Deductive vs.

Inductive
Approach
Lesson 3

The past perfect

(deductive)
T: The past perfect is formed from the past of the
auxiliary have, plus the past participle.
T: For example, everyone had left, the film had
started.
T: It is used when you are talking about the past, and
you want to refer to an earlier point in the past.
T: For example, We were late. When we got to the
cinema, the film had already started.
T draws a timeline. (past) _____b_____a____x___ (present)
T: We arrived at this point in time (a). But I need to refer
to an earlier point in the past when the film started(b).

Deductive approach
Advantages

time-saving
+ learner
expectations &
learning style
(adults)
+ easier for the
teacher
+

Disadvantages

dull & demotivating

- teacher-fronted
(TTT)
- less memorable
- Language is about
knowing the rules.
-

John Wig is being interviewed by Harriet

Brown, the Managing Director of a tour
company. Mr Wigmore has applied for the
Ms Brown:
Who
do you work for now, Mr Wigmore?
post
of Sales
Director.

Mr Wigmore: The National Bus Company.

Ms Brown:
And how long have you worked for them?
Mr Wigmore: Ive worked for them for five years.
Ms Brown:
How long have you been an area sales
manager?
Mr Wigmore: Eighteen months.
Ms Brown:
And what did you do before joining the
Bus
Company?
Mr Wigmore: I worked for a chain of hotels as junior
manager.
(Soars and Soars, 1986: 37)

Grammar questions:
Explain why Mr Wigmore says:

Ive worked for (the Bus Company) for five years.

But
I worked for a chain of hotels.
Is he still area sales manager for the Bus

Company?
Does he still work for a chain of hotels?

Inductive approach
Advantages

involvement,
mental effort
memorable
+ Ss attentive &
motivated
+ learner autonomy
+ collaboration
+

Disadvantages

time-consuming,
frustrating for
students
- lesson preparation
- learner
expectations
-

Microteaching
Present and explain a grammatical structure

(inductive approach).
Groups of five; 1 teacher + 4 students
Time frame: presentation 5 minutes;
self-reflection 1 minute;
peer/teacher trainer feedback 1 minute
Teaching materials (board, marker; handouts;
visual)
Presentation plan (download the grid from the wiki)
Reflection paper (1-2 pages; deadline 29.11.)

Microteaching groups

Reference books for practical

work
Grammar Practice Activities: A practical guide for

teachers, Penny Ur
How English Works: A grammar practice book, M.

Swan & C. Walter

Grammar Games: Cognitive, affective and drama

activities for EFL students, M. Rinvolucri

English Grammar in Use, R. Murphy

Presentation plan
Date:
Duration: 5 minutes
Class level:
Presentation objective(s):

Table:
Time
Procedures (ordered sequence of techniques)
Possible problems and solutions
Interaction
Materials

tim
e

Procedures

The pre-listening activity

The teacher asks students if
they know who Sir Elton
John is and if they like
listening to him. Then the
teacher asks two volunteers
to say something they know
about the lives and deaths
of Princess Diana and
Marilyn Monroe.

Possible
problems
and
solutions
It might
happen
that the
students
know
nothing or
very little
about the
questions
the teacher
asks, and if
so, he/she
should
provide

Interac Mater
tion
ials

T-S
S-SSS
S-T

Questions on grammar
presentation
1.
2.

3.
4.
5.

6.
7.

The structure itself. Was the structure presented in both speech

and writing, both form and meaning?
Examples. Were enough examples provided of the structure in a
meaningful context? Are you sure the Ss understood their
meanings?
Terminology. Did you call the structure by its (grammar-book)
name? If so, was this helpful? Other terminology used?
Language. Was the structure explained in the Ss L1 or L2, or in a
combination of the two? Was this effective?
Explanation. Was the information given about the structure at the
right level: reasonably accurate, but not too detailed? Did you use
comparison with the Ss L1?
Delivery. Were you speaking clearly and at an appropriate speed?
Rules. Was an explicit rule given? Did you explain it/elicit it from Ss ?

Reflection paper
The strengths and weaknesses of your plan

(explain the approach and justify the choices

made)
Your strengths and weaknesses as a teacher
Any problems you encountered with your
presentation plan and how you were / were not
able to resolve them
Any changes you would make in the plan or
delivery based on your viewing of the recording /
feedback you received from the observer / peers /
teacher trainer

Microteaching observations
Delivery (poise, volume, fluency, rate, gestures)
Content (too much, appropriacy, grammar books

- terminology, use of examples/visuals)

Methods used
Opportunities for learner participation
Handling of questions and answers (naughty SS)

Microteaching sessions
Monday, 09/11 at 15:00
Monday, 09/11 at 15:45
Monday, 16/11 at 15:00
Monday, 16/11 at 15:45
Monday, 23/11 at 15:00
Monday, 23/11 at 15:45