1. This document discusses different methods for teaching structural patterns in English, including verbs, deductive explanations, and considering students' native language. 2. It recommends breaking grammar down into teachable formulae, presenting structures in a variety of engaging ways like model sentences, dialogues, demonstrations, and descriptions, and providing controlled practice through oral drills. 3. The key is selecting which structures to teach, presenting them step-by-step, and providing repeated practice of old and new concepts.

1. TEACHING STRUCTURAL
PATTERNS

2. Teaching verbs
01

3. Teaching verbs
● Simplification of conjugation
● More easily explained in early years
● Isolated language aspects are more difficult.
● Issues with pronunciation, spelling and different uses and forms

4. Deductive Explanation
02

5. Deductive Explanation
Formula Contrast
-I had a cigarette after lunch.
-I had lunch. Afterward I had a cigarette.
“After” refers to something coming later in the
sentence; “Afterwards” refers to something coming
earlier in the sentence.
For example, if we point out the difference between “after” and “afterwards, saying that after is a
preposition and Afterwards an adverb will not be enough. Given that, we can try this:
A deductive explanation involves students in the process by putting
into practice what they are learning in a real environment

6. Selection of items to teach
03

7. Selection of items to teach
The teacher must be able to select which structures to teach in what order.
It is important to follow a coherent sequence of contents.
It is necessary to work out how to present it stage by stage at appropriate levels, and gradually build up
the complete picture.
Example: The complicated use of some and any depending on the sense of the sentence.
Teach:
1. Beginners - “some” in positive sentences
2. Elementary - “any” in negative sentences
3. Elementary - “any” in questions
4. Elementary - “some” in questions expecting a positive answer
5. Intermediate - “any” in positive sentences

8. Each time a new aspect of “some” and “any” is
introduced, the previous forms can be practiced
again.
They may be presented as rules, and only later
alternatives and contradictions can be taught.

10. The Learner’s native
language
04

11. The Learner’s native tongue
When our class has a common native tongue, we should consider its differences and
similarities with English in order to push our efficiency. Some topics don’t need to be
explained much depending on the similarities shown, for example, its writing system:

12. The Learner’s native tongue
When our class has a common native tongue, we should consider its differences and
similarities with English in order to push our efficiency. Some topics don’t need to be
explained much depending on the similarities shown, for example, its writing system:

13. The Learner’s native tongue
When our class has a common native tongue, we should consider its differences and
similarities with English in order to push our efficiency. Some topics don’t need to be
explained much depending on the similarities shown, for example, the articles:
English Spanish
“el, los la, las”
“the”

14. SUMMARY UP TO NOW
1. Analyse all the structures
2. Break your grammar into teachable formulae;
apply constructivism
3. Find out which contents can be generalised and
proceed to exceptions and idiomatic uses
“ENGLISH BOOKS HELP YOU TO ORGANIZE YOUR CLASSES”

15. Presenting a structure
05

16. Presenting a structure
● The many ways to present a structure are complementary rather than
mutually exclusive.
● Variation of techniques will be your ally
● Adapt your presentation to be relevant to your class level
●Prioritize practice over presentation

17. How to practice
structures?
06

18. 6.1 - Model Sentences
These are sentences for oral practice which show that marks
the limit before what your students already know, and what they
will learn. Save time writing on the board if the vocabulary is
not new
Example: Previous knowledge: Use of some // New knowledge:
The use of “any”
Model Sentence: “The butcher’s got some lamb”
New pattern: “He hasn’t got any bacon”

19. 6.2 - Dialogues
You can introduce structures in dialogues with clear meaning
and proper use.
Example: Use of “don’t” with main verbs
A: Excuse me, where’s Piccadilly Circus?
B: Where? I don’t understand
A: Piccadilly Circus!
B: Oh - Piccadilly Circus. I don’t know.
A: You don’t know!
B: No. I don’t live in London. I’m from Scotland

21. 6.3 - Situations
The structure is always more meaningful if it
is contextualized in a situation or story.
Example:
Structure to learn: “Going to”
A trip abroad:
The teacher is flying to England or the U.S.
What is he going to do beforehand?
SS will use the pattern: “I am going to…”

22. 6.4 - Demonstration
Live demonstrations are highly relatable
An essential part of demonstration involves
bringing things into the classroom
Example: Use of prepositions “on, in, under…”
Put a key on the table, in your pocket, under a chair,
etc.
Describe where it is: “It’s under Pepe’s chair”, “It’s
near his foot”, “It isn’t on his chair”, “It’s on the
floor”

23. A story or description with a structure they already
know along with new structure and vocabulary.
Example: Practice the use of adjectives making a
comparison between two tourist attractions using
related vocabulary.
6.5 -Descriptions or narrative texts

24. The difference between the terms:
Positive Sentences: Some
Negative sentences: Any
6.6-Grammatical Statements

25. Teach terms such as “positive” and “negative”
statements
Example:
6.7 -Diagrams

26. Reinforce the ideas or the definition of contents.
Example:
6.7 -Drawings

27. A controlled practice to assess the correct use of structures and patterns.
Types of drills:
-Listening and repetition drills
-Simple substitution drills
- Progressive drills
-Question and answer
-Clause combination
-Transformational
6.7-Oral drills

28. There are different ways to present contents and assess your
students progress, at the end, it depends of how you organize your
lessons, how much and what you expect they learn, and you creativity