Practical Strategies for Enhancing Grammar Learning in Context at Primary Level

1. Practical Strategies for Enhancing Grammar Learning in Context at Primary Level English Language Education Section Curriculum Development Institute Education Bureau April - May 2009

2. Objectives • To highlight the importance of grammar in the English Language Education curriculum and to clarify misconceptions about grammar learning and teaching • To enhance teachers’ skills and strategies in teaching grammar through engaging pupils in meaningful and purposeful learning tasks • To provide teachers with hands-on experience in developing and adapting resources and activities for the learning and teaching of grammar

3. Language Forms and Communicative Functions Chapter 2 of the CG, pp. 17 Chapter 2 of the CG, pp. 164 -171 Language Forms Text types Vocabulary Grammar items and structures Chapter 2 of the CG, pp. 22 -50

4. Language Forms and Communicative Functions Communicative Functions - set out what learners should be able to do in English through listening, speaking, reading and /or writing Chapter 2 of the CG, pp. 19&20

5. Relationship between Language Forms and Communicative Functions Learners learn how to apply the language forms to purposeful communication in real-life or simulated situations Meaningful use of the language elements should be given as much emphasis as mastery of the forms Chapter 2 of the CG, pp. 22-50

6. ? With the communicative approach, there is no need to teach grammar. • Grammar is the building block of English language learning. Pupils need to acquire grammar knowledge to help them communicate effectively.

7. Pupils will have good English when they can master the forms. So we need to give them plenty of grammar exercises for practice. ? • Teachers should not introduce grammar through excessive decontextualised and mechanical drills. • Grammar learning is only meaningful and purposeful if it is used in effective communication rather than for the mastery of individual language forms. CG pp. 160 &163

8. Explain the grammar rules and ask pupils to memorise them. • Grammar should be shown as a means to convey meaning / achieve an outcome rather than merely taught as a set of items and rules. CG pp. 160 ?

9. Grammar Rules / Terms To teach or not to teach ? ‘According to the ageof the learners and their cognitive development, teachers may decide to introduce a small number of useful and not overly complex grammar rules and terms to help them develop a conscious understanding of the language forms they are using.’ ‘Teacher should be aware thatalthough explanation of grammar rules is sometimes necessary, it may only help learners use English to a limited extent. Learners differ in learning styles and strategies.’ CG pp. 163

10. When we use the task-based approach, we can’t teach pupils grammar. ? • Task-based learning does not preclude the teaching of grammar. Grammar can be taught at different stages of the task cycle. CG pp. 160

11. Learning and Teaching Grammar in Context Practice - controlled or guidedactivities are provided for pupils to practise the use of the target grammar items and structures - focus on accuracy by encouraging pupils to revise and edit their own writing Presentation - the model text provides input of the target grammar items and structures - the model text serves to show how the target grammar items and structures are used to convey meaning Production - pupils create their own text within the framework of the model text and consolidate the use of the target grammar items and structures - focus on both accuracy and fluency

12. Highlighting the structural pattern Structural pattern: S+V+Adj

13. Highlighting the structural pattern Structural pattern: S+V

14. Learning and Teaching Grammar in Context Group discussion: What are the advantages of using grammar games? - enlivens the classroom atmosphere - actively involves pupils in the learning activities - leaves time for the teacher to observe pupils’ performance

15. Learning and Teaching Grammar in Context Contextualised activities that focus on the practice of the target grammar items and structures help pupils achieve the Learning Objectives. Specially designed exercises are necessary to provide post-task support for pupils who have not mastered the use of specific grammar items and structures in the process of completing a task.

16. Learning and Teaching Grammar in Context • providing appropriate and meaningfulcontexts for communication • showing grammar as a means to convey meaning / achieve an outcome • providing a purpose to put grammar to use for communication

17. Teaching Grammar at Different Stages of the Task Cycle Teaching & learning grammar at pre-task stage • select the target grammar items / structures needed for the task • design exercises and activities, including games for practice in preparation for the task while-task stage • observe learners’ performance and note difficulties in using the language • provide grammar exercises / activities to facilitate work on the task post-task stage • cover the grammar items / structures learners had difficulty with during the task

18. INPUT (language skills, communicative functions and language items, etc.) While-task Learners develop language knowledge, skills, strategies and positive attitudes. Teacher notes learners’ difficulties in using the language & revises teaching plan, if necessary. Pre-task Teacher sets the scene and helps learners acquire the language they need to complete the task. Learners practise the necessary language forms and functions, skills, etc. in exercises/activities/ games. Feedback and Support Teaching Grammar at Different Stages of the Task Cycle Post-task Learners receive feedback. Teacher covers the grammar items / structures learners had difficulty.

19. Task: Adopt Adapt Delete Add

20. Practical Suggestions on Grammar Instruction • Divide the learning content into manageable chunks and present the concepts step by step • Expose learners to the use of different aspects of grammar through careful planning easy  difficult • controlled  free  automatic • reception  production  self-assessment • supplied  discovered • inductive  deductive

21. Practical Suggestions on Grammar Instruction  Provide opportunities to internalise the form, meaning and use of target grammar items in games & activities • Meet the same form in different contexts to develop a fuller understanding of when and how a form is used Provide opportunities to discover language patterns and rules for themselves •  Introduce useful and not overly complex rules / terms where necessary

22. Reference list • Martha C. Pennington (1995). New Ways in Teaching Grammar. TESOL. ISBN: 0-939791-56-0 • Barbara Dykes (2007). Grammar for Everyone – Practical tools for learning and teaching grammar. Acer Press. ISBN: 978-0-86431-478-9 • Bob Obee (1999). The Grammar Activity Book – A resource book of grammar games for young students. Cambridge University Press. ISBN: 978-0-52157-579-9 • Mario Rinvolucri (1996). Grammar Games – Cognitive, affective and drama activities for EFL students. Cambridge University Press. ISBN: 978-0-52127-773-0 • Mario Rinvolucri, Paul Davis (1997). More Grammar Games – Cognitive, affective and movement activities for EFL students. Cambridge University Press. ISBN: 978-0-52146-630-1

23. Enquiries English Language Education Section, CDI Ms Wanda LAW Ms Carol PANG Tel: 2892 6570 Tel: 2892 6569