How should grammar be taught?

1. THE MOST DELICATE
WELCOME TO
ADULT TEACHER TRAINING COURSE
OCTOBER – NOVEMBER 2017
NASIM KAZEMI ESFEH

3. AIMS
To define grammar and discuss its importance
To get to know Grammar Presentation Methods
To learn the 3 concepts in presenting grammar
To discuss different types of practicing grammar
To observe lesson plans and learn the stages
To suggest some tips on teaching grammar

4. GRAMMAR
•Grammar refers to how we combine,
organize and change parts of words,
words and groups of words to make
and convey meaning.

5. B

6. DEDUCTIVE VS. INDUCTIVE
Deductive Approach
Inductive Approach

7. DEDUCTIVE
A deductive approach to teaching language
starts by giving learners rules, then examples,
then practice. It is a teacher-centered
approach to presenting new content. The
deductive approach may be suitable with
lower level learners who need a clear base
from which to begin with a new language
item, or with learners who are accustomed to
a more traditional approach and so who lack
the training to find rules themselves.

8. INDUCTIVEAn inductive approach to teaching
language starts with examples and
asks learners to find rules. Inductive
approaches to presenting new
language are student-centred
commonly found in course books,
and form part of a general strategy
to engage learners in what they
learn. Some learners may need
introduction to inductive approaches
since they may be more familiar, and
feel more comfortable, with a
deductive approach.

9. GUIDED DISCOVERY LEARNING

10. KEY CONCEPTS
M
Pronunciation

11. PRACTICE
Accuracy Practice Activities
Fluency Practice Activities
Restructuring Practice Activities

12. PRACTICE
Accuracy Practice Activities:
1.Attention to form
2.Familiarity
3.Thinking time
4.Feedback

13. PRACTICE
Fluency Practice Activities:
1. Attention to meaning
2. Authenticity (purposeful,
reciprocal, mutually
intelligible, unpredictable)
3. Communicative purpose
(built-in need to interact)
4. Chunking
5. Repetition

14. PRACTICE
Restructuring Practice Activities:
1.Problematizing
2.Push
3.Scaffolding

15. PRACTICE
Meaningful Games
Drills:
Substitution
Transformation
Communicative
based
Task based
Personalized
Engagement
Fun
Enthusiasm

16. THE RIGHT HAT:
•Master Trainers
•Teacher Trainers
•Teachers
•Students

17. SAMPLES

18. SUGGESTIONS
 Research the grammar point properly before teaching it.
 Get the proportions of input and output right. Aim to
spend less time on giving explanations and examples (input)
and more time allowing your learners to work through
grammar practice activities (output).
Make a connection. Make the grammar point more real
and memorable for the learners by linking it to their lives.

19. SUGGESTIONS
 Use visual aids (color, diagrams, illustrations, time lines) to
support explanations.
 Find or design language practice games that will allow your
learners to practice the language while having fun.
Provide learners with an opportunity to practice the grammar
point at home.
Review and recycle grammar points frequently so that learners
get adequate exposure to the grammar points.

20. AIMS
To define grammar and discuss its importance?
To get to know Grammar Presentation Methods?
To learn the 3 concepts in presenting grammar?
To discuss different types of practicing grammar?
To observe lesson plans and learn the stages
To suggest some tips on teaching grammar