Teaching

Grammar
Group 7
Nguyen Thi Hong Ngan
Dang Vu Ha Ly
Le Thi Ngan
 Table
Of
Content
1. Overview
2. Approaches to Introduce Grammar
3. Practicing Grammar
4. Q&A
1. Overview
a. Grammar
b.Teaching grammar
a. Grammar
• Grammar is a description of the rules that govern how a
language’s sentences are formed”
(Thornbury, 1999)

• The grammar of a language is what happens to words when

they become plural or negative, or what word order is used
when we make questions or join two clauses to make one
sentence.
(Harmer, 1987)
 What does
teaching grammar mean?
 b. Teaching Grammar
Teaching grammar means
teaching students about:
• form/ structure
• meaning
• uses
of new grammar item

(Larson-Freeman, 2001)
2. Approaches to introduce
Grammar
a. Deductive approach
b. Inductive approach
Deductive
approach
Definition

Deductive teaching is a traditional approach in which information

about target language and rules are given at the beginning of the
class and continued with examples.
Deductive
approach
Aim

• enhances the accuracy of language pattern being used

• equips learners with a solid understanding of language rules
Deductive Example
approach
• Grammar point: Present simple Tense
• Begin by introducing the concept of the
present simple tense.
• Provide a clear set of rules with examples
• Explain uses: habitual actions, general
truths, and routines
Deductive
approach
Features
• teacher-centred
⚬ helps teachers control learners’ understanding of rules
⚬ helps to avoid learners forming incorrect hypotheses.
• time-saving
⚬ gives students a holistic picture of grammar structure.
• suitable with low level learners
⚬ provides a clear base of new grammar item
Inductive
Approach
Inductive Approach
Definitio
n
“In the inductive grammar teaching approach, the teacher induces learners
to realize grammar rules without explicit explanation.”
(Schwarz, 2014)

• Don’t get straight to the point

• Don’t directly explain the rule and construction
➝ Teacher: Provide samples including the target grammar point
➝ Learners: Discover grammar rules themselves
 Inductive Approach

Ai
m
• Enhances learners' fluency and understanding of meaning
• Makes grammar a tool for effectively communicating
Example
• Grammar point: Affirmative form of “used to”
• Activity: Childhood memories sharing
• Level: Pre-intermediate (A2)
• Group students
I used to play with dolls • Ask them to underline the new structure
when I was a child. • Ask students to discuss and analyze the
usage of the positive form of “used to”
I used to drink milk every
morning.

• Teacher: Supporter/ Facilitator

I used to watch cartoons • E.g. asking thought-provoking
with my friends every day. questions and giving prompts
Feature
s• Meaning and communicative focus: Learners are involved in real-life
communication and practical use of language.
• Learner-centered: Allow them to discover the underlying grammar
rules or patterns themselves.
• Time-consuming: looking at examples, internalizing new grammar...
• The sequence:

Inductive Deductive

Specific examples ➝ Rule Rule ➝ Specific examples

(Learner-centered) (Teacher-centered)
3. Practicing
Grammar
3.1 Purpose
The purpose of practicing grammar is to target
two objectives: precision at applying the
system, and automisation of the system. They
are called accuracy and fluency. (Thornbury,
1999)
3. Practicing Grammar
3.2 Grammar activities

Accuracy-focused Fluency-focused
activites activities
3. Practicing Grammar
3.2 Grammar activities

• Associate with deductive teaching

approach
• Draw students’ attention to form
• Invole drills, exercises, worksheets, ect.
Accuracy-focused
activites
 Example
Gap-filling exercise
• I __________ (visit) Paris twice.
• She __________ (never/eat) sushi before.
• We __________ (not/read) that book yet. • Grammar pattern: Present
• They __________ (just/finish) their perfect tense
homework.
• He __________ (travel) to five different
• Technique: Using worksheet
countries. • Level: A1/A2 +
• Maria __________ (not/see) the new movie.
• Have you __________ (ever/swim) in the
ocean?
• She __________ (live) in this city for ten years.
 Example
Chain Story

Teacher: If he has another coffee, .....

• Grammar pattern: First
Student 1: If he has another coffee, he will
conditional
miss the train.
• Technique: Drills
Student 2: If he misses the train, he will be
• Level: A1/A2 +
late.
Student 3: If he is late for work, his boss will
fire him.
3. Practicing Grammar
3.2 Grammar activities
• Associate with inductive teaching
approach
• Focus on the meaning and usage
• Involve discussions, role-plays, project-
Fluency-focused
activities based learning activities, ect.
Example
Mystery Story Role-play
Senario 1: Tom and Emily went
camping in the woods. They built a • Grammar pattern: Past simple
campfire, and told ghost stories. tense
Suddenly, they heard a strange noise
• Technique: Role-plays
coming from the bushes
Senario 2: Sarah found an old • Level: A1/A2 +
treasure map in her grandfather’s
attic. She followed the map to a
hidden cave and discovered a chest
full of ancient artifacts.
Example
Adjective Order Detective

• The tall wooden cabinet

• A green silk dress • Grammar pattern: Adjective
• Five small round tables order
• An old Japanese vase
• Activity: Using Puzzle
• A delicious homemade cake
• Level: A1/A2 +
• The big brown dog
• Three beautiful French
paintings
• A large antique mirror
S
U
M
M
A
R
Y
Thank
You
Contact:
+84866484005
[email protected]
Group 7 - Teaching Grammar