Contents
Introduction………………………………………………………….……..3
Project Aims ……………………………………………………………….5
Justification of topic……………………………………………………...6
Part One – theory
1. Background reading ……………………………………8
(I) Different theories on teaching grammar………….…………..8
a) Grammar oriented methods……………………………………9
Philological Method
Grammar-translation Method
- Cognitive Method
- Grammar-less teaching…………………………………..…..12
- Natural Method
- Audiolingual Method
- Communicative Method
c) Unconventional Methods………………………………….…15
TPR – Total Physical Response
The Silent Way
Suggestopedia
(II) Ways of Teaching Grammar ……………………………….…18
a) Different levels of grammar …………………………….……18
b) “Solid Core” …………………………………………………...20
c) Inductive vs Deductive Approach ……………………….….22
(III) Differentiation of students …………………………….……...25
a) Modalities
b) Language awareness
c) Motivation
d) Individual differences
(IV) Controversies over teaching grammar …………………….28
a) “To teach or not to teach ?”…………………………………28
b) My questionnaire …………………………………………….31
c) Results of my questionnaire ………………………………..34
Part Two – practice
1. Place of the project in the syllabus ……………………………..38
2. Class Profile of my Group …………………………………..…...41
3. Teaching grammar to 1B. …………………………………..……43
L e s s o n p l a n s
1. Justification for the choice of activities – lesson 1. ………..45
2. Lesson Plan 1. ……………………………………………………..48
3. Post lesson reflections – lesson 1. …………………………...55
4. Justification for the choice of activities – lesson 2. ……….60
5. Lesson Plan 2. ……………………………………………….…….65
6. Post lesson reflections – lesson 2. ……………………….…..72
7. Justification for the choice of activities – lesson 3. ……….77
8. Lesson Plan 3. ………………………………………………….…..81
9. Post lesson reflections – lesson 3. ……………………………89
Conclusions……………………………………………………….92 Bibliography………………………………………………………94
Introduction
“The important question in not
whether teaching and learning grammar is necessary and/or sufficient for language learning, but whether it helps or not.”
(Penny Ur, 1997)
In the following work I should like to present different methods and approaches to teaching grammar, as well as illustrate the theory with adequate practical examples.
In the theoretical part of my project I focused on three basic problems:
- whether to teach grammar or not
- how to teach it
- what elements to teach.
After a short review of the main teaching theories from antiquity to the present day I referred to different authors’ opinions concerning the topic. Their opinions, often contradictory to each other, were then compared with students’ views. I also selected the basic grammar areas which cannot be omitted in grammar teaching. In order to relate the controversial approaches towards grammar to my teaching practice reality I demonstrate the results of my own questionnaire , in which I had asked my students for their feedback.
The practical part of my work is based on the students’ feedback and my observation of their modalities, language awareness and motivation. In that part I present my patterns of grammar lessons and the place of my project in the syllabus. The description of my group’s class profile can be found there as well. I finish with three lesson plans which illustrate my previous theoretical considerations in practice. Each of the plans is proceeded by a detailed description and justification for the choice of activities and followed by my post lesson reflection.
Within the two parts of my project I express some doubts and uncertainties a beginner trainee teacher faces while entering his or her first lesson. Although well prepared and loaded with theoretical methodology knowledge a trainee teacher experiences a shock when put into reality of school life and forced to use all the theories in practice, often at a time.
