Tutorial 3
Shape of a grammar lesson
Task 1: Shape of a grammar lesson
Work in three groups. In your group, observe one lesson sequence/plan
(Handout 3.1, 3.2, 3.3) and discuss the following questions:
• Which grammar point(s) is/are being taught?
• How did the teacher introduce the grammar point?
• How many activities are there in the lesson?
• What are the aims of the activities?
Take notes of the answers and be ready to share your notes with friends
from the other two groups.
(Lesson samples were taken from: Thornbury, S. (1999). How to teach
grammar. Harlow, Essex, England: Pearson)
Task 2: Presenting Grammar
Discuss:
1. Did you learn English grammar at school? If so, how was it taught?
Do you teach grammar now in the same way you were taught?
2. It is often said that regardless of your preferred way of dealing with
grammar in your English course, it is essential that the English
teacher has an excellent knowledge of English grammar
themselves. Do you agree with this assertion, or do you think it is
possible to be an excellent English teacher with little or no explicit
grammar knowledge?
3. In which circumstances would Implicit grammar instruction be
more effective?
4. In which circumstances would Explicit grammar instruction be
more effective?
(You can start by thinking about the regularity/ consistency of the
language structure, learner factors, teacher factors, cultural factors,
etc.)
Task 3: Assignment 3 support
Work in groups. Choose one Grammar point. Discuss how you would
present the grammar point Deductively and Inductively. (Refer to Berry
[2018] and Parrott [2010])