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GENERAL ENGLISH · C1 ADVANCED · ADVANCED (C1-C2)

GRAMMAR
SCHOOL

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1 Warm up
Read these three quotes about grammar. What different things does each person say about grammar?
Which is your favourite and why?

Work in pairs to write a short but serious definition of grammar.

How important do you think the study of grammar is for language learners? Explain why studying
this subject is or isn’t helpful.

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2 Reading
You are going to read four extracts in which different teachers discuss why and how they teach
grammar to English-language learners. For questions 1-4, choose from extracts A-D. The extracts
may be chosen more than once.

Teacher A

Covering the basic grammar system of English is something that all students expect. Grammar
provides a way to create and comprehend statements you’ve never heard before. For
example, if you know that an -ed verb ending indicates past tense, you can understand the full
meaning of, "She handed me the cup." So, what about irregular verbs? Even native-speaker
children try to add -ed endings to past tenses, saying things like, "She gived me the cup."
Interestingly, irregular verbs are very often the most commonly used verbs, which illustrates
a general point that rule-based grammar tends toward lexis the more commonly used an item
is. In other words, we need to remember whole phrases for messages we say often, while we
apply grammar rules for more unusual sentences. That implies that the higher the level, the
more time students need to spend learning phrases on a case-by-case basis.

Teacher B

Grammatical analysis allows comparisons between sentences with the same or similar
meanings. This supports language users in rephrasing messages with clearly defined
functions, such as contrast or cause and effect. This ability is frequently tested on higher-level
English exams because it shows the range of language that a candidate has mastered. More
importantly, it also is a key academic skill, allowing language users to summarise or rephrase
other people’s ideas to avoid plagiarism. These days, students face serious consequences for
copying word for word from a published source. Even those with L1 English need practice
with this skill! However, I’ve found that not all advanced students display the same level of
interest in this type of grammatical work.

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Teacher C

We take grammar exercises for granted when we study a foreign language, but we don’t
usually consider all the value it brings to learners. In my experience, one of the most
illuminating aspects of grammar study is that it allows comparisons between languages. When
learners ask themselves how their first language handles a particular concept side by side with
an example in English, they begin to understand both what you can and cannot say in each
language, but also what will be easy or difficult for them to master in English. These insights
inform an agenda for future study. Of course, it’s easier to address these issues if you are
teaching a monolingual class, but it’s definitely possible, with the right training and lots of
practice, to do this kind of work with a group of students who come from a range of linguistic
backgrounds.

Teacher D

While no one can deny the role of language teachers in promoting correct grammar, it’s equally
important to raise awareness of the differences between formal rules and actual day-to-
day usage, particularly in specific speech communities. For example, many students report
to me that they’ve heard native users say, "I should of done something differently." These
days, a message like this may even appear in written form, for example on social media. Of
course, this is incorrect and should read, "I should have done something differently." But it
raises the question, does it really matter if we all understand the message? What’s more,
this mistake unlocks a useful pronunciation point – native speakers write this because this is
what the correct form sounds like in natural spoken English. Considering how people express
themselves in different contexts also promotes a greater understanding of register, especially
the difference between written and spoken texts.

Which teacher ...

1. doesn’t mention a particular level or type of class?

2. doesn’t draw any comparisons between language learners and native speakers?

3. shares teacher C’s views on expectations that grammar will be part of the syllabus?

4. doesn’t refer to their own teaching experiences?

Are any of the ideas you read about the same as what you discussed in the Warm up?

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3 Language in context

Read these sentences from the recordings and use the context to explain the meanings of the phrases
in bold.

1. So, the higher the level, the more time students need to spend learning phrases on a case-by-case
basis.

2. These days, students face serious consequences for copying word for word from a published
source.

3. When learners ask themselves how their first language handles a particular concept side by side
with an example in English, they begin to understand both what you can and cannot say in each
language ...

4. ... it’s equally important to raise awareness of the differences between formal rules and actual
day-to-day usage, particularly in specific speech communities.

These items are a special type of binomial expression in which the nouns are repeated. Underline the
preposition that connects each pair of nouns.

Which phrases are hyphenated and why?

4 Language point

Metalanguage is the vocabulary that you need to talk about language and the structures of language.
Knowing these terms allow you to identify and correct errors and also supports self-study.

Test your own metalanguage by explaining the differences between each of the following pairs of
items. The examples will help you.

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5 Activate
You are going to read a student essay for the C1 Advanced exam on the topic of teaching L1 grammar
to native speakers in schools. First read the essay quickly and say which points from the reading are
mentioned.

1
The teaching of grammar to all students in our schools once took / was once taken for
2
granted but has declined / declined over the last few decades. There are two compelling
reasons for re-instating this subject in our Language Arts curriculum, which / that 3 share the
common purpose of promoting the life chances of all our young people.
Researches have / Research has 4 demonstrated that an understanding of grammar gives
5
students a completely / very solid foundation on which to build the academic skills they
need to be successful at university, namely summarising and rephrasing texts in order to
demonstrate mastery of key concepts in their essays and presentations. Without these skills,
6
students are in danger of losing marks because they have plagiarised — / content from
other sources. Universities have been reporting concerns in this area for years and it’s time
schools took some responsibility for ensuring students can cope with the transition to higher
education.
In a similar vein, employers also complain / are also complaining7 that young people are
not prepared at school to present themselves as professional / professionally8 as possible. It’s
not uncommon for employers to offer catch-up sessions on grammar and spelling to ensure
that their new recruits do not let down the company / let the company down9 by making
basic mistakes in their communication with — / the clients 10 . However, feedback from local
companies indicates that they would be preferring / prefer 11 this type of instruction to take
place at school, as it was in the past.
In conclusion, there are clear benefits for all students in ensuring competence in grammar,
12
whether /. Whether they are planning to attend university or enter directly into the
workforce upon graduation from school.

Read the essay again and decide which form in items 1-12 is correct. In some cases, both options may
be possible. Prepare to explain your answers using metalanguage.

6 Talking point
Discuss these questions in pairs or small groups. Present yourself as you would for the C1 Advanced
exam, giving reasons and examples for your ideas and respectfully exploring other points of view.

1. How helpful do you think it is for language learners to be able to use metalanguage?
2. How much were you taught about the grammar of your first language? How much has this helped
you to learn English?
3. In the student essay that you read, it says that grammar teaching has declined over the last few
decades – this is true in the English-speaking world. Why do you think this might have happened?
4. At what age do you think students of English should start learning about grammar?
5. How much do you think it’s reasonable to expect English teachers to know about the languages
their students speak?

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7 Optional extension / homework

It’s helpful to compare English with your own language. Complete these notes with up to three ideas.

Compare your ideas in pairs.

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