Welcome

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Teaching
Grammar
U S A G E

M E A N
I N D U C
C O N T
F O R
M E T H
P R A C T
P R E S E N T

I
T
E
M
O
I
A

N G
I V E
X T
D
C E
T I O N

Teaching Grammar
Main points:
1. The role of grammar in ELT
2. Grammar Presentation
Methods
3. Grammar Practices
4. Error correction
5. Grammar Games
6. Teaching Practice

The role of grammar

in ELT
Traditional Grammar
Teaching
Grammar is equal with syntax and
morphology, considered as a set of rules.
Grammar knowledge is competence.
The set of practices associated to this
approach have to do with the Presentation
Practice - Production

Communicative Language
Teaching
Grammar was seen as both semantic and
functional, or the study of linguistic forms
realizing meanings.

Linguists focus on the use of language

rather than its forms. Grammar knowledge
is performance.
Grammar was viewed as a sub-skill to be
learned as a procedural knowledge

Two main types of

approach
Shallow-end

approach
Based
on the thought that in order to
make the learners use language in a
communication situation, first to learn the
grammar rules, then apply them in that
situation.
communication
Deep-end
approach
Based on the belief that grammar is
aquired unconsciously during the
performance on those communication
situations, so it would be useless to
teach
grammar
previously
and
explicitly.

Communicative
Grammar knowledge
is acquired by an inductive
Approaches
or deductive route, but present in many current
classroom
Grammar is meaning potential, so grammar can
be used a a means towards both presentation
and acquisition ob communicative skills
Grammar teaching has an important role in
communicative approach. Grammar can help to
enhance communication mood. And hrammar
teaching has a real and important place in the
classroom

2. Grammar Presentation methods

Three Dimensions of grammar

Grammar structures not only have FORMS, they are also

used to express MEANING in context- appropriate USE

Major approaches
2.1. PPP
2.2. Inductive
2.3. Deductive
2.4. Texts / stories

2.1. PPP: Presentation Practice - Production

Presentation:
- Teacher presents the new language.
- Students discover the meaning and use of the new
language in the context.
- Teacher provides a clear model to students.

 Practice:
- Students need to memorize the form and say the target
language smoothly.
- Teacher emphasizes accuracy.
- Teacher uses different sorts of exercises to make students
practice.

Production:
- Learning is by doing not just copying a model.
- Students learn to speak by themselves to get fluency.

2.2. Inductive approach

Students infer the grammar rules or forms from a set
of examples.
Example: Read the following sentences and then draw out
the form of the simple present tense
1. I get up at six in the morning.
2. Nga gets up at six in the morning.
3. I play football every afternoon.
4. Nam plays games every afternoon.
5. We dont go to school on Sunday.
6. My father doesnt go to work at weekend.
7. What do you do in the evenings?
8. Does she go out every weekend?

2.3. Deductive approach

Students are given the grammar rules and then
asked to apply it to the exercises.
Example
:

The present continuous tense:

(+) S + is/ am / are + V _ ing.
(-)

S + is/ am / are + not + V _ ing.

(?)

Is / Am / Are + S + V _ ing?

Put the verb in brackets in the present continuous tense.

1. He (play) ______________________ video games now.
2. We (not, walk) _____________________ to school.
3. They (wait) _____________________ for a train at the
moment.
4. I (do) _______________ my homework right now.
5. What (you, do) ________________ ?

2.4. Texts / Stories

- Students can understand the meaning of the new
grammar structure within the texts or stories.
- Students can recognize its form and use through the
context provided by the texts or stories.
-

Students can use these structures into more productive

activities.

Cinderella
Once upon the time, there was a girl called Cinderella who did all the
work in the kitchen while her lazy sisters did nothing.
One night her sisters went to a ball at the palace. Cinderella was left at home.
She was very sad. After a time her fairy godmother appeared and told
Cinderella that she could go to the ball, but to return home by midnight. So
she went to the ball in a beautiful dress and a wonderful coach. She danced
with the prince but at midnight she ran back home, leaving one of her shoes
on the dance floor. The prince wanted to see her again and went to every
house in the capital until he found that the shoe was the right size for
Cinderella. She and the prince were married and lived happily ever after.

Questions:
1. Did Cinderella do nothing in the kitchen?
2. Why was she sad?
3. Who did she dance with when she was at the palace?
4. Whose was the shoe on the dance floor?
5. Did the prince and Cinderella live happily forever?

GRAMMAR
PRACTICES
MECHANICAL
PRACTICE

MEANINGFUL
PRACTICE

Focus
on

Focus
on

FORM
ACCURACY
substitution
drills

transformation
drills

COMPREHENSION
PRODUCTION
Meaningful
drills

Guided
meaningful
drills

Free meaningful
drills

Recognition
exercises

Repetitive drills
Substitution drills

Types of
exercises

Drill exercises
Completion drills

Creative
exercises

Making statements either on the

picture the teacher shows, or on
objects.
Asking questions with a given
grammar item.
Speaking on a suggested topic
or telling the stories.
Making dialogues and
Participating in free conversation

TYPES OF GRAMMAR
TESTS
Multi
ple
Choic
e
Tests

Error
Correcti
on

Senten
ce
Order

Gapfilling

Transforma
tion

Sentenc
e
Combini
ng
Exercise
Ex: This cup of coffee is very hot.
I cant
s
drink it.
The cup of coffee is so hot that I cant
2. I don't need to go to the grocery store
drink it.
this week.
It isn't necessary
Last
Sunday I decided to go to the concert.
____________________________.
When I got there, the tickets (sell)_______.
So I went back home.
Ex: the boy / he / his father / homework / home /
come / finish / last night.

Ex: They sometimes travel with the

plane.
A
B
C
Ex: Because myDmother was sick, I _____ to go home
last week.

In

Error
responding
to
Correction

student

communication, teachers need:

not to focus on error correction all the
time
to let students know when and where
they usually make errors
to build students' confidence in their
ability to use the language

 When students are doing structured output

activities that focus on development of new
language skills, use error correction to guide
them.
Example:
Students(in class): I buy a new car
yesterday.
Teacher: Youboughta new car yesterday.
Remember, the past tense of buy is
When
bought.
students
are
engaged
in
communicative activities, correct errors only
if they interfere with comprehensibility.
Respond using correct forms, but without
stressing
them.
Example:
Students(greeting teacher): I buy a new car
yesterday!

Remember:

Grammar
Games

- Playing games is also a kind of exercise

- Teachers should explain the rules of the games clearly
- Teacher should give students gifts, marks right away
- Lucky numbers
- Matching
- Half sentences
- Transformation drill
- Transformation
writing
- True / False Repetition
drill

Give a
sentence using
the present
progressive
tense

Lucky
Numbe
r

Lucky
number
s

The
formulas of
the present
progressive
is

Some adverbs
used in
present
progressive
tense

Lucky
numbe
r

What is he doing?

Match the words in column A with the words or

groups of words in column B having the same
meaning:
A

1.maize

a. shorter or less than

standard time

2. feed

b.bring things
together

3. grocery store

c.corn

4.

part-time

d.give food to eat

collect

e. where people buy food and

5.

small things

If clause

Half
sentences
Main Clause

1. If you are at home,

2. If today it is fine,

I will get married

she will be late for school

Substitution
tables
Verb

Subject
Time
Susan
her
everyday
esdo
homework
her homework
Susan is doing
at the
has
moment
studied
My sister studied
My sister Englishstudy
since 2010
English
3 years ago

Transformation
drill
Is there ?
Are there ?

1. I need to eat something

Is there a restaurant near here?

2. I want to buy some souvenirs

Are there any souvenir shops near here?

Transformation
1. Marywriting
enjoys watching
cartoons
fond
Mary
is of watching cartoons
interested in watching cartoons
excited about watching cartoons
2. Jeans are always in
fashion
Jeans never out of fashion
are
always fashionable

True / False
Repetition
drill

Teacher
1. They have studied English 5
years ago

Students
silent

2. I usually have dinner with my

parents

repeat

Mind map (Tony

Buzan)

Teaching Practice

3. Grammar
Practices

3. Grammar
Types of exercises
Practices exercises: are indispensable
3.1 Recognition
as pupils retain the grammar material
though auditory and visual perception.
Example:
Listen to the sentences and raise your
hands whenever you hear the verbs in the
Past Simple.
Read the sentences and choose the correct
form of the verbs

Types of exercises
3.2 Drill exercises
Repititive drill: students pronounce the
sentence pattern after the teacher, in
imitation of the teacher, both individually
and in unison or students listen to the
dialogue and say it after the speaker.
Substitution: Students substitute the words
or phrases in a sentence pattern: (students
consolidate the grammar items without
thinking about it. They think of the words,
phrases, but not of the form itself.)

Types of exercises
3.3 Creative exercises:
Making statements either on the picture the teacher
shows, or on objects. For ex., the teacher hangs up a
picture and asks his students to say or write three or
five statements in the present continuous.
Asking questions with a given grammar item. For
ex.,

students

are

invited

to

ask

and

answer

questions in the Past Indefinite.

Speaking about the situation offered by the teacher.
Ex., one student gives commands to perform this or
that action, the other comments on the action
(actions) his classmate performs

Types of exercises
3.3 Creative exercises:
Speaking on a suggested topic. For ex., a student
tells the class what he did yesterday.
Making dialogues using the grammar item covered.
Telling the stories ( read, heard)
Translating into English.
Participating in free conversation in which students
are to use the grammar item they have learned.