METHODS OF TEACHING GRAMMAR

1. TEACHING GRAMMAR

2. QUESTIONS TO BE ANSWERED
• WHAT ASPECTS OF GRAMMAR DO WE NEED
TO CONSIDER WHEN TEACHING?
• HOW DO WE ADDRESS THESE ASPECTS WITHIN
A LESSON PLAN?
• HOW DO WE TEACH AN EFFECTIVE AND
ENGAGING GRAMMAR CLASS?

3. THINK BACK TO STUDYING ENGLISH
DURING YOUR SCHOOL YEARS...
How did you learn
grammar?
What did the
teacher do?
What did you do?
Was it effective?
Was it
enjoyable?

4. ASPECTS FOR CONSIDERATION WHEN
LEARNING/TEACHING GRAMMAR

5. GRAMMAR HAS A
LEARNERS NEED TO KNOW HOW TO RECOGNIZE (IN LISTENING
& READING) AND PRODUCE (SPEAK & WRITE) GRAMMAR
FORMS-
BASICALLY, THESE ARE THE RULES OF GRAMMAR

6. GRAMMAR HAS A
 MANY TEACHERS (AND STUDENTS) LIKE TO FOCUS ON
FORM BECAUSE IT IS STRAIGHT FORWARD
YOU CAN MEMORIZE THE RULES
GRAMMAR IS (USUALLY) OBJECTIVELY CORRECT OR
INCORRECT
IT CAN BE ASSESSED THROUGH TRADITIONAL TESTS
SUCH AS MULTIPLE CHOICE AND GAP FILL QUESTIONS

7. CONSIDER THESE GRAMMAR POINTS-
WHAT IS THE FORM? WHAT ARE THE
RULES?

8. GRAMMAR HAS
LEARNERS NEED TO UNDERSTAND THE MEANING OF
GRAMMAR THEY SEE & HEAR AND WHAT THEY ARE
COMMUNICATING WHEN THEY USE VARIOUS GRAMMAR IN
SPEECH & WRITING

9. GRAMMAR HAS
 WHEN WE THINK OF MEANING, WE USUALLY THINK OF
VOCABULARY
BUT GRAMMAR ALSO CONVEYS A LOT OF MEANING
LEARNERS NEED TO BE ABLE TO INTERPRET THESE
MEANINGS
IN THESE 2 SENTENCES, GRAMMAR HAS A BIG IMPACT
ON MEANING
The dog chased the cat The dog was chased by the cat

10. CONSIDER THE GRAMMAR IN THESE
EXAMPLES. WHAT IS THE DIFFERENCE IN
MEANING?

11. GRAMMAR HAS A
LEARNERS NEED TO BE ABLE TO USE AND PRODUCE (IN
SPEAKING & WRITING) GRAMMAR EFFECTIVELY TO
COMMUNICATE MEANING

12. GRAMMAR HAS A
 IF WE WANT STUDENTS TO BE COMMUNICATIVELY
COMPETENT, THEY MUST BE ABLE TO USE THE
LANGUAGE
TO BECOME COMMUNICATIVELY COMPETENT,
STUDENTS NEED TO BE ABLE TO PLAY WITH THE
LANGUAGE IN AUTHENTIC & MEANINGFUL WAYS
THIS ASPECT OF GRAMMAR IS OFTEN MINIMIZED AS IT
REQUIRES MUCH TIME TO PRACTICE AND ASSESS
NEVERTHELESS, IT IS THE MOST IMPORTANT ASPECT IF
OUR OBJECTIVE IS THAT STUDENTS BE ABLE TO

13. CONSIDER THESE COMMUNICATIVE
TASKS. WHAT GRAMMAR COULD BE USED
TO ACHIEVE THEM?

14. WHICH IS EASIEST TO LEARN &
TEACH?

15. INTEGRATING FORM, MEANING & USE
INTO A PPP LESSON PLAN
P-P-P

16. INTEGRATING FORM, MEANING & USE
INTO A PPP LESSON PLAN
Form
Use

17. INTEGRATING FORM, MEANING & USE
INTO A PPP LESSON PLAN
 Objectives related to form and meaning are very useful
in a lesson plan
 But often, the final objective will be related to
producing the language and using it in a real and
meaningful way
 The practice activities in the lesson will often be
focused on form and meaning
 In the final production stage, students use the language
to communicate
 At this point, the teacher (and students) can assess if
students have reached the objective

18. LET’S LOOK AT AN EXAMPLE
WBAT to use the 1st conditional to make prediction
 After the warm-up,
the teacher presents
the first conditional
 The teacher explains
how its formed, what
it means, and some
of the ways it’s used
You’ll get sick if you don’t take
better care of yourself.

19. WBAT to use the 1st conditional to negotiate a dea
• the simple present and simple future are used
• the –if clause is always in the present tense
• the independent clause is in the simple future
• if the independent clause is used first, a comma
connects the two clauses
• 1st conditionals have distinct intonation patterns

20. WBAT to use the 1st conditional to make prediction
 The class does a few practice exercises, moving from
more controlled practice (fewer choices) to less
controlled practice (more choices)
 The teacher monitors and corrects as students work to
make sure they are ready for the next stage

21. WBAT to use the 1st conditional to make prediction

22. WBAT to use the 1st conditional to make prediction
The teacher now assigns students to create and perform a
skit. They will choose from one of the scenarios below and
create a skit that includes 5+ predictions. This gives the
students a chance to produce the language in an authentic
and meaningful way
With your partner, create a dialogue about one of these
situations. Include 5+ predictions using the 1st conditional
• watching a sports match
• watching a dramatic movie
• gossiping about a couple
• planning a trip

23. YOUR TURN
Choose one of the grammar points below.
Answer the questions with your group
1. What do students need to know about the form of this gr
2. What is the meaning of this grammar?
3. How do we use this grammar in real life?

24. IF YOU NEED A LITTLE HELP...
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