92-pages-GUIDELINES-FOR-SECONDARY-SCHOOLS-All-Streams-and-Sections

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TEACHING GRAMMARApproaches to teaching grammarGrammar is crucial to the teaching and learning of ESL/ EFL. Learners are often convinced that learninggrammar is of value to them, and therefore expect it to be an essential component of their textbooks andlanguage courses. Yet, teaching grammar carries with it various and controversial views as far as the methods toadopt in order to teach it effectively. Some ESL/EFL practitioners associate the word “grammar” with fixedseries of rules that govern different linguistic forms. Others; however, see grammar not as meaningless forms orrules, but as a self-sustained system that involves three dimensions of morpho-syntactic (form), semantic(meaning), and pragmatic (use) in nature.Practitioners who see “grammar” as a set of forms and rules usually tend to teach it explicitly and/ or in anisolated or de-contextualized way. They explain the forms and rules and then contrive situations to drill learnersin a mechanical, somehow meaningless and repetition-based way. This follows in exhausted, bored ordissatisfied learners who can produce correctly stringed words and sentences on exercises and tests, but rarelyare they able to produce meaningful and appropriate chunks of language.Other practitioners believe that learners acquire the foreign language in the same way as their first language.They think that learners acquire grammar rules “unreflectingly” when they are involved in highlycommunicative simulated or real-life contexts (i.e. listening, speaking, reading and writing). This “acquisitionbased”view 37 tends to deprive learners from benefiting from their active understanding of what grammar is andhow it functions in the foreign language. Much of grammar learning can be achieved through exposing learnersto authentic input, a lot of incidental learning occurs even without the teacher’s notice, but teaching grammar asmeaningful, morpho-syntactic and pragmatic forms might accelerate learning a foreign language as well.The standards-based approach is based on communicative principles. The adherence of these guidelines to thisapproach bridges the gap between these above described approaches to the teaching of grammar. One of thetenets of the standards-based approach is that grammar is a vital part of language that needs to be taken care of.The second tenet is that grammar is not a simple accumulation of linguistic entities where mastering the wholebits would mean mastering the language in its totality. The third tenet is that any grammar learning activityshould demonstrate means necessary to achieve the 5Cs and learner autonomy referred to earlier in theseguidelines. The fourth tenet is that teachers should not hold rigidly to a single approach; i.e. eclecticism is37 Krashen, S. 1982. Principles and practice in second language acquisition. Oxford: pergamaon.33التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
needed. Since new trends in language pedagogy are eclectical, consciousness-raising 38 has been reappraised toconsciously draw the learners’ attention to the formal properties of the target language; i.e. how words areformed, assembled and used purposefully. Grammatical rules; however, do not have to be taught in the form ofexplicit rules, and therefore learners might be led to grammatical insights implicitly (e.g. via. deliberateobservation and noticing). The fifth tenet is that learners are very different as far as their learning styles,strategies and preferences; that is, not all learners learn grammar in the same way. Some of them arecommunicative, i.e. learn by listening, talking to friends, using any opportunity available to use the language, etc.Others are analytical because they learn by studying grammar and finding out mistakes. Others are referred to asbeing authority learners because they learn through explanations, taking notes, studying grammar, etc. Teachersshould, then, adopt a “pragmatic” approach in teaching grammar. They should have learners carry out specificcommunication tasks and meet specific standards. While grammar explanations and analysis are needed,teaching learners grammatical forms and rules embedded in highly communicative and coherent texts is crucial,too.Grammar : Content StandardsA balanced view for teaching grammar does not see it as a frozen system of rules, but rather as a rational,dynamic system with three dimensions of form, meaning, and use, as has been argued above. Implicit in thisview is the necessity for training learners to play an active role in their learning by consciously and intentionallyusing effective self-learning strategies. Within this approach, learners will be expected, as far as grammar isconcerned, to demonstrate the ability to: recognize correct or incorrect instances of language use; generate instances of correct and culturally appropriate usage; manifest their knowledge of the language system in the four main language skills (listening, speaking,reading and writing). discover the linguistic system by experiencing authentic language discourse ; state familiar rules when needed; realise the meaning potential of grammar rules to achieve communications. Uncover the pragmatic intent of a sentence/statement through its use(s).Grammar: performance standardsThe performance standards connected to the grammar points specified in the syllabus are as follows:• Learners demonstrate the ability to recognize, understand and apply rules and their grammatical forms;• Learners demonstrate competence in using those forms accurately and appropriately.38 Teachers highlight certain grammatical points for the learner to be ready to internalize them as part of his or her languagesystem. Consciousness-raising illuminates learners’ path from the known to the unknown ( Rutherford, 1988:51-60).200734التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت
Page 1 and 2: آتابة الدولة المكل
Page 3 and 4: TABLE OF CONTENTSThemesPagesPreface
Page 5 and 6: PART ONE4التوجيهات الت
Page 7 and 8: even when they graduate. The areas
Page 9 and 10: PART TWO8التوجيهات الت
Page 11 and 12: requires that they should be treate
Page 13 and 14: Listening content standardsThe guid
Page 15 and 16: Teaching speakingPromoting learners
Page 17 and 18: techniques appropriate to the audie
Page 19 and 20: • Different levels of formality;
Page 21 and 22: • Allow learners to act as group
Page 23 and 24: • Reading and writing are closely
Page 25 and 26: learning; and thus identify their l
Page 27 and 28: - report on reading from different
Page 29 and 30: learners boost their writing compet
Page 31 and 32: Teaching/Learning Language Function
Page 33: • Information gap tasks ;• Opin
Page 37 and 38: current tendency to focus on commun
Page 39 and 40: TEACHING VOCABULARYA rationaleThe p
Page 41 and 42: instance, creating mental linkages,
Page 43 and 44: learners to ask such questions, wit
Page 45 and 46: LEARNER AUTONOMY AND LEARNER TRAINI
Page 47 and 48: LEARNER TRAININGLearner training re
Page 49 and 50: • Recycle these strategies in pra
Page 51 and 52: teachers can use David Nunan’s (1
Page 53 and 54: CLASSROOM MANAGEMENTClassroom manag
Page 55 and 56: for theme-based textbooks. Teachers
Page 57 and 58: M.E.N. (1996). Recommendations péd
Page 59 and 60: • acquiring independent thought a
Page 61 and 62: and achieve the objectives set for
Page 63 and 64: PERFORMANCE BASED ASSESSMENTThe sta
Page 65 and 66: 1. Think about how you would tell a
Page 67 and 68: writing. For example, a common core
Page 69 and 70: Performance-based assessment: Vocab
Page 71 and 72: PART FIVE : Syllabi70التوجيه
Page 73 and 74: 3. Food4. Shopping5. the arts6. sci
Page 75 and 76: Generate questions about a textInte
Page 77 and 78: The Second Year Baccalaureate Sylla
Page 79 and 80: o Speaking content standard 3: lear
Page 81 and 82: -Past perfect;-Future perfect;-Cond
Page 83 and 84: التوزيع السنوي لما
Page 85 and 86:
التوزيع السنوي لما
Page 87 and 88:
Appendix ASpeaking and listening sk
Page 89 and 90:
Appendix CListening activities and
Page 91 and 92:
Appendix ESQ4R metnodSurvey the tex
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