The document provides an overview of teaching language skills, with a focus on teaching grammar. It defines grammar and discusses considerations for teaching grammar, including the differences between fluency and accuracy. It also presents various approaches to teaching grammar, such as deductive versus inductive, and frameworks like PPP and PPU that incorporate presentation, practice and production stages. Controlled and free activities are also addressed.

1. Module : Teaching language skills
Presented by: Professor :
Moudden Mina Ayad CHRAA
Bouras Redouan

2. • Definition of grammar
• Teaching Grammar : Considerations
• Key Differences : Fluency vs Accuracy
• Approaches to Teaching Grammar :DEDUCTIVE VS. INDUCTIVE
• Controlled vs Free Activities
• Frameworks: PPP/ PPU
• Teaching Grammar using games
• Micro-teaching : Presentation stage

3. GRAMMAR
is part of the
study of
language which
deals with
and now often
with language
sounds
(phonology) and
word meanings
(semantics).
their customary
arrangement in
phrases and
sentences
(syntax),
the forms and
structures of
words
(morphology)

4. Three dimension of grammar
Structure
Or Form
Meaning
Use or
Pragmatics
How is it formed?
What does it mean?
When/ Why is it used?

6. • Students’level, background and size of the group
• Students’needs and interests
• Real life situations
• Contextualization
• different techniques & activities
• Authenticity
• EclecticApproach
• The availability of resources and materials

8. •Accuracy
ability to use the
necessary
vocabulary, grammar
and punctuation
correctly, such as
verb forms (past
tense, present
tense), articles (a,
an, the) and
prepositions.
•Fluency
the flow and
efficiency with
which you express
your ideas,
particularly when
speaking.

9. Accuracy
 Form-focused
 Mistakes are not accepted
 Language correctness-oriented
 Mechanical learning practices
 SS focus on a particular target
item
 De-contextualized language
activities
Fluency
 Meaning-focused
 Mistakes tolerated
 Communication-oriented
 communicative practices
 Ss focus on communicating
information and expressing ideas
 Contextualized activities

11. 1
2
Deductive
approach
Inductive
approach

12. Deductive approach
Focus on form first and then meaning
T. provides students with the rules/forms and asks them to
practice/drill them
T. provides NO context or COMMUNICATIVE purpose for the
grammar
Teacher-centered

13. Concrete illustration
Teacher explains the form and use of “Past Continuous”
Form : Subject +was/were + verb [ing] + obj
Use: to indicate that a longer action in the past was interrupted
Teacher asks Ss to practice the past continuous through completing certain tasks like

14. Inductive approach
• Focus on meaning first and form second
• learners discover the rule through meaningful communication
• T. provides a CONTEXT and PURPOSE for use
• Learner- centered approach

15. Concrete illustration
1. Learners are asked to read, notice
and elicit the form and meaning
idirectly through reporting Kitya’s
activities
2. The grammar item, Simple Past, is
contextualized : text and unit theme
3. Learner-centered

17. • Guided Practice Activities
• Focus on developing accuracy rather than fluency
• Students practice the target grammar rule they have learnt

18. Matching Multiple Choice
Rewrite sentences

19. Examples of controlled exercises
Put in the correct form
Filling in gaps

20. • Free Language Production
• Students use language in a free context based on their choices
Deliver a short presentation using the target grammar item
Discussion
Write a reports or essay
Write a reply to a letter or email

21. PPP Framework
• This framework is widely used throughout the world by many EFL and ESL teachers.
• It can be used to teach grammar items, vocabulary and functions
• The acronym stands for Presentation, Practice and Production. Each letter means a stage
of the learning process.

22. The teacher
introduces a
situation and
presents the target
language in context
through :
A. Realia
B. Demonstration
C. Miming
D. Situation
E. Visual Aids
F. Flash Cards
Presentation
It’s the time for the
students to use the
language in a semi-
controlled activity.
A. Filling in gaps
B. Multiple choice
C. Ordering
scrambled
sentences
D. Drills
E. Matching
Practice
the Production
stage gives the
students the
opportunity to use
the language freely.
Production
A. Write a letter
B. Write an email
C. Desscussion
D. Role play
E. Short
presentation

23. PPU Framework
• We often use this framework to plan lessons teaching speaking, grammar, functions and
vocabulary.
• The PPU stands for Presentation, Practice and USE. Each letter REPRESENTS a stage of the
learning process.
• PPU represents an accuracy to-fluency model of instruction.

24. The teacher introduces the
language rule to the students
Ss understand the grammar
item being used,
the form, meaning and use
Through:
A. Analyzing
B. Realia
C. Examples
D. Situations
E. Visual aids
Presentation
Students practice the
new language item in
various activities
alone, in pairs or in
groups
A. Gap fill in
B. Matching
C. Cloze
D. Multiple choice
E. Completing a
sentence
Practice
Ss need a chance to
personalize and use the new
grammar item; fluency tasks
also help Ss remember the
language they learned.
A. Problem-solving
B. Ordering
C. Sharing Personal
D. Information
E. Sharing General
Information
F. Role-play
G. Dialogue
Use

25. Practicing grammar using Games:
Jill Hadfield (1990) defined
games as “an activity with rules, a
goal and an element of fun”.

26. Advantages
Lower
students
stress
They
provide
motivation
real
communicati
on
increase
students'
ability
learn without
realizing that
they are really
learning

27. Irregular Verbs Bingo
• Grammar practiced: irregular verbs
• Level: CC, 1st /2nd Bac
• Time: 5-10 minutes
• Materials: Bingo cards, pen/pencil
• Aim: to practice irregular verbs
• Description:
Bingo is a very well-known game with many variations. This one is focused on the irregular verb forms (either past
simple or past participle). The teacher can pass out the bingo cards (See figure 1) or sts can draw their own table with 9 spaces
on a piece of paper. Then a teacher writes 15 verbs on the blackboard and students choose nine of them and write their base
form down into the table. Finally, when sts are ready the teacher calls out past tense (or past participle) form of chosen verbs
and pupils cross it if they have the particular verb. One can win by having 3 verbs in a row –diagonally (see figure 1).

28. Act it out! (Pantomime)
• Grammar practiced: past tense
• Level: A1 - A2
• Time: 10 minutes
• Materials: strips of paper with sentences that should be acted out
• Aims: to perform in front of the class, to practice past simple questions.
• Description:
One student is chosen to go in front of the classroom. He/she is given (or draw) a piece of paper
with a sentence (see figure 6) and has to act the sentence out. The rest of the class is guessing what
was written on that piece of paper.

29. References
• Ait Hajji, K & Youngkeun, K (2019) Teaching and Learning Grammar by Games In EFL
Classrooms in Moroccan High Schools. Inje University.
• Harmer, J. (1998). The Practice of English Language Teaching.(2nd ed). Harlow:
Longman.
• Scrivener, J. (2005). Learning teaching: A guidebook for English language teachers
(2nd ed.). Oxford: Macmillan.
• Thornbury , S. (1999)‘’How to teach grammar’’
• https://fr.slideshare.net/akopali/how-to-teach-grammar
• https://sites.google.com/a/algeriatesol.org/algeriatesol/frameworks/ppu-
presentation-practice-use-/ppu-framework
• https://www.teachingenglish.org.uk/article/planning-a-grammar-
lesson#:~:text=their%20existing%20knowledge.-
,Presentation%2C%20practice%20and%20production%20(PPP),it%20through%20very
%20controlled%20activities.

30. Micro teaching
Level : Intermediate Unit: Education Date :
Skill: Grammar Lesson: Simple Past Time: 15min – Presentation stage

31. I sream, you scream, we all scream for ice cream.

32. 1. Read what Merry says about her typical day.
I usually get up at 7 :00 and have a big breakfast. I walk to work,
which takes me about half an hour. I start work at 8 :00. I never have
lunch. I finish work at 5 :00. I’m always tired when I get home. I
usually cook a meal in the evening. I don’t usually go out. I go to bed
at about 11 :00. I always sleep well.

33. What Merry did yesterday?
!
She got up at 7 :00 and had a big breakfast. She walked to work,
which took her about half an hour. She started work at 8 :00. She
never had lunch. She finished work at 5 :00. She cooked a meal in
the evening. She went to bed at about 11 :00.

34. a. Yesterday was a typical day for Ahmed. Write the things he did and the things he
didn’t do yesterday
1. He …….. at Seven o’clock.
2. He …….. a breakfast.
3. He …….. to work.
4. He …… dinner.
5. He …… at five oc’lock.
6. He …… a meal yesterday afternoon.
7. He …… out yesterday evening.
I usually weak up at 7 :00 and have a breakfast. I
walk to work, which takes me about half an hour. I
finish work at 8 :00. I never have dinner. I finish
work at 5 a.m. I’m always tired when I get home. I
usually dont cook a meal in lunch. I don’t usually
go out.

35. 2. Your friend has just come back from holiday. You would like to
know more about his/her holiday. Write your questions.
1. {Where/ go?} Where did you go?
2. {go/ alone?} …………………………….?
3. {how/ travel?} …………………………….?
4. {how long/ stay?} …………………………….?
5. {stay/ at a hotel?} …………………………….?
3. Fill in the blanks with the right forms of the verbs in the list
Buy spend teach write throw
a. How did you learn to drive? My brother ……. Me.
b. Amine ……. A lot of money yesterday. He ……… a lot of clothes.
c. Shakespeare …….. A lot of poems.

36. Game: ‘Find someone who…’
‘Find someone who…’
1. Used to go to primary school
by bike.
2. Didn’t use to watch cartoons
on T.V.
3. Be afraid of travelling
4. Didn’t like to study in groups
5. Didn’t use to have friends