Diploma main (710612), страница 5
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and How to Use Them.
Teaching grammar should be based upon the following principles:
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Conscious approach to the teaching of grammar.
This means that in sentence patterns teaching points are determined so that pupils can concentrate their attention on some elements of the pattern to be able to use them as orienting points when speaking or writing the target language. For example, I can see a book. I can see many books.
The teacher draws pupils’ attention to the new element in the form of a rule, a very short one. It is usually done in the mother tongue. For example: Помни, что во множественном числе к существительному прибавляется окончание –s [s,z] или –es [IZ]. Or: Помни, что в отрицательных предложениях ставится вспомогательный глагол “do not” (“does not”) The rule helps the learner to understand and to assimilate the structural meaning of the elements. It ensures a conscious approach to learning. This approach provides favourable conditions for the speedy development of correct and more flexible language use. However it does not mean that the teacher should ask pupils to say this or that rule, Rules do not ensure the mastery of the language. They only help to attain the practical goal. If a pupil can recognize and employ correctly the forms that are appropriate, that is sufficient. When the learner can give ample proof of these abilities we may say that he has fulfilled the syllabus requirements.
Conscious learning is also ensured when a grammar item is contrasted with another grammar item which is usually confused. The contrast is brought out through oppositions. For example:
The Present Simple is contrasted with the Present Progressive.
I get up at 7 o’clock.
It’s 7 o’clock. I am getting up.
The Present Perfect is contrasted with the Past Simple.
He has come.
He came an hour ago.
G
The indefinite article is contrasted with the definite article.
ive me a book (to read into the train).Give me the book (you have promised),
I
The zero article is contrasted with the definite article.
like soup (more than any other food).I like the soup ( you have cooked).
Rule for the teacher:
The teacher should realize difficulties the sentence pattern presents for his pupils. Comparative analysis of the grammar item in English and in Russian or within the English language may be helpful. He should think of the shortest and simplest way for presentation of the new grammar item. The teacher should remember the more he speaks about the language the less time is left to practice. The more the teacher explains the less his pupils understand what he is trying to explain, this leads to the teacher giving more information than is necessary, which does not help the pupils in the usage of this particular grammar item, only hinders them.
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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. For example, from the first steps of language learning pupils need the Possessive Case for objects which belong to different people, namely, Mike’s textbook, Ann’s mother, the girl’s doll, the boys’ room, etc. The teacher masters grammar through performing various exercises in using a given grammar item.
Rule for the teacher:
The teacher should teach pupils correct grammar usage and not grammar knowledge.
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Structural approach to the teaching grammar, i.e. grammar items are introduced and drilled in structures or sentence patterns.
It has been proved and accepted by the majority of teachers and methodologists that whenever the aim to teach pupils the command of the language, and speaking in particular, the structural approach meets the requirements.
Pupils are taught to understand English when spoken to and to speak it from the very beginning. This is possible provided they have learned sentence patterns and words as a pattern and they know how to adjust them to them to the situations they are given.*1
*1 See: Вятютнев М.Н. Модели обучения ин.языкам в работах Г.Пальмера, Ф.Френча, А.Хорнби, Г.Менона, Ч.Фриза и Р.Ладо; Бессмертный А.З. Усвоение речевых моделей с помощью наглядных пособий.-«Иностранные языки в школе», 1963, №3
In our country the structural approach to the teaching of grammar attracted the attention of many teachers. As a result structural approach to grammar teaching has been adopted by our schools since it 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 language. Rule for the teacher:
The teacher should furnish pupils with words to change the lexical (semantic) meaning of the sentence pattern so that pupils will be able to use it in different situations. He should assimilate the grammar mechanism involved in sentence pattern and not the sentence itself.
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Situational approach to the teaching of grammar.
Pupils learn a grammar item used in situations. For example, the Possessive Case may be effectively introduced in classroom situations. The teacher takes or simply touches various things and says This is Nina’s pen; That is Sasha’s exercise-book, and so on.
Rule for the teacher:
The teacher should select the situations for the particular grammar item he is going to present. He should look through the textbook and other teaching materials and find those situations which can ensure comprehension and the usage of the item.
5. Different approach to the teaching active grammar (grammar for conversation) and passive grammar (grammar for reading).
Grammar items pupils need for conversation are taught by the oral approach, i.e., pupils aud them, perform various oral exercises, finally see them printed, and write sentences using them.
For example, pupils need the Present Progressive for conversation. They listen to sentences with the verbs in the Present Progressive spoken by the teacher or the speaker (when a tape recorder is used) and relate them to the situations suggested. Then pupils use the verbs in the Present Progressive in various oral sentences in which the Present Progressive is used. Grammar items necessary for reading are taught through reading.
Rule for the teachers:
If the grammar item the teacher is going to present belongs to those pupils need for conversation, he should select the oral approach method for teaching.
If pupils need the grammar item for reading, the teacher should start with reading and writing sentences in which the grammar item occurs.
While preparing for the lesson at which a new grammar item should be introduced, the teacher must realize the difficulties pupils will meet in assimilating this new element of the English grammar. They may be of three kinds: difficulties in form, meaning, and usage. The teacher thinks of the ways to overcome these difficulties: how to convey the meaning of the grammar item either through situations or with the help of the mother tongue; what rule should be used; what exercises should be done; their types and number. Then he thinks of the sequence in which pupils should work to overcome these difficulties, i.e., , from observation and comprehension through conscious imitation to usage in conversation (communicative exercises). Then the teacher considers the form in which he presents the grammar item – orally, in writing, or in reading. And, finally, the teacher plans pupils’ activity while they are learning this grammar item (point): their individual work, mass work, work in unison, and work in pairs, always bearing in mind that for assimilation pupils need examples of the sentence pattern in which this grammar item occurs.
Types of Exercises for the Assimilation of Grammar.
The following types of exercises may be suggested.
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Recognition exercises which are the easiest type of
exercises for pupils to perform. They observe the grammar item in structures (sentence patterns) when hearing or reading. Since pupils only observe the new grammar item the situations should be natural and communicative. For example:
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Listen to the sentences and raise your hands whenever you hear the verbs in the Past Simple.
Mike lives in Pushkin street. I lived there last year. Ann gets up at 7 o’clock in the morning. She got up at half past seven yesterday., etc.
It is desirable that sentences formed should concern real situations and facts.
Pupils listen to the teacher and raise their hands when they hear a verb in the Past Simple. The teacher can see whether each of his pupils has grasped the sentence.
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Read the sentences and choose the correct form of the verb. The following sentences may be suggested:
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I (go, went) to school yesterday.
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Tom (takes, took) a bus when he goes to school.
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She (got, gets, gets) up at 7 o’ clock every day.
Pupils should read the sentences and find the signals for the correct choice of the form. Since the necessary form is suggested in each sentence they should only recognize the one they need for a given context.
Recognition exercises are indispensable as pupils retain the grammar material through auditory and visual perception. Auditory and visual memory is at work.
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Drill exercises are more completed as they require reproduction on the part of the pupils. In learning a foreign language drill exercises are indispensable. The learners cannot assimilate the material if they only hear and see it. They must reproduce it both in outer and inner speech. The more often they say it the better they assimilate the material. Though drill exercises are those in which pupils have only one difficulty to overcome, they should also be graded:
(a) Repetitive drill. Pupils pronounce the sentence pattern after the teacher, in imitation of the teacher, both individually and in unison. For example:
Teacher: They are dancing in the park.
Class: They are dancing in the park.
Individuals: They are dancing in the park.
Or pupils listen to the dialogue and say it after the speaker.
-Is Ann dancing now?
-No, she isn’t.
-What is she doing?
-She is watching television.
Attention is drawn to the correct pronunciation of the sentence pattern as a sense unit, as a statement ( sounds,stress, and melody).
(b) Substitution. Pupils substitute the words or phrases in a sentence pattern. For example:
The children are dancing in the park.
The children are dancing in the garden.
The children are dancing in the street.
The children are dancing in the yard.
The children are dancing in the hall.
The children are dancing after classes.
The children are dancing at the party.
A pupil substitutes a phrase, the rest may say it in unison. Then they are invited to replace the word dancing with other words.
They are singing in the park.
They are working in the park.
They are walking in the park.
They are playing in the park.
They are running in the park.
They are talking in the park.
They are watering flowers in the park.
They are planting trees in the park.
They are helping the workers in the park.
The use of a particular verb is stimulated with pictures (or a Russian word). Quick revision is achieved with a small expenditure of effort. In this way they review many words and phrases. As pupils have only one difficulty to overcome the work does not take much time. Or pupils are invited to replace the words in the dialogue with those given in columns
(see the dialogue above).
helping her mother
doing her homework working on the farm reading a book
listening to the radio washing windows
Kate
Your sister
This girl
They work in pairs.
There is one more advantage in performing this type of exercises—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.
(c) Completion. Pupils complete the sentences the teacher utters looking at the pictures he shows. For example:
Teacher: Look at the picture.
Mike is ... ... .
Pupil: Mike is getting up.
Class: Mike is getting up.
Teacher: Mike is ... ... .
Pupil: Mike is dressing.
Class: Mike is dressing.
Attention should be given to the use of is in this exercise. The teacher should pronounce Mike is ... to prevent the typical mistake of the pupils (Mike dressing). This is essential structural element of the tense form of the Present Continuous; Russian-speaking pupils, however, do not feel any necessity to use it.
(d) Answering the teacher's questions.
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