Teaching and Learning

Grammar
Lengua Inglesa y su Didctica II.
Primaria

Learning Grammar

Approaches and Methods:

Grammar Translation
AudioLingual
Acquisition Natural Method
Humanistic: Asher (TPR)
Communicative: Wilkins; Harmer; Notional/Functional;
Task Based; Content based

Cognitive: Piaget, Vygotsky; Multiple Intelligences (Gardner)

Focus on Form

What Grammar to teach at

Primary?
1

3 Categories:
Facts non-generative grammar; exceptions, unchangeable,
eg. tooth /teeth; accept and learn

Patterns Identify patterns to generate new language eg. My

favourite noun is adjective.

Choices Grammar structures which need mature

understanding of subtleties eg. Ive played since... or Ive been
playing since

Teaching Grammar

Stages of learning
Teaching should focus on form, functions; use of grammar
structures for communicative purposes acquired through
use.
1.

Noticing pupils focus on forms and awareness of structure &

meaning.

Structuring pupils manipulate forms & meanings in

controlled practice

Proceduralizing pupils formulate their own meanings in

contexts they have control of.
Combined focus on accuracy and fluency; opportunities for
reflection, experimentation and further reflection.

Teaching Grammar

2. MMM (cf. PPP: Presentation; Practice; Production)

Meeting new language varied resources;
comprehensible input, pupils use hearing, sight & world
knowledge to put language in context. Controlled,
teacher-centred.

Manipulating new language support pupils to

use lang. in variety of ways. From T. controlled to guided.
Accurate modelling, correcting to communicative use.
Teams, groups, pair-work.

Making the language your own Pupils use

practised language in freer, less controlled way to
communicate meaning.

Classroom grammar displays:

Controlled and freer Practice

Teaching Grammar

3 Plan-Do-Review (cognitive strategy training

(learning to learn) which reflects the cyclical
nature of learning).
Plan:

pupils reflect on what they know already and what they need to
plan & prepare an activity (eg. Pre-listening activities)

Do: Pupils experiment (do the activity / task) (eg. While listening..)
Review: Pupils engage in further reflection to assess what has been
done. (eg. Post-listening activities)

Discovery Grammar activities

3.1

Grammar made into a problem-solving

activity: pupils discover the rules and
patterns themselves (through guided Tquestioning), eg. Word order for nouns
and adjectives; 3rd p. singular s on
regular verbs, etc.
Whats wrong with this? Wall posting.

Classroom grammar displays

Collective correction display (3 cycle):

Whats wrong with this?

Pupils corrections on display:

Whats wrong with this?

Classroom grammar displays

WALT: What we Are Learning Today

WILF: What Im Looking For

Web Resources

http://www.sparklebox.co.uk/index.html
http://learnenglishkids.britishcouncil.org/en/language-games
http://www.makinglearningfun.com/
http://www.senteacher.org/Worksheet/46/Loopcards.xhtml
http://learnenglishkids.britishcouncil.org/en/short-stories/im-too-ill
http://learnenglishkids.britishcouncil.org/en/language-games/fill-the-gaps/imtoo-ill

http://www.youtube.com/watch?v=6PyUhxBMm0Y&feature=related
http://www.youtube.com/watch?v=_4HI7q38VmQ&feature=related *

www.dltk-teach.com/.../hungrycaterpillar/index.htm