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How To Teach Grammar - Handout

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33 views26 pages

How To Teach Grammar - Handout

Uploaded by

ledamcomiso
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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How to teach grammar

How to teach grammar

01
“Do I have to teach grammar?”
How to teach grammar

Do I have to teach grammar?


Declarative vs. procedural knowledge:
Explicit instruction builds declarative knowledge,
while procedural knowledge grows through practice.
Essential for meaning & intention:
Research indicates a strong grammar foundation is
critical for learners to communicate their intentions
accurately.
Importance of noticing (Schmidt):
Awareness of grammar forms is a first step towards
learning; teaching can facilitate this process.
Input hypothesis (Krashen):
Natural language exposure is key, but focused
grammar instruction is necessary for quicker
acquisition of complex or rare structures.
Fluency vs. Accuracy:
Achieving communicative goals requires both, but
systematic grammar instruction prevents
fossilization.
Statements about teaching grammar:
Do you agree with them?
● Grammar should always be taught in context.

● Students need to practise grammar in a controlled way before they can


use it in speaking/writing.

● Accuracy is extremely important.

● Students should discover grammar rules for themselves, rather than the
tutor explaining it to them.
How to teach grammar

02
What do students need to
know about a grammar point?
What do students need to know about a grammar point?
‘Have to’
I have to complete this report by tomorrow
● Meaning: (use CCQs to check)
Strong obligation, normally external
Contrast with ‘must’ (negative form?)

● Form:
Have to + infinitive
Negative: I don’t have to complete this report…?
Question: Do I have to …?
What about in the past? In the future?

● Pronunciation:
Weak form of ‘to’
How to teach grammar

03
Structuring a grammar lesson
Tip #1:

Don’t aim teach


grammar items,
aim to teach
communicative functions!

English File Intermediate Fourth Edition, Oxford University Press


English File Intermediate Fourth Edition, Oxford University Press
What is the aim of this stage?

Compare it with this:

“Today we’re going to talk about modals


of obligation. Check out this sentence:
You must turn your phone off.”

Tip #2:

Always teach grammar


in context.
What is the aim of
this stage?

Tip #3

Make sure the target


language sounds natural
in the context you are using
Does this stage focus on meaning or form?

Tip #4

Meaning before form!


Does this stage focus on meaning or form?

Tip #5
Find/create a good
activity to consolidate the
form.
What is the aim of
this stage? Tip #6
Find/create a good freer
practice activity.
A good one is like a
MAGNET! 😉

Meaningful
Adaptable
Genuine
Natural
Engaging
Timely Feedback
Great lesson, but… 🤔

Pronunciation!
mustn’t
have to
etc.
Stress? Weak forms? Problematic sounds?
Can you remember the tips?

Don’t aim teach


Make sure the target
grammar items,
Always teach grammar language sounds natural
aim to teach
in context. in the context
communicative
that you are using.
functions!

Find/create a good Find/create a good freer


Meaning before form! controlled practice practice activity.
activity to consolidate A good one is like a
the form. MAGNET! 😉
Checklist for planning a grammar lesson
❏ What is the primary communicative function (e.g., making requests, expressing preferences) my
lesson will target?

❏ What real-life or relatable context will I use to present the grammar, ensuring it naturally
incorporates the target language (e.g., ordering food, planning a trip)? Does the target language I'm
teaching sound organic and fluent within the chosen context?

❏ Have I planned activities that highlight the meaning and use of the target grammar before focusing
on its form?

❏ What’s important about the pronunciation of the target language? How am I going to practice it
with my student?

❏ What controlled practice activity can I use to consolidate the use of the form?

❏ Have I created or found a freer practice activity that is MAGNETic—Meaningful, Adaptable,


Genuine, Natural, Engaging, and includes opportunities for Feedback?
How to teach grammar

04
Tutor difficulties
Tutor difficulties - Have you experienced them?
1. My student finds grammar boring! How do I make it fun/engaging for them?

2. My student doesn’t remember what I taught them! They seem to understand the rules, but
they don't use them correctly in conversation.

3. My advanced student makes basic mistakes (e.g. Mary like football). What can I do?

4. There's never enough time to cover all the grammar points. How can I prioritize what's most
important?"

5. Integrating grammar teaching with other skill areas is challenging. How can I make it all come
together?

6. I'm not sure when and how much to correct my students' grammar mistakes. How do I give
feedback without discouraging them?
1. My student finds grammar boring!
How do I make it fun/engaging for them?

Are you teaching grammar


Relevance?
items or communicative
Challenge?
functions?

Can you make the


Is the freer practice
controlled practice more
magnetic?
cognitively engaging?
2. My student doesn’t remember what I taught them!
They seem to understand the rules, but they don't use them correctly in
conversation.

Input vs. intake Readiness to learn

Multiple uses/meanings of Declarative vs. procedural


the same grammar item knowledge

Order of acquisition
3. My advanced student makes basic mistakes (e.g. Mary like football).
What can I do?

Order of acquisition

Fossilization?
4. There's never enough time to cover all the grammar points.
How can I prioritize what's most important?"

Your student’s goals

Your student’s context

Your student’s age


5. Integrating grammar teaching with other skill areas is challenging.
How can I make it all come together?

Bite-sized grammar
teaching

Error correction and


reactive teaching

Text-based presentation: Freer practice:


Reading, listening speaking, writing
6. I'm not sure when and how much to correct my students' grammar
mistakes.
How do I give feedback without discouraging them?

Choose the mistakes to


correct.

How to correct it?

When to correct?
What’s the aim of the activity?
Accuracy vs. fluency
Thank You

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