TEACHING GRAMMAR

Questions
1. How do you think we should teach grammar?
2. How many stages are there in a grammar
lesson?
 STEPS FOR TEACHING GRAMMATICAL
STRUCTURES
• Step 1: Presentation of the grammar
structure in context
• Step 2: Explanation of the pattern
• Step 3: Practice
• Step 4: Communicative activity
Deductive versus Inductive presentation
 Inductive versus deductive
presentation
deductive presentation inductive presentation
rule-driven
1.------------ learning discovery
2.------------ learning
T presents the 3--------
rules T first presents
and then provides examples
5--------- and then
examples.
4------------ guides the students to
work out the rules.
6------------
T acts as an instructor
7------------ encourages more teacher-
student interaction
8------------
Inductive or deductive?
 Inductive or deductive?
• Low rate of ambiguity
• Deeper understanding
• Easier memorization
• Time efficient
• More learners’ involment
• More learners’ autonomy
• Difficult to manage the class
• Less time for practice
• Teacher- fronted
• Less students’ attention
• Focus on meaning
It rained a lot ,but
........ they enjoyed their holiday.

Although it rained a lot, they enjoyed their

holiday.
 Forms
• Although it rained a lot, they enjoyed their holiday.

• They enjoyed their holiday although it rained a lot.

Although +Subject + Verb , Subject + verb

Even though
Though Main clause
 Principles for teaching Grammatical Structures

1. Most often, teach structures implicitly.

2. Present a structure orally before presenting a written form
and an explanation.
3. Use visual aids to help students see the structure and the
grammatical meaning.
4. Connect the form to meaning
5. Along with correction, give positive feedback and emphasize
communication rather than just grammatical accuracy.
6. After practicing a structure in a controlled exercise, give
students opportunities to use the structure in more free
communication
 Points to consider
• Call first on the more able students for individual
repetition.
• Don't call on students in order.
• Give a cue first, then call on one of the students so
that all the students listen carefully and get ready
to be called on.
• Listen carefully to students.
• Make students listen to each other.
• Students respond all together in harmony.
• Drill one item at a time.
• Flash cards and pictures can be shown as cues, and by
doing so, the teacher can pace the drill and can make
the drill more fun.
• Use pair works to increase student talking time even if
it seems chaotic.
• Praise the students.
• Students should know what they are saying during the
drills.
• Don't correct pronunciation errors in grammar drills.
• During mechanical and meaningful drills, feedback
should be given straightforwardly and immediately.
However, when we conduct communicative drills, we
should take notes of the students' errors and give
feedback after the drill.
• Study the exercises in the text book to understand
the purposes and what students need to do them.
• For example, exercise 1:
– Purpose: Review relative clauses
– Students need to identify the relative pronouns,
clauses and their functions.
• The common topic seen from exercise 1 is
electronic devices applied in learning.
• Warm-up (3 mins)
1. Ask students to list electronic devices they
usually use in their learning eg. computers (in
30 seconds)
2. Let students find out which device is by
reading or listening to their definitions/use
Eg. This device is used for searching information,
recording your work, taking photos.
* Lead to the lesson (the theme of exericse 1)
(let’s look at some more sentences about these elctronic
devices)
* Ask students to do exercise one
– underline the relative pronouns and say what they
stand for
– identify the relative clause in each sentence
 Can you read sentence 1 and 4,
please?
1. They are the modern devices that . have changed
the way we learn.
4. My laptop, . which is a present from my parents,
is very useful.

A. Providing necessary information that helps you understand

what or who is being referred to.
B. Providing extra information about the person or thing. You
don’t need it to understand who or what is being referred to.
 LET’S COMPLETE THE TABLE
1. They are the modern devices that have changed the way we learn.
2. My laptop, which is a present from my parents, is useful.
Defining relative clauses Non-defining clauses
Use Provide necessary
................ Provide extra
................
information to help information about the
identify who or what noun
they refers to
Can be left out without x ................  ................
affecting the meaning?

Relative pronouns who, whom, which, that, who, whom,

................
which, that,
................
whose whose
The use of comma (,) to Ø ................  ................
separate it?