Shealsoprepar est heirit
inerary 3.Gui
deddi
scov
erypl
uralofnouns.
Romeodoest heof ficewor k
Hefacil
it
atesr eleaseoft heircli
entstraveldocument
s
Weal waysgot ot heirtrav elagency
Theagencyof ferst ourst odi f
ferentcountri
es.
Il
iketheservicet heygi ve. SUMMARY/
CONCLUSI
ON

Thentheteachersays Theuseoft heinduct i

veappr oachinteaching
Thereisafinalsontheverbonl
ywit
hin grammari sonemeansbywhi chstudentsare
cer
tai
nsubjects.Whatarethey?Whendoesaverb dev el
opedi ntoi
ndependentl earners.Inordertouse
endwiths?Nowappl ytherul
e.Cir
clet
henextver
b. thi
sappr oachef fecti
velyteachersshoul dhonetheir
l
ogi calt
hinkingabi l
it
y.Theyshoul dalsobeski l
fuland
Minimal sentencepai rs adeptinf ormulatingquestionsandgi vingthei
r
Thet eacherpr esentstwosent encesthatare studentscluessot hattheywi l
lbeablet osatethe
onlydif
ferentinoneort wopar ti
culars.Thestudents rulesingrammarbyt hemselves.Itisalsonecessary
areguidedt ofocusonexact lyhowt hechoiceoff or
m thattheyhav eacompr ehensiveknowl edgeofthe
determinesadi fferenceinmeani ng.Whent his grammarr ulestheywi l
lteach.
approachi susedt hesent encesshoul dbelexical
ly
simpleandt hecont ext
sself-evi
dent.Ex.When
teachi
ngt hedifferencebet weent hesimplepast
tenseandt hepr esentper f
ecttenset hefol
lowingset
ofsentencesmaybepr esented.

a.Shehastaughti
nthr
eedif
fer
entschool
ssi
nce
1970.
b.Shetaughti
nWU- Pi
n1970.

Thet eacherasksquestionswhichwil
lleadthe
studentstoidenti
fythediff
erentbet
weent het
wo
sentencesandst at
et herul
e.

REFLECT:Answereachofthefol
lowi
ngquest
ions.
Submitt
heanswertoapproachthecanv
ass.

1.Howisthei
nduct
iveappr
oachusedi
nteachi
ng
grammar?

2.Whatar
et headvantagesofusi
ngt
hei
nduct
ive
appr
oach,
itsdisadvantages?

3.Whichdoyout
hinkismor eeff
ect
iveappr
oachi
n
teachi
nggr
ammar,theinducti
veort
hededucti
ve?

4.Howi ssuchoft
hetechniquesintheinduct
ive
approachused?Gi
veconcreteil
lust
rat
ionsofeach
techni
que.

5.Prepareagrammarteachingport
foli
oandsample
assessmenttasksusi
ngeachoft hetechni
quesi
nthe
i
nductiveappr
oachforthefoll
owingrul
es:

1.Const
ruct
ingwh-
quest
ionsi
nthepr
esentt
ense.

RESPOND:Pr eparethegrammart eachingpor

tfol
ios
andsampl eassessmenttasksusingeachoft he
techni
queswiththecorrespondi
ngl essonsi
nt he
i
nductiveapproach:

1.Gener
ati
vesi
tuat
ion-si
mpl
efut
uret
ense.
 b.Inter personal-enabl i
ngpeopl etoest abli
sh
andmai ntaindesi rablesoci al andwor ki
ng
relati
onshi ps.Ex.Gr eet ings, i
ntroduci ng
peopl et oeachot her ,maki ngexcuses,
expressi ngconcer n,et c.
c.Di r
ect ive-attempt ingt oinf l
uencet he
opt i
onsofot her soraccept ingorr ef using
Lesson7 directions.ex.Maki ngr equest s, maki ng
FUNCTIONAL-
NOTI
ONALAPPROACHI
NTEACHI
NG suggest i
ons, aski ngf orhel p,respondi ngt oa
GRAMMAR pleaf orhel p.
d.Ref uent ial-t alkingorr epor ti
ngabout
I
NTRODUCTI
ONANDVALUESI
NTEGRATI
ON things, actions, ev ent s, orpeopl et ot he
present ,thepat ,ori nt hef uture; t
alkingabut
Languagei st hemeansusedbyhuman l
anguage( met al ingui sticf unct i
ons) .Ex.
beingst ocommuni cat e.Lear ni
ngone' snative Identifyingi t
emsorpeopl ei nthecl assr oom,
l
anguagecomesaut omat icall
yt oani ndivi
dualbutan def i
ningsomet hi ng, expl aining, summar izi
ng,
acqui siti
onofsecondl anguagehast obest udi ed. etc.
SinceEngl ishi soursecondl anguageandi s e.Imagi native-di scussi onsi nvol v
ing
theof ficiallanguagei neducat i
on, t
hegov ernmenti n element sandcr eat i
vityandar ti
st i
c
commer ceandi ndust ryaswel lasot herof f
icial expressi on.Ex.Di scussi ngapoem orast or
y,
transact ionst het eachi ngofEngl ishisr equiredi nall creatingr hy mes, sol vingpr oblemsand
l
ev elsofeducat i
on. my ster i
es.
Iti
snotenoughf orst udent st olearnabouti t
orbeabl etot alkabouti t
.Theyshoul dbeabl et ouse 4.Thegener alnotionswhichthelear nerwil
l beable
i
ti nthei rever ydayact ivit
ies.Theymusthav et he tohandle.Ex.Not i
onsoft i
mer el
ation( pasttense,
abilit
yt oexpr esst hei rthought s,feelingsand presentt ense,notionsofquantit
y( countable,
emot i
onsusi ngi t.Theymustbeabl et ocreatei deas uncount ablethings).
andconv eyt hesei deascl ear l
yandmaket hem 5.Thespeci f
icnot i
ons(topicr
elated)whi cht he
under standabl etoot hers. l
earnerwi l
lbeabl etohandle.
Tomaket hispossi blethet eachi ngof 6.Thelanguagef or msthelear
nerwi llbeabl etouse.
grammari soneoft hemaj orconcer nsofl anguage Thesef unctionsar eref
erredtoasexponent s.
teachi ng.St rategiesmustbeut il
izedt omaket he
teachi ngofgr ammarmeani ngfulandi nter
est i
ng.One Exponentsarethelanguageutterancesthat
oft hesest r
at egiesi st hef unctional -
not i
onal aefor medfrom thefuncti
on,t
hesituationandthe
appr oach. topic.Theyarelanguageformsutil
izedbyaper sonto
expressamessage.Themessagewi lldependonhis
BODY personali
ty,soci
alstat
usorhisabili
tytouset he
l
anguagecompet entl
y.
Thefunctional-notionalappr oachinteaching Ex.Functionisrequesti
ng.Exponentsar e
grammari sawayofar rangingl anguagelessons
around"noti
ons" ,
realistic,
si tuati
onsinwhi chpeople Pleaseopenthewindow
communi cateandbr eaki ngt hem downunt o Opent hewindow,please.
functi
ons"specifi
cai msofcommuni cati
on. Woul dyouopenthewi ndow?
Noti
onsar et hei nt
er acti
onofcat egori
esof Woul dyoumindopeni ngthewindow?
meaningandgr ammat i
calf ormssuchasnouns, Iwouldifyouwouldmi ndopeni
ngthewindow.
pronouns,verbs,adjectives, adverbs,l
ocati
ons,etc. Itmightbeagoodi deat oopenthewindow.

Essent
ialComponent
sofFunct
ional
-Not
ionalSy
llabi
Inthenot
ional f
unct i
onalappr
oach,semanti
csand
1.Situati
oninal mostthelanguagewi l
lbeused pragmati
csar eintegrat
edontheteachingof
shouldincludet hepersonstakingpar ti
nt hespeech, grammar.
placeandt ime. Ex.Thedif
ferentlanguagecategori
esarecoordi
nat
ed
2.Topicandwhatt helearnerswillbeablet odowi t
h asfoll
ows:
theseex.Ev erydayint
eracti
ons.
3.Languagef uncti
onswhicht helearnerswillper
form. Si
tuati
on
Mar yFinocchiarogroupedthef uncti
onal categor
ies Gett
ingtoKnowsomeone
oflanguagei ntotheff.:
Topic
a.Personal-clar
if
yingorarrangi
ngones tast
erhobbi
es
i
deas,expr
essingone'sthoughtsandfeeli
ngs
suchasmor al
,int
ell
ectualandsocial Noti
on&Funct
ions
concer
ns.Ex.Love,j
oy,anger,anxi
ety,f
ati
gue i
nquir
ing
i
nforming
Greet
ing

Grammar
i
nterr
ogati
ve
for
ms
verb-
ing

Vocabul
ary
swimming
sport
s

RESPOND:

Answereachoft
hef
oll
owi
ngquest
ions:

1.Whatot
herexampl
esofnot
ionsandf
unct
ionscan
yougi
ve?

2.Whatotherexamplesofeachofthe5funct
ional
cat
egori
esoflanguagecany out
hinkof
?

3.Whatlanguagecategoriesarecoordi
natedwhen
thenot
ional-
funct
ionalapproachisusedint eachi
ng
grammar?Giv eaconcreteil
lust
rat
ionofthis.

4.Whatot
herexampl
esofexponent
scany
out
hinkof
?

5.Doy outhinkthenoti
onal
-functi
onalapproachi
n
teachi
nggr ammariseffect
iveindevelopi
ng
communi cativ
eabil
it
y?Justi
f yyouranswer.

6.Useeachoft hefol
lowingsi
tuati
onst
ocoor di
nat
e
theot
herfourlanguagecategori
es:
Shopping
Askingaboutordescribi
ngaprofessi
on
Conduci ngaresear
ch

RESPOND

Prepareagrammart eachi
ngportf
olioand
assessmenttasksusingthefunct
ional
-not
ional
approach.Wri
teyourresponseinyourjour
nal.

SUMMARY

Thef unct ional-

notionalapproachi nteachi ng
grammari spr i
marilyconcernedwi ththedev elopment
ofthespeaki ngskil
lsoft helear
ners.Itemphasi zes
themar kingdownofl argeconcept sofl anguagei nto
unitsofanal ysisbasedonaspeci fi
csi t
uat ion.The
diff
erentl anguagecat egori
esoft opics,not i
onsand
functions, grammar sandv ocabularyareint egrated
withthesi tuati
on.Thisappr oachislearner -center ed
thusst udent swi l
lfindlessonsusingt hef unctional -
notional appr oachmeani ngfulandusef ul.
 7.Thestudent
sremembert
hegr
ammarr
ules
bett
er.

It
smaj ordisadvantagei
st hattheapproachisti
me
consumi ng.Inaddit
ionteachersmustber esour
cef
ul,
creat
ive,andpatientwhenusi ngthi
sapproach.
Exampl eonHowt heSit
uationalApproachisUsedi
n
TeachingGr ammar

LESSON:USEOFTHEPASTTENSE

1.Teachershowsapi ctureoftwoy oungpeopl e

smi l
ingbr oadlyandlookingsatisf
ied.
2.Teacherasksst udentstotellwhatt heysee.
3.Teacherasksst udentswhatt heyt hi
nkisthe
Lesson9 reasonswhyt hey oungpeoplelooksohappy .
USI
NGSITUATIONALCONTEXTSI
NTEACHI
NG 4.Aft erstudentshaveanswer ed,teachertell
sthe
GRAMMAR classt hatthereasonforsuchj oyist hatt
hey oung
peopl epassedt heentrancetesttot heUP.
I
NTRODUCTI
ONandVALUESI
NTERGRATI
ON
5.Theteacheraskswhatt heyt hi
nkt hey oungpeople
Non-nativ
espeaker sofEngl ishli
keusFi li
pinosfi
ndit didtopass.Shemaygi veleading
dif
fi
culttoacquir
ecommuni cativecompet encein questi
onsorcl ueswhent hest udentscoul dnotgive
Engli
sh.Inspit
eoft hemanyl essonwehadi nthe anyanswer .
manyy earswest ayedi nourCommuni cati
onArts 6.Teacherwr i
tesansweront heboar d.
cl
assesmanyofusonl yknowaboutt hel anguage,i
ts 7.Teacherwr i
tesansweront heboar daskswhent he
component ,anditsrules,butwef inditdiff
icul
tto studentspreparedf ortheent r
anceexam, whenthe
applythem inourlif
esi tuat
ionswhi l
ewe studentsdidspeci fi
cpreparations
communi catewithot her.Oneoft hereasonsf orthi
s 8.Teacherintroducest hewor dpastt ensethenasks
sadsituati
onisthatmostofusdonotf i
ndour studentsquestionswhi chwi lll
eadt hem t ogi
vethe
l
essonsi ngrammarmeani ngful
. ruleonhowt ouset hepastt enseofv erbs.
9.Teacherasksst udentsothersi t
uationswher ethe
Tomakegr ammarlessonsmeani ngful and pasttenseisused.
i
nterestinggrammat icalr
ulesmustbeconnect edt o 10.Teacherasksst udentstof orm groupsorandr ol
e
real-
li
fesituati
ons.Activi
ti
esprovi
dingoppor t
unities playasituati
onwhent hepastt enseisused.
forsuffi
cientpracti
ceofgr ammarst ructureusedi n 11.Assessmentt askisteacherasksst udent
sto
everydayset t
ingsmustbegi veninthecl assrooms. wr i
tewhattheydi dthepr evi
ousweekend.
Thesi t
uationalapproachinteachi
nggr ammarmeet s
alloftheseconditi
onsf oramor eeffectiveteaching REFLECT:ANSWEREACHOFTHEFF.QUESTI
ONS
ofEngl i
sh.
1.Whati
sthesi
tuat
ionalappr
oachi
nteachi
ng
THESI
TUATI
ONALAPPROACH grammar
?

Whengr ammari staughti nasi tuati

onalcont extt
he 2.Howisthesi
tuat
ionalappr
oachusedi
nteachi
ng
teacherset supast or yorasi tuationsot hather grammar?
studentscangi vesev er alexampl esofsent ences
usingthegr ammarst ruct ure,shewant sthem t ol
earn. 3.Whataretheadvant
agesandthedi
sadv
ant
agesof
Thest oryiscal ledagener ati
v esituation. thesi
tuat
ionalappr
oachi
nteachi
nggrammar
?
Theadv ant agesofusi nggr ammari n
situational cont extsar et hef f: 4.Doyouthi
nkthesit
uat
ionalappr
oachisan
1.Awi der angeofl anguagei temscanbe eff
ect
ivewaytoteachgr
ammar ?Just
if
yy ouranswer
?
present ed.
2.Languagei susedi ncont ext . 5.Giveaconcret
eil
lust
rat
ionofagrammarst
ruct
ure
3.Thesi tuationgi v esmeani ngt ot he taughtusi
ngthesit
uati
onalappr
oach.
sent encesgi v en.
4.Thest udent st hemsel vesdi scov erthe RESPOND: Prepareagrammart eachingport
fol
ioand
grammarr ulet hust heircrit
icalt hi
nkingabili
ty assessmenttasksusingthesi
tuationalappr
oach.
i
sdev eloped. Writ
eitinyourjournal
.
5.Thest udent sact ivelypar t
icipateint he
discussi on. SUMMARY/
CONCLUSI
ON
6.Lear ningi smor emeani ngfult hanwhent he
teacherj ustexpl ainst hegr ammarr ul
e. Thesi
tuat
ionalappr
oacht
oteachi
nggr
ammargi
ves
thelearner
smor eopportuni
tytopr acti
cetherulesof understandabletothestudents.Thest
udent
s'
grammari nmor emeaningfulcontextsincetheyare i
nterestandlev elofabi
l
itymustalsobeconsi
dered
providedwithreall
if
esi
tuationswher etheserulesare whent extsareusedassour cesofgrammarlessons.
appli
edandt heythemselvesdiscov ert
heserules.
Teachi
ngGr
ammarThr
oughSt
ori
es

Theuseofst ori
esenablesteacher stopr ovi
de
grammarpoi nt
si nreal
-l
if
esituati
ons.St udentsare
mot i
vatedtol i
stentostori
eswhi char eadsorbingand
enjoyable.Teachersshouldkeept heirstudents
i
nterestinmi ndwhenchoosi ngst ori
esforgr ammar
l
essons.Theyshoul dbetoldwi t
hahi ghdegr eeof
energy.Theymaybeaskedt ohelpcr eatestori
esor
i
mper sonat echaracter
sinthem.

Stor
y t
ell
ingshouldlastfrom onetofiv
emi nutesonly.
Grammarpoi nt
sill
ustr
atedinuniqueandexagger at
ed
stor
iesar ebett
erremember edbystudents.
Stor
y t
ell
ingcanbeusedasat echni
queforteaching
anyphaseofagr ammarl esson.
Lesson10
USINGTEXTI
NTEACHI
NGGRAMMAR
USINGSTORI
ESI
NTEACHI
NGGRAMMAR Teachi
ngGr
ammarThr
oughSongs
USINGSONGSANDRHYMEINTEACHI
NG
GRAMMAR Whensongsar eusedi nteachinggr ammarmeani ng
i
spr ovidedt othegrammarst ruct
ur etobet aught.
I
NTRODUCTI
ONandVALUESI
NTERGRATI
ON Songsal somaket helessonenj oyable.Itenables
studentst orel
axwhi l
et helessoni sgoingon.I n
Oneoft hechal l
engesl anguaget eacher smeeti show additi
on, i
toffersachangef r
om rout i
necl assr
oom
tomakegr ammarl essonsmeani ngf ulandi nt
er est
ing. acti
vit
ies.Whensongswhi char efami l
iartostudents
Althoughmanyact i
vit
iesandmat eri
alsar eav ail
abl
e aremot ivatedtolearnthelesson
i
nt extbooksandr efer
encebooks, someoft hem may
notprov i
dethenecessar ymot i
vationt olearners. Songscanbeusedt ousei ntheclassroom t hey
Theymaynotal sobesui tedtothel eveloft he developthestudent'
sabil
iti
esinthef ourmacr o-
students'abil
it
iesort heymaybei rrelevanttot he communi cat
ionskil
lsand,ongr ammarl essonsin
students'experiences.Lessonsi nEngl ishorany sentencepatt
erns,adject
ives,adv
erbs, etc..
.
othersubjectmustbeconnect edt oreal-li
fe
sit
uations.Inordert oprov i
defort hi
s, t
extf r
om Fact
orst
oConsiderwhenUsi
ngSongsasan
newspaper sandmagazi nescanbesour cesof Appr
oachTeachi
ngGrammar
l
anguagel essons.Real l
ifestori
esmayal sobeused
toteachgr ammar . 1.Levelofst udents'abi
li
ties
2.Int
erestofst udents
Lessonsmustnotonl ybet r
uet olif
ebuttheymustbe 3.Ageofst udent s
alsoappealtothelear
ners'emot i
ons.Theuseof 4.Grammarpoi nttobest udied
songsandpoemsser vethispurpose.Insongsand 5.Characteristi
csoft hesong
poemst hewr i
tt
enwor dscomewhatt heauthorfeel
s a.Providesfrequentrepet
it
ion
andthinks.Thesesentimentsthoughtstouchthe b.Tell
sast ory
reader'
semot i
onsthusgrammarl essontaughtusi
ng c.Makescomment saboutli
fe
them becomemor emeani ngful
. d.Intr
oducescul tur
althemes

BODY Pl
anofaLessoni
nTeachi
ngGr
ammarThr
uaSong

Teachi
ngGr
ammarThoughText
s A.Pr
eli
steni
ngActi
vit
y
1. Moti
vati
on
Anut t
eranceisf ul
lyunderst
andableonlywhent he Useapict
ureonotherdev
icestoi
ntr
oduce
l
istenerknowst hesituati
onwher eandwheni ti
ssaid. thet
heme,ti
tl
eorshorthi
stor
yofthesong.
Tobecommuni cati
velycompetentinEngli
shone
needst ounderstandwhol etext
sinthatlanguage. 2.Vocabular yDevel
opment
Int
roducet hediff
erentwordsi
nt hesongand
Authent
ictext
sf r
om newspapersandmagazi
nesmay usestrategicssostudentswil
lknowt hei
r
beusedassour cesofgrammarlessonsbutt
hey meaning.
shouldbesimpli
fiedt
omaket hem more 3.PresentationofgrammarPointtobe
 St
udi
ed 1.Motivat
ion-Ar ousethestudents'i
nter
estin
thepoem tot alki
ngaboutpoet ryonthepoet.
B.Li
steni
ng 2.VocabularyDev elopment:takeupthe
1.Askstudentst ol istent ot hesong meaningoft hedi f
ferentwordsinthepoem
2.Useanyoft hef f.t echni quest ohighli
ght byusingcont extcluesonotherstrat
egies.
the grammarl esson
a.gapf ill
soncl otet exts B.Dur
ingReadi
ng
b.focusquest i
ons
c.true-falsest atement s 1.Readingoft hePoem byt heTeacher
d.put t
ingl inesi ncor rector
der a.Askt hest udentst ocl oset heireyesand
e.dictation i
magi newhatt hepoem say sandt opay
f.addingaf ri
endv erse attentiontoi tsrhy meandr hymeswhi ley ou
g.circli
ngant ony ms/ synonymsof readt hepoem.Readt hepoem t wice.
giv
en b.Af t
ery ouhav ereadaskt hest udent swhat
wor ds theyimagi nedwhi ley our eadt hepoem
Not e:t hechoi ceoftechnique 2.Readingoft hePoem byt hest udent s.
willdependont hegr ammarl esson. a.Distr i
butecopi esoft hepoem orshowt he
poem wr it
tenont heboar dt othest udent s.
C.Fol
low-up b.Askt hem t oreadt hepoem al oud.
I
ntegr
ationofthemacr o-communi cat i
onskill
smay c.Askt hem t opar aphr aset hepoem sot hat
bedonet hr
u: theycanpr acti
cet hegr ammarpoi ntbei ng
1.Speaking:Askgui dedquest ionsso studied.
thatstudentscanpr acticeorall
ythe d.Wr itethepar aphr asedpr osef orm oft he
grammarpoi ntil
lustratedinthesong poem.
2.Reading:Askst udent storeada e.Askt hest udentst oreadt hepar aphr ased
textaboutthesingerort het
hemeof prosef or
m oft hepoem t or ei
nforcet he
thesong.Thenaskt hem t oanswer grammat ical st
ruct uret heyar est udying.
questi
onsaboutwhatt heyread. f.Askquest i
onsaboutt hecont extoft he
3.Wr i
ti
ng:Askst udentst owr i
tethei
r poem.
thoughtsandr ef
lectionaboutt he 3.ThirdReadi ngoft hePoem byt heTeacher3
song. Askt hest udent stocl oset hei reyesand
visualizethepoem whi l
ey our eadit.
TEACHI
NGGRAMMARBYUSI
NGPOEMS C.Fol l
ow- UpAct i
vities

Poemsar
eeffectiv
emeanstopracti
ceaspecifi
c 1.Di
scussionont hemeani ngoft hePoem
gr
ammati
calstructur
eduet
otheff.reasons: a.Askquest ionsot hatstudentswill
fi
ndoutt hedeepermeani ngoft he
1.Poemsar er epeatedandconsi der edthuspr ovi
ding poem.
fordeepi nt er nali
zati
onofgr ammat icalstr
uct ures. b.All
owst udentstost atetheirown
2.Theypr ov ideani nterestingandmeani ngfulbasis i
nterpretati
onofthepoem.Gui de
ofstructur edpr acti
ceofgr ammar . them onhowt heycanmaket heir
3.Listeningt oorr eadingapoem pr ov i
descomf ortto understandingofthepoem r elevant
anindividual . totheirl
ives.
4.Poemsexagger atether hythmicnat ur
eofl anguage. c.Askst udentswhatt hethemeoft he
5.Poemspr ov i
demeani ngfulcontexttogr ammar poem is.
str
ucturesoncet heyar ememor i
zed.
6.Student sr emembert hem f ort
her estoft hem lives. 2.CreativeActiv
itybyStudents
Askt hestudentstowrit
eapoem about
Howt oSel
ectPoemsasSour
cesofGr
ammar anythingtheychooseusi ngthegr
ammar
Lessons str
uct ur
et heystudi
ed.

1.Consi derthegr ammat icalstructurestobetaught.

2.Selectapoem whi chr ejectculturalt
hemes, REFLECT:Answereachoft
hef
f.quest
ions
univ
er salfeatures,humani sti
cv alues,andemot i
onal
aspect s. 1.Whichdoy out
hinki
sthemosteffect
ivemeansof
3.Makesur et hepoem isj ustlongenoughf orthe teachi
nggrammar,thr
utext
,songsonpoems?Justi
fy
cl
assper i
od. youranswer.
4.Seet oi
tthatt hestudent sareintell
ectual
lyand
matureenought ounderstandt hepoem 2.Howdoyoucomparetheuseoftexts,
songsand
poemswit
htheot
herstr
ategiesi
nteachinggr
ammar
Procedurei
nUsi
ngaPoem t
oteachGr
ammar
. whichwet
ookupprev
iously
?
A.Pre-r
eadi
ng
3.Pr
eparedagr aphi
corgani
zerforeachoft
hef
f: systemat i
call
ysot hatstudentscanacqui reanduse
ateachinggrammarthrutext
s theEngl ishlanguageaccur atelyandfluentl
y.
b.Teachinggrammarthrusongs Languaget eachershav ebeant ryi
ngtofi
nd
c.Teachinggrammarthrupoems meanst omakel earni
ngofgr ammarmor e
meani ngf ulandeffecti
ve.Amongt hesemeansar e
SUMMARY/
CONCLUSI
ON thelinguisticmodeandt hest ory
-tel
li
ngmodeof
teachinggr ammar .
Theuseoft exts,songs&poemsar ehighlyeffecti
ve
meansat eachinggr ammarbecauset hest r
uctures Body
consideredint heseappr oachesar econtext
ualized.
Studentsf i
ndt helanguagel essonswhent exts,songs Natur
eoft
heLi
ngui
sti
csModeofTeachi
ng
andpoemsar eutili
zedmeani ngfulandrelevantto Grammar
thei
rday- t
o-dayact ivi
ti
es.Thus, t
heyaremot i
vatedto
l
earnbet terthegr ammarst ructureswheretheyar e Thel
ingui
sti
csmodeofteachinggrammaris
used. ameansofteachi
ngwhichemphasizestheuseof
knowl
edgeandreasoni
ngtol
earnlanguagestr
uct
ure.

Teacherswhouset hi
smodeoft eachi
ng
designlessonsinsuchawayt hatthestudents
understandgrammarr ulesandareablet ogivethe
reasonswhydi ff
erentsentenceareformedi n
diff
erentcontext
s.

CHARACTERI
STI
CSOFTHELI
NGUI
STI
CMODEOF
TEACHI
NGGRAMMAR

1.Directdi
scussi
onf aensterulesisdone.
2.Teachinggrammari sf ocusedoni ndiv
idual
l
inguisti
cstr
uctures.
3.Studentsareaskedt ocompar eand
contrasti
ndiv
idualli
nguisti
csst r
uctures.

Lesson11
NATUREOFTHELINGUISTI
CMODEOFTEACHI NG
GRAMMAR
CHARACTERI
STICSOFTHELINGUISTICMODESOF ExampleonHowt
ouset
heLi
ngui
sti
csModei
n
TEACHINGGRAMMAR Teachi
ng
EXAMPLEONHOW TOUSETHELI NGUISTI
CMODE
OFTEACHINGGRAMMAR Studentsareaskedt oanal
yzet
hedi
ffer
encesoft
he
NATUREOFTHESTORY-TELLINGMODEOF sentencesinadi al
oguewheret
hepassi
vevoicei
s
TEACHINGGRAMMAR used.
CHARACTERI
STICSOFAGOODNARRATI ON A.Iwon'tgot otheparty
STEPSINUSI
NGTHESTORY- TELLI
NGMODEOF B.Why
TEACHINGGRAMMAR A's.Possibl
eanswer s
A1.Youhav en'ti
nvit
edme.
I
NTRODUCTI
ONandVALUESI
NTEGRATI
ON A2.Nobodyhasi nvi
tedme.
A3.Ihav en'
tbeeninvit
ed.
Compet encei ngrammari sv erynecessar yfor
student st oacqui r
ecommuni cat i
veski ll
s.Listening Thet eacherasksst udentsquest ionssot hat
compr ehensioni snotpossi blei fthel i
stener s theywillbeabl etoi denti
fythesubj ectint hefi
rst
misinterpr etwhatt heyhearduet opoorgr ammar . answerandt hev erbsusedwi t
hit.Howt hev er
bsar e
Li
kewi se, theycannotaccur atelyputcr osst heiri
deas formed?Thenpr oceedswi ththesecondanswer ,
then
whet herr all
yori nwr i
ti
ngi ftheyl ackt heabi li
tyto thethir
d.
combi newor dst oform sent encecor rectly
.Theyal so Thenshel eadst hem todet erminewhatt he
havet oknowhowt oputt oget hert hesesent encesin fi
rstansweri ndicated;thenwhatt hesecondanswer
asoci allyaccept ableway .Lear nerswi llnotal sobe expresserandal sot hethird.
ablet oacqui rethenecessar yski l
lstoi nterpret, Afterwardsshesay sthatalloftheanswer s
analyzeandappl ywhatt heyneedi ftheydonotknow areinthepassi vev oicebuthowt heywi l
l be
syntax. expresseddependsont het hecont ext.
Ther efore,grammarhast obet aught Exerciseonhowt ouset hepassi v evoi
cei n
dif
fer
entcont
entsaregiv
ent othestudents. areemphasi zed.Thestepsinthestory-
tel
li
ngmode
Thiswil
lenabl
ethestudentstointernal
izethe ofteachinggrammarhast heacronym PACE.
rul
esandfunct
ionsofsentencesindiff
erentcontexts. Presentati
on,Attent
ion,Const
ructi
onandExt ensi
on.

NATURETHESTORY-
TELLI
NGMODEOFTEACHI
NG
GRAMMAR

Thestory
- t
ell
i
ngmodefocusesonsmooth
communi cati
oni
ndi
ff
erentcont
ext
s.I
tismor
eski
ll
-
cent
ered.

Therearefiv
etypesofst or
ieswhichmaybeusedi n
theclassr
oom.Theyar estori
esmadeupbyt eachers,
thosebasedoncultur
al background,st
ori
est ol
dwith
physi
cal r
esponse,
thoseaboutper sonalexperi
ence
andthoseabouteverydayexper i
ences.

CHARACTERI
STI
CSOFAGOODNARRATI
ON

1.Persuasiv e
2.Rati
onal
3.Concret eandunder st
andablepr esentati
onof
abstr
actr ulesandpr i
ncipl
es.
4.Shortandl esscompl exbutshoul dhav ethe
el
ement sofast or
y:setti
ng,character,narr
ator
,
event
s, t
empor alr
elat
ions,casualrelat
ions,audi
ence
andtheme.
5.Containsanel ementoff un.
6.Containsbasi cgrammat i
calstructure.

STEPSI
NUSI
NGTHESTORY-
TELLI
NGMODE

1.Pr
esentation-Teacherpr esent
sthetextor al
lyin
thef
orm ofast or
y.
2.At
tenti
on:
a.Teacherhi ghli
ghtsordrawsst udent's
attentiontoaspeci fi
cgrammarst ructure.
b.Teacherasksst udentsquest
ionssot hey
canf indpatter
nsorr epeti
ti
onsoft he
featuredstructur
e.

3.Const
ructi
on:
Teacherdi
scusswi ththest
udent showthe
grammarst r
ucturesarefor
med.Thr uher
questi
ons,studentsarel
edtohy pothesi
zeor
i
nfertheuseoft hegrammaticalstr
ucture.

4.Ext
ension:
Student sar
egiventheopportunit
yt ousethe
newgr ammarconceptsinactivi
ti
eswhi ch
featurethei
rcommuni cat
iveandcr eati
ve
abili
ty.Acti
vi
ti
esshouldbeinteresti
ngand
relevant.

SUMMARY/
CONCLUSI
ON

Thelinguist
icsmodeoft eachinggrammaris
knowledge-centeredandreasoning-
cent
ered.Onthe
otherhandt hestory-
tel
li
ngmodei smoreskill
centered.Communi cati
veskil
lsforsoci
ali
nteract
ion