Rules of

Teaching Grammar
Group III
At the end of this Chapter, you will be able to:

1. explain the different rules of teaching grammar;

2. construct narratives/situationers that present the different

rules in teaching grammar and;

3. write sample lesson guide applying the different rules.

 Introduction
Scott Thornbury
● internationally recognized linguist and teacher trainer in the area of
English Language Teaching
● proposed 6 RULES OF TEACHING GRAMMAR
○ Context
○ Use
○ Economy
○ Relevance
○ Nurture
○ Appropriacy
● highlighted that if language teaching is grammar teaching (as what
schools emphasized), then “teacher training is training teachers to
teach grammar”.
 01
Rule of Context
 WHY?
● Language knowledge does not necessarily guarantee language skills.
● Context provides avenue not just to learn grammar rules but for
meaning-making.
● Every individual is creative and has rich experiences, thus should be
given opportunity to utilize these through real-world type situations in
which context is a major consideration.
● "Thinking of grammar in terms of concepts, that is, what is the purpose
of using a specific form, what is the meaning expressed through that
form, will broaden learners’ understanding and use of the target
language." - ACTFL Language Connects
WHAT?
● Grammar teaching should consider all three: form, meaning and use.
● Grammar instruction should integrate aspects of both language and
literature-and not as distinct "field" of English.
● “Teaching grammar in context involves making connections between
grammatical patterns and the meaning of texts; wider contextual aspects
such as genre, audience, subject and purpose; a reader's feelings and
responses to a text; potential authorial motivations for making decisions
about language choices”.-(Aarts, et.al.,2018)
● "Teach grammar in context. If you must take an item out of context to
focus on it, recontextualize it as soon as possible. Always associate
grammar form with the meaning of the speaker or author”.
-(Thornbury, 2004)
HOW?
● real world scenarios
● Interaction
● use of authentic materials
● scaffolding strategies
● literary pieces
● Inductive method
 02
Rule of Use
 WHY?
● The primary goal of teaching English is to help Flipino students
acquire the necessary skills for listening, speaking, reading and
writing, which enable them use the language for effective
communication.
● Language knowledge is not equal to language production.
● Students are able to appreciate what they are learning if they see
how language works and is used in real context.
● Students should be able to see the relationship of grammar points
to how the target language is actually used.
 WHAT?
● “Teach grammar in order to facilitate the learners’ comprehension and production
of real language, rather than as an end in itself. Always provide opportunities for
learners to put the grammar to some communicative use."- Thornbury (2004)
● Students understand the concepts (grammar rules) better if they are able to use
and apply it in real communicative tasks.
● Learning English is more than just learning vocabulary and grammar rules,
students need to actually use the language and listen to how others use it as well.
● Grammar teaching should incorporate spoken interactions or communicative
production tasks.
● A key component of grammar teaching is the integration of communicative work.
● To teach grammar effectively, teacher should enable students to control grammar
to express increasingly complex ideas.
HOW?

● authentic samples of language

● identify usage patterns
● audio samples
● share insights and ideas in class
● communicative approaches
○ EX: Guess who
 03
Rule of Economy
 WHY?
● Language is primarily a skill, thus, should be practiced and used.
● Just studying grammar will not in itself enable you to use it.
Students' language success may be limited if what they have
learned will merely stay as rules to understand.
● Providing for more and more input may still not be sufficient, for
input should be "comprehensible”. Thus, a content-jampacked
syllabus do not necessarily guarantee language acquisition.
● Students who are at intermediate level and beyond may need more
opportunities for practice rather than presentation of rules.
 WHAT?
● "Economise on presentation time in order to provide maximum practice time. With
grammar, a little can go a long way.”- Thornbury (2004)
● The English curriculum should be decongested, focusing on relevant grammar
concepts.
● "Comprehensible input is language input that can be understood by listeners
despite them not understanding all the words and structures in it. It is described as
one level above that of the learners if it can only just be understood."- Krashen
(2003)
● Providing comprehensible input and more time for language practice help students
acquire language naturally, rather than learn it consciously.
● As language learners' usage of the target language increases, so does their level of
comprehension.
● Teachers should be able to strategize how to present grammar rules efficiently and
effectively, then provide more time for students to apply these rules in
communicative tasks.
HOW?

● Plan your grammar lessons well.

● Be clear with your goal.
● lesson guide/plan
● Provide instructional scaffolding.
● Visual aids
○ Graphic organizer
 04
Rule of Relevance
WHY?
● "Relevant, meaningful activities that both engage students emotionally and connect
with what they already know are what help build neural connections and long-term
memory storage”. –Briggs (2014)
● "Relevant, meaningful activities that both engage students emotionally and connect
with what they already know are what help build neural connections and long-term
memory storage."-Briggs (2014)
● Students may disregard important concepts it they do not find relevance to them.
● Students become more interested to learn if they see the importance and connection
of the concepts taught in the classroom to their real- life encounters.
● Students may become disinterested in the things they already know; thus, teachers
should start where they are.
● If students acknowledge that the concepts are worth knowing, it will hold their
attention and engage them.
 WHAT?
● The rule of relevance prompts the language teachers to make learning become more personal
to the students.
● “Teach only the grammar that students have problems with. This means, start off by finding
out what they already know. And don't assume that the grammar of English is a wholly
different system from the learner's mother tongue. Exploit the common ground." (Thornbury,
2004)
● The Glossary of Education Reform (2013) points out two kinds of relevance personal
relevance and life relevance. "Personal relevance occurs when learning is connected to an
individual student's interests, aspirations, and life experiences. Meanwhile, life relevance
occurs when learning is connected in some way to real- world issues, problems, and contexts
outside of school.
● This rule puts students at the center of English language teaching and learning.
● Depending on the target language, teachers should teach grammar concepts in relation to the
student's mother-tongue.
● Communicative tasks should cater to cultural differences. Teachers should make sure that
examples are accurate and appropriate for certain groups.
HOW?
● Provide examples that are grounded on how concepts learned are
used in the real world.
● Let students experience authentic use of the language.
● Provide opportunities for multi-layered projects
● Create activities to showcase students' communicative abilities
● Watch movies
● Anchor your lessons on real world problems.
● Let students publish their poems, stories, narratives etc.
● Encourage students to build and create connections to what has
been taught and to what is happening in the real world.
 05
Rule of Nurture
 WHY?
● A nurturing environment is a learning-rich environment.
● Students need to feel that the classroom is a place for trial and error and
learning from mistakes. They need to feel safe, supported, cared for in
your classroom.
● Teachers should be able to provide a conducive learning environment
free from fear and humiliation.
● Students tend to withdraw and lose interest in learning if the classroom
does not reinforce self-esteem. Reinforcing self-esteem in the classroom
is associated with increased motivation and learning
WHAT?
● Grammar teaching should consider all three: form, meaning and use.
● Grammar instruction should integrate aspects of both language and
literature-and not as distinct "field" of English.
● “Teaching grammar in context involves making connections between
grammatical patterns and the meaning of texts; wider contextual aspects
such as genre, audience, subject and purpose; a reader's feelings and
responses to a text; potential authorial motivations for making decisions
about language choices”.-(Aarts, et.al.,2018)
● "Teach grammar in context. If you must take an item out of context to
focus on it, recontextualize it as soon as possible. Always associate
grammar form with the meaning of the speaker or author”.
-(Thornbury, 2004)
HOW?
● Get to know your students and allow them to know you as well.
● Create a sense of order through clear behavioral and academic expectations.
● Utilize communal games and activities, relevant instructional materials, and
engaging classroom discussions.
● Provide constructive feedback and allow students to learn from their
mistakes.
● Don't judge.
● Celebrate success and class achievements.
CREDITS: This presentation template was created
● Choose
by Slidesgo, appropriate teaching
including icons by Flaticon, and methods to cultivate students' motivation and
infographics & images by Freepik.
creativity.
● Teachers may use the teaching method named
Suggestopedia/Desuggestopedia by Georgi Lozanov
 06
Rule of Appropriacy
 WHY?
● People are more different than they are alike. Teachers have to respond
to the diversity of learners.
● These individual differences in a language classroom can make for
success or failure in attaining the goal of acquiring the target language.
● Regardless of how diverse the classroom is, students should be given
equal opportunity to learn and achieve their goals.
● Teachers need to evaluate what students really need and design
classroom activities suited to their needs.
● The teaching-learning process should be student-centered.
 WHAT?
● Teachers should design classroom activities not just according to efficiency,
but also appropriacy.
● Grammar practice and communicative tasks should suit to the "context" of
each learner.
● This rule prompts teachers to consider their students in the context of being
language learners- What do they already know? What do they need to know
immediately? What do they need to know in the future?
● These questions can help teachers evaluate if what they are doing in the
classroom is somehow appropriate to their students.
● Teachers should consider the individual differences of students and use this
to plan an effective and productive teaching-learning process.
 HOW?
● Teachers may conduct needs assessment analysis or diagnostic tests
to gain necessary data on students' proficiency level and needs.
● Talk to your students and let them share their language learning
challenges and how they want to be supported.
● Determine your students' learning styles, previous learning
experiences and present expectations.
● Take into consideration all other rules of teaching grammar.
● Start where your students are.
● Student-Centered Learning
THANK YOU !
 GROUP III

LEADER: Castillo, Kimverly V.

MEMBERS:
Aluan, Ricci Mae
Becera, Danica
Evangelista, Carlos Angelo
Ilustrisimo, Ehman
Maandal, Christine
Masangkay, Aiza
Tupas, Rossa May