Teaching Grammar

Discuss in pairs

 What is grammar?
The way words are put together to make
sentences.

A set of rules that define how words are

combined or changed to form acceptable
units of meaning within a language.
Is grammar important? Work in pairs and
discuss these questions.

- What is your perception of grammar?

- How important do you think grammar is?

Teacher’s role: help SS become effective

learners.
Is it difficult? Why?

 Yes , because it is a structure that needs to

be presented and explained in a way that is
clear, simple and interesting.

 It requires some creativity.

What could the problem be?
 Students get confused. They don’t follow the teacher.
 It could be boring.
 You yourself get confused.
 You forget to present something (what you present is
not enough).
 Students do not know when to use it. It is not enough
to know how to construct a structure.
 Students do not understand the meaning it has.
What to do to solve the problem?
 We need to know the structure (written, spoken
particularities) and what the difficulties could be.
 Present examples that cover all cases / explanations /
prepare examples
 Elicit suggestions from students. You need to have the
presentation structured in a clear, simple and accurate
way (right balance).
 Always present grammar in context.
 It is essential to present the structure’s form and meaning
 Allow students time to find out.
 Use simple words
Grammar cycle

Pre-task

Grammar task
Post-task
Grammar cycle
Pre-task:
 Motivate.
 Recycle the language.
 Ask Ss to think critically and discover rules by themselves.
 Have Ss analize grammar structures and come up with a conclusion.

Grammar task:
 Give clear instructions.
 Have Ss find out what the rule is.
 Check the grammar box.
 Give examples to illustrate different cases.

Post task:
 Have Ss use the expressions and grammar structures learned previously
 Plan activity to continue talking, writing and sharing ideas.
 Have students talk or write more examples after the grammar activity as a way of
integrating skills.
Some ideas for grammar activities.

Ss can show their use of grammar structures:

 Complete sentences.
 Complete conversations.
 Write a paragraph.
 Put words in order to make logical
sentences.
 Underline the correct answer.
 Circle the correct answer.
Read the following situation:

 If I had a lot of money, I would have a lot of

people do things for me:

I would have
someone do my hair
and nails at home
I would have a maid
do all the housework
for me.
I would have a
private chef cook
everything I want.
What about you?

If you had a lot of money……

 What things would you like to have done?

Task: Work individually and write sentences
saying what you would like to have done.

My sentences S1 S2 S3
1.
2.
3.
4.
Now, compare you ideas with three
other students in the classroom.

Did you find out anything in common?

Any similar ideas?
Unscramble the words to make
logical sentences:

1. gets to students write her

composition she a always

She always gets her students to write

a composition.
2. Ana make usually has Mrs. Torres
bed her

Mrs. Torres usually has Ana

make her bed.
3. vacuum Mrs. Brown floor the
Natacha had yesterday

Mrs. Brown had Natacha

vacuum the floor yesterday.
Match the previous sentences with
the following pictures:

A. 3 B. 1 C. 2
Now, read the sentences carefully and work with
your partners. Answer these questions:

 When do we use this grammar structure?

To show that one person causes another

person to do something.
 How do we form it?

GET OBJECT INFINITIVE

HAVE OBJECT BASE FORM

Now, open you books to page ….

GRAMMAR: Causatives GET, HAVE and

MAKE.

I got my brother to help me finish the job

She had her assistant plan the meeting

Post-task:

Work with your partners and think of more

situations in which people might have
someone else do something for them.
Write down your ideas.
Now, compare your ideas with
another pair.

- Compare your situations.

Did you come up with similar ideas?

- Write down sentences using the causative

GET.
Remember your teenage years. What did your
parents have you do? Tell your partner.

My mom usually
had me wash the
dishes on Sundays.
Reflective teaching

Work in pairs
Identify the steps followed for a “Grammar”
task. Consider these stages:
Pre-task

Grammar task
Post-task
Plan a task

PRE-TASK

GRAMMAR TASK

POST -TASK
CONCLUSIONS

 It is always important to keep students motivated

(and yourself).
 Plan your activities in advance. The book is only an
instrument.
 Present grammar in context in a clear, simple and
accurate way. Have students find out what the rules
are by themselves.
 Integrate skills.
 Follow the cycle.(pre, during and post activities)
THANK YOU
VERY MUCH