1. 5
Губарєва Світлана Сергіївна
Ефективні шляхи презентації
англійської граматики (5-6 класи)

2. «A person who knows
a language perfectly,
uses a thousand and one
grammar, lexical, phonetic rules
when he is speaking»
Robert Lado
Effective Ways
of Presenting Grammar

3. Grammar rules are to be understood as a special way
of expressing communicative activity. The reproductive
grammatical skills suppose to master the grammatical
actions which are necessary for expressing thoughts
in oral and written forms.

4. Grammatical competence occupies a prominent position
as a major component of communicative competence.
We can’t communicate without knowing the rules of
combining foreign words and constructing sentences.

5. The pupils’ ability in the correct use of grammar depends
mainly on their speaking skills and vocabulary, that’s why it
is necessary for teachers to be better informed of the ways
of presenting and practising grammar.

6. General Principles of Grammar Teaching
The teacher focuses pupils’ attention on the new element
in the sentence pattern.
The teaching point may be presented in the form of a rule,
a very short one, usually done in the mother tongue. The
rule helps learners to understand and assimilate the
structural meaning of the elements.
1. Conscious Approach
e.g. I can see a book. / I can see many books.

7. General Principles of Grammar Teaching
However, it doesn’t mean that the teacher should
ask pupils to say this or that rule. Rules do not
ensure the mastery of the language. They only help
to attain the practical goal. If a pupil can recognize
and employ correctly the forms that are appropriate,
that is sufficient. When the learner can give ample
proof of these activities, we may say that he/she has
fulfilled the syllabus requirements.
1. Conscious Approach

8. General Principles of Grammar Teaching
Conscious learning is also ensured when a grammar item
is contrasted with another grammar item which is usually
confused. The contrast is brought out through oppositions.
The teacher should realize difficulties the sentence pattern
presents for his pupils. Comparative analysis of the grammar
item may be helpful. You should think of the shortest and
simplest way for presentation of the new grammar item.
e.g. Give me a book. (any book to read) / Give me the book.
(you’ve promised)
He has come. (Present Perfect) / He came an hour ago.
(Past Simple)
1. Conscious Approach

9. General Principles of Grammar Teaching
The teacher should remember, the more he speaks
about the language, the less time is left for practice.
The more the teacher explains, the less his pupils
understand what he is trying to explain.
This leads to the teacher giving more information
than is necessary, which does not help the pupils
in the usage of this particular grammar item, only
hinders them.
1. Conscious Approach

10. General Principles of Grammar Teaching
It means that pupils learn those grammar items which they
need for immediate use either in oral or written language.
The learners master grammar through performing various
exercises using a given grammar item.
2. Practical Approach
e.g. Ann’s mother / the boys’ room
Teachers should teach correct grammar
usage and not grammar knowledge.

11. General Principles of Grammar Teaching
Grammar items are introduced and drilled in structures
or sentence patterns.
In our country the structural approach to the teaching of
grammar has been proved and accepted by the majority of
teachers and methodologists since it allows pupils to make
up sentences by analogy, to use the same pattern for
various situations. Pupils learn sentence patterns and how
to use them in oral and written language.
3. Structural Approach

12. General Principles of Grammar Teaching
The teacher should provide pupils with words
to change the lexical (semantic) meaning of the
sentence pattern so that pupils would be able to use
it in different situations. They should assimilate the
grammar mechanism involved in sentence pattern
and not the sentence itself.
3. Structural Approach

13. General Principles of Grammar Teaching
Pupils learn a grammar item used in situations.
For example, classroom situations: the teacher takes
or simply touches various things saying:
Then the pupils do the same in turns.
4. Situational Approach
e.g. This is Nina’s pen. / That is Sasha’s book...
The teacher should select appropriate situations
which can provide comprehension and the usage of
the particular grammar item he is going to present.

14. General Principles of Grammar Teaching
Grammar items pupils need for conversation are taught
by the oral approach: pupils at first listen to them, then
perform various speaking exercises, and only after that they
see these grammar items printed and write sentences using
them.
5. Oral Approach
If pupils need the grammar items for reading,
the teacher should start with reading and writing
sentences in which such items occur.

15. ...must realize the possible difficulties for learners in
assimilating this new element of the English grammar. They
may be of 3 kinds: difficulties in form, meaning and usage;
...thinks of the ways to overcome these difficulties: how to
convey the meaning of the grammar item (either through
situations or with the help of the mother tongue); what rule
should be used; what exercises should be done (their type
and number);
While preparing for the lesson at which
a new grammar item should be introduced,
the teacher...:

16. ...chooses the sequence in which pupils should work:
from observation and comprehension through conscious
imitation to usage in conversation (communicative exercises);
...considers the form of presenting the grammar item –
orally, in writing or in reading;
...plans pupils’ activity for learning this grammar item:
individual work, class work, working in groups or pairs.
While preparing for the lesson at which
a new grammar item should be introduced,
the teacher...:

17. Don’t forget that pupils always need examples.

18. Difficulties for
Pupils Learning
Grammar
Articles
Tenses & the
sequence of tenses
Functions
of auxiliaries
Idiomatic
usage
Modal
verbs

19. The Most Common Grammatical Mistakes
• spelling
• pronouns
• verb forms (e.g. Where did you went?
I have 11 years old. I am agree.)
• use of the wrong tenses (e.g. If I will come...)
• homonym errors (e.g. to – too, your – you’re,
whose – who’s, principal – principle)
• usage error (e.g. accept – except, advise – advice,
affect – effect)
• sentence structure (e.g. What you doing?)
• punctuation

20. The Most Common Grammatical Mistakes
• apostrophes (e.g. your’s, paper’s)
• capital letters
• irregular plurals (e.g. mens, childrens)
• phrasal verbs
• using the wrong prepositions (omission/confusion)
• misuse of the infinitive, verbs, reported speech
• confusion of number, parts of speech
• wrong position of adverbs
• un-English expressions
• unnecessary articles

21. Suggestions about Teaching Grammar
• Teach only those rules which are
simple and which do not have too
many exceptions.
• Do not spend too much time on
grammar points which do not
appear to be very useful or
important. Just make the students
aware of the special features.
• Wherever possible, teach grammar
in context.

22. Suggestions about Teaching Grammar
• When presenting grammar,
try to use charts, tables, diagrams,
maps, drawings.
• Avoid difficult grammatical
terminology as much as possible.
• Allow enough opportunities
for practice.
• Do not be frustrated by the students’
mistakes and errors, which are
inevitable in language learning.

23. The best way to form grammar skills is to use
a lot of training exercises and individual
approach in teaching grammar.

24. Useful tips for effective grammatical explanations
• Prepare the right words, clear for
learners.
• Make sure you have the class’s
full attention.
• Keep your explanations brief and
simple. Use the mother tongue if
students cannot follow an
explanation in English.
• Use charts and other visuals whenever possible
to graphically depict grammatical relations.
• Illustrate with clear, unambiguous examples.
• Try to account for varying cognitive styles among students.

25. Useful tips for effective grammatical explanations
• Do not get yourself and your students tied up in knots over
so called ‘exceptions’ to rules.
• If you are not sure how to explain something, do not risk
giving false information (it will cause even more
embarrassment later); rather, tell students, you will
research that point and bring an answer back the next
day.
• Do not introduce new grammar and new vocabulary at the
same time.
• Present the information more than once.
• Get feedback – ask your students to paraphrase in their
own words giving examples.

26. Grammar Presentation
& Practising Techniques
tables, charts
and graphs
objects
maps drawings
pattern
dialoguessongs, chants,
poems
games

27. Visual Learning
The combinations of words and images have been found to
facilitate learning, understanding, remembering and performing.
Visual learning (VL) is among the most effective methods for
teaching students of all ages how to think and how to learn.
It is a proven method in which ideas,
concepts, data and other information
are associated with images and
represented graphically. Charts and
graphs are some of the techniques
used in VL to enhance thinking and
learning skills.

28. Visual Learning
Visual learning helps students:
• to make abstract ideas visible and concrete;
• to connect prior knowledge and new concepts;
• to illustrate the most important information eliminating
everything that is not so critical;
• to select, structure, analyze and integrate information
in a meaningful way.

29. A variety of strategies and methods are used to ensure
that all the students have equal opportunities
to learn. And our task is to reveal them.

30. Can Grammar Be Fun?..

31. Can Grammar Be Fun?..
Польське видавництво «PWN»
разом з українським видавництвом «Ранок»
представляють

32. Can Grammar Be Fun?..
Польське видавництво «PWN»
разом з українським видавництвом «Ранок»
представляють
НОВИЙ СПІЛЬНИЙ ПРОЕКТ,

33. Can Grammar Be Fun?..
Польське видавництво «PWN»
разом з українським видавництвом «Ранок»
представляють
НОВИЙ СПІЛЬНИЙ ПРОЕКТ,
який здатний цілком змінити Ваші уявлення
щодо складності англійської граматики!

36. Серія «Let’s...» ламає звичні стереотипи –
завдяки унікальній системі подання теорії
і практики засвоїти англійську граматику тепер
зможе кожний!
Мінімум тексту – максимум наочних опор!

38. Замість нудних граматичних правил
й ненависного зубріння:
 кумедні ілюстрації

39. Замість нудних граматичних правил
й ненависного зубріння:
 зрозумілі наочні схеми

40. Замість нудних граматичних правил
й ненависного зубріння:
 зрозумілі наочні схеми

41. Замість нудних граматичних правил
й ненависного зубріння:
 зрозумілі наочні схеми

42. Замість нудних граматичних правил
й ненависного зубріння:
 зрозумілі наочні схеми

43.  графічні акценти

44.  графічні акценти

45.  пояснення правил рідною мовою

46. Замість нудних граматичних правил
й ненависного зубріння:
 гумористичні приклади та римування

47. Замість нудних граматичних правил
й ненависного зубріння:
 гумористичні приклади та римування

48. Замість нудних граматичних правил
й ненависного зубріння:
 гумористичні приклади та римування

49. Замість нудних граматичних правил
й ненависного зубріння:
 гумористичні приклади та римування

50. + різноманітні вправи
на відпрацювання-закріплення
пояснення завдань
українською чи
російською мовою
приклади до кожного
завдання
пояснення завдань
українською чи
російською мовою

51. + різноманітні вправи
на відпрацювання-закріплення

52. + уроки повторення

53. + тематичні тести

54. + тематичні тести

55. + ключі до всіх завдань!

56. + ключі до всіх завдань!

57. • як допоміжний матеріал до будь-якого
шкільного підручника;
• для самоперевірки;
• для підготовки з репетитором.
І (базовий) рівень.
Let’s Play Grammar – 5-6 кл
ІІ (середній) рівень.
Let’s Learn Grammar – 7-9 кл
ІІІ (високий) рівень.
Let’s Study Grammar – 10-11 кл
скоро
у продажу!

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61. Промо-код: Lets

62. Питання, пропозиції, замовлення:
068-610-99-46, 095-253-12-21; lana7sun@ukr.net
Світлана, бренд-менеджер напряму
«Іноземна література» вид-ва «Ранок»