Grammar Analysis

Teacher’s Training
Course
 COURSE OUTLINE
What is Grammar?
 Brainstorm
Why is grammar important for languages?
 Grammar as a tool for languages
Understanding grammar ourselves first
How to conduct a grammar analysis
Presenting an analysis of a grammar structure
How to present grammar structures
Presenting a grammar structure
 What is grammar?
 The grammar of a language is the description The term “grammatical structure” is a specific
of the ways in which words can change their
instance of grammar.
forms and can be combined into sentences in
Examples: past tense, noun plurals,
that language.
 Grammar is sometimes defined as “the way comparatives, indirect speech, etc.
Can you think an example of a structure that
words are put together to make correct
sentences”. It’s a good starting point and an exists in English but not in Spanish?
easy way to explain mistakes. Thus “I am a _____________
teacher” is grammatical but “I a teacher” and Grammar is important in classes
“I are a teacher” aren’t . We can also apply the
term “grammatical” to smaller units. For
instance: went to goed.
 What could happen if we didn’t have a good
grammatical language?
 ___________
 Why is grammar important in class?
Without grammar or grammatical rules and structures, How would our
classes be?
There are two main approaches when presenting grammar:
1) Dividing the whole English language into manageable bite-sized cookies, and
then introduce them to students, one cookie at a time so that they gradually
and systematically accumulate a complete picture of the language
2) Create an environment where a lot of a language, known and unknown is
met (mainly when doing speaking and listening tasks) and where the students
are helped with new language only when they already have some awareness of
it and have curiosity or questions about it.
Which one do you think is the best for EFL?
Some teachers have said that both are in some particular cases useful in EFL
classes.
The place of grammar in teaching has always been controversatial. Do we
need to teach grammar? Do we need to use grammar terminology? If so,
how to do it?
 Why is grammar important in class?
It basically would depend on:
1) The institution. Some institutions promote the
intuitive approach. Some other promote the teaching of
grammatical structures.
2) Your group. How can a group influence in the way of
teaching grammar?. There may be one group that
because of background or time of the day grammar is
the easiest thing.
3) The program you are to follow. Does your program
allow you to teach grammar?
What’s your opinion? ____________________
Again… teaching grammar has always been
controversial!

Regardless of institution, group, etc we need to learn

the global tendencies on how to present grammar.
 Understanding grammar ourselves first!
In order to present grammar we need
to understand it first ourselves and
then prepare any presentation.
The way to understand a grammar
structure is by analyzing it. Thus the
term: Grammar analysis.
Tips:
Never present a grammar structure
without analyzing it first. Avoid
being too confident
Save your analysis for future classes
Always enhance and update your
analysis
How to conduct a Grammar Analysis
Divide the analysis into these elements to analyze:
1) Name(s). How is this grammar structure called. Be
careful of researching all names.
2) Concept (Language Content). It’s the most important
part of the analysis. Assign a concept (or a language
content) to the structure. When are my students using
the grammar structure? What are the situations in
which my students produce the grammar structure?
 Example: Simple present = _____________________
 Students book’s topics
How to conduct a Grammar Analysis
Divide the analysis into these elements to analyze:
3) Grammatical structure.
4) Rules.
 Spelling rules.
 Pronunciation rules.
 _____________

5) Exceptions. Do we have exceptions in English

grammar?
How to conduct a Grammar Analysis
Divide the analysis into these elements to analyze:
6) Possible activities related to concept.
7) Possible problems when presenting grammar
 Is it adapted to local students?
 Is it relevant to my students?

 _____________

8) Possible questions for our students?

 Why teacher? “Because that’s the way it is” DON’T SAY THAT
A “Joker”. Why? Groups may be different although having
the same English level. Game.
 How to conduct a Grammar Analysis
Name Concept Structure Rules Exceptions Possible
activities
Possible
problems
Prossible
questions
Joker
Present Actions in I’m 1) Add 1) Family 1) Lack 1) Why Mimic
continuo progress playing “ing” Dyeing vacatio of “shining the
us – Actions in soccer to the ns vocabula sun”? action
affirmati process right verb What ry
ve and Vacations now 2) are they 2)
present Work She’s Verb doing? Maybe
form Home eating at finishe not
(Present School her s “e” relevant
progressi parents delete for
ve) “e” students
Subject+ 3) CVC
be+ doble
present the
participl last C
e or jog-
gerund+ joggin
complem g
ent
Let’s analyze a grammar structure
Divide the class into pairs.
Choose a grammar structure
Analyze the grammar structure
Present it the class
 How to present a grammatical
structure
After we’ve analyzed the
grammatical structure for
ourselves…
4 steps to follow (NO lesson
planning):
1. Warm-up.
2. Vocabulary
3. Main presentation. With
Mechanical drills, semi mechanical
and Critical thinking
4. Consolidation
 Warm-up (4’)
A warm-up about the Present Continuous
Communicative Function Warm-up
(Concept). (no warm-up for the Eliciting favorite
class) Example: If your point in places for
vacations.
Present Perfect you may use
“Hobbies and Habits”. When are
they going to use it in life?
A warm-up should be of 5’ or
less
Eliciting
__________
 Vocabulary (3’)
 Specific vocabulary for the concept or Present Continuous
language content you are presenting. Vocabulary
 According to the best teachers these Recycle verbs:
vocabulary should be a reinforce of a jump, swim, eat,
vocabulary previous learned. dance, job, play,
etc.
 If introducing new vocabulary (for the
main presentation ONLY) it should be
no more than 4 new words.
 Main presentation (15’)
 Here you are presenting the grammatical Present Continuous
structure. Remember: Send a post card
 Are there enough examples?
 What kind of drills should I use? to…
 Present sentence. My sister is…
 Present it with drills:
My best friends
 Mechanical drills. Group repetition, fill-in
the blanks, cueing, written exercises are…
 Semi-mechanical drills. Complete the
sentences, unscramble the words, send a
post card
 Critical thinking drills. What do you
think they…? In your …. Please tell me….
 As a teacher always promote pair work or
group work.
 Consolidation (5’)
 We should have a consolidation for every Present Continuous
grammar structure presented so as to Pair work,
avoid conflicts between L1 and L2
 Consolidation drills are usually different
communicative activities situations
 Games
You’re at school…
 Role plays
 Dialogues
 Debates
 Interviews
 __________________
Presenting a grammar structure
We’re presenting a
grammar structure.
Divide the class into
trios.
Choose a topic from the
box.
Each groups will present
a grammar structure.
 BIBLIOGRAPHY
Littlewood, W. T. (1983). "Communicative approach to language teaching
methodology (CLCS Occasional Paper No. 7)." Dublin: Dublin University, Trinity
College, Centre for Language and Communication Studies. (EDRS No. ED 235 690, 23
pages)
Dolle, D., & Willems, G. M. (1984). The communicative approach to foreign language
teaching: The teacher's case. "European Journal of Teacher Education," 7(2), 145-54.
Terrell, T. D. (1991). The role of grammar instruction in a communicative approach.
"Modern Language Journal," 75(1), 52-63.