teaching grammar in deductive and inductive ways

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lesson 27: teaching grammar in deductive and inductive ways the general learning objective: objective: to introduce participants to a language awareness raising approach to teaching grammar activity 1 traditional activity objective: to raise participants’ awareness of some typical drawbacks of discrete grammar activities time: 15 min materials: flipchart/board ►procedure: 􀁨 (3 min) ask participants to remember the previous session on teaching grammar. say that you would like them to explore other ways of teaching grammar. ask them to do the following activity: make up a sentence using the following words: a, read, i, book. write these words on a flipchart/board (key: i read a book.) what tense form is this? (key: present or past simple) using the above sentence as a model, transform it into present continuous, past continuous, present perfect and past perfect. (key: i am reading a book. i was reading a book. i have read a book. …

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nsform this activity into a few meaningful contextbasedgrammar tasks. understanding inductive and deductive approaches as an instructor in teaching english to speakers of other languages (tesol,it’s vital that some of your training focus on different approaches to effective teaching in the english language classroom. the inductive approach and deductive approach in tesol are two common methods for teaching english grammar. in the western world, deductive teaching approaches are common in classrooms where english is the first language. there are benefits to both approaches, though they are quite different. inductive the inductive teaching approach in tesol is a sort of discovery learning that focuses on the student. for example, an instructor might use or show a few examples of a grammar point in english and then ask students what they notice. in many cases, the grammar point might be introduced by simply engaging the students in a directed conversation to slowly …

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plained, students usually complete grammar exercises to become familiar with the pattern. this is a method that has been commonly used in english classrooms in the west. example a teacher writes examples of simple present and simple past sentences on the board. the teacher then proceeds to explain the differences between present and past in english. once the lecture is complete, worksheets are handed out and students are asked to convert simple sentences from present to past. benefits although a little less effective than inductive teaching when used in tesol, benefits to the deductive approach are: · time in the classroom is spent only on the language principle. · most material can be easily taught this way. · it encourages faster learning of material there are clear differences to the inductive approach and deductive approach in tesol. inductive tends to be more efficient in the long run, but deductive is …

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ialogue are; their relationship; and make clear in which situation such dialogue might occur. 􀁨 (1 min) tell participants that they may extend the sentences by adding words or clauses, but they cannot change their wording. give your own example of a task on present simple. distribute handout 1􀀏. 􀁨 (2 min) ask participants to explain the use of present simple in this context. ask why other tense forms cannot fit the context. 􀁨 ask participants the following question: ~ what is the role of thinking questions? teaching grammar 2 activity 2, handout 2 compare the three activities and answer the following questions: questions activity 1 making up asentence activity 2 ministories activity 3 jigsaw reading 1. what was the focus of this activity? 2. was there enough context? whatwas it? 3. how authentic was the use ofenglish in this activity? 4. what did you have to understand inorder to …

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lesson 27: teaching grammar in deductive and inductive ways the general learning objective: objective: to introduce participants to a language awareness raising approach to teaching grammar activity 1 traditional activity objective: to raise participants’ awareness of some typical drawbacks of discrete grammar activities time: 15 min materials: flipchart/board ►procedure: 􀁨 (3 min) ask participants to remember the previous session on teaching grammar. say that you would like them to explore other ways of teaching grammar. ask them to do the following activity: make up a sentence using the following words: a, read, i, book. write these words on a flipchart/board (key: i read a book.) what tense form is this? (key: present or past simple) using the above sentence as …

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