teaching grammar by using "theme based" methods.

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THEME BASED GRAMMAR
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TEACHING
When drilling and filling the
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2011 – segundo semestre
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Juan Felipe Naranjo Usuga
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2. Booklet – Integrated Language I – Juan Felipe Naranjo Usuga
INDEX
Introduction ................................................................................................. 2
What are we looking for when teaching grammar? ...................................... 3
1rst strategy – DO NOT FOCUS ON CORRECTING!!! .................................... 4
2nd Strategy – THEME BASED GRAMMAR STRATEGY ................................. 5
Theme based strategy for eight grade ......................................................... 7
Conclusions ................................................................................................. 9
References ................................................................................................ 10
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3. THEME BASED GRAMMAR TEACHING
Introduction
Grammar is a very important element when learning or teaching a
second language. Grammar is essential to develop vocabulary,
speaking, writing and reading skills. It is joyful for the students to
understand the many ways they may use grammar but, it is also, the
hardest element of a second language to be taught.
Those strategies that are going to be talked about on this booklet, are
efficient ways to be used so the student won´t be bored just drilling and
filling the blank on grammar exercises.
Advanced students won´t get bored of doing the same every day, and
weak students, or students that are not doing well at English, will be
inforced to participate more.
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4. THEME BASED GRAMMAR TEACHING
What are we looking for when teaching grammar?
We, teachers, pretend to help students to understand grammar so they
may use their communicative skills as good as possible. We will always
need to be aware that the best for students is to teach them grammar
that they may connect with different contexts, meaning, the use of
formal and informal grammar.
It is necessary to recall that students do not need to get specialized on
grammar. They will only need to communicate, not to make his own
grammar book.
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5. THEME BASED GRAMMAR TEACHING
1rst strategy – DO NOT FOCUS ON CORRECTING!!!
Every student gets mistaken when selecting words that shouldn´t be on
the context studied at the time. The main idea is not to correct every
bad selection on the student but let them speak and later, or in other
class talk about what was wrong, not as correcting, but as a short
topic about grammar use.
This way the student will notice that he or she has misuse a word or
sentence, will correct him or herself and won´t destroy the teacher-
student confidence.
When our students are working on new language skills, we may use
error correction.
Example:
Student: I study mathematics tomorrow.
Teacher: You WILL study mathematics tomorrow. Remember, when
talking
About future activities, we use “Will”
When the students are misusing words or structures in English at
communicative activities, correct them only if the mistake interferes
with the comprehensibility of the topic.
Example 1:
Student: always we have mathematics on Friday.
Teacher: oh yea! Are you good at mathematics?
Example 2:
Student: I buy a new book for mathematics.
Teacher: You bought a new book for mathematics? that´s boring, I
don´t like Mathematics.
Teacher has to remember not to stress the answers, so the student
doesn´t feel as been corrected.
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6. THEME BASED GRAMMAR TEACHING
2nd Strategy – THEME BASED GRAMMAR STRATEGY
Using theme based activities will help the students to activate their
memory strategies because they will need to create mental linkages.
When we talk about “theme based strategy” it is because we (teacher
and students) had selected a theme to be worked in a period of time.
That time must be planned and followed in order to be organized and
punctual with all grammar to check on list. Students will need
accurate activities inside and outside the class.
Children from pre-school could choose themes such as comics, toys,
cartoons, animals or numbers. Children from school (first to fifth
grade) could choose superheroes, reality shows, fashion, monsters,
music and tv shows as themes to work on class. Children from high
scholl (sixth to eleventh grade) could use bullying, relationships, love,
travel, university, music, models, stars, and many other kind of themes.
It will also allow the students to work on their social strategies use.
They will be facing the need to give their point of view to several
situations.
Example 1: children from sixth grade will have a superheroes grammar
work. At the first week they will read about the superheroes that exist,
they must decide which one is the best or how would be the heroe to
be the best.
At this first example the students will work on grammar when using
grammar elements such as “verbs”, “the most” and “would”
Student: I like superman.
Teacher: yes, he flies, and he is the strongest.
Example 2: Children from first grade wanted to work on animals.
Besides knowing the names of the different animals in English, they
may get in touch with colors and adjectives.
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7. THEME BASED GRAMMAR TEACHING
Student: the lion is brown
Teacher: and it is very big.
Example 3: boys and girls from eleventh grade want to know about
cars. It is an opportunity to go on “such as” and “more than”.
Teacher: dodge has many good reasons to be so expensive, such as
their cars made by professionals and not by robots.
Student 1: but Ferrari is faster than dodge.
Student 2: I think Lamborghini is faster than Ferrari.
These theme based examples show the different contexts we may use
to teach grammar, but it is necessary to recall that no every aspect
leads to a productive grammar teaching. Themes that are very
technical and use non-frequent words, like chemistry and astrology,
aren´t the best way to teach grammar to basic or intermediate
learners. That´s why teacher and students must decide which element
is going to be talked in class, all this leading to an objective, like a
show, a role playing for a special event or an exhibition of the students
work.

8. THEME BASED GRAMMAR TEACHING
Theme based strategy for eight grade
Superheroes
1rst Week: dressing
Inside work
Grammar to be used: time (always, often, frequently, never, rarely)
Clothe (shirt, pants, glasses, mask, cap, cape)
Method to practice the grammar:
Conversatory and questions about how often
a hero use some clothes.
Example:
Teacher: how often do you see superheroes using masks?
Student 1: always.
Student 2: not always, but it is very frequent. Amazing woman never
uses a mask.
Outside work
Learn how a superhero talks. For example: how does Batman talk?
2nd week: Super powers
Grammar to be used: Verbs referring to super powers (fly, freeze,
hit,
fight, burn, etc…)
Method to practice the grammar:
The student will create his own superheroe
using first week elements and will give it a
super power.
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9. THEME BASED GRAMMAR TEACHING
Example:
A student may create a superhero unmasked and with a cape. The
student will give it a super running power.
Outside work
Create a script for a upcoming role play event.
3rd Week – Show time!
Grammar to be used: conditional “if” – “if batman fights vs.
Superman…”
Method to practice the grammar:
Improvised role playing. Students ask
question with conditional “if” about
superheroes, and students who selected
those heroes must improvise according to the
question.

10. THEME BASED GRAMMAR TEACHING
Conclusions
Theme based teaching strategies inforced students to apply
everything learned in class; it also allows advanzed students to help
beginners; and get involved with grammar into different topics or
contexts.
It is difficult to be quiet when recognizing a grammar or vocabulary
mistake, but we can control our self to talk about the mistake later.
Inputs and outputs are necessary. To have a chronogram is very
important, but when student is the one who demands the learning
activity, is joyful to take them through all the process.
And the meaning factor: STUDENT WILL FEEL SUCCESSFUL AND
PROUD OF HIS LEARNING and classes won´t get bored and
monotonous.
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11. THEME BASED GRAMMAR TEACHING
References
Cognitive influences on language learning – Funiber – Fundación
universitaria iberoamericana, table 1.2, Pag. 19.
www.ncrlc.com the essential of teaching grammar.
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