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PRACTICAL
ACTIVITIES FOR
GRAMMAR
STRUCTURES
A THREE-DIMENSIONAL GRAMMAR
FRAMEWORK
FORM OF POSSESSIVE
possessives in english requires inflection of
regular singular nouns and irregular plural
ending in /s/ with /s/;
meaning of possessive is indicated by
using possessive form (s);
in English, possession can be expressed in
two ways:
a possessive determiner (his, her, and their)
with the of the form (e.g., the legs of the table)
the form, meaning, and use of the possessive
structure can be classify using the ternary scheme;
PHRASAL VERBS
In phrasal verbs, the particle can be
separated from its verb by an intervening
object;
Adlin looked (the word) up in the dictionary
Questions
questions can also be used to elicit other
structures when it is the formal dimension
with which the lesson is dealing;
games such as Telephone Game and
problem-solving activity can encourage
students to ask probing questions;
Meanings
When working on the meaning of a particular
grammar structure for example, verbal
association, multiple discrimination, and concept
learning could be conducted;
student have to learn to integrate the form with
its meaning and also to differentiate the meaning
of one particular form from another;
when practicing with the semantic dimension,
realia and pictures are very useful;
Pragmatics
Pragmatics (practical and realistic), involves
teaching our students to be able to select the right
form of a structure for a particular context;
suitable practice activities will provide students with
an opportunity to choose from two or more forms
for the one most appropriate for the context;
Teachers can use skits and role plays when
working on the pragmatic (practical) dimension;
Role-plays can be manipulated and exploited to
emphasise other structural choices as well;
linguistic discourse context will determine the
choice of which forms to use;
COMMUNICATIVE STAGE
the aim during this stage is to have students
manipulate the structures they have been
practicing in realistic context;
usually, there is less control over
grammatical structure and this may result in
students seeking ways to communicate;
activities such as direction-giving exercise,
write a reply to a letter addressed to a
newspaper columnist would be appropriate ;
Pedagogical issues
different aspects of form, meaning, and
pragmatics of a given structure may be
acquired at different stages of interlanguage
development;
However, sequencing of developmental stages
may affect students communicative needs;
During the presentation phase, teachers can
choose to either work inductively or
deductively;
Teachers should cultivate in the learner,
linguistic behaviour that follow the rules, not
knowledge of the rules themselves
correction is acceptable;
It furnishes the negative evidence
students need to discard or refine
their hypotheses about how the target
language is formulated or operates;