Module 7 - Teaching Grammar

20/07/2022, 19:04 Module 7: Teaching Grammar
Module 7: Teaching Grammar
Module 7 - How to teach Grammar?
Site: TEFL Fullcircle

Course: Advanced 160 Hour TEFL Course
Book: Module 7: Teaching Grammar
Printed by: Anastasia Ushakova
Date: Wednesday, 20 July 2022, 6:04 PM
https://www.teflfullcircle.com/onlinecourses/mod/book/tool/print/index.php?id=1102 1/12
Table of contents
Introduction
Unit 1: Lesson Structure
Unit 2: Teaching Grammar and Video 21
Unit 3: Form
Unit 4: Meaning
Unit 5: Pronunciation and Video 22
Unit 6: Concept Checking
Introduction
Integration of Skills is Paramount
In Modules 7-13, we
will explore all the key language skills that are needed for communicative
competence in English:
Grammar
Vocabulary
Phonology
Speaking
Writing
Listening
Reading
To make these areas

easier to handle and easier to focus on, we have divided them into separate
Modules. There's really no other way to do this and it's probably what you
would expect.
However, it's
important that you do not mirror this division into different skills areas in
your
classroom. Integration of skills lies at the heart of the Communicative
Approach. So, your aim is to
integrate as many of the skills areas as you can in
your lessons.
We're not
suggesting that you will integrate all of the areas above in one lesson but you
should aim to
include several of them.
An example will
help to demonstrate what we mean.
Example-Integrating Skills:
Always ask yourself this question:
Can
I construct the learning item/activity so that some other purposes can be
served, e.g. speaking,
vocabulary, grammar and punctuation purposes etc., if
the learners are ready for some of this?
For example, with young learners after they

have been copying singular words, you may start to
introduce some plural words.
Here you can demonstrate that the s sound at the end of cats
means that there are more than one cat
and this is often what we do to show
this. You write examples on the board and help them to read
these. You also
give them a little bit of drilling to get their punctuation right. Then you get
them to
write the words in their notebooks.
This could lead to a game where you read out

a list of words and they have to put their hands up
quickly when they hear a
word ending in s, which generally means there are more than one of the
item. And they have to repeat the word.
Now they have started a journey to understanding plurals. Of
course, you
wouldn't use the word 'plural' at this stage.
This is an example of integrating several

language skills in one lesson:
listening, speaking,
reading, writing, and a bit of pronunciation and
grammar. It would be a perfect lesson. This is
what teaching students via the
Communicative Approach is all about.
So, integrate as
many of the skills as is feasible.
Remember, though,
that there may be a few occasions where a good bit of the lesson may just focus
heavily on one aspect, e.g. reading for pleasure or focussing on some grammatical
aspect that all the
learners are finding difficult.
Other than these

specific occasions: Integrate!
One final point:

You'll find that a specific activity can be used for several skills areas. So, in
the
Modules 7-13, we may mention an activity under the heading of 'Listening'
and then mention it again
under the heading of 'Speaking'. This is intentional.
It's because it is a good activity and can be used in
several ways. It's not
because we have run out of ideas!
Let's move on to
grammar!
In this Module we
will explore grammar, using the PPP Technique. The Module will begin
by looking
at the structure of a lesson and at all the parts which need to be
included in the different stages.
Once the
structure has been introduced, we will focus on the Presentation
stage of teaching grammar,
which includes considering
the form, meaning, usage and pronunciation of a new
grammar item.
Next we will focus

on the Practice and Production parts of the lesson and consider some activities,
which can be used in these parts of your lesson.
Finally, the Module

will finish with some top tips and some suggested
reading for you.
By the end of
this Module you will be able to teach a grammar lesson.
Take the Quiz: PPP Review
Unit 1: Lesson Structure

When you teach a
grammar lesson, you will use the PPP Technique which we introduced in
the
previous section 'How to plan'.
Let's explore the

components which go together to make up a grammar lesson.
Introduction:
Introduce
yourself and write the lesson aims on the board and explain clearly what your
plans are for
the lesson.
Warmer:
Use a warmer to
get students acclimatised to the lesson.
Presentation:
You can use two

different methods when you present a grammar lesson.
Deductive:
The deductive
approach means that you present the rule you are teaching and then give
examples to
help students understand.
Inductive:
The inductive
approach means that you give students some examples of the grammar rules to explore
and then get them to work out the rules.
Practice:
You will now

practise the new rules with some controlled practice activities.
Production:
This is the stage

of the lesson where you give students a chance to practise without the control.
The
aim of this part of the lesson is to let your students try to extend their
knowledge and use the target
language in a freer, more creative way.
Summary and Reflection:
Summarise your
lesson and reflect on the lesson by asking students what they enjoyed or what
went
well.
Cooler:
End the lesson

with a fun, positive activity.
Let's now carry

out a closer inspection of each of these parts of a lesson.
Unit 2: Teaching Grammar and Video 21
03:56
In the previous Modules,

you learned the importance of adding context, students' motivations, teaching
skills, classroom management, the grammar basics and how to plan. You have also learnt how to
incorporate technology
in the classroom.
We would now like

you to start putting all these elements together to create an excellent lesson
and
inspire students to become lifelong learners.
Teaching grammar
using the PPP technique is no different from teaching any other
structure in the
English language. You will present, have a controlled practice
and then a production activity.
You will start

the lesson with a warmer and end the lesson with a cooler, and reflection.
Reflection will
activate deeper learning skills, which will ultimately mean
your students will remember more.
In summary, in
order to have the best possible grammar lesson, you will need to think about
the
following factors:
The background and context of your

learners.
The age of your learners: The age of your

learners will affect the way you present your new
items. Younger learners will
enjoy fun activities and will enjoy playing games to understand
verb
tenses, whereas older learners will want to understand
the form structure of a verb tense
being presented to them.
Motivations for learning English.
Level of your learners: Beginner/Intermediate/Advanced.
Setting of the lesson: your classroom and

the way it looks.
PPP Technique:
Introduction
Warmer
Present
Practice
Production
Summary/Reflection
Cooler
When you present

grammar, you will have to teach form, meaning, usage and pronunciation.
We will
consider these elements in the next few sections. Please go back and review
the grammar basics to
refresh your memory.
Unit 3: Form
Presenting
the form of a grammar structure is critical because it gives you
an opportunity to show the
student how the grammar is constructed.
For example:
You should have eaten more food before the examination.
We can show that this sentence is constructed by using: Should + have

+ past participle of the
verb.
You can show

the form of any grammar structure or tense using this technique. Go
back and review
the 'Summary Table of Verb Tenses' to remind yourself of
the form of tenses.
Unit 4: Meaning
Once you have
shown the students the form of your grammatical structure, you must
try to explain
the meaning. It's important at this stage to add
context, elicit information and use CCQs to check
understanding.
Let's consider
the following example sentence:
You should have eaten more food before the

examination.
This sentence is
saying that the person did not eat enough food before she took the examination
and it
conveys a sense of regret, meaning that if she had eaten more she
would have done better in the
examination.
There are two

aspects of meaning.
First, what is the literal

or 'essential' meaning of the word, phrase, functional expression or grammar
structure?
Second, what does

it mean in the context it's being used in?
For example:
He's wearing a red shirt. (red=colour)
His face is red - he's been lying on the

beach too long. (red=sunburnt)
He was a well-known red. (red=political affiliations and beliefs)
Meaning is the
mental image/comprehension that is generated by the grammar or vocabulary.
Students
connect the grammar structure with the meaning. For example, the past
tense signals events in the past.
Once the teacher

has presented the structure, he should talk about the meaning too.
It answers the
question: What meaning does the vocabulary, functional expression or grammar
structure have in the (specific) context?
When you
explain meaning in the Presentation stage, it's crucial to
use your teaching aids. These could
be flashcards, video or a little bit acting
or using gestures to convey the meaning.
Usage
The words,
functional expressions and grammar structures we choose to use are determined
by the
situation we are in and/or what we want to communicate to our
listener(s). Usage is interconnected
with meaning.
For example, Good morning! is a greeting we use with

friends, family, our boss, etc. when we see
them before noon.
If we say Good morning! to a family member as he

gets up in the afternoon (because he was out late
the night before), we are
being ironic and perhaps indicating a bit of disapproval. We would
probably
not say this to our boss when she comes in late.
Usage answers the

question: When or why is the vocabulary, functional expression or grammar
structure used?
Unit 5: Pronunciation and Video 22
04:02
It's critical to
convey the phonology or the sound of a piece of lexis/grammar to learners as
the native
speaker will often pronounce words in different ways from the
learner.
For example, most

native speakers would pronounce 'should have' as one word or as an abbreviated
word 'should've'. Students will have never heard this sound before and you will
need to practise this
using drilling and repetition.
Unit 6: Concept Checking

Concept Checking
Questions are questions you will need to ask to check if your students
have
understood a new word or structure.
You will need to

use CCQs during the Presentation Stage to check your learners' understanding.
As you know, it's

really important to ask more than 'Do you understand?'
Let's consider
some examples:
New words:
1. Shirt
2. Chair
3. Hair
Let's see what

sort of Concept Checking Questions you could ask to check whether
your students have
understood these words.
1. Shirt
Teacher: Am I wearing a shirt?
Student: Yes.
Teacher: Is it blue or white or another colour?
Student: It's blue and white.
Teacher: Does it have long sleeves or short sleeves?
Student: Long.
2. Chair
Teacher: Can I sit on it?
Student: Yes.
Teacher: How many legs does it have?
Student: 4.
Teacher: What colour is it?
Student: Blue.
Teacher: What is a chair for?
Student: Sitting on.
Teacher: How many chairs are in this room?
Student: 25.
3. Hair
Teacher: What colour is my hair?
Student: Brown.
Teacher: What kind of hairstyle do I have?
Student: Short.
Teacher: What do I wash my hair with?
Student: Shampoo
Teacher: How many times a week do I wash my hair?
Student: Never, once, everyday...
Concept checking
questions are for checking the understanding of your students when you are
presenting any new material.
Take the Quiz: Form, Meaning and Phonology

Module 7 - Teaching Grammar

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20/07/2022, 19:04 Module 7: Teaching Grammar

Module 7: Teaching Grammar

Module 7 - How to teach Grammar?

Site: TEFL Fullcircle

To make these areas

Always ask yourself this question:

For example, with young learners after they

This could lead to a game where you read out

This is an example of integrating several

Other than these

One final point:

Next we will focus

Finally, the Module

Take the Quiz: PPP Review

Unit 1: Lesson Structure

Let's explore the

You can use two

You will now

This is the stage

Summary and Reflection:

End the lesson

Let's now carry

Unit 2: Teaching Grammar and Video 21

In the previous Modules,

We would now like

You will start

The background and context of your

The age of your learners: The age of your

Motivations for learning English.

Level of your learners: Beginner/Intermediate/Advanced.

Setting of the lesson: your classroom and

When you present

You should have eaten more food before the examination.

We can show that this sentence is constructed by using: Should + have

You can show

You should have eaten more food before the

There are two

First, what is the literal

Second, what does

He's wearing a red shirt. (red=colour)

His face is red - he's been lying on the

He was a well-known red. (red=political affiliations and beliefs)

Once the teacher

For example, Good morning! is a greeting we use with

If we say Good morning! to a family member as he

Usage answers the

Unit 5: Pronunciation and Video 22

For example, most

Unit 6: Concept Checking

You will need to

As you know, it's

Let's see what

Teacher: Am I wearing a shirt?

Teacher: Is it blue or white or another colour?

Student: It's blue and white.

Teacher: Does it have long sleeves or short sleeves?

Teacher: Can I sit on it?

Teacher: How many legs does it have?

Teacher: What colour is it?

Teacher: What is a chair for?

Student: Sitting on.

Teacher: How many chairs are in this room?