The way we teach grammar

“ The Way We Teach Grammar” Presented by: Ivan Aguilar

Biography of an idea ,[object Object],[object Object],[object Object]

"Theory and practice should inform each other" (Andy Curtis)

What is Grammar? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Grammar in the curriculum ,[object Object]

Grammar for teachers ,[object Object],Infinitives -ing Both Appreciate, enjoy, want, prefer, hate, agree Enjoy Appreciate Agree Want Prefer Hate

Grammar for teacher ,[object Object],When we can choose between an infinitive and an -ing form, we sometimes choose the infinitive in order to stress that something is more speculative or hypothetical. We chose an -ing form more to describe what actually happens or has happened. I hate to write long reports. (And probably I’ll do this today at work) I hate writing long reports. (And I’m doing so in this moment) They prefer to go to school in the mornings (And probably they will sign up in that schedule). They prefer going to school in the morning (They have already signed up at that schedule).

Grammar for teachers ,[object Object]

Grammar for learners STRATEGIC COMPETENCE COMMUNICATIVE COMPETENCE DISCOURSE COMPETENCE SOCIOLINGUISTIC COMPETENCE GRAMMATICAL COMPETENCE

Grammar for learners ,[object Object],[object Object]

Grammar teaching concepts ,[object Object],[object Object],[object Object]

Grammar teaching concepts ,[object Object]

Grammar teaching concepts ,[object Object],Context Context Context Context Context Context Context Context Context Context

Grammar teaching concepts ,[object Object],[object Object],[object Object],[object Object]

Major approaches ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Grammar practice activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Suggestions 2.Grammar teaching doesn't have to be a mere display of forms and rules. Ideally, teachers and students should be actively involved in the co-construction of the grammar lesson. This can be done through the use of other techniques rather than elicitation. Ruth’s Ideas: -Problem framing: setting a problem-solving task for the learner. -Providing data: giving sufficient examples to help the learner. -Focusing attention: drawing learners’ attention to key features of data. -Asking leading questions: using questions to guide the learners to a solution. -Making connections: referring to and building on what the learners already know. -Giving feedback: providing messages on the state of the learners theory building -Recapping/summarizing.

Suggestions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],Suggestions Present Perfect learning challenge : Form: Have+Past partciple Meaning: indefinite past, finished and unfinished actions, periods of time. Use: Socially Pretty Neutral .

Suggestions ,[object Object],You’re supposed to be his interpreter. You should be his interpreter. You’d better be his interpreter. Context Chinese student asking his american friend to help his classmate during a visit to New York. Better option: Would you please…?

Planning: Grammar Lesson Checklist Instructions: Tick on your answer(s) PRESENTATION How will I get all my students’ attention? Will I use any material to help my students understand the grammar point? Will/did I use any of the next strategies while explaining the grammar point? Elicitation comprehension checks confirmation checks Asking leading questions Making connections (old-new) Giving feedback

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Thanks a million for your attention

The way we teach grammar

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The way we teach grammar