Teaching grammar can be done using the PIASP method, which is based on Bloom's Taxonomy of learning objectives. The PIASP method involves presenting grammar structures in context, isolating the structures, analyzing their form and function, stating the governing rules, and providing practice. For each stage of PIASP (presentation, isolation, analysis, stating rules, practice), there is a corresponding category of Bloom's Taxonomy. This allows grammar to be taught gradually and contextualized within communicative exercises, building students' knowledge, comprehension, application, analysis, synthesis and evaluation of grammatical structures.

1. Teaching Grammar(deductive Vs Inductive)
(Meeting AELTT- Algiers- May 21st 2016 )
By: Mr Samir Bounab (Teacher trainer at MONE-
yellowdaffodil66@gmail.com )
“The greater part of the world's troubles are due
to questions of grammar.”
― Michel de Montaigne, The Complete Essays
1. aSince there is no language without grammar and after
dealing with a PPU or a PDP Lesson & Once the learners have
acquired the new functional Language learning , learners need
to see the Structural One ( grammar)
2. Learners need to see the Language Form supported in the
Functional language learning the have just been exposed to
3. Bloom’s taxonomy in our teaching system
The Competency-Based Approach is a cognitive approach. It is indeed
indebted to Bloom‟s taxonomy (Cf. Bloom, B. et al , Taxonomy of
Educational Objectives vol 1 „The Cognitive Domain‟ and vol 2, „The
Affective Domain‟, New York: Mckay, New York, 1964) . Bloom has
claimed that all educational objectives can be classified as “cognitive” (to
do with information and “affective” (to do with attitudes, values and
emotions) or “psychomotor” (to do with bodily movements, such as
setting up some apparatus). He has said that cognitive objectives form a
hierarchy by which the learner must achieve lower order objectives before
s/he can achieve higher ones. (see Table 1 below).
Knowledge: 1 recalls knowledge
Comprehension: 2 Learner analyses information by separating
information into parts
Application : 3 Learner applies knowledge to new situations
Analysis : 4 split into parts for better understanding
Synthesis 5 Learner builds new knowledge from diverse elements
Evaluation: 6 Learner sets a value on the new information
(Table 1 Adpated version of Bloom’s Taxonomy)
Bloom‟s hierarchical model of cognitive thinking is illustrated in the
importance that the Competency-Based Approach in the Middle School
Syllabus accords to the mobilisation of knowledge and skills, their gradual
integration at higher levels (from level 1 to 6 in the table above), their
application to new situations of learning or use, the generation of new
knowledge and skills and finally the evaluation of the process and product
of thinking. This is the ideal route to the acquisition of competency called
a savoir-agir in the syllabus. For instance, a learner will need to know a
principle before s/he can understand it. S/he must understand it before
s/he can apply it. S/he should be able to cut it into smaller fragments and
relate it to other principles (analysis) before s/he can summarise it and
draw conclusions, and thus evaluate it.
Source” Programme D’anglais MS1 level
Teaching Grammar With Bloom's Taxonomy
Integrate English grammar naturally into everyday language arts lessons.
Using Bloom's Taxonomy, lead students to appreciate grammar.
Grammar needn't be a word that inspires eye rolling amongst students.
Show students that English grammar and the eight parts of speech in all
they read. Teachers know that teaching grammar is important
because when students grasp the foundation of language, they
improve their spoken and written communication. Empower students
with this information, and then start a dialogue focusing on grammar.
Grammatical terms and patterns cannot be covered through one lesson
plan or unit, so it they should be taught through a continuum of discussion
and gradual advancement of difficulty. Because English grammar is in all
parts of writing and reading, use complete immersion for teaching. Follow
Bloom's Taxonomy as you introduce concepts in English grammar and
parts of speech.
Knowledge
Acknowledge that students already possess knowledge of grammar even
though they may not know it. Students who read and write have an
understanding of English grammar, such as parts of speech and parts of a
sentence. Start with the basics, and show students examples of words
that describe, words that are objects or people, and words that show
action from within their textbooks and their writing.
Comprehension
Define the eight parts of speech — nouns, pronouns, verbs,
adjectives, adverbs, prepositions, conjunctions and interjections.
Have students create posters with a definition and an example for each
part of speech to display in the classroom display. After students
comprehend the terms, apply them to their reading by pointing out
examples.
Application
Apply terms to sentence structures and examine where basic sentence
parts fall. Explain that parts of speech are used in different parts of a
sentence. For example, a noun can be in the subject, direct object,
predicate word, indirect object or object of a preposition position. Build
these ideas naturally, as the class sees them while reading. Students
understand complex topics like grammar better when ideas are taught in
context.
Analysis
Show how punctuation rules work to make a text easier to read. Explain
punctuation within quotation marks. Demonstrate the different uses for a
semicolon. Analyze situations that provide contradictions and exceptions
to rules. For instance, discuss commas and their tricks. Look at the
debate over serial commas. Show students that grammar has leeway,
and some ideas are debatable.
Synthesis
Students will differentiate between different grammatical parts, and "tear
apart" sentences to decide which sub-types these parts are. You may
need to return to memorizing charts as students' knowledge of grammar
progresses. For instance, students may recognize a word as a pronoun,
but they will need to learn the difference between subjective, nominative
and objective pronouns as well as the singular and plural form of each.
Knowing the type of pronoun will aid in understanding proper pronoun
use, such as using the objective form for the object of a preposition.
Evaluation
As you continue teaching grammar, students will recognize that
grammatical formations differ enough to have different names. Begin
adding more difficult grammatical sub-parts (such as verbals) as students
show the ability to evaluate the basics and make informed decisions
concerning syntax. Review the eight parts of speech as necessary and
continue explaining grammar in all forms of communication.
Language arts classes too often lack English grammar instruction.
Knowing the foundation of a language provides learning opportunities
beyond schoolwork. Grammar should not be taught as an individual
unit of instruction. Instead, teach it every day so students realize it
is part of their language, and that they can understand it.
Copyright Lauralee Moss
Teaching grammar can be done using PIASP Teaching
Method So
What is PIASP?
P = Presentation
< Presenting the context in which the grammatical structure
appears >
Aim: To get the learner see the structure‐ its form and
meaning‐in contest.
so here your learners will deal with the first Bloom's taxonomy
category .
Knowledge < Learners recall knowledge: where they will
define and identify the structure seen before .
• The Learner will do that if he = defines, describes,
identifies, knows, labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects, states

2. I =Isolation
The focus is temporarily on the grammatical item itself.
Aim: get the learner perceive & recognize the grammatical
item what it looks like .
This goes also with the second category of Bloom's taxonomy
Comprehension: where your learners will be able to
infer, interpret, paraphrase, predict, rewrite, summarize.
A= Analysis
Here you will try to make your learners analyse the isolated
items.
Aim: To get the learner perceive how they are formed ,how they
function and what they mean, in short what rules govern them.
The objective is that the learner should understand the various
aspects of the structure.
This has a great link with the fourth category Analysis"
(Bloom’s Taxonomy) where your learners will be able to:
analyse, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates, selects, separates.
S = Stating rule
Here after they analyse you help them to formulate
the grammar rule
And this what Bloom called "Synthesis" where the learners are
able to Build a structure or pattern from diverse elements. Put
parts together to form a whole, with emphasis on creating a new
meaning or structure through the following key words
"Reconstruct, relate, reorganize, revise, rewrite, summarize, tell,
write.
P= Practice <Written /Oral Work>
The practice stage consists of a series of exercises. Three (3)
Types of tasks may be included
a‐ Based form task: Mechanical manipulation
< All the learners have to do is to produce the
Correct form. They get practice is SAYING or WRITING
The new structure (manipulation of the written and spoken
Form) but do not use it to express meaning.
Focus is on Form only >
b‐ Meaning based task: Focus is on meaning. This time the
production of the correct forms involves meaning as well and
cannot be done without Comprehension (they cannot be done
through mere mechanical manipulation)
c‐ Communicative based task: (emphasis is on
transmitting message) the target structure is used “To
say” and “do things”.
Sample of PIASP grammar item form the MS1 level
manual
MS1 level File 2 ( Family & Friends)
Presentation :
A : Who is that ? B :That is Jim my friend . He is from England.
  
Isolation : who that he
Analysis :who= « wh question word » « that »
demonstrative « he » = pronoun
Stating rule :
« whqq »+verb »obj+ ? / Demonstrative+S+V+obj »
« who »  « wh question word »
« that /this »  ”demonstrative »
« he /she »  « personal pronouns »
Practice:
Based form Task:
Exercise: Re‐order the words to make correct questions.
1‐ Sally/ is / who/?/ 
2‐ English/ she /is/?/
3‐ from/ is/?/she/where/ 
Meaning based task:
Exercise : Match the pair
sentence Meaning
1‐ Sally is English a‐ age.
2‐ Sally is 10. b‐ family member
3‐ Sally is Tina’s sister. c‐ nationality .
Communicative based task:
Activity 'a'p46 : Complete the conversation.
Sally : Look. This is Charles.
Aminata : Is he your brother ?
Sally : Yes, he is .He 's a student et the university of
Manchester.
Aminata : And, who is this
Sally : It's / He's my uncle.
Aminata : what's his name ?
Sally : His name is Peter.
Aminata : Is he in Manchester, too ?
Sally : No, he is not. He 's in London
Sources :
 Cf. Bloom, B. et al , Taxonomy of Educational Objectives vol 1
„The Cognitive Domain‟ and vol 2, „The Affective Domain‟, New
York: Mckay, New York, 1964
 National syllabus 2003
 National Middle school manuals
 Teaching grammar with Bloom’s taxonomy (Lauralee
Moss)
By
Mr Samir Bounab
(teacher trainer at MONE)
Yellowdaffodil66@gmail.com