Teaching English Grammar in Iraq By Dr. Bushra Saadoon Mohammed Al-Noori Dr. Bushra Ni'ma Rashid IDEA PUBLISHING WWW.ideapublishing.in i
Publishing-in-support-of, IDEA PUBLISHING Block- 9b, Transit Flats, Hudco Place Extension Near andrews Ganj, New Delhi Zipcode : 110049 Website: www.ideapublishing.in Copyright, Author All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form by any means, electronic, mechanical, magnetic, optical, chemical, manual, photocopying, recording or otherwise, without the prior written consent of its writer. ISBN: 978-93-86518-42-2 Price: D 650.00 The opinions/ contents expressed in this book are solely of the author and do not represent the opinions/ standings/ thoughts of idea publishing. Printed in India ii
About the Authors X Bushra Saadoon M. Al-Noori has received her Ph.D. degree in English Language Teaching from Baghdad University, Iraq in 1995. She is Currently an Associate Professor In English Language Teaching, Baghdad University College of Education, Ibn Rushd For Human Sciences, English Department, Baghdad, Iraq &She also Visited Italy As a Visiting Professor In the Year 2015-16 in Florence University, to evaluate the English Language Program between Iraq and Italy & she has got her Excellent Marks. Her Research Include Method of Teaching Foreign Language. I have even added an article in Pune, India which is Using Dictation in Teaching College Students. Dr. Bushra Nima Rashid & Dr. Bushra S. Al-Noori. International Conference on languages, literature and cultural. Institute of Advanced studies in English. India, Pune. Dr Bushra is a member of the Iraqi Translation Association & Educational and Psychological Education and Iraqi Teacher Union. iii
Bushra Ni ma Rashid has received her Ph.D. degree in English Language/Linguistics in 2013. Pune, India. She is Currently an Associate Professor In English Language Teaching, Baghdad University College Of Education, Ibn Rushd For Human Sciences, English Department, Baghdad, Iraq & She attended a course program for 9 days In London/Britain in 2010. She also Visited Germany to Attend Inter School Course Program in 2016, She is the head of the English Department from the period of 2014 to March 2017. Her Research include Internationality & the Theory of Meaning, Strategies of Politeness in English Medical Conversation are the books Published in India, Pune. Addressing Iraqi EFL Teacher/ Learner Discourse Interations in Task-Based Classrooms Published in Australia. Dr. Bushra is a member of the Iraqi Translation Association & Educational and Psychological Association and Iraqi Teachers Union. iv
About the Book X The book illustrates new trends of teaching English Grammar. It consists of sections start with an introduction about Baghdad University, then the meaning and kinds of Grammar and then techniques used in presenting the lesson in an interested way, and how to write a daily lesson plan. It explains three main procedures in teaching Grammar, firstly teaching Grammar through songs, secondly teaching Grammar through jokes and cartoons and finally using snakes in teaching Grammar. This book would help the college students to sharpen their Language skills and understand Grammar much better. It will also help the teachers to learn and explore new ways on how to teach Grammar and apply the new techniques to make learning more interesting and easy to grasp. We dedicate this humble efforts to our beloved students. v
Contents X Sr. No. Page No. 1 Introduction 1-3 1.1 Aims 2 1.2 Goals 2 1.3 Objectives 2 1.4 Planning Lessons 3 2. Teaching Grammar 4-27 2.1 Objectives 4 2.2 Stages for Effective Grammar Presentation 2.3 Guidelines on Presenting a New Grammatical Structure 7 9 2.4 Grammar Practice Activities 9 2.5 Grammar Planning Effective Lessons 15 2.6 Warm-up Activities 19 2.6.1 Ice Braking Activities 19 vi
2.6.2 One Minute Please! 19 2.6.3 Newspaper Puzzle 20 2.6.4 Brainstorming 21 2.7 Tasks 22 2.8 Follow-up Activities 25 3. New Trends in Teaching Grammar 27-37 3.1 Objectives 27 3.2 The Importance of Using Songs in Teaching Grammar 3.3 Krashen's Affective Filter Hypothesis 3.4 Advantages of Using Songs in the Classroom 28 29 29 3.5 How to Teach Songs 30 3.6 Grammar Practice Activities 31 4. How to Teach Present Perfect through Jokes 36-41 4.1 Tasks-1 38 4.2 Exercise 38 4.3 PDF 38 vii
5. Using Grammar Snacks to Teach the English Language 40-59 5.1 Introduction 40 5.2 What is Grammar 42 5.3 The Value of Using Grammar Snacks in Classroom 5.4 Advantages of Using Grammar Snacks Cartoons in the Classroom 47 48 5.5 How to Use Cartoons 49 5.6 How to Teach Grammar Snacks? 50 5.7 Question Words 50 5.8 The Present Simple 55 5.9 Conclusion 61 6 Classroom Management 60-66 6.1 Classroom Management Strategies 60 6.2 Annoying Classroom Distractions 60 6.3 Antagonism with Authority 61 6.4 Argumentative Student 62 6.5 Behaviour Problems 63 6.6 Boastful, Attention-Seeking Student 63 viii
6.7 Calling Out in Class - Response 64 Conclusion 67-67 References 68-71 Appendix 72-74 ix
Teaching English Grammar In Iraq 1 Introduction Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities, for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary 1
Dr. Bushra Saadoon Alnoori & Dr. Bushra Ni'ma Rashid school, their way of teaching, their confidence inside the classrooms and many other points. First of all, it is very important to know and differentiate between Aims, Goals, and Objectives then to follow the correct steps in designing a daily lesson plan; 1.1 Aims Aims are general statements that provide direction or intent to educational action. Aims are usually written in amorphous terms using words like, learn, know, understand, appreciate and these are not directly measurable. E.g. Students will understand and become proficient at identifying the different types of spoken English. 1.2 Goals Goals are statement of educational intention which is more specific than aims. Goals too may encompass an entire programme, subject area, or multiple grade level. They may be in either amorphous language or in more specific behavioral terms. E.g. Students will be able to identify and use English terms and phrases. 1.3 Objectives Objectives are usually specific statements of educational intention which delineate either general or specific outcomes. Objectives can be written in a number of ways currently most objectives are written in behavioral terms. Behavioral objectives can be divided in to specific domains, cognitive, affective, and physical. 1.4 Planning Lessons A lesson plan will reflect decisions that you have made about the following aspects of a lesson 1. Goals: what the general goals of your lesson are? 2
Teaching English Grammar In Iraq 2. Activities what kind of things your students will do during the lesson such as dialogue work, free writing or brainstorming. 3. Sequencing: The order in which activities will be used, including opening and closing activities. 4. Timing : How much time will spend on different activities 5. Grouping : When your class will be taught as a whole and when your students will work in pairs or groups 6. Resources: What material you will use such as the textbook, work sheets or DVDs. There are different types of a lesson plan, Yearly plan Weekly plan and Daily plan. The lesson for 45 minutes The researchers will restrict themselves with (Teaching Grammar) only instead of the other activities since they practice this activity on their students. (Albakri and Albahadi, 2014) 3
Dr. Bushra Saadoon Alnoori & Dr. Bushra Ni'ma Rashid 2 Teaching Grammar 2.1 Objectives This section provides information that will help you to: 1. Suggest new activities for teaching grammar. 2. Design a lesson plan. 3. Teach various grammatical aspects. 4. Evaluate student-teachers' performance. (Ibd) 4
Teaching English Grammar In Iraq Three Dimensions of Teaching Grammar 1. Form (how is it formed?) Accuracy: syntax 2. Meaning (what does it mean?) Meaningfulness: semantics 3. Use (When/why is it used?) Approaches to Grammar The main approaches for teaching grammar are: 1. Prescriptive Grammar 2. Descriptive Grammar 3. Functional Grammar 4. Formal Grammar 5. Discourse Grammar 1. Prescriptive Grammar Concerned with rules about the structure of a language Focus on what is right/correct and wrong / incorrect 5
Dr. Bushra Saadoon Alnoori & Dr. Bushra Ni'ma Rashid Example: Prescriptive rules make a valued judgment about correct' way to speak and write rather than the way people actually speak and write e.g. i. Music is my favorite subject (X). Mass noun is not countable. ii. I am older than she (is older). 2. Descriptive Grammar Concerned with how people actually use a language and then attempts to analyze it and formulate rules about the structure. However, people can still use this prescriptively. They tend to follow what these rules say. Example: i. I am older than her. 3. Functional grammar Focus on meaning and functions of language as conveyors of information rather than just on forms Contextual in orientation--looking at how language is used for different purposes in different contexts. Example: i. "I can't find the red pan. It is not in its usual place." 4. Formal grammar Boys (subject: noun) throw (verb) stones (object: noun) Boys (actor/agent) throw (process) stone (patient) a. John lost his wallet. (Stress occurs in the last lexical item because it is new information.) b. John lost it. (Main stress in different position because pronominal element is given information) (Albakri and Albahadi, 2014) 6
Catch Your Complete Book From Idea Store www.ideapublishing.in