• USE: To help students practice one difference in usage between the simple past and the present
perfect, ask them to prepare an ‘elevator speech’ describing their accomplishments (e.g. I have read
many interesting books. The most interesting book I read was …. I read it three years ago).
M O D U LE 2 Q U IZ : F O R M , ME A N IN G, U S E
This quiz will test your understanding of core concepts related to form,
meaning and use. You can take the quiz as many times as you'd like; only your
highest score will be kept. Good luck!
If you have questions about the quiz, please post them in the "Q&A
Discussion Board" forum.
“Form, Meaning, Use” by Gina Asalon is
licensed under CC BY 4.0
<<This diagnostic can only be completed online.>>
M O D U LE 2 , T A S K 2 : E X P L OR I N G G R A M MA R P R E S E N T A T I ON
T E C H N I QU E S
Once teachers have identified what learning challenges a grammar structure can pose, they need to plan how to
introduce that structure to students. In Task 2, you will explore what teachers can do to set up memorable
grammar encounters, that is, to present new grammar items in an effective and engaging way.
Terminological clarification
When talking about their work in grammar lessons, many teachers use just two
categories: presentation and practice. These terms have wide definitions and this sometimes causes confusion. In
this section, we are going to focus on presentation. In order to avoid confusion, we need to specify how we are
going to use this term.
What is our definition of presentation?
‘Presentation’ is used here to refer to a lesson stage in which the teacher employs various techniques and
procedures to introduce a new grammar item to learners. This is the stage when…
•
students encounter a “chunk” of target language, that is, input (the language learners are exposed to, such
as examples given by the teacher, a text, a video, listening material, etc.), AND /OR
TGC, M2, Page 7
•
have its form, meaning and/or use
explained explicitly (the teacher provides the
rules), AND/OR
implicitly (the teacher provides information,
students make their own conclusions), AND/ OR
something in-between: the teacher carefully leads
the students to discover grammar rules; teachers
and students collaborate to produce a coconstructed grammar explanation.
•
•
Presentation components
When planning the presentation stage, the teacher has to
decide:
•
•
•
“_PR10255” by U.S. Department of Educationl via Flickr is
licensed under CC BY 2.0
How to expose students to the target structure;
Whether to explain grammar rules to students, when to do this, and how to do this;
How the students will be engaged.
There is no single recipe for putting these core ingredients (Exposure, Explanation and
student Engagement) together and preparing effective grammar presentations. However, there are some factors
that can help teachers decide what would be the most appropriate mix for a particular group of students. Let’s
explore this matter further!
Step 1: Listen to two World Learning teacher trainers, Andy Noonan and Radmila Popovic, talking about the
characteristics of a good grammar presentation. Write down (on paper or your computer) the most important
points they make. Your notes will help you respond to the discussion questions.
[The video can be viewed online. The transcript is provided on the following pages.]
How can grammar presentations be staged?
Step 2: Watch "Sample Grammar Presentation 1" and answer the questions included in it.
[The video can be viewed online. The transcript is provided on the following pages.]
Step 3: Watch "Sample Grammar Presentation 2" and answer the questions included in it.
[The video can be viewed online. The transcript is provided on the following pages.]
Conclusion
There are many ways in which teachers can introduce new grammar items. In order to prepare an effective
grammar presentation for their students, teachers must take into consideration several factors: the nature of
learning challenges, the specific needs of their students, their age, proficiency level, and the teaching context.
Effective grammar presentations share the following characteristics:
•
•
Students encounter the target grammar item in context. For example, the teacher sets up a situation (e.g.
presents a dialogue, shows a picture, tells a simple story, etc.) in which the target item is used.
The teacher uses various techniques to help students notice the most important features of that item
(diagrams, different colors, timelines, etc.).
TGC, M2, Page 8
•
•
Students are actively engaged (they answer meaningful questions, sometimes they research new
language).
Explanations given by the teacher are brief and memorable.
Task for you:
Think about your approach to grammar presentation. Reflect on the ideas discussed in the videos and readings.
•
•
What do you see as your biggest challenge with regard to grammar presentation?
How can you resolve it?
Post your responses to these questions in the discussion forum.
References
(This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not
Public Domain or Creative Commons-licensed, and therefore not for public use.)
Ellis, R. (2015). Understanding Second Language Acquisition. (2nd ed.) Oxford, UK: Oxford University Press.
Larsen-Freeman, D. (2003) Teaching Language: From Grammar to Grammaring. Boston: Heinle.
Larsen-Freeman, D. (2009). Teaching and testing grammar. In M. Long and C. Doughty (eds.) The Handbook of
Language Teaching (pp. 518-542). Malden, MA: Blackwell.
Larsen-Freeman, D. (2015) Research into practice: Grammar learning and teaching. Language Teaching 48(2),
263−280. Cambridge: Cambridge University Press.
Larsen-Freeman, D. (2014) Teaching grammar. In M. Celce-Murcia, D. Brinton and M.A. Snow (eds.), Teaching
English as a Second or Foreign Language ( 4th ed.) National Geographic Learning/Cengage Learning, 256−270.
Richards, J. (2006) Communicative Language Teaching Today. Cambridge: Cambridge University
Press. https://www.professorjackrichards.com/wp-content/uploads/Richards-Communicative-Language.pdf
Thornbury, S. (1999) How to Teach Grammar. Harlow: Pearson.
Suggested Further Reading
(This content is Creative Commons-licensed with some restrictions. It is not compliant with the OPEN Program’s
standards for openly-licensed content. Feel free to save and read any of these resources, but please check the
individual license before adapting or distributing a resource.)
Bennuci, H. Discovering Grammar with Consciousness Raising Tasks. American English Webinars.
https://americanenglish.state.gov/files/ae/resource_files/discovering_grammar_with_consciousnessraising_tasks_ae.pdf
Teacher’s Corner: Teaching Grammar for Communicative
Competence. https://americanenglish.state.gov/resources/teachers-corner-teaching-grammar-communicativecompetence
TGC, M2, Page 9
Transcript for Grammar Presentations
Andy: I was thinking about my journey as a grammar teacher after you mentioned we might be having this
conversation.
Radmila: What was that journey like?
Andy: As a beginning English teacher at a small language school in Japan, I certainly fell into the trap of telling the
whole truth, as Michael Swan says. The textbook I was using for upper intermediate students always started a new
unit with the grammar. So that’s how I taught it, with whiteboards filled with examples and explanations and
formulas, so many details that the essence was lost as what my students actually needed to learn to make some
measured improvement in the ability to speak accurately with that grammar point. And I would also reach the end
of our allotted time without substantial practice time—it had all been input. I remember being surprised when
they came back the next week in need of further “instruction.” I filled those whiteboards right up again.
Radmila: That sounds like a pretty typical presentation style. A lot of teachers I have worked with are surprised
when students make mistakes after the grammar was explained. What happened from there? How did your
journey continue?
Andy: Along the way, I realized that student learning was not being served by my explanations. From there I read,
took courses, experimented with new ideas and reflected on how these ideas were helping my students learn. I
think reading people like Diane Larson-Freeman, Michael Swan and Scott Thornbury was really crucial for me. It led
me to seeing that output, or production, was essential for students to learn the grammar. Allowing students to
wrestle with the language, make mistakes and receive feedback was where the learning really took place.
Radmila: Output is important. Michael Swan promotes 25% of a grammar lesson on input with 75% as output.
What do your presentations look like now?
Andy: My presentation practices now? Radically different. The grammar I choose to present to my whole class will
come from two places: first, I notice which grammar patterns students are struggling with, from their writing or
careful note-taking of their speaking. Next, we do a listening or reading activity in which the grammar pattern be
found. We do noticing activities to see how the pattern is functioning in the context. Students, working in small
groups will then try to create a rule for how that grammar is formed and used, which they can present to the rest
of the class in jigsaws or mini-presentations or posters.
Radmila: Do you always have time to make such lessons?
Andy: If I feel that I need to do quicker interventions, I can quickly create worksheets that include the students
actual output using the grammar, both accurately and inaccurately. Or I will write the examples, using my
students’ names and details I know about their lives. Both of these ideas add an element of affective engagement
and relevancy to the grammar that textbooks have a really hard time providing. I think there is a misconception
that grammar presentations need to by dry. But if they are, students lose focus and engagement and learning
opportunities are lost. By having the grammar come from a context they know, examples using their information
or their actual language use, I’ve found that students are excited to be encountering the grammar and much more
willing to work with it.
Radmila: So, in your opinion, what are the characteristics of a good grammar presentation?
Andy: Context—explanations come from something. After some examples, scenarios or student work
Give the students something to look at. The form of the grammar should be clearly on the board at some point.
Help students notice the pattern by using diagrams, timelines, different colors, underlining key components
TGC, M2, Page 10
Form, Meaning, Use—these elements need to be addressed, but it will depend on where students are in learning
the grammar pattern. They might be comfortable with the form but using it in the wrong situation. Or they might
know the meaning but have serious problems with form. It will depend.
Don’t tell the whole truth. Focus on the most important issues.
Engage students in the explanation. Students lose focus if they are forced to sit and listen. Have them do the
thinking.
TGC, M2, Page 11
Transcript for “Sample Grammar Presentation 1”
Narrator: In this video, you will see a brief grammar presentation. Please focus on the following questions: What
did the teacher do? How did she stage the grammar encounter for her students? Watch the presentation and
answer the questions in light of what you see and hear. Make note of your answers so that you can check them
later. Ready?
Presentation: Anna and Philip are comparing their mobile phones. Listen to their conversation. Try to notice which
comparative adjectives use “-er” and which use “more”.
Anna: Look at your new phone! I have an old Nokia – yours is much nicer.
Philip: Yes, it is nicer, but it is more expensive. And it is also heavier than yours.
Anna: Yes … smart phones are nicer. Older phones are more economical, I guess.
Now let’s look more closely at what they said:
My phone older. But it is more economical.
Smart phones are nicer. But they are more expensive.
Ask yourself – how many syllables?
Old
Older
1
Nice
Nicer
1
Expensive
More expensive
1-2-3
Economical
More economical
1-2-3-4-5
So, what’s the rule? For one syllable adjectives, add –ER at the end of the adjective.
For most adjectives of two or more syllables, add MORE before the adjective to form the comparison.
Narrator:
How did the teacher stage the presentation?
•
•
•
•
Stage 1 – The teachers sets the situation and primes the students what to focus on.
Stage 2 – Dialogue. The target item is presented in context and highlighted.
Stage 3 – The teacher isolates the items, focuses the students’ attention on form, and supplies the rule.
Stage 4 – The teacher summarizes the rule using the table (visual aid).
TGC, M2, Page 12
Transcript for “Sample Grammar Presentation 2”
NARRATOR – INTRO: In this video, you will see a brief grammar presentation. Please focus on the following
questions: What did the teacher do? How did she stage the grammar encounter for her students? Watch the
presentation and answer the questions in light of what you see and hear. Make note of your answers so that you
can check them later. Ready?
Teacher shows a picture of an old man and says:
•
•
Look at this man. What is he thinking about? (the speech bubble appears)
How would you continue the sentence? Try to come up with as many ideas as possible.
Students share their ideas in groups.
If I had to live
my life all over
again….
Teacher: Now, students, compare your ideas with what he said:
•
•
•
•
If I had to live my life all over again, I’d try to make more mistakes next time.
I would take more trips.
I would be crazier, climb more mountains, swim more rivers, and watch more sunsets.
I would do more walking and looking.
I would eat more ice cream and less beans.
(Adapted from Nadine Stair’s poem http://www.unshod.org/pfbc/pfdaisies.htm)
Teacher: Students, I have more questions for you.
•
•
•
•
•
What meaning do these sentences express? Are the events likely to happen? No. So, what can we conclude
about the meaning?
Look at the verb forms used in these sentences. What do you notice?
If I had to live my life all over again, I’d try to make more mistakes next time.
What else do you think this man would do if he had to live his life all over again?
So, what can be concluded about the meaning and form of these sentences?
Narrator: How did the teacher stage the presentation?
•
•
•
Stage 1: Introducing the context. Elicitation: testing whether students can produce the target item.
Stage 2: Providing funny, memorable examples with the target structure (or flooding the students with the
target input). Engaging the students in language analysis.
Stage 3: Helping the students to detect the meaning of the target structure.
TGC, M2, Page 13
•
•
•
Stage 4: Explicit focus on form.
Stage 5: Checking understanding.
Stage 6: Summarizing the rule.
M O D U LE 2 , T A S K 2 : D I S C U S S I O N
Think about your approach to grammar presentation. Reflect on the ideas
discussed in the videos and readings.
•
•
“Untitled” by TeroVesalainen via
Pixabay is licensed under the Pixabay
License
What do you see as your biggest challenge with regard to grammar
presentation?
How can you resolve it?
Post your responses to these questions in the discussion forum. Comment on at
least one contribution. Please sign off your contribution with your name and
country, e.g. “John, USA”.
<<This task can only be completed online.>>
You will be assessed based on this rubric:
Discussion Board Participation Rubric
Criteria
Ratings
3.0 pts
Initial Post
1.0 pts
0.0 pts
Meets criteria. Initial post is
Approaches criteria.
Does not meet
Initial post
related to the discussion
Initial post is short in criteria. Initial post is is missing.
topic; expresses own ideas
length and offers no
not related to the
3.0 pts
and opinions; opinions and further insight into the discussion content; it
ideas are expressed in a clear
discussion topic;
is short and
and concise manner with
contains minimal
irrelevant; it does not
obvious connection to topic.
expression of own
express opinions or
opinions or ideas.
ideas clearly.
2.0 pts
Follow up
posts to
classmates
and
instructor
2.0 pts
Pts
1.0 pts
0.0 pts
Meets criteria. At least ONE Approaches criteria. A Does not meet criteria. A response
response is posted AND it is
response is posted,
is missing and/or does not meet
thoughtful and/or helpful
but it is brief (one
the criteria. Instructor's questions
and/or extends the dialogue. sentence) and/or does
are not answered.
2.0 pts
All instructor's questions are
not extend the
answered within 3 days.
dialogue. Instructor's
questions are
answered by the end
of the module.
Total Points: 5.0
TGC, M2, Page 14