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Pages from an ESL course book have grammatical teaching integrated into real-world circumstances (for example, a conversation at an airport to teach question forms and tenses).

Beare, K. (2020, October 22). At the Airport: A Dialogue and Quiz for Beginner English Learners. ThoughtCo.

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At the Airport: A Dialogue and Quiz for Beginner English Learners

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Conversations will help ESL students as they travel abroad. Practice the dialogues, role-play the scenarios, and check your vocabulary with a quiz.

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A collection of restaurant menus and customer evaluations are used to educate modifiers and adjectives.

A restaurant review. (2024, April 24). Learn English.

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Tips

1. Use an informal or semi-formal style.

2. In the title, give the main idea or opinion.

3. Write about the important parts of the experience, not every detail.

4. Organise your ideas into paragraphs.

5. Write about the good and the bad.

Discussion

Language level

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A thorough plan for a class exercise that teaches passive voice through news stories, emphasizing various agents.

Planning a grammar lesson. (n.d.). TeachingEnglish.

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By teaching grammar we not only give our students the means to express themselves, but we also fulfil their expectations of what learning a foreign language involves. Fortunately, nowadays with the emphasis on a communicative approach and a wealth of stimulating resources, teaching grammar does not necessarily mean endless conjugation of verbs or grammar translation.

Presentation, practice and production (PPP) Presentation
Which approach?
There are two main approaches to teaching grammar. These are the deductive and the inductive approach.

A deductive approach is when the rule is presented and the language is produced based on the rule. (The teacher gives the rule.)

An inductive approach is when the rule is inferred through some form of guided discovery. (The teacher gives the students a means to discover the rule for themselves.)

In other words, the former is more teacher centred and the latter more learner centred. Both approaches have their advantages and disadvantages. In my own experience, the deductive approach is undoubtedly time saving and allows more time for practising the language items thus making it an effective approach with lower level students. The inductive approach, on the other hand, is often more beneficial to students who already have a base in the language as it encourages them to work things out for themselves based on their existing knowledge.

Presentation, practice and production (PPP)

A deductive approach often fits into a lesson structure known as PPP (Presentation, Practice, Production). The teacher presents the target language and then gives students the opportunity to practise it through very controlled activities. The final stage of the lesson gives the students the opportunity to practise the target language in freer activities which bring in other language elements.

In a 60-minute lesson each stage would last approximately 20 minutes. This model works well as it can be used for most isolated grammatical items. It also allows the teacher to time each stage of the lesson fairly accurately and to anticipate and be prepared for the problems students may encounter. It is less workable at higher levels when students need to compare and contrast several grammatical items at the same time and when their linguistic abilities are far less uniform.

Presentation

In this stage the teacher presents the new language in a meaningful context. I find that building up stories on the board, using realia or flashcards and miming are fun ways to present the language.

For example, when presenting the 2nd conditional, I often draw a picture of myself with thought bubbles of lots of money, a sports car, a big house and a world map.

I ask my students what I'm thinking about and then introduce the target language.
"If I had a lot of money, I would buy a sports car and a big house."

I practise and drill the sentence orally before writing it on the board (positive, negative, question and short answer).

I then focus on form by asking the students questions. E.g."What do we use after 'if'?" and on meaning by asking the students questions to check that they have understood the concept (E.g."Do I have lots of money?" No. "What am I doing?" Imagining.)

When I am satisfied that my students understand the form and the meaning, I move on to the practice stage of the lesson. During this stage of the lesson it is important to correct phonological and grammatical mistakes.
Practice
There are numerous activities which can be used for this stage including gap fill exercises, substitution drills, sentence transformations, split sentences, picture dictations, class questionnaires, reordering sentences and matching sentences to pictures.

It is important that the activities are fairly controlled at this stage as students have only just met the new language. Many students' books and workbooks have exercises and activities which can be used at this stage.

When teaching the 2nd conditional, I would use split sentences as a controlled practice activity. I give students lots of sentence halves and in pairs they try and match the beginnings and ends of the sentences.
Example: "If I won the lottery," .... "I'd travel around the world."

I would then do a communicative follow up game like pelmanism or snap using the same sentence halves.
Production
Again there are numerous activities for this stage and what you choose will depend on the language you are teaching and on the level of your students. However, information gaps, role plays, interviews, simulations, find someone who, spot the differences between two pictures, picture cues, problem solving, personalisation activities and board games are all meaningful activities which give students the opportunity to practise the language more freely.

When teaching the 2nd conditional, I would try to personalise the lesson at this stage by giving students a list of question prompts to ask others in the class.
Example:do / if / win the lottery?

Although the questions are controlled the students are given the opportunity to answer more spontaneously using other language items and thus the activity becomes much less predictable.

It is important to monitor and make a note of any errors so that you can build in class feedback and error analysis at the end of the lesson.
Conclusion
When teaching grammar, there are several factors we need to take into consideration and the following are some of the questions we should ask ourselves:

How useful and relevant is the language?

What other language do my students need to know in order to learn the new structure effectively?

What problems might my students face when learning the new language?

How can I make the lesson fun, meaningful and memorable?

Although I try to only use English when teaching a grammar lesson, it is sometimes beneficial to the students to make a comparison to L1 in the presentation stage. This is particularly true in the case of more problematic grammatical structures which students are not able to transfer to their own language.

It is also important to note that using the PPP model does not necessarily exclude using a more inductive approach since some form of learner-centred guided discovery could be built into the presentation stage. When presenting the 2nd conditional I sometimes present the language in context and then give the students a worksheet with a series of analysis questions to do in pairs.

PPP is one model for planning a lesson. Other models include TTT (Test, Teach, Test), ARC (Authentic use, Restricted use, Clarification and focus) and ESA (Engage, Study, Activate). All models have their advantages and disadvantages and I, like many other teachers I know, use different models depending on the lesson, class, level and learner styles.

Further reading

Grammar Practice Activities: A Practical Guide for Teachers. Penny Ur, Cambridge Handbooks for Language Teachers 1988
Grammar Games and Activities for Teachers. Peter Watcyn Jones, Penguin Books 1995
How to Teach English. Jeremy Harmer, Longman 1998
How to Teach Grammar. Scott Thornbury, Longman 1999

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By teaching grammar we not only give our students the means to express themselves, but we also fulfil their expectations of what learning a foreign language involves. Fortunately, nowadays with the emphasis on a communicative approach and a wealth of stimulating resources, teaching grammar does not necessarily mean endless conjugation of verbs or grammar translation.

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A connection to an online site, such as Quizlet or Kahoot! With customized tests on irregular verb forms and verb tenses.

Quizlet.com

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Quizlet has study tools to help you learn anything. Improve your grades and reach your goals with flashcards, practice tests and expert-written solutions today.

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A PowerPoint presentation that explains the notion of phrasal verbs using films and infographics, including typical usages and examples.

English Grammar Module. (n.d.). Ppt Download.

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Article 2 categories of article Indefinite article; a, an Definite article; the

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A grammar practice software that offers tasks on sentence construction and syntax for intermediate-level pupils.

English Grammar Star – ESL Game

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Learn English grammar fast with our exciting learning method! Play games with speedy lessons that also improve your vocabulary, listening and speaking skills.

This English grammar trainer and vocabulary builder contains 300+ simple lessons, speedy grammar exercises and interactive practice games for ESL beginners, basic level students and intermediate level learners (A1, A2 & B1). It includes a simple grammar book, listening exercises and challenge games to test your English. Learn British or American English vocabulary and pronunciation. It will teach you syntax skills for conversation, ESL classes or for IELTS and TOEIC tests.

"English Grammar Star" was previously called "Speedy English Grammar" but the game is still just as speedy as before!

Beginner, basic and elementary language level (A1 and A2) includes:
* Present simple tense - the verb "to be" and other verbs
* Past simple tense - regular verbs and irregular verb conjugation
* Articles, pronouns and possessives
* Singular and plural forms
* Positive and negative phrases
* Question forms and short answers
* Demonstrative pronouns
* Determiners and conjunctions
* Present continuous/progressive tense
* Basic adjectives and adverbs
* Comparatives and superlatives
* Future
* Imperative
* Present perfect tense - regular verbs and irregular verb conjugation
* Basic time words and phrases and the use of different tenses

Intermediate language level (B1) includes:
* Prepositions
* Past continuous tense
* Action verbs vs state verbs
* Conditional Tenses
* The passive voice
* Relative Clauses
* Prefixes and suffixes

It has:
* A speedy irregular verb conjugation trainer
* A suffixes course
* A simple grammar book with examples
* Challenge games to test your language skills at each level (A1, A2 & B1)
* Listening practice
* American & British English vocabulary & pronunciation

This is for ESL beginners, basic level students and intermediate English learners (A1, A2 & B1). Practise by yourself or for TOEIC, IELTS or ESL conversation courses.

Listen and speak the vocabulary to improve your speaking skills for conversation!

English Grammar Star makes learning fun!

* New graphics and audio
* New lessons
* Better instructions
* More games
* More translations
* You can check your answers after the game.
* You can copy and translate text.
* The app is now in portrait.

The developer, Nathan Trenchard, indicated that the app's privacy practices may include handling of data as described below. For more information, see the developer's privacy policy.

Data Used to Track You

The following data may be used to track you across apps and websites owned by other companies:

Data Not Linked to You

The following data may be collected but it is not linked to your identity:

Privacy practices may vary, for example, based on the features you use or your age. Learn More

Information

Languages

English, Bulgarian, Croatian, Czech, Danish, Dutch, Estonian, Finnish, French, German, Greek, Hungarian, Indonesian, Italian, Japanese, Korean, Latvian, Lithuanian, Malay, Norwegian Bokmål, Polish, Portuguese, Romanian, Russian, Simplified Chinese, Slovak, Spanish, Swedish, Tagalog, Thai, Traditional Chinese, Turkish, Ukrainian, Vietnamese

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‎Learn English grammar fast with our exciting learning method! Play games with speedy lessons that also improve your vocabulary, listening and speaking skills. This English grammar trainer and vocabulary builder contains 300+ simple lessons, speedy grammar exercises and interactive practice games f...

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Using these guidelines and templates, students may build their grammar movies on prepositions and conjunctions and share them with their peers.

Deubelbeiss, D. (2016, October 2). Learning through Teaching: Student-Created Content in English Education [Slide show]. SlideShare.

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Learning Through Teaching: Student-Created Content in English Education

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Learning Through Teaching: Student-Created Content in English Education - Download as a PDF or view online for free

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Worksheets created for peer evaluation on written tasks, concentrating on grammatical corrections and comments.

Peer Review | Read Write think. (n.d.).

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Peer review refers to the many ways in which students can share their creative work with peers for constructive feedback and then use this feedback to revise and improve their work. For the writing process, revision is as important as drafting, but students often feel they cannot let go of their original words.

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A collection of self-assessment criteria and checklists based on articles and quantifiers in written and spoken English.

Cambridge English Assessment