27.11.13Planning & Teaching Grammar

Objectives:

1. Experience and evaluate two approaches to teaching grammar.

2. Distinguish between deductive and inductive approaches to grammar teaching.

3. Identify features of effective grammar lessons.

4. Structure a grammar lesson appropriately.

First ‘lesson’• How effectively does the teacher...• ... set the context• ... engage the learners• ... isolate the grammar item• ... clarify meaning and use• ... provide pronunciation practice• ... highlight the form/structure• ... provide structured (safe) practice• ... give opportunity to personalise (take risks)• ... check individual accuracy

• Discuss the advantages and disadvantages of using this method for teaching grammar.

Second ‘lesson’• How effectively does the teacher...• ... set the context• ... engage the learners• ... isolate the grammar item• ... clarify meaning and use• ... provide pronunciation practice• ... highlight the form/structure• ... provide structured (safe) practice• ... give opportunity to personalise (take risks)• ... check individual accuracy

• Discuss the advantages and disadvantages of using this method for teaching grammar.

Embarrassed

Read the embarrassing stories.

Which one is most embarrassing? Why?

One of them is true. Can you guess which one?

Embarassed!The next day when I told my friends what had happened they made these comments:

You should have put some clothes on.

You should have taken your key.

You should have borrowed your flatmate's clothes.

Present (the next day)

“You should’ve taken your key”

I was locked out.

Last night

You should have taken your key.subject should have past participle

should’ve

In pairs.Give some useless advice to the people in the other stories

Use these verbs:

check call open climb say pretend

Think of an embarrassing or funny moment in your life.

Tell your partner about it.

Your partner will give you some useless advice.

Swap roles.

Teaching grammar

Do• Set context• Provide opportunities for

practice• Assess individuals• allow for interaction• Incorporate variety

Don’t• Lecture• explain• Teach grammar in isolation

P - P - P • Present: the tutor introduces the new language via an

appropriate context and focuses on the form, meaning and pronunciation of the item

• Practice: the learners are given structured tasks in order to practice using the language with little room for error; the focus is on accuracy

• Produce: the learners are given a freer task in which to apply the new language perhaps in a personalised context

Stages of P-P-P

Another approachComparative adjective

Basic adjective

 

taller shorter cleverer 

  How many syllables is the basic adjective? Is the vowel sound long or short? What do we add to make it comparative?

Rule: 

Comparative adjective

Basic adjective

 fatter bigger thinner 

  How many syllables is the basic adjective? How many vowels/consonants? What do we add to make it comparative?

Rule: 

Comparative adjective

Basic adjective

prettier sillier friendlier 

  How many syllables is the basic adjective? What does the basic adjective end in? What do we do to make it comparative?

Rule:  Comparative

adjectiveBasic adjective

more beautiful more intelligent more expensive 

  How many syllables is the basic adjective? What do we add to make it comparative?

Rule: 

Inductive or deductive?

• ... students are given explanations or grammar rules and then, based on these explanations or rules , they make phrases and sentences using the new language.

• ... students see examples of language and try to work out how it is put together.

Harmer, J (2007) The Practice of English Language Teaching, Pearson Education Ltd

TaskWith your grammar item:1. Identify the meaning; phonology; form2. Plan a lesson sequence to teach your grammar

item– Make sure you:

set the contextgenerate interest focus on an appropriate modelclarify form (label), meaning (concept q’s) and pronunciation

(drills)provide some restricted practice and freer practice activities

Further reading

Harmer, J (2007) The Practice of English Language Teaching, Harlow: Pearson Education Ltd Chapter 11

Scrivener, J (2005) Learning Teaching, Oxford: Macmillan Education: Chapter 12

Swan, M & Walter, C (1997) How English Works, Oxford: OUP

Thornbury, S (2005) Uncovering Grammar, Oxford: Macmillan Education

Task

• Read Harmer chapter 11 and Scrivener chapter 12 and Thornbury ‘Uncovering Grammar’. Choose one or two (or more!) of the grammar teaching and practice techniques to try out in your lessons.

• Share your experiences and evaluations on Moodle!