The document outlines a presentation on teaching grammar, discussing definitions, criteria for syllabus selection and grading, and various teaching approaches. It emphasizes grammar's role in sentence formation and communication, advocating for students' discovery of rules through both deductive and inductive methods. Additionally, it presents lesson planning models like PPP and ESA to enhance practical application in language learning.

1. Teaching grammar
presented By: Said Baalla Trainer: ayad CHRAA
Fatiha imejjad
Department of English
Module:Teaching
Language skills
Centre Régional des Métiers
de l’Education et de la Formation-
CRMEF, Inzeguan, Morocco

2. outline
1. What is grammar?
2. Criteria for selection and grading grammar syllabus
3. What students need to know about a new language item?
4. Approches to teaching grammar
5. Modals of grammar lesson plan

3. What is grammar?
• When thinking about tachng of the grammar of a foreignn
language, how can you define it?

4. • Traditionally, grammar has ben concerned with analysis at the level
of sentence.
• Thus, the role of grammar is to describe the rules that govern
sentence formation.
• It describes what is acceptable and what is not.
• Syntax and morphology
(thornbury, 2000)

5. • GRAMMAR IS “a description of the rules for forming including an
account of the meanings that these forms convey” (thornbury, 2000).
• According to thornbury (2000), there two kinds of meaning realized by grammar:
 Representational - that is, grammar enables us to use language to
describe the world in terms of how, when and where things
happen, and
 Interpersonal – that is, grammar facilitates the way we interact with other people
when, for example, we need to get things done using language.

6. • Larson-freeman challenges the conception of grammar as a static
product that consists of forms that are rule-governed, sentence-level,
absolute, and constitute a closed system.
• “Grammaring is the ability to use grammar structures accurately,
meaningfully, and appropriately” (larson-freeman, 2003).

7. Criteria for selection and grading
grammar syllabus
• Syllabus is the planning of a course. “It tells the teacher what is to
be covered and in what order” (thornbury, 2000).
• Selection: the content to be included
• Grading: how to order the selected content

8. criteria for selecting
• Usefulness: depends on the specific needs of the learner.
• For example, if a group of learners need english mainly in order to write english
they need to attend to features of written grammar such as passives,
subordination, and reported speech etc (thornbury, 2000).
• Frequency: how often the grammatical structures occur?
• The most fequent gmmatical structures the more likely to be slected.

9. Criteria fOr grading
Complexity:
An item is complex if it has a number of elements: the more elements,
the more complex it is. For example, a structure such as the present
perfect
continuous (she has been reading) is more complex than the present
continuous (she is reading), while the future perfect continuous is mort
complex still (she will have been reading) (thornbury, 2000).

10. • Learnability:
• Traditionally, learnabilty is measured by complexity; that is, the
simple structures are the easiest to be learnt.
• This view have been called into question by the natural order
hypothesis.
• We acquire the rules of language in a predictable order.

11. • Teachability: we introduce language structures which THEIR
meanings are easy to demonstrate.

12. What students need to learn grammar
• Students need to understand the meaning form and the use of an
item.
• Form refers to how the peices fit together.
• Use refers to the typical situations, conversations, contexts in which
it might be used.

13. What students need to learn grammar
• Let grammar rules be discovered
• Make real communication
• Let grammar rules be remembered.
• Notice specific items when they are being used.

14. Approches to teach Grammar

15. Deductive approach
• This approach starts with the
PRESENTATION of a RULE and is followed
by examples in which the rule is applied.
The explanation is always staged in two
parts: explanation of the rule of FORM and
explanation of the rule of USE.

16. ADVANTAGES OF DEDUCTIVE APPROACH
• It gets straight to the point (time- saving).
• It can be more effective with low level students.
• It allows the teacher to deal with language points as they come
up (rather than having to prepare them in advance).

17. DISADVANTAGES OF DEDUCTIVE
APPROACH
• Students may not have sufficient metalanguage (such as
grammar terminology).
• Teacher-fronted, transmition-style classroom (in general there
is no student interaction or involvement).
• Explanation is generally not as effective as demonstration.
• Students may believe (wrongly) that learning a language
means learning rules.

18. INDUCTIVE APPROACH
• This approach starts with some examples from which a rule is
inferred.
• Also known as discovery learning, is a process where the
learner discovers rules by observing examples.

19. • Example
Learners listen to a conversation that includes examples of the use
of the third conditional. The teacher checks that the students
understand the meaning of its use through checking learners'
comprehension of the listening text, and only after this focuses on
the form, using the examples from the text to elicit rules about the
form, its use and its pronunciation.

20. ADVANTAGES OF INDUCTIVE APPROACH
• Rules students discover by themselves are most likely to be
learnt than rules they are presented.
• Rules become more meaningful and memorable.
• Students are more actively involve in the learning process.
• Working things out for themselves is conducive to learner
autonomy.

21. DISADVANTAGES OF INDUCTIVE
APPROACH
• The time taken to work out a rule may be at the expense of
time practice.
• Students may hypothesize the wrong rule.
• It can place heavy demands on teachers in planning a
lesson.
• Sometimes students prefer simply to be told the rule.

22. Modals of grammar lesson plan

23. thE PPP MODEL
• Presentation
• We introduce the language structure to the ss through:
Texts or dialouges
Pictures
• Practice
• The practice stage aims to provide opportunities for learners to use
the target structure used during class.

24. • In this stage, it is important that activities are fairly controlled.
• Sentence reordering
• Matching the beginning of sentences to the end
• Gap fill sentences
• Chain sentences
• Games (build a sentence card game)

25. • Production
• In this stage ss need to practice language more freely through
meaningful activities.
• Information gaps, role plays, interviews, simulations, find someone
who, spot the differences between two pictures, picture cues,
problem solving, personalization activities and board games.

26. The ESA model
• Engage
• This is the point in a teaching sequence where teachers try to arouse the
students’ interest, thus involving their emotions.
Games
Music
Dramatic stories
Stumilating pictures
Amusing anecdotes

27. • Study
• Study activities are those where the students are asked to focus in
on language (or information) and how it is constructed.

28. The teacher can explain grammar
 Students can study language evidence to discover grammar for
themselves
 They can work in groups studying a reading text or vocabulary.

29. • Activate
• This element describes exercises and activities which are designed to get
the students using language as freely and communicatively as they can.
• The objective for the students is not to focus on language construction
and/or practice specific bits of language(grammar patterns, particular
vocabulary items or functions) but for them to use all and any language
which may be appropriate for a given situation or topic.

30. Refences
• Thornbury, S. (1999). How to teach grammar. Longman.
• lARSON-FREEMAN, d. (2003). Teaching Language: From Grammar to
Grammaring. Newbury house.