Be meaningful Be purposeful Have a social function Provide plenty of practise

Use a multimedia approach

Encourage active participation

Relate to students own needs and therefore engage them as people

Consider the age, sex and background of your students . Primary schools pupils would like stories, wild life, nature, amusing anecdotes,son gs and rhymes, popular personalities

Get to know your students interest,like and dislikes

Involve students in doing things with language

Give them some challenge

Catch their interest and attention. When learning activities require the personal and emotional involvement of the learners, they seem to learn better.

Give opportunities for interaction with other people so that students can :
Get a sense of usefulness of the language they are learning and their success in using it efficiently. Get a chance to check and test whether their understanding and use of the language is correct

Learn from their friends in an unthreatening way

Provide ample recycling. They let learners use similar language in different ways and contexts

Give plenty of exposure so that the target structures become part of the automatic response and language habit of the student

Use all five senses

E.g. visual support, pictures, figurines,

gestures, objects, time lines, auditory support E.g. through touching objects for shapes, texture, etc

Variety of input is important as an aid to memory

Using all four skills, different context of use, different genres because primary school children have short attention spans. Use variety of input types such as

Game : Simon says (shake your head) Rhyme : one, two, buckle my shoe Song and mime : If youre happy and you

know it (clap your hands) Physical activity : exercises

Design task that allow them to manipulate the new language and challenge them to think or interact with each other.

Presentation

Introduction to new language through spoken or written texts Explicit form based exercises to ensure students can produce new items accurately Meaningful activities to allow students to use new language in appropriate contexts

Focused practise

Communicative practise

1. 2. 3. 4.

Letting students listen to the form Helping students understand how the form is used and what it means Make sure students can reproduce the new language form Letting students see the written form (and writing it)

In selecting a context, consider these factors :

Interest : the context must be interesting so

that students are motivated to pay attention. Suitability : the context must be appropriate for presenting the selected language items

 1. 2.

3.

The procedure : Teacher explains the rule. Teacher gives several seed sentences to help students grasp the concept and the pattern. Students apply the rule in drills.

Procedure : 1. Students are given several carefully chosen instances of a grammatical feature 2. Students try to derive the pattern in the given sample for themselves 3. The rule is explicitly stated, either by the students themselves or the teacher 4. Further practice is given in applying the rule.

Discovery techniques

Using situations

Using tables

Using a text

Introduce new language form in context Isolate and explain the key element Check students ability to produce

New language can be presented via classroom situation or real life situation
1. Introduce new language in form of context 2. Isolate and explain key elements 3. Check students ability to produce

Students read a passage which contains examples of the new language, then answer comprehension questions.

New approach that Ellis and Forman (1992) have used in their book A Picture story Grammar of English Features : 1. Gives the learner the opportunity to cooperate with the author-teacher in achieving success in learning the item 2. The learner knows from the beginning

Give student the following sheets and ask them to highlight the preposition in each set to show its relative position in sentences with noun objects and sentences with pronoun objects.

Enable the student to discover for himself and memorize the pronouns of English

Tell a student walk to the door. While the student is walking she is walking to the door. Tell another student. Take out your book and while the student is doing this say, she is taking out her books, etc. until the student grasp the concept and the form of the present continuous tense.

To get students to focus attention on the new language to help them to get them to get their tongue around it. Little bit mechanical, short and quick way to ensure production To correct any error immediately Activities must be conducted briskly Oral or written activities may be used

Act as a bridge between the period when the student does not know the rule at all and the period when he can use the form with ease in a communicative situation, Focused entirely on form and the choices they offer make it impossible for a student to produce grammatically incorrect sentences.

It can be more exciting by changing the tone, loudness,etc Teacher can keep changing the mode of drilling. For example :

Do chorus drill : call students systematically

Individual drill : call students randomly

Teacher can give cue state of preparedness

1) Simple repetition : T Rizal calls Mat S Rizal calls Mat 2) Simple substitution: T Rizal calls Mat S Rizal calls Govind
3) Multiple substitution: T Rizal calls Mat S George calls Uma

4) Simple correlation: T Rizal calls Mat S Janet and Norina call Mat 5) Multiple correlation: T Rizal hurt himself S We hurt ourselves

6) Tranformation: T Rizal calls Mat S Does Rizal call Mat

How do I go to
Where is

The post office ? The railway station ? The art gallery? The supermarket? The museum?

It is important that these drills should be conducted briskly and for short periods of time By using Carolyn Grahams (1978) jazz chant idea :

Involves using an element of rhythm Teacher sets a rhythm going by clapping or

beating the rhythm out on the desk with her knuckles

First exercise can be used as part of your Pendidikan Jasmani lesson. Second exercise can be varied to teach verb forms.

Used by teacher who use Silent Way. Allows many structures to be taught with a minimum vocabulary . Can be used for remedial work

Provide students opportunities to use new language in freer and more creative ways

This activity engages the student intellectually and therefore gives more interest to the lesson. For

Simple present tense To teach the structure To teach Wh-questions.

Stories are excellent resources for teaching grammar because :

Children, adolescents loves stories. They provide a context for the generation of

several grammatical structures. Providing wider context for rural pupils who lack of context for real use of English.

For :
To practise a variety of structures To practise the past tense To revise a variety of structure

Songs are very popular in teaching grammmar because :

They are interesting and relaxing The beat of the song aids memory Many songs have a lot of in-built repetition

of structure, good for consolidation Integration of pronunciation, intonation, stress and rhythm can be achieved Can involved physical activity and makes pupils happy

Can remove the boredom of a grammar class without sacrificing the repetition