27.11.13

Planning & Teaching Grammar
Objectives:
1. Experience and evaluate two approaches to
teaching grammar.
2. Distin...
First ‘lesson’
•
•
•
•
•
•
•
•
•
•

How effectively does the teacher...
... set the context
... engage the learners
... is...
Second ‘lesson’
•
•
•
•
•
•
•
•
•
•

How effectively does the teacher...
... set the context
... engage the learners
... i...
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 clot...
Last night

I was locked out.

Present (the
next day)

“You should’ve
taken your key”
You should have taken your key.
subject

should have

should’ve

past participle
In pairs.
Give some useless advice to the people
in the other stories
Use these verbs:

check

call

open
pretend

climb

...
Think of an embarrassing or funny
moment in your life.
Tell your partner about it.
Your partner will give you some useless...
Teaching grammar
Do
• Set context
• Provide opportunities for
practice
• Assess individuals
• allow for interaction
• Inco...
P-P-P
• Present: the tutor introduces the new language via
an appropriate context and focuses on the form,
meaning and pro...
Stages of P-P-P
Another approach
Comparative
adjective
taller

Basic
adjective

Comparative
adjective

How many syllables is the basic
adj...
Inductive or deductive?
• ... students are given explanations or grammar rules
and then, based on these explanations or ru...
Task
With your grammar item:
1. Identify the meaning; phonology; form
2. Plan a lesson sequence to teach your grammar
item...
Further reading
Harmer, J (2007) The Practice of English Language
Teaching, Harlow: Pearson Education Ltd Chapter 11

Scri...
Task
• Read Harmer chapter 11 and Scrivener chapter 12
and Thornbury ‘Uncovering Grammar’. Choose one
or two (or more!) of...
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Planning & Teaching Grammar L5 Dip

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Slides for the session from 27th November 2013. Unfortunately the animation and video is lost, but it should serve as a reminder of the key points.

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Planning & Teaching Grammar L5 Dip

  1. 1. 27.11.13 Planning & 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.
  2. 2. 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.
  3. 3. 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.
  4. 4. Embarrassed
  5. 5. Read the embarrassing stories. Which one is most embarrassing? Why? One of them is true. Can you guess which one?
  6. 6. 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.
  7. 7. Last night I was locked out. Present (the next day) “You should’ve taken your key”
  8. 8. You should have taken your key. subject should have should’ve past participle
  9. 9. In pairs. Give some useless advice to the people in the other stories Use these verbs: check call open pretend climb say
  10. 10. 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.
  11. 11. Teaching grammar Do • Set context • Provide opportunities for practice • Assess individuals • allow for interaction • Incorporate variety Don’t • Lecture • explain • Teach grammar in isolation
  12. 12. 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
  13. 13. Stages of P-P-P
  14. 14. Another approach Comparative adjective taller Basic adjective Comparative adjective How many syllables is the basic adjective? Basic adjective fatter cleverer What do we add to make it comparative? Rule: How many vowels/consonants? thinner Is the vowel sound long or short? How many syllables is the basic adjective? bigger shorter What do we add to make it comparative? Rule: Comparative adjective prettier Basic adjective How many syllables is the basic adjective? sillier What does the basic adjective end in? friendlier What do we do to make it comparative? Rule: Comparative adjective more beautiful more intelligent more expensive Rule: Basic adjective How many syllables is the basic adjective? What do we add to make it comparative?
  15. 15. 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
  16. 16. Task With your grammar item: 1. Identify the meaning; phonology; form 2. Plan a lesson sequence to teach your grammar item – Make sure you:  set the context generate interest focus on an appropriate model clarify form (label), meaning (concept q’s) and pronunciation (drills) provide some restricted practice and freer practice activities
  17. 17. 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
  18. 18. 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!

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