Teaching Teaching GrammarGrammarTheory & Theory & PracticePractice

Session AimsSession AimsBy the end of this session, the trainees By the end of this session, the trainees will be able towill be able to::

Recognize techniques for teaching Recognize techniques for teaching grammargrammar

Differentiate between deductive & Differentiate between deductive & inductive approachesinductive approaches

Use concept check questionsUse concept check questions Relate grammar to language skillsRelate grammar to language skills Use drills in teaching grammarUse drills in teaching grammar Highlight the importance of timelines.Highlight the importance of timelines.

GRAMMAR is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language. It usually takes into account the meanings and functionsthese sentences have in the overall system of the language. It may or may not include the description of the sounds of a language.

Longman Dictionary of Language Teaching and Applied LinguisticsJack C. Richards and Richard SchmidtWith Heidi Kendricks and Youngkyu Kim

“Grammar is the business of taking a language to pieces, to see how it

works”.

(David Crystal)

Reasons for teaching/learning Reasons for teaching/learning grammargrammar

• CommunicationCommunication• ExamExam• AccuracyAccuracy• FluencyFluency

Presentation Presentation techniques for techniques for

teaching grammarteaching grammar11 . .Songs and rhymesSongs and rhymes

22 . .TimelineTimeline33 . .Reading texts & storiesReading texts & stories

44 . .PicturesPictures55 . .RealiaRealia

66 . .PersonalisingPersonalising

77 . .Explaining directlyExplaining directly88 . .DramatisingDramatising

99 . .DiscoveringDiscovering1010 . .Using a chartUsing a chart

1111 . .ElicitingEliciting1212 . .Comparing L1 )mother tongue( and Comparing L1 )mother tongue( and

L2 )target language(L2 )target language(1313 . .Situational contextSituational context

If you were introducing the If you were introducing the present perfect tensepresent perfect tense for the first for the first time, which presentation time, which presentation technique would you use? (You technique would you use? (You may combine several may combine several techniques.)techniques.)

The present perfect The present perfect tensetense

Presentation techniquesPresentation techniques

11 ) )TimelineTimelineI have been to ScotlandI have been to Scotland..

22 ) )Using a chartUsing a chart Where have they beenWhere have they been??

EX. EX. Adel has been to RomeAdel has been to Rome..

Name/ Name/ CityCity

LondonLondonRomeRomeMadridMadrid

AdelAdel√√

HossamHossam√√√√

HalaHala√√√√

33 ) )PersonalisingPersonalising

a) Ali a) Ali hashas justjust arrivedarrived..

b) Noha b) Noha hashas justjust gone outgone out..

c) Alaa c) Alaa hashas justjust scoredscored a goal a goal..

d) Sally and Seham d) Sally and Seham havehave just just finishedfinished their their

homeworkhomework..

44 ) )ElicitingEliciting

I will tell the class what I have I will tell the class what I have done this morning, e.gdone this morning, e.g . .I’ve had my breakfastI’ve had my breakfast..I’ve drunk a cup of teaI’ve drunk a cup of tea..I’ve gone to school on footI’ve gone to school on foot..

What have you done this What have you done this morningmorning??

I will ask Ss this question and I will ask Ss this question and elicit different answerselicit different answers..

Suppose you are teaching Suppose you are teaching comparativecomparative andand superlative superlative adjectivesadjectives, which technique , which technique would you usewould you use??

Using a pictureUsing a picture

fast fast / / slow (adj + er than)slow (adj + er than)

A car is A car is faster thanfaster than a bicycle a bicycle. . A bicycle is A bicycle is slower slower

thanthan a car a car.. . .

dangerousdangerous

more ………thanmore ………than

the mostthe most.……….………

The lion is The lion is dangerousdangerous..

The crocodile is The crocodile is more dangerous more dangerous thanthan the lion the lion..

The dinosaur is The dinosaur is thethe most most dangerousdangerous..

PersonalisingPersonalising

tall / shorttall / short

Jack is Jack is taller thantaller than Sam Sam..

Sam is Sam is shorter thanshorter than Jack Jack..

RealiaRealia

big big / / smallsmall

The red bag is The red bag is bigger thanbigger than the blue the blue bagbag. . The blue bag is The blue bag is smaller thansmaller than the red the red bagbag..

The black bag is The black bag is the biggestthe biggest..

How can you present the following How can you present the following grammatical structuresgrammatical structures??

a) prepositionsa) prepositions

a) Reading texta) Reading textYou can sit You can sit beforebefore the desk (or the desk (or in in front offront of the desk). The professor the desk). The professor can sit can sit onon the desk (when he's the desk (when he's being informal) or being informal) or behindbehind the the desk, and then his feet are desk, and then his feet are underunder the desk or the desk or beneathbeneath the desk. He the desk. He can stand can stand besidebeside the desk the desk (meaning (meaning next tonext to the desk), the desk), beforebefore the desk, the desk, betweenbetween the desk and the desk and you, or even you, or even onon the desk (if he's the desk (if he's really strange). If he's clumsy, he really strange). If he's clumsy, he can bump can bump intointo the desk or try to the desk or try to walk walk throughthrough the desk (and stuff the desk (and stuff would fall would fall offoff the desk) the desk)..

Passing his hands Passing his hands overover the desk or the desk or resting his elbows resting his elbows uponupon the desk, he the desk, he often looks often looks acrossacross the desk and the desk and speaks speaks ofof the desk or the desk or concerning concerning the the desk as if there were nothing else desk as if there were nothing else likelike the desk. Because he thinks of the desk. Because he thinks of nothing nothing exceptexcept the desk, sometimes the desk, sometimes you wonder you wonder aboutabout the desk, what's the desk, what's inin the desk, what he paid the desk, what he paid forfor the desk, the desk, and if he could live and if he could live withoutwithout the desk. the desk. You can walk You can walk toward toward the desk, the desk, toto the the desk, desk, aroundaround the desk, the desk, byby the desk, the desk, and even and even pastpast the desk while he sits the desk while he sits at at the desk or leans the desk or leans againstagainst the desk the desk..

b) Using picturesb) Using picturesPrepositions of placePrepositions of place

b) conditional b) conditional clausesclauses

Using a reading text or a Using a reading text or a storystorySalah is a footballer. He had a very Salah is a footballer. He had a very important football match last Friday. important football match last Friday. Unfortunately, he had a car accident Unfortunately, he had a car accident on the night before the match. His on the night before the match. His right leg was broken, so he didn’t right leg was broken, so he didn’t play the matchplay the match..

If Salah If Salah hadn’t hadhadn’t had an accident, he an accident, he would have playedwould have played the match the match..

Form, meaning & Form, meaning & useuse

FormForm refers to the structure refers to the structure

MeaningMeaning is the basic concept is the basic concept or notion expressedor notion expressed

UseUse refers to the function of refers to the function of the structurethe structure

Prepositions of Prepositions of place/locationplace/location

11 . .the prepositions: behind, ,beside the prepositions: behind, ,beside ,next to, opposite….etc (,next to, opposite….etc (formform))

22 . .to express notions of location to express notions of location and place (and place (meaningmeaning))

33 . .in the context of asking for and in the context of asking for and describing where objects are describing where objects are ((useuse))

Concept check questionsConcept check questions ((oror concept questionsconcept questions))

Concept check questionsConcept check questions ( ( oror concept concept questionsquestions))are questions asked by the teacher to are questions asked by the teacher to make sure that students have understood make sure that students have understood the meaning of new language, e.g. the the meaning of new language, e.g. the new language structure-new language structure-usedused toto- - He He used toused to smokesmoke..Did he smoke? (Yes)Did he smoke? (Yes)Did he smoke only once? (No)Did he smoke only once? (No)Does he smoke now? (No)Does he smoke now? (No)

Types of drills in Types of drills in teaching grammarteaching grammar

11 . .Substitution drillsSubstitution drillsIn a substitution drill the teacher In a substitution drill the teacher provides a sentence and a different provides a sentence and a different word or phrase which the student word or phrase which the student must use ( must use ( oror substitute) in exactly substitute) in exactly the same structure, e.gthe same structure, e.g..

Teacher: Teacher: I bought a I bought a bookbook.. PenPen

Student : Student : I bought a penI bought a pen..

22 . .Transformation Transformation drillsdrills

In a transformation drill the teacher In a transformation drill the teacher says a word or a sentence and the says a word or a sentence and the student answers by changing the student answers by changing the sentence into a new grammatical sentence into a new grammatical structure, e.gstructure, e.g..

Teacher: Teacher: I bought a penI bought a pen..

Student : Student : I didn't buy a penI didn't buy a pen..

Teacher : Teacher : She likes fishShe likes fish..

Student : Student : She doesnShe doesn’’t like fisht like fish..

Grammar & language skillsGrammar & language skills

To what extent can grammar teaching To what extent can grammar teaching be related to and integrated with be related to and integrated with language skillslanguage skills??

Grammar is highlighted in all Grammar is highlighted in all language skills. In other words, language skills. In other words, during teaching any language skill, during teaching any language skill, e.g. reading, we introduce any new e.g. reading, we introduce any new grammatical structures. Thatgrammatical structures. That’’s why s why grammar teaching and language grammar teaching and language skills can be part and parcelskills can be part and parcel..

Grammar

Writing

Speaking

Reading

Listening

Deductive approachDeductive approach((rule driven learning)rule driven learning)

Deductive approachDeductive approach is the name is the name given to the procedures where given to the procedures where students first learn rules and students first learn rules and they try to make sentences on they try to make sentences on the basis of those rules ( going the basis of those rules ( going from rules to examples)from rules to examples)..

General rule → Specific examples → General rule → Specific examples → PracticePractice

Inductive approachInductive approach((the rule-discovery path)the rule-discovery path)

Inductive approachInductive approach is the name is the name given to the procedures where given to the procedures where students come into contact with students come into contact with examples and try to work out the examples and try to work out the rules ( going from example to rules ( going from example to rules)rules)

Specific examples → Practice → General ruleSpecific examples → Practice → General rule

DeductiveDeductive versus versus InductiveInductive

Deductive Deductive approachapproach

Inductive Inductive approachapproach

11 ) )more traditional more traditional style of teachingstyle of teaching

22 ) )the teacher is the the teacher is the centre of the class centre of the class and is responsible for and is responsible for all of the all of the presentation and presentation and explanation of the explanation of the new materialnew material..

11 ) )more modern style more modern style of teachingof teaching

22 ) )the teacher's role is the teacher's role is to provide to provide meaningful contexts meaningful contexts to encourage to encourage demonstration of the demonstration of the rule, while the rule, while the students evolve the students evolve the rules from the rules from the examples of its use examples of its use and continued and continued practicepractice

33 ) )effective with effective with students of a higher students of a higher levellevel

44 ) )less suitable for less suitable for lower level language lower level language students and students and younger learnersyounger learners

33 ) )promotes promotes increased student increased student participation and participation and practice of the target practice of the target language in language in meaningful contextsmeaningful contexts

44 ) )students can focus students can focus on the use of the on the use of the language without language without being held back by being held back by grammatical grammatical terminology and terminology and rules that can inhibit rules that can inhibit fluencyfluency

TimelineTimeline

A diagram that shows learners the A diagram that shows learners the relationship between relationship between tensetense and and timetime. It is often used in language . It is often used in language teaching to present the use of a teaching to present the use of a new tense or to correct learners new tense or to correct learners when they use tenses wrongly, when they use tenses wrongly, e.ge.g..

Last night, I Last night, I was walkingwas walking home home when I when I slippedslipped on the icy path on the icy path..

  

I I have been learninghave been learning Japanese for Japanese for three yearsthree years..

  

I I have beenhave been to Scotland to Scotland..

  

  

I I get upget up at seven o'clock every day at seven o'clock every day..

Importance of timelinesImportance of timelines

Timelines are used toTimelines are used to::

11 . .Simplify linguistic Simplify linguistic explanationexplanation

22 . .Reinforce the understanding Reinforce the understanding of a conceptof a concept

33 . .Illustrate the differences Illustrate the differences between verb forms and other between verb forms and other language itemslanguage items

44 . .Help students with a visual Help students with a visual learning stylelearning style

55 . .Provide a reference point for Provide a reference point for studentsstudents

66 . .Encourage awareness of how Encourage awareness of how language refers to time in language refers to time in different waysdifferent ways

N.BN.B..

Always introduce the spoken (Always introduce the spoken (oror contracted) form before the contracted) form before the written (written (oror full) form during full) form during teaching tenses or auxiliaries, teaching tenses or auxiliaries, e.ge.g..

SheShe’s’s donedone the homework the homework..

TheyThey’ve’ve builtbuilt a new school a new school..

She She has donehas done the home work the home work..

They They have builthave built a new school a new school..

ReferencesReferences Scrivener, J 2005 Learning Teaching Macmillan Scrivener, J 2003 Teaching Grammar OUP Harmer, J 2007 How to Teach English Pearson

Education Ltd. Harmer, J 2005 The Practice of English Language

Teaching Pearson Education Ltd. Thornbury, S 1999 How to teach grammar Pearson

Education Ltd. Ur, P 1988 Ur, P 1988 Grammar Practice ActivitiesGrammar Practice Activities CUP CUP Batstone, R 1994 Batstone, R 1994 GrammarGrammar OUP OUP http://www.teachingenglish.org.uk/blogs/michael-swan/

how-teach-grammar-0 www2.vobs.at/ludescher/pdf%20files/grammar.pdf