Different Ways of Presenting
Grammar
Presentation of Grammar via:
 a text/a dialogue (Example : Passive voice)
 a situation (Example : “used to”)
 a test-teach-test approach (Example :
“modals”)

a guided discovery (Example: the use of “since”
in a past action that is still happening today
Presentation of Grammar
via a text/a dialogue
Essential lexis from the text

A blaze (n)

A sprinkler (n)
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A spokesperson (n) - a person who speaks
for another or for a group (an official
representative)
General comprehension questions
about the text
 Was
it a serious fire?
 Was anyone hurt?
 Was anyone killed?
 Is the cinema still open?
Blaze at Local Cinema
A fire broke out at the Odeon cinema in New Street last night. It was quickly
brought under control by the staff and no-one was seriously injured. The
cinema was full of children and their parents as the film “Bambi” was being
shown but everyone left quickly without panic. However, ten people were
taken to hospital suffering from the effects of smoke.
The Odeon is owned by the Lucky Leisure Company. A spokesperson said:
“Odeon cinemas are visited by thousands of people every week and we have
never had a fire before. Our safety record is excellent”. However, staff said
that the water sprinklers, which had only been put in the week before, had not
worked when the fire started. The police are investigating and a 19-year-old
man is being questioned.
Staff are now cleaning up after the fire. “Part of the work has now been
completed and the whole cinema will be redecorated at the weekend,” said the
spokesperson. “It should be open again on Monday.”
General comprehension questions
about the text
(Feedback)
Was it a serious fire? (No)
 Was anyone hurt? (10 people suffered
from the effects of smoke)
 Was anyone killed? (No)
 Is the cinema still open? (Not at the
moment)

Blaze at Local Cinema
What does the text say about:

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Odeon cinemas
____________________________________________________________
a 19-year-old man
____________________________________________________________
part of the work
____________________________________________________________
ten people
____________________________________________________________
the film “Bambi”
____________________________________________________________
The water sprinklers
____________________________________________________________
the whole
cinema______________________________________________________
Presentation of Grammar
via a text/a dialogue
Procedure
Aim
1. Warmer/lead – in to the topic
To raise interest in the text
2.Pre-teach essential lexis from
the text
To eliminate vocabulary
distractions
3. Pre-set general
comprehension questions about
the text
To focus students on
reading/listening
4. Students listen/read and
answer the comprehension
questions
To ascertain students’
understanding of the context
5. Direct students’ attention to
one example of the target
language
To focus students on the target
language
Presentation of Grammar
via a text/a dialogue
Procedure
Aim
6. Concept check the target
language
To focus students on the meaning
7. Highlight the form of the target
language
To give students guidance on how
to build the form
8. Drill the target language
To give students help with forming
sounds and build confidence
9. Students look for other
examples of target language and
follow the similar procedure
To consolidate the meaning, form,
pronunciation, etc.
10. Continue with controlled
practice
Presentation of Grammar
via a situation
I used to
live in a
mansion.
I used to
drink
champagne.
I used to go
to Hawaii.
I used to drive
a Ferrari.
I used to
eat caviar.
Presentation of Grammar
via a situation
Highlight the form
Affirmative
Subject + used to + bare infinitive

Negative
Subject + didn’t use to+ bare infinitive

Interrogative
Did + Subject + use to + bare infinitive?

Presentation of Grammar
via a situation
Stages of a presentation via a situation:

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Establish the context
Pre teach lexis
Elicit the target structure
Concept check
Model
Choral drill
Individual drills
Elicit another example of the target structure
Highlight the form
Presentation of Grammar
via a test-teach-test approach
TTT involves teacher starting the lesson with a test, to see how much the
student knows or doesn’t know. This test is really a discovery stage rather
than what could be perceived as an intimidating test. It can be conducted in
pairs or groups to help reduce the test perspective.
Stage 1 Test
Gap sentences can be used, or more communicative methods such as
students expressing life experiences related to the grammar point. The
teacher observes what is known and not known, making a list of problem
areas for later clarification.
Stage 2 Teach
The teacher reviews all the questions with the correct answers. The common
mistakes are given focus, with additional example sentences given and
elicited. This stage is basically a clarification of meaning, form, and
pronunciation.
Stage 3 Test
The final stage is the second test. The second test is a practice session
based on what the teacher has explained and clarified. Test two practice
activities can involve students writing and speaking the language points taught
using material they create, or it could be material that contains the wrong
grammar which needs to be corrected.
Presentation of Grammar
via a test-teach-test approach
Stage 1 Test
Match the sentences (1- 3) to the headings (a - c)
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1. You mustn’t litter.
2. You must get permission to cross farmers’
fields.
3. You should have a map with you.
a) advice/suggestion (it’s the right thing to do)
b) obligation/duty/necessity (it’s the law)
c) prohibition (it’s wrong, against the law)
Stage 2 Teach
Subject + must + base form
You must get permission to cross farmers’ fields.
Subject + have to/ has to + base form
You have to get permission to cross farmers’ fields.
He has to get permission to cross farmers’ fields.
Subject + should + base form
You should have a map with you.
Subject + ought to + base form
You ought to have a map with you.
Subject + mustn’t + base form
You mustn’t litter.
Stage 3 Test
Complete the sentences using “must”/ “have to”,
“should”/ “ought to”, “mustn’t” and the verbs below:
drop / recycle / hunt / work / respect / keep / ask
1. We ________________________all paper, plastic bottles
and aluminium cans in our homes.
2. You ______________________ litter on the ground.
3. You ______________________ endangered species.
4. You ______________________ the elderly.
5. You ______________________ your dog on lead.
6. You ______________________ a lawyer for advice.
7. I _________________________ tonight.
Presentation of Grammar
via a guided discovery
‘Guided discovery' lessons are the lessons where students are
'guided' to new knowledge or realisations by a series of
questions leading from the unknown to the known in small
stages.

Example:
To elicit the use of “since” in a past action that is still
happening today. (I have lived in Moscow since 1998)
ON BOARD DRAW THIS TIMELINE
1996
1998
2000
2002
now
________________________________________________________
lived in England
moved to Moscow live in Moscow
Presentation of Grammar
via a guided discovery
T: When did I move to Moscow?
Ss: 1998.
T: Do I still live here now?
Ss: Yes.
T: Good, so, I have lived in Moscow since 1998
Ss: (Repeat sentence).
T: (writes sentence on board) How do I form this
sentence?
Ss: T: (writes on board) subject + have/has + 3rd form +
since + date/time
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