Slides for the session from 27th November 2013. Unfortunately the animation and video is lost, but it should serve as a reminder of the key points.

1. 27.11.13
Planning & Teaching Grammar
Objectives:
1. Experience and evaluate two approaches to
teaching grammar.
2. Distinguish between deductive and inductive
approaches to grammar teaching.
3. Identify features of effective grammar lessons.
4. Structure a grammar lesson appropriately.

2. First ‘lesson’
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•
•
•
•
•
•
•
•
How effectively does the teacher...
... set the context
... engage the learners
... isolate the grammar item
... clarify meaning and use
... provide pronunciation practice
... highlight the form/structure
... provide structured (safe) practice
... give opportunity to personalise (take risks)
... check individual accuracy
• Discuss the advantages and disadvantages of using this
method for teaching grammar.

3. Second ‘lesson’
•
•
•
•
•
•
•
•
•
•
How effectively does the teacher...
... set the context
... engage the learners
... isolate the grammar item
... clarify meaning and use
... provide pronunciation practice
... highlight the form/structure
... provide structured (safe) practice
... give opportunity to personalise (take risks)
... check individual accuracy
• Discuss the advantages and disadvantages of using this
method for teaching grammar.

4. Embarrassed

5. Read the embarrassing stories.
Which one is most embarrassing?
Why?
One of them is true. Can you guess
which one?

6. Embarassed!
The next day when I told my friends what had happened
they made these comments:
You should have put
some clothes on.
You should have
taken your key.
You should have borrowed
your flatmate's clothes.

7. Last night
I was locked out.
Present (the
next day)
“You should’ve
taken your key”

8. You should have taken your key.
subject
should have
should’ve
past participle

9. In pairs.
Give some useless advice to the people
in the other stories
Use these verbs:
check
call
open
pretend
climb
say

10. Think of an embarrassing or funny
moment in your life.
Tell your partner about it.
Your partner will give you some useless
advice.
Swap roles.

11. Teaching grammar
Do
• Set context
• Provide opportunities for
practice
• Assess individuals
• allow for interaction
• Incorporate variety
Don’t
• Lecture
• explain
• Teach grammar in isolation

12. P-P-P
• Present: the tutor introduces the new language via
an appropriate context and focuses on the form,
meaning and pronunciation of the item
• Practice: the learners are given structured tasks in
order to practice using the language with little room
for error; the focus is on accuracy
• Produce: the learners are given a freer task in which
to apply the new language perhaps in a
personalised context

13. Stages of P-P-P

14. Another approach
Comparative
adjective
taller
Basic
adjective
Comparative
adjective
How many syllables is the basic
adjective?
Basic
adjective
fatter
cleverer
What do we add to make it
comparative?
Rule:
How many vowels/consonants?
thinner
Is the vowel sound long or short?
How many syllables is the basic
adjective?
bigger
shorter
What do we add to make it
comparative?
Rule:
Comparative
adjective
prettier
Basic
adjective
How many syllables is the basic
adjective?
sillier
What does the basic adjective end in?
friendlier
What do we do to make it comparative?
Rule:
Comparative
adjective
more beautiful
more intelligent
more expensive
Rule:
Basic
adjective
How many syllables is the basic adjective?
What do we add to make it comparative?

15. Inductive or deductive?
• ... students are given explanations or grammar rules
and then, based on these explanations or rules ,
they make phrases and sentences using the new
language.
• ... students see examples of language and try to
work out how it is put together.
Harmer, J (2007) The Practice of English Language Teaching, Pearson Education Ltd

16. Task
With your grammar item:
1. Identify the meaning; phonology; form
2. Plan a lesson sequence to teach your grammar
item
– Make sure you:
 set the context
generate interest
focus on an appropriate model
clarify form (label), meaning (concept q’s) and pronunciation
(drills)
provide some restricted practice and freer practice activities

17. Further reading
Harmer, J (2007) The Practice of English Language
Teaching, Harlow: Pearson Education Ltd Chapter 11
Scrivener, J (2005) Learning Teaching, Oxford:
Macmillan Education: Chapter 12
Swan, M & Walter, C (1997) How English Works, Oxford:
OUP
Thornbury, S (2005) Uncovering Grammar, Oxford:
Macmillan Education

18. Task
• Read Harmer chapter 11 and Scrivener chapter 12
and Thornbury ‘Uncovering Grammar’. Choose one
or two (or more!) of the grammar teaching and
practice techniques to try out in your lessons.
• Share your experiences and evaluations on Moodle!