This document outlines the agenda for the second class of a pedagogical grammar course, including reviewing definitions of grammar, exploring direct and indirect approaches to teaching grammar to English language learners, and assigning self-study pages in the book and workbook on parts of speech, verb tenses, articles, and other grammar topics. Homework involves independently studying assigned sections in the book and workbook.

1. TDC 1
Pedagogical Grammar
Class 2

2. Book:
Review - Pages 10 – 13 (Self-study)
“Can you explain ELL
Grammar Errors?”
“On the Hot Seat: Answering
 Definitions of Grammar ELL Questions”
 English Studied by Native Speakers
Workbook:
X
- Pages 1 – 5 (Self-study)
English Studied as a Foreign Language “Distinguishing Traditional
 The History of English Grammar and ELL
Grammar”
“Answering / Researching ELL
Grammar Questions”
“Identifying ELL Errors in
Authentic Material”

3. Approaches to Teaching ELL Grammar
What do you think the difference between a
direct approach and an indirect approach to
teaching grammar is?
Book Page 16
Take a look at these two different lesson plans.
Which one follows a direct approach and
which one follows an indirect approach?

4. Approaches to Teaching ELL Grammar
Aim: Improving Telephoning Skills
Activity: Role playing using office telephone lines
Level: Intermediate to advanced
Outline: Indirect Approach
• Review phrases used in telephoning.
• Ask each student to write out notes for a telephone conversation that they
would typically have with a native speaker.
• Ask students to choose another student who should respond to the call for
which he/she has written notes.
• Stress the fact that students need to understand and take note of everything
crucial. If they do not understand they need to ask you to repeat, tell you to
speak more slowly - anything that is needed to understand.
• Ask your students to go to a different office, make sure to get the extension for
the office. Ask students to take notes on the call.
• Now, take the various notes, call the other extension and ask for the person
suggested by the student who wrote the notes.
• Once you have repeated this exercise, get students to call each other in their
own offices to repeat the exercise. Remember it is crucial to actually use the
phone, as the difficulty lies in understanding English over the phone.

5. Approaches to Teaching ELL Grammar
Aim: Improve recognition of the first and second conditional forms used in
conditional statements, while inductively reviewing the structures.
Activity: Reading a text with first and second conditional forms, developing
questions using the first and second conditionals, replying to questions
Level: Intermediate
Outline:
Direct Approach
• Ask students to imagine this situation: You’ve arrived home late at night and you
find that the door is open to your apartment. What would you do?
• Refresh students awareness of the conditionals.
• Have students read prepared extract using conditionals.
• Ask students to underline all conditional structures.
• In groups, students complete fill-in activity based on previous reading.
• Go over corrections as a class.
• In groups, have students prepare two “What if…” situations on a separate piece
of paper. Ask students to employ first and second conditionals.
• Ask students to exchange their prepared situations with another group.
• Students in each group discuss the "what if..." situations.
• Move around the class and help students to correctly produce the first and
second conditional forms.

6. Prescriptive Grammar
Descriptive Grammar
What do you think Prescriptive
Grammar means?
What about Descriptive Grammar?

7. Descriptive or Prescriptive?
Grammar Topic ?
Prescriptive ?
Descriptive
who / whom Always use 1. We always use who as a
who as a subject.
subject and 2. In everyday language,
whom as an people also use who as
object. an object. In very formal
language, we always use
whom in the object
position.
3. When directly preceded
by a preposition, people
usually use whom.

8. Descriptive or Prescriptive?
Grammar Topic ?
Descriptive ?
Prescriptive
splitting an People often split 1. Never split an
infinitive infinitives with infinitive.
adverbs of manner (to
quickly arrest) or
adverbs of degree (to
almost double)

9. Descriptive or Prescriptive?
Grammar Topic ?
Prescriptive ?
Descriptive
possessive Indefinite People often use their to
adjective pronouns such refer to indefinite
agreement as everyone and pronouns. When trying
with somebody are to sound more correct –
everyone always singular. especially in formal
When referring writing, people often
to indefinite use the phrase his or
pronouns, use her, even though its
his. repetitiveness can
sound awkward.

10. Descriptive or Prescriptive?

11. Deductive X Inductive Teaching
Learning Languages - Inductive and Deductive
Methods - YouTube.mp4

12. Deductive X Inductive Teaching
• Deductive Teaching • Inductive Teaching
• More traditional form of • Constructivist model of
teaching teaching
• T typically provides • More student-centered
information, shares specific • T provides examples
examples of the concept or • Ss practice and figure out the
skill being taught; he/she then rules by themselves
allows the ss to practice the
skills being taught. • It is more experiential and
based on a guided discovery
• More teacher-centered learning philosophy.
model of teaching – rule
driven
• Positive aspect – it gets to the
point of the lesson easily

13. Parts of Speech
• Noun
• Pronoun
• Adjective
• Verb
• Adverb
• Preposition
• Conjunction
• Interjection

14. Approaches to Explaining the
Parts of Speech
• Giving Definitions
• Questions
• Slot and Filler
• Nouns  I have a ____.
 a ____
 the ____
 five ____
 ____s*

15. Parts of Speech - Nouns
the name of a person, place,
• Definition thing, quality, emotion...
who? – Who took the money?
• Questions what?see an _____. eat?
- I – What did you
- She is a _____.
• Slots - There are four _____.
- the _____
- _____ is important.
1. Common X Proper
2. Concrete X Abstract
Workbook Page 39
ELLs’XUsual Errors?
3. Count Non-count

16. Parts of Speech
• Noun
• Pronoun  Page 51
• Adjective  Page 53
• Verb  Page 46
• Adverb  Page 55
• Preposition  Page 59
• Conjunction  Page 57
• Interjection  Page 62

17. Parts of Speech
• Noun
A noun is a word used to name a person, animal, place,
thing, and abstract idea.
• Pronoun
A pronoun can replace a noun or another pronoun. You
use pronouns like "he," "which," "none," and "you" to
make your sentences less cumbersome and less
repetitive.

18. Parts of Speech
• Adjective
An adjective modifies a noun or a pronoun by
describing, identifying, or quantifying words. An adjective
usually precedes the noun or the pronoun which it
modifies.
• Verb
The verb is perhaps the most important part of the
sentence. A verb asserts something about the subject of
the sentence and express actions, events, or states of
being. The verb or compound verb is the critical element
of the predicate of a sentence.

19. Parts of Speech
• Adverb
An adverb can modify a verb, an adjective, another
adverb, a phrase, or a clause. An adverb indicates
manner, time, place, cause, or degree and answers
questions such as "how," "when," "where," "how much".
• Preposition
A preposition links nouns, pronouns, and phrases to
other words in a sentence.

20. Parts of Speech
• Conjunction
You can use a conjunction to link words, phrases and
clauses.
• Interjection
An interjection is a word that shows emotion. It is not
grammatically related to the rest of the sentence.

21. Homework
Book:
- Pages 42 – 73 (Self-study)
“Parts of Speech”
Workbook:
- Pages 38 – 62 (Self-study)
“Parts of Speech”

22. Moodle Week
1) Parts of Speech 4) Grammar Key 7
• Summary • Articles
2) Grammar Key 13 5) Why the Twelve
• Word Forms English Verb Tenses
Matter
• Participial Parts of a Verb
3) Grammar Key 5 • Verb Tenses - Introduction
• Count and Non-count Nouns