DISCUSSION: 1. Grammar 2. Teaching Grammar 3. Vocabulary 4. Teaching vocabulary 5. Pronunciation 6.

Teaching pronunciation

Grammar Definition of grammar: Harmer (2002, p. 12) emphasizes The grammar of a language is the description of the ways in which words can change their forms and can be combined into sentences in that language. According to Coghill and Magendanz (2003, p. xvi), The grammar of a language is the set of rules that govern its structure. Grammar determines how words are arranged to form meaningful units. Based on Swan (2005, p. xix), The rules that show how words are combined, arranged or changed to show certain kinds of meaning. From the definitions above, we can conclude that grammar is the rules of sentence to make sentences meaningful and in harmony with context.

Teaching Grammar Grammar teaching sometimes happens as a result of other work the studenrs are doing. (Harmer, 2007, p. 210)

An example of teaching grammar activity that is designed to get students making sentences using the present continous. (Harmer, 2007, p. 219) Example: Where am I? Focus: Age: Level: present continuous young learners Elementary

In this activity is designed to get the students making sentences using the present continuous (it can also be used to practice the past simple). It has a slight game element because the other students have guessed what the speaker is taking about. The teacher tells the students to think of a place they would really like to be (e.g. a beach, on the sport field, in the park). They should keep their choice to themselves. Now, the teachers tell them to imagine they are in this place and the teacher asks them to look around them and write down three things that they can see using the present continuous (e.g. at a football game: A lot of people are shouting. A man is blowing a whistle. Someone is kicking a ball.) While, they are doing this we can go around the class monitoring their progress and suggesting alternatives to prompting students who cannot think what to write. One student knows comes to the front of the class, read out his/her sentences and then says where am I? The other students try to guess. One of the advantages of the activity done in this way is that students are given time to think up present continuous sentences rather than having to produce them spontaneously. But of course, we could do it as a quick fair game, too, if this is appropriate.

Vocabulary Definition of vocabulary: Regarding to Penny (1991, p. 60), "Vocabulary can be defined, roughly, as the words we teach in the foreign language." Barnhart (2008, p. 697) defines vocabulary as (1) stock of words used by person, class of people, profession, etc. (2) a collection or list of words, usually in alphabetical order and defined." From the definitions above, we can conclude that vocabulary is group of words that can construct sentences or a meaningful communication. Teaching vocabulary When teaching vocabulary this is a major part of the teachers art. Students need to see words in context to see how they are used. An example of teaching vocabulary (Harmer, 2007, p. 229-230) that is designed to focus students attention on an aspect of vocabulary is Example: Walking running jumping Focus: Age: Level: verb of movement adult beginner

The teacher starts by showing or drawing pictures, or miming the actions in figure 1. The words are carefully modeled, and the teacher may well conduct a rapid cue-response drill where she points to a picture or mimes the action and then nominates a student to say walk, climb, etc.

Students are now asked to put the correct verb in the sentences in figure 2. These can be projected or written into the board, provided that the students can still see the pictures. This can be done with the whole class or the students can work in pairs. If the students have worked on the exercise in pairs, the teacher now goes through the answer, making sure that the students pronounce the words correctly. They can then (depending on their age) do a quick round of class robot, where one student is a robot and the others give instructions such as run to the window, swim to the door, etc. and the robot has to mime these activities.

a. You....along a road

e. Then you....down a wall

b. Then you....across a stream

f. Then you....across a river

c. Then you....up a tree

g. Then you....over a wall

d. Then you ....across the bridge

h. Then you....along a road

Finally the students can be asked to write new instruction using the new word, as in figure 3-or they can invent their own fitness exercise or design their own activity sequence, like the one in figure 2. Whichever, they choose, they can write their own instructions.

This kind of procedure, which we might call PPP, or straight arrows if we follow the ESA form of description, is a very effective way of teaching small numbers of individual with beginning level. Pronunciation Definition of pronunciation: According to Lindsay (2000) as cited by Jahan (2011, p. 36), Pronunciation includes supra-segmental features and they are: sounds of the language, stress and rhythm, intonation. Pronunciation refers to the production of sounds that we use to make meaning. (Adult Migrant English Program Research Centre, 2002, p. 1) Based on the definitions aforementioned, we conclude that pronunciation is sounds that produce the meaning of the language.

Teaching Pronunciation Pronunciation teaching not only makes students aware of different sounds and sound fatures, but can also improve their speaking immeasurably. (Harmer, 2007, p. 248) An example of teaching pronunciation that is designed to get students to concentrate on specific aspects of pronunciation, especially when they are listening to hear the small difference between the sounds (Harmer, 2007, p. 253-254). Example: Ship and chip Sounds: Age: // and /t/ Intermediate

Contrasting two sounds which are very similar and often confused is a popular way of getting students to concentrate on specific aspects of pronunciation.

The sequence starts with students listening to pairs of words and practicing the difference of // and /t/, for example: ship sherry shoes sheep chip cherry choose cheap washing cash mash wish watching catch match which, witch

If they have no problem with these sounds, the teacher may well move on to other sounds and/or merely do a short practice exercise as a reminder of the difference between them. But if the students have difficulty discriminating between of // and /t/, the teacher asks them to listen to a recording and, in a series of exercises, they have to work out which word they hear, e.g.: 1. Small shops / chops are often expensive. 2. The disher / ditches need cleaning. 3. I couldnt mash / match these things up. 4. She enjoys washing / watching the children. They now move on to exercises in which they say words or phrases with one sound or the other, e.g. It is very cheap a grey chair a cheese sandwich You cheat!

a pretty child no chance

References Barnhart, Cynthia A. (2008). The facts on file students dictionary of American English. Facts on File: Inc. Coghill, Jeffrey and Stacy, Magendanz. (2003). English grammar. New York: Wiley Publishing, Inc. Harmer, Jeremy. (2002). The practice of English language teaching (third ed.). England: Addison Wesley Longman Limited. Harmer, Jeremy. (2007). The practice of English language teaching third edition. England: Pearson Education Limited. Jahan, N. (2011). Teaching and learning pronunciation in ESL/EFL classes of Bangladesh. Journal of Education and Practice, 2(3). Penny, Ur. (1991). A course in language teaching: practice and theory. Cambridge: University Press. Swan, Michael. (2005). Practical English usage: 3rd Edition. Oxford University Press.