5th Grade Unit 14 Help Teaching Grammar

FERHAT AK-09131007

TEACHING GRAMMAR

GRADE:5                                  

UNIT 14 : HELP  - HELPING THE FAMILY

                       

NOTICING PART : Noticing takes place when a student becomes aware of a specific structure and works on the relationship between form and meaning.

        Aim : In the unit this part aims grammatically; using the structure of “can you ?” , asking help for someone , respecting and helping in family , listening and looking pictures then write the names. There are some requirements for noticing to be enhanced. One of them is that the learner should find the new language significant. It shouldn’t be understood that each grammar structure is noticeable at the same level at all times. Depending on the occasion, grammar might be less or more noticeable. When comprehension depends on a certain form or expression being understood, it is more likely for this form to be noticed and become intake. The language teacher should keep this in mind and be realistic while making his decisions on how noticeable a language item is.

        Materials : Presentation,  showing a video, computer

        Procedure : Teacher comes and greets the class. Then asks about their family atmosphere. Because he wants to see how they create sentences about their family. Also teacher encourages learners to use strategies and through the nature of conversation. Teacher shows a video to students about “can can’t” after watching this video students are asked to be volunteer for role playing activity. In that activity Students make sentences about their brothers, sisters  and they ask help from each other  if they help their mothers and fathers at home then there may be dialogues so they make similar dialogues among them.

         Activities : As the activities we suggest for noticing part : 

firstly teacher will use a role playing activity so students are going to animate their family  atmosphere. They will become father or sister that is a member of family. Activities like ‘listen and notice’, and ‘presentation of new language with puppets’ are the ones that can make noticing more probable. In a listen and notice activity, the students are expected to complete a table or a grid according to a text they listen to. The important point in such an activity is that the missing information should be the grammatical pattern or item that the teacher wants to be noticed by the students.

STRUCTURING PART : Structuring takes place when a learner brings the new grammar structure or pattern into his internal grammar.

Aim : in structuring the aim of teaching this unit students see this part for; students are expected to express meaning, reading the dialogues and practice, making dialogues, learners manipulating the language. That part requires students active participation.

         Materials :  worksheets, information gap activities, games

         Procedure :  As could be understood from the features above, structuring activities mainly focus on accuracy rather than fluency. Teacher gives worksheets and use a game. Teachers should pre-plan and make sure that there is sufficient practice of the particular form in the activities or tasks. Some of the language practice activities that offer structuring opportunities are suggested as questionnaires, surveys and quizzes; information gap activities, helping hands and drills and chants.

PROCEDURALIZING PART : Proceduralizing is helping the learner to reach a stage of  making grammar which is ready to be used fluently in communication.

         Aim : In English class students while learning are expected to; playing a game about topic For example, as the grammar forms are becoming automatised, teachers can help push proceduralization forwards. In other words, attention to accuracy can gradually be relaxed as it becomes automatic. Also learners should focus on how to do in this stage.

         Materials - Activities ; dictogloss activity is a good example of proceduralizing activities: “The basic idea of Dictogloss is that the teacher reads out a text several times, the pupils listen and make notes between readings, and then reconstruct the text in pairs or small groups, aiming to be as close as possible to the original and as accurate as possible. During the collaborative reconstruction, learners will talk to each other about the language, as well as the content, drawing on and making their internal grammatical knowledge.

The last  group of activities is proceduralizing activities. Many of these activities do not offer an explicit opportunity for proceduralization, and the students are not negotiating their meanings. However, some of the activities let the students use the grammatical knowledge that has already entered the internal grammar through noticing and structuring. Activity  Examples : describing something maybe an animal , writing a paragraph about something.

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