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ICELT DISTANCE UNIT 5

Grammar presentation &


practice
ICELT distance unit 5 Grammar presentation & practice

Contents

Introduction ………………………………………………………… 3
Aims ……………………………………………………………….. 3
Reading …………………………………………………………… 4

Section A – Reflection ……………………………………………. 5


Section B – Approaches to teaching grammar ………………… 8
Section C – Presentation techniques ………………………….. 19
Section D – Practice techniques ……………………………….. 29
Section E – Grammar in the young earner classroom ………… 34

References ………………………………………………………… 35
Feedback on unit …………………………………………………. 36

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ICELT distance unit 5 Grammar presentation & practice

Introduction

In many traditional language classrooms, grammar was viewed as the most


important aspect of language learning. Methodology was concerned almost
solely with ways of having learners practise the grammar with vocabulary and
pronunciation slotted in. Nowadays most teachers would not recognise that
situation – there has been a growing acceptance that there is much more to a
language than grammar. In the 1970’s, the communicative approach mostly
abandoned this emphasis on grammatical form in favour communicating the
message successfully, despite inaccuracies. More recently, however, the
importance of focussing on form has been addressed again.

In this unit we will be considering different approaches to teaching grammar and


whether we need to make form (or structure) rules explicit to learners. We shall
evaluate a number of presentation and practice techniques.

Aims

By the end of this unit you should:


• Have a clearer understanding of deductive, inductive and guided discovery
approaches to grammar teaching
• Have analysed lessons in relation to these approaches
• Have analysed the learning process within a guided discovery lesson
• Have planned a sequence of activities using a guided discovery
framework
• Have evaluated a number of presentation techniques
• Have a clearer understanding or the notion of controlled and free practice
activities
• Have planned controlled and free practice activities for particular language
points
• Have considered the place of grammar in younger learner classrooms

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Essential Reading

Cameron, L. 2001 Teaching Languages to Young Learners. CUP


Chapter 5 – Learning Grammar

Nunan, D. 1991 Language Teaching Methodology. Longman


Chapter 8 – the Role of Grammar

Ur, P. 1999 A Course in Language Teaching: Practice and Theory CUP

Recommended Further Reading

ELT Forum Teacher Development Pack: Grammar

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Section A: Reflection

Task 1

Read the following comments which were made by different teachers. Consider
whether you agree or disagree with them and why. If possible, do this task with a
colleague.

1. I usually tell the students the rule before we practice grammar.


2. I try not to use grammar terminology in the classroom.
3. I like to use examples from my students’ life when I am teaching grammar.
4. I think if we provide enough good examples, then students can infer the
rules without being told.
5. It is easy to explain some grammar rules by others are so complicated that
it is better not to bother.
6. It is better to do other activities such as reading a story or listening to a
song first that lead to grammar.

When you have finished, look at the commentary that follows.

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Commentary

1. I usually tell the students the rule before we practice grammar.

This is one of the features of the deductive approach (don’t be confused by the
name!) to grammar teaching. In this approach the teacher moves from rules to
examples. In contrast, there is the inductive approach, in which learners are
presented with lots of examples and they work out the rule for themselves; in
other words they induce the rule.

This is also very characteristic of the grammar translation method of language


teaching and is also very common in students’ grammar books.

2. I try not to use grammar terminology in the classroom.

If you are teaching very young learners you probably agreed with this.

If you are teaching older children or adults then it is very difficult to avoid
terminology altogether unless you are using a totally experiential approach to
language learning where the students are using the language to perform task
with no explicit analysis of the language.

On the other hand, over use of terminology with turn a lot of students off and it is
important to be sensitive to the effect use of terminology is having on students.

3. I like to use examples from my students’ life when I am teaching grammar.

This attitude comes from a humanistic approach to language learning in which it


is believed that affective (emotional) factors as just as important as cognitive
factors.

It is probably an obvious point but if learning is personalised in this way then it


will probably be more memorable. Traditionally, the personalisation stage comes
after the presentation but there is no reason why the presentation itself should
not be personalised. However, this would require a great deal of skill on the
teacher’s part.

4. I think if we provide enough good examples, then students can infer the rules
without being told.

See number 1. This is characteristic of an inductive approach to learning


grammar. This approach is also called a discovery approach. It is comparable to
the way in which we learn our first language; direct experience of the language
and unconscious assimilation of rules.

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5. It is easy to explain some grammar rules by others are so complicated that


it is better not to bother.
Most experienced teacher would accept this and plan their teaching
accordingly. Perhaps a more important point is that some rules are very
difficult to induce or discover. For example the correct placement of adverbs
– I like football very much or He is often late may never be noticed by
students unless they are pointed out explicitly.

6 It is better to do other activities such as reading a story or listening to a


song first that lead to grammar.

This is an underlying principle in such approaches as task-based learning and


the whole language approach – you learn best by doing.

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Section B: Approaches
The tasks in this section have been taken from Thornbury, 2004)

Task 1

Read through the following three mini lessons and for each one decide:

• Sequence: Which comes first the rule or the example?


• Rule: Is the rule stated explicitly or is it implicitly understood?
• Guidance: How much does the teacher guide the learners?
____________________
Lesson 1

Teacher

“to form the present perfect continuous, use the auxiliary verb have plus the
past participle of the verb to be (been) plus the present participle, for example
…”

Teacher writes on the board:

I have been working.


Has Jeff been watching TV?
They haven’t been listening.

“You use the present perfect continuous to talk about activities that started in
the past and continue to the present (or very recent past), especially when
you want to focus on the process itself, or its duration, for example…”

Teacher writes on board:

We have been living here since we got married.


How long have you been studying Chinese?
Why is your hair wet? I’ve been swimming.

“Now make sentences using the present perfect continuous for these
situations…

Jeff started watching TV at five o’clock. Hi has just switched the TV off. It is
now nine o’clock.

I first came to live in this town five years ago. I’m still living here.

Our company was set up over 100 years ago. We manufactured bicycles
them and we are still manufacturing them.”

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_____________________
Lesson 2

Teacher:

“Dawn is standing outside the cinema. She is waiting for her friend. Dawn
arrived at eight o’clock. It’s now ten past eight. She has been waiting for ten
minutes.

When did she start waiting?


(Learners: “Eight o’clock.”)

Is she still waiting?


(Learners: “Yes.”)

How do you express the idea of waiting that started in the past and is still
continuing?
(Learners: “She has been waiting.”)

How is the tense formed?


(Learners: “Have plus been plus –ing.”)

This tense is called the present perfect continuous.

Here is another situation:

It is now nine o’clock and Jeff is watching TV. He started watching TV at five
o’clock . He has been watching TV for four hours.

Use the present perfect continuous to make a sentence for each of these
situations:

I first came to live in this town five years ago. I’m still living here.

Our company was set up over 100 years ago. We manufactured bicycles
then, and we are still manufacturing them.”

_________________________

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Lesson 3

Teacher:

“Once upon a time, Goldilocks visited the Bears’ house. There was nobody
home. She ate some of Baby Bear’s porridge. She smoked one of Father
Bear’s cigars. She drank some of Mother Bear’s coffee, and she rode Mother
Bear’s motorbike. She played with Buddy Bear’s toys, and she played Buddy
Bear’s guitar. She read some of Missy Bear’s magazines, and she used
Missy Bear’s computer.

Well, finally, she felt tired so she went upstairs to sleep. When the Bears
came home, Baby Bear said, “Who’s been eating my porridge?” Repeat.
(Learners: “Who’s been eating my porridge?”)

Mother Bear said, “Who’s been drinking my coffee?” Repeat.


(Learners: “Who’s been drinking my coffee?”)

Father Bear said, “Who’s been smoking my cigar?” Repeat.


(Learners: “Who’s been smoking my cigar?”

What did Missy Bear say about her magazines?


(Learners: Who’s been reading my magazines?”

And her computer?


(Learners: “Who’s been using my computer?”

What did Buddy Bear say about his toys?


(Learners: “Who’s been playing with my toys?”

And his guitar?


(Learners: “Who’s been playing my guitar?”

What did Mother Bear say about her motorbike?


(Learners: “Who’s been riding my motorbike?”

Now tell the story to your partner.”

________________________

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Commentary

Sequence Rule Guidance


Lesson 1 Rule example Explicit High
Lesson 2 Example rule Explicit High
Lesson 3 Examples only Implicit Low

Lesson 1
This is typical of a deductive approach where the rule is stated at the
beginning, example are provided, and then further examples are given by the
learners as evidence of their learning. The teacher guides the whole process
with very little or no learner involvement until the practice stage. (Though it is
possible for the teacher to involve the learners from the beginning by
eliciting).

Lesson 2
This is a typical inductive presentation, in which an example is given and from
which the rule is discovered and then made explicit. Another example is
given before the learners go on to practise the rule themselves. There is high
teacher guidance through the use of leading questions. This is an example of
learning by guided discovery

Lesson 3
This is an example of a presentation in which examples of the target form are
given in context, but where the rule is not made explicit. Learners are
expected to demonstrate awareness of of the rule in their responses. If they
do so, they have shown evidence of discovery learning in its unguided form.

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Task 2

What are the advantages and disadvantages of each of the approaches


above. Complete the table below. When you have finished look at the
commentary.

Advantages Disadvantages
Lesson 1
Deductive

Lesson 2
Guided discovery

Lesson 3
Unguided discovery

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Commentary

Advantages Disadvantages
Lesson 1 • Direct • Can involve complicated
Deductive • Aim is clear explanations and a lot of
• Suits particular learner metalanguage
types who like clear • Can demotivate learners
grammar explanations who are ‘afraid’ of
grammar
• Not very involving –
learner needn’t make
much mental effort – so
may not be memorable

Lesson 2 • Involving and • May frustrate those


Guided discovery challenging for learners who like clear
learners explanations at
• Suits particular beginning
learning types who are • May take a lot of time
good at discerning • May exclude learners
patterns who are not good at
• Usually more engaging discerning patterns
to start with example
especially if
personalised
Lesson 3 • Reflects natural process • May put too much
Unguided discovery of language learning responsibility on learner
• Exposes learner to • Difficult to check if the
examples in context correct rule have been
• Learners are practising ‘discovered’
language at the same • May be inefficient use of
time as learning it time
• Focus on USING the • Mau frustrate some
language rather than learner types
TALKING ABOUT the
language
• Encourage learner
autonomy

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According to Thornbury (2004), in a guided discovery approach the teacher


guides and supports the learning process by:

a Problem-framing setting a problem-solving task for the learners

b Providing data giving sufficient examples to help learners solve the


problem
c Focussing attention Drawing learners’ attention to key features of the data
(structure)
d Asking leading questions Using questions to guide the learners to a solution

e Making connections Referring to, and building on, what the learners already
know
f Giving feedback Providing messages on the state of the learners’ theory-
building
g Recapping / summarizing

Task 3

Look at the following transcript of the presentation stage of a lesson. Try to


identify the purpose of each of the teacher interventions that are numbered –
choose from the list above.

T (1) Now. I’m going to dictate some sentences, and I want you to write
them dowm. Are you ready?

Number one:
I have teaching for twelve year now. [pause]
Number two:
Before that I was a student teacher. [pause]
Number three:
I have been living in Cali for a year now. [pause]
Number four:
Last year I was living in Bucaramanga. [pause]
Number five:
At present, I am living in a friend’s apartment. [pause]

I am going to repeat the sentences then I want you to check in pairs to see
if you both have the same …

T OK. All those sentences are about me, but some are true and some are
false. Can you guess which is which? I’ll give you a clue. Only one of
them is false. Yes, Andres ….?

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T …OK. Well done, Andres. So you guessed it correctly. Last year I wa


living in Barranquilla not Bucaramanga. (2) Now let’s look at those
sentences about now and sentences about the finished past….?

T … That’s right. So we have two sentences about the finished past . And
three sentences about now. (3) How do you know they are about now?

S1 ‘Now’

S2 ‘At present’

T Good, ‘I have been teaching for twelve years now. I have been living in
Cali for a year now. At present, I am living in a friend’s apartment.’ OK.
(4) Now let’s look at these last two sentences. ‘I have been living in Cali / I
am living in a friend’s apartment.’ (5) Can you see the difference?

S3 have been

T have been living, and …

S4 am living

T So what’s the difference?

S5 have been living is finished

T (6) Is it? Are you sure? ‘I have been living in Cali for a year now.’ Is that
finished?

T (7) When did I start living in Cali?

S3 One year ago.

T Good. ‘I have been living in Cali for a year now’ Am I still living in here in
Cali?’

Ss Yes

T Obviously! ‘For a year now.’ I started living in here a year ago and I am
still living here. ‘I have been living in Cali for a year now.’ From the past
to the present. So what about ‘I am living at a friend’s apartment.’ Do we
know when it started?

Ss No

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T (8) Are we talking about the past only, or the present only, or from the past
to the present?

S1 The present only.

T (9) Exactly. But I have been living in Cali for a year.’ ?

Ss Past and present

T Good. From past to present. (10) Do you remember what we call this
tense: I am living…?

S6 Present continuous.

T Good. So what do we call this one, have been living, do you think?
[pause] Have been … what is that?

S4 Present perfect.

T Good. (11) So have been living?

S6 Present continuous perfect.

T Not quite. Try again. The other way around…

S6 Present perfect continuous

T Excellent. And so we use the present perfect continuous as a way of


connecting the past to the present …

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Commentary

This teacher here uses a guided discovery approach in this lesson. The teacher
personalises the data, and makes it into a kind of game (true / false) in order to
engage the learners and to encourage them to think about the meaning of the
sentences – this helps them to make sense of the rule.

The teacher includes a time adverbial in each of the sentences so that the
students can make sense of them even before the focus on present continuous /
present perfect continuous.

1 providing data
2 problem framing
3 asking leading questions ( or focussing attention)
4 focussing attention
5 problem framing
6 giving feedback
7 asking leading questions
8 asking leading questions
9 giving feedback
10 making connections (or asking leading questions)
11 making connections (or asking leading questions)
12 recapping / summarizing

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Task 4

Try to do this task with a colleague.

Choose one of the structures in the box below. Design a guided discovery
presentation for the structure.
You need to follow the sequence of a guided discovery presentation (from
examples to rule and that you provide support and guidance for the learners in
the form of problem framing and leading questions.

Think about the following:


• Will the examples be easily understood by the learner?
• Do the examples include vocabulary that needs to be explained or pre-
taught?
• Is there a very clear context for the examples?
• Do the examples provide a typical, and natural, context for the targeted
language structure?
• Are there sufficient examples for learners to work out the rule?

To have something done (e.g. I’ve had the kitchen painted)


To be getting used to something (e.g. I’m getting used to this classroom,)
Would you mind … -ing? (e.g. would you mind opening the window?
Too+adjective+infinitive (e.g. it’s too hot to play tennis)
Should+have+past participle (e.g. you should have brought your sunglasses.

Please post your ideas on the website forum for comments from your colleagues.

Task 5

Read: Nunan, D 1998 Language Teaching Methodology Prentice Hall – chapter


8 Focus on Form The role of grammar.

This is an overview of research into grammar and second language acquisition.


Before reading, note down what theories you expect to read to read about.

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Section 3: Presentation techniques


Most tasks in this section have been taken from Tanner & Green

TASK 1

Look at the following ways of presenting grammar.


After each description of a presentation mark it from 1 – 4 as follows:

1 I have never seen this presentation and I don’t think it would work in my class
2 I have never seen this presentation but I would like to try it in one of my classes
3 I have used this presentation in one of my classes and it didn’t work very well.
4 I have used this presentation and it worked very well .

1 USING A SONG TEXT

The teacher finds a song text that contains a lot of present perfect tenses. He
makes a work sheet where some of the present perfect tenses are blanked out
and as the learners listen to the song they try to fill in the gaps. The teacher then
asks for the answers and asks the learners why the present perfect tense is used
and not the past tense. He elicits (or explains if necessary) the use and form of
the present perfect tense.

For an example of a song using the present perfect tense form presentation
purposes see Cambridge English Course, Book 2 , Unit 7A I’ve never been to
Athens.

Your mark

2 USING A TIME LINE

The teacher draws a time line on the board, representing the sentence I have
seen her as the dotted line [ ------------------- ] on the diagram below. He tells the
class that it is placed between PAST and NOW, the present perfect used for an
unspecified time: I saw her, but I don’t tell you when or where so I use the
present perfect tense.

I have seen her


[ ------------------------- ]

PAST NOW FUTURE

Your mark

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3 READING

Learners do the following worksheet in groups.

Here is part of Ursulas’ school report.

SCHOOL REPORT - MARLBOROUGH COMPREHENSIVE

Name : Ursula Jones Age: 12 Class: 1C

Subject Mark Remarks

ENGLISH A Very good Ursula has worked hard this term and
received high marks in her tests. Well done! P.B

GEOGRAPHY C An average mark. Ursula likes geography but has


found it difficult this term. She has written an
interesting project about the Lake District. H.T

MATHS B Ursula has had a good term; she has worked very
hard and has improved a lot. J.O

SPORT B Ursula has enjoyed her dance classes this term and
has done very well. She has also done very well in
gymnastics. P.W

Read Ursula’s report. Are these sentences true (T) or false (F)?

1 Ursula has worked hard in geography. T/F


2 She has received low marks in her English test. T/F
3 She has written a project about Wales. T/F
4 She has not worked hard in her Maths lessons. T/F
5 She has danced in the sports lessons. T/F
6 She has done better in Maths this term than she did last term T/F

Now write two more sentences about Ursula:

7 She has
8 She has

Your mark

4 USING REALIA (Real objects)

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The teacher puts some objects on a desk in front of the class : a briefcase, some
books, a cup of coffee, a piece of chalk and some objects from the learners in the
class. He then asks the class to close their eyes or turn round for a few seconds
and quickly moves some objects. He asks the class , What have I moved? And
tries to elicit examples of the present perfect using, You have moved from them.
For example, You have moved the coffee, You have moved the blue book.
He writes examples of the sentences that he has elicited on the blackboard.

Your mark

5 PERSONALISATION

The teacher writes up the names of 5 people he knows on the board. He tells the
class about each of the five people using a present perfect tense with just for
each one. For example, My son has just started school or My friend Alex has
just gone to Miami on holiday. He writes the 5 sentences on the board ,
explaining that if we use just and the present perfect tense, and we don’t say
exactly when, it means that something has happened in the very recent past.

He explains the third person form of the present perfect tense (has plus the past
participle) and asks the learners to write down the names of 5 people they know.
The learners then try to use the present perfect tense writing about the 5 people
in their lives, using the present perfect tense and just. The learners then get into
groups to tell each other about what they have written.

Your mark

6 EXPLAINING DIRECTLY

The teacher writes the form of the present perfect tense


on the board:
Subject + Have + Past participle + Object
He then explains to the class that the present perfect is used:

i) for an unspecified time in the past and


ii) when something started in the past and is still true now.

He gives some examples to illustrate, for i) I have been to America and for ii)
She has lived in Lima for 5 years.

Your mark

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7 PRACTISING AND PRESENTING

The teacher gives out the table below asking learners to work in pairs and ask
and answer the questions. The learners are familiar with the vocabulary in the
table but not with the present perfect tense. He does a few examples with
individual learners first.

an elephant?
your great-grandmother ?
a TV programme about dolphins? No. I haven’t
a UFO?
Have you ever seen a shooting star ?
the Mediterranean Sea?
Rio de Janeiro harbour ? Yes , I have
etc

The teacher gradually elicits the present perfect tense questions by asking his
class, What question did I ask you ?. Some learners will reproduce her question
with prompting . The teacher eventually writes on the blackboard:

Present Perfect Tense Questions

Has/have + person + past participle ?


(Have) (you) (seen)
He asks the class when they think these type of questions are used. The learners
explain to the teacher what they think. The teacher explains to the class that the
present perfect tense is used with Have you ever ……? To ask general questions
about what people have done in the unspecified past

Your mark

8 DISCOVERING

The teacher asks the learners to look at a reading passage which they have
studied before as a reading text. The learners then guess in groups which of the
following sentences (a) to (g) are grammatically correct (C) or incorrect (I) and
circle the letter C or I next to each sentence.

A The children have brought pencils to the lesson C/I


B The children has understood Miss Honey’s speech C/I
C Matilda have begun school a bit late C/I
D The children have just start school C/I
E The lessons has started today C/I
F Matilda has not been to school before C/I

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Learners then complete the two substitution tables below. If they have problems,
the teacher supplies them with the words have and has , but does not tell the
learners where to place the words until they have tried for themselves. This gives
this activity an element of discovery learning

THE PRESENT PERFECT : STATEMENTS

Subject have /has Rest of sentence


I, you, we, they, the
children _____________ school
He , she, it, Matilda

After the learners have completed the table, the teacher asks them to correct the
original incorrect sentences (a) to (g). He checks their answers.

Your mark

9 USING A CHART

The teacher draws the following chart on the board :

Name USA Venezuela Britain Spain


Alicia 3 3
Geovanny 3 3

The teacher asks different learners in the class, Have you been to Britain ? or ,
Have you been to Venezuela? Completing the row by ticking (3) the appropriate
box as the learners give their answers. Once the chart is complete without about
5 learners he asks the class what question he was asking. He then writes his
question on the board and gives a short explanation of the form of the present
perfect tense and the question form. He rubs the ticks off the board. Learners
then copy the empty table into their notebooks leaving space for 5 names and
ticks. They then ask each other the question Have you been to ………..? and tick
the appropriate boxes in their tables. Afterwards they write 5 sentences in their
notebooks about the five people they interviewed (for example , Alicia has been
to Spain and Venezuela ,but she hasn’t been to the USA)

Your mark

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10 ELICITING

The teacher tells his class what he has done this morning: I’ve had my breakfast.
I’ve said goodbye to my children. I’ve drunk two cups of coffee. I’ve driven to
school. (etc). He writes on the board, What have you done this morning? And
then asks individual this question gradually eliciting present perfect sentences. If
the learners make mistakes he corrects them gently. He slowly builds up correct
present perfect sentences on the board (I’ve fed my dog, I’ve eaten some bread)
He then points out that the present perfect tense is used for unspecified past time
– if the time in the past when an event happened is not mentioned the present
perfect tense is often used.

Your mark

11 COMPARING SPANISH AND ENGLISH

A Spanish speaking teacher of English introduces the present perfect tense


pointing out the differences between the use and the form of the present perfect
tense in English and the perfect and past tenses in Spanish.

Your mark

12 DICTOGLOSSS

The teacher writes a short paragraph about his life using the past tense (which it
is assumed the learners have already seen and the present perfect tense which
may be new to the learners). e.g:

I began teaching twenty years ago. From 1982 to 1990 I worked in


Buccaramanga. Since 1990 I have worked in Bogotà. From 1990 to 1995 I
worked in Gimnasio La Salle but since 1995 I have worked in the Anglo-
Colombiano school.

The teacher reads this passage once at normal speed and tells the learners to
just listen and not to try to write anything. When he has finished reading the
teacher tells the students to write down anything they can remember, any date,
any fact. The teacher then reads the passage again at normal speed and asks
the learners to get into groups and to try to reconstruct the passage exactly.
When learners have tried to do this the teacher takes an OHT transfer and slowly
reveals the passage to the learners.* The teacher then asks using the present
perfect tense:
How long have I worked in Bogotà?

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How long have I worked in the Anglo- Colombiano?


And concept questions:

Do I work in Gimnasio La Salle now?


Where do I work now?

The student then write paragraphs about their own life and compare them in
groups.
* If you use an OHT transfer it is a good idea to reveal the text slowly line by line
by putting a piece of paper over the transfer and slowly pulling it down so that
learners are able to check exactly what they have written against the original text.
It is also more exciting and hence more motivating to reveal the text in this way. If
you do not have an overhead projector the text can be written out on a piece of
cardboard which can then be stuck to the board with sellotape. Another piece of
cardboard can then be stuck over the first one and this piece of cardboard can be
slowly pulled down to reveal the text bit by bit just as with an OHT transfer.

Your mark

TASK 2

1 If you were introducing the present perfect tense for the first time, which of the
eleven presentation techniques would you use? (You may choose to combine
two or three of them)

2 In which order would you use your chosen presentation techniques?

3 Use one or more of these techniques to present grammar structures in your


class. The structure presented doesn’t have to be the present perfect tense.
When you have used a few of these techniques assess how successful they
were on a scale of 1 to 4:

1 Not successful at all .The students completely confused as to meaning and not
using the structure at all
2 Not very successful. The students made some attempt to repeat the structure
but didn’t see to be using it in a meaningful or creative way.
3 Reasonably successful. The students were using the structure quite a lot and
seem to have some idea of its meaning
4 Very successful. The students are using the structure accurately and creating
their own utterances using the structure.

British Council, Bogotá 2006 25


ICELT distance unit 5 Grammar presentation & practice

TASK 3

Read the passage below on form and use, and then do the task which follows.

FORM AND USE

When we present a new grammar point to learners, it is useful to present two


different aspects: its form and use.

Form means the grammatical form of an item and the rules for it. For example
does a word have an s at the end ? When do we add –ed to the end of a verb
and when not? What is the word order of a question ? When do you use do and
when do you use did in a question. Form also includes phonology.

Use deals with the context. When or where is an item used ? To discover the use
of an item , ask yourself, In which situation is an item used in natural
communication? For example one use of the present simple tense is for
describing actions that people do every day (I get up at 7.30), so in your
presentation for the present simple tense you might include a natural situation
where a person is telling someone else what they do every day, such as a
learner writing to a new penfriend , telling her about a typical day at his school.

In the 12 presentations in task 1 the form and use were both presented. But
which use of the present perfect tense was presented in each one ?

Complete the table below with the use of the present perfect which was
presented in each case . Two examples are done for you.

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ICELT distance unit 5 Grammar presentation & practice

Technique Which use of the present perfect is presented ?


1 Using a song text •

2 Using a time line • unspecified time in the past

3 Reading •

4 Using realia •

5 Personalisation •

6 Explaining directly •

7 Practising and • Questions and tag questions; general questions


presenting int the past with ever.
8 Discovering •

9 Using a chart •

10 Eliciting •

11 Comparing Spanish •
and English
12 Dictogloss •

British Council, Bogotá 2006 27


ICELT distance unit 5 Grammar presentation & practice

Commentary

1 Using a song text unclear; it depends on the song chosen

2 Using a time line unspecified time in the past

3 Reading something started in the past which is still true now.

4 Using realia unspecified time in the past

5 Personalisation used with just to talk about something that has happened in the
very recent past

6 Explaining directly unspecified time in the past and something started in the
past which is still true now

7 Practising and presenting questions and tag questions; general questions in the
past with ever.

8 Discovering unspecified time in the past and something which started in the
past and is still true now.

9 Using a chart unspecified time in the past and general questions

10 Eliciting unspecified time in the past

11 Comparing Spanish and English unclear (presumably all uses).

12 Dictogloss something which began in the past and is still true now.

Task 4

Read: Ur, Penny (1999) A Course in Language Teaching. CUP


Module 1: unit one Presentations and Explanations
Module 1: unit two Examples of presentation procedures
Module 1: unit three Explanation and instructions

Take time to do the tasks suggested by Penny Ur in the text. If possible


do this task with a colleague.

British Council, Bogotá 2006 28


ICELT distance unit 5 Grammar presentation & practice

Section D – Practice

Task 1

Read the following conversation between Andres, a teacher at a school in


Bogotá, and Simon, a teacher trainer from the British Council. They are
talking on the telephone. Then answer the questions that follow.

Andres: I’ve got a problem.


Simon: What kind of problem?
Andres: My students won’t speak English in class.
Can you help me?

• How many people need to be involved in communication?


• What do people do when they communicate?
• Why do people ask questions in real life?
• Why is Andres asking questions?
• Why does she need information?
• What’s Simon doing?
• What makes this conversation more difficult? Can the two speakers see
each other?

Commentary

• Communication involves interaction.


• When we communicate, we exchange or transfer information.
• Information can include facts, opinions, attitudes, feelings etc.
• In real life, people ask questions because they do not know the answer –
there is a gap.
• Andres is asking questions because she does not know how to solve the
problem – there is a gap.
• Simon is offering to help the gap. He is also checking and clarifying.
• Communication involves transferring information over a gap – an
information gap.
• Communication involves checking and clarifying.

We should try use grammar practice activities in the classroom that incorporate
these communicative features most of the time. There are, of course, non-
communicative practice activities that are also useful, for example drilling.

British Council, Bogotá 2006 29


ICELT distance unit 5 Grammar presentation & practice

Task 2

The terms controlled practice and freer practice are often used when
discussing practice activities. What do you understand by these terms?

If possible discuss your answers with a colleague and note down your ideas.

Commentary

Controlled (or restricted) practice activities:


• Are accuracy focussed – the teacher is concerned that the students
are using the correct form
• The students have a very limited choice of language to use – the
language used in the activity is controlled by the teacher

Free (or less controlled) activities:


• Are fluency focussed – the teacher is concerned that the students are
communicating effectively
• The students can use whatever language resources they have – the
control what language is used

Actually we should think of controlled and free practice as part of a continuum

CONTROLLED FREE

Task 3

There are two activities here. Where would you place them on the above
continuum?

Activity 1

Complete these sentences with the past simple or the present perfect.
1. David Beckham ________ (play) for Real Madrid for 34 years.
2. He ___________ (move) to Spain with his family in 2002.
3. etc

Activity 2

Write a fan letter to your favourite English football player. Tell him a little
about yourself and why you like his team.

British Council, Bogotá 2006 30


ICELT distance unit 5 Grammar presentation & practice

Commentary

Both these activities give the learners an opportunity to use language but in
different ways. 1 is very controlled and would be placed on the far left on the
continuum. Activity 2 is almost entirely free and would be placed quite far
right on the continuum. Many of the activities we do in the classroom would
however be placed between these two.

Task 4

On the next page, you will find eight activities from four different lessons.

A) Read through the activities carefully and try to complete the table below:
In column 1 identify the target language (the language point that the class in
working on)
In column 2 identify the activity the teacher chose to provide accuracy
focussed controlled practice
In column 3 identify the activity the teacher chose to provide fluency focussed
freer practice
B) Where would you place these activities on the controlled/free continuum?
C) Are all the activities communicative?

1.Target language 2.Controlled practice activity 3. Freer practice activity


EXAMPLE
Personal information
questions
E B

British Council, Bogotá 2006 31


Task 4 – eight activities from four lessons.

A B C D
Find someone who... Students bring in family photos. Give groups students a map of Divide the class in two groups.
Go/Cali _______ Students work in groups. They Colombia. They discuss where Assign one group the city Bogota
Live/outside Bogota ________ spread the photos on the floor they have and haven’t been. and the other group Medellin.
Eat/ants _______ and discuss them. Each group notes down why their
Swim/Pacific Ocean _______ city is better than the other.
Go/Miami _______ Then have a debate between the
groups.
E F G H
In grid of 9 boxes, sts draw Students work in groups of 3. Students do a mini-survey. They Students draw a picture of the
important people in their life, 3 They each have a set of place each ask 4 students about their school they attended. In pairs
women, 3 men, 3 families. Sts cards (Cali, Tunja, etc) and a set childhood, (live/look like/watch on students discuss their childhood
swap with their partner, ask and of adjective cards (cold, big, TV/hate eating). routines.
fill in (who/where live/what do/ green, quiet, etc). In turn sts
old). pick up 2 place cards and 1
adjective card. They make
sentences comparing the places
using the adjective.
Commentary

1.Target language 2.Controlled practice activity 3. Freer practice activity


EXAMPLE
Personal information
questions
E B
Present perfect simple for A C
experience

Used to ( for past habits G H


and states)

Comparative adjectives F D

Task 4

Now think of a controlled practice activity and a freer practice activity for the
following language points. Make sure the activities are communicative.
When you have finished, post you ideas on the website forum for others to
comment on. If possible, do this task with a colleague.

1. going to (to talk about future plans)


2. like / don’t like
3. in / on / under
4. past continuous

Task 5

Read: Ur, Penny (1999) A Course in Language Teaching. CUP


Module 2: unit one The function of practice
Module 2: unit two Characteristics of a good practice activity
Module 2: unit three Practice techniques
Module 2: unit four Sequence and progression in practice

Take time to do the tasks suggested by Penny Ur in the text. If possible,


do this task with a colleague.
Section E – Grammar in the Young Learner Classroom

Task 1

Think about the following statements and note down your ideas. If possible,
discuss these with a partner.

1. Grammar is too difficult for children and it should not be taught in youn
learner classes.
2. Young learners need to be taught grammar in order to communicate
effectively.
3. Grammar is the most important part of a language.
4. If we do not focus on form in the young learner classroom then our pupils
will learn inaccurate rules.

Task 2

Read Cameron, L (2001) Teaching Languages to Young Learners CUP

Chapter 5: Learning Grammar


ICELT distance unit 5 Grammar presentation & practice

References

Tanner, R & Green, C 1998 Tasks for Teacher Education Longman

Thornbury, S. 2004 how to … introduce new language Oxford University


Press

Nunan, D 1998 Language Teaching Methodology Prentice Hall

Ur, Penny (1999) A Course in Language Teaching. CUP

British Council, Bogotá 2006 35


ICELT distance unit 5 Grammar presentation & practice

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