The document provides guidance on effective grammar teaching techniques. It recommends that grammar activities cover all four skills of listening, reading, speaking and writing. It also stresses the importance of balancing these skills. The document then outlines specific steps for presenting grammar structures, including using examples, repetition and drills. It discusses different types of drills and how to create contexts to demonstrate functional uses of grammar.

3. RAMMAR TEACHING QUESTIONNAIRE

7. Grammar practice activities must cover all four skills.
There must be a balance among the four skills.
SKILL FORM MEANING-
USE
Listening and
reading
Perception and
recognition of
the form.
Comprehensio
n of the form in
context.
Speaking and
writing
Production of
well-formed
examples
Use of the
structure to
convey
meaning.

10. THE PRESENTATION OF A
STRUCTURE
A STEP BY PROCEDURESTEP ONE: Presentation of form and
meaning.
STEP TWO: Blackboard examples.
STEP THREE: Guided practice.
T: Five years (showing a flashcard)
SS: I’ve been driving a car for 5
years.
T: Many years (holding a maths
book).
SS: I’ve been learning maths for many
years.
T: My friend, 20 years (picture of a
guitar).
SS: My friend’s been playing the guitar
for 20 years.

11. MORE ABOUT PRESENTING
STRUCTURES
To show the meaning of a structure, you can:
• Show the meaning directly. Using things the ss can see
in the classroom (objects; your face, clothes,actions; the
students; pictures.
• Give examples from real life (your own life, students’
lives, your town, etc.
• Invent situations and give imaginary examples.

12. 1. Give one or two examples to show what the structure
means.
2. Say the structure and ask students to repeat
it.
3. Write examples on the board. Use skeletons!
4. Give other situations and
I
He
(she/it)
They
(We/you)
am
is
are
working.
singing.
Swimming.

13. CAN YOU THINK ABOUT EXAMPLES OF FUNCTIONS OF
LANGUAGE?
• THREATENING
• PERSUADING
• REQUESTING
• GIVING INFORMATION
• SUGGESTING
• EXPRESSING
PREFERENCES
• PROMISING
• ASKING PERMISSION
• COMPLAINING
• DESCRIBING
• APOLOGIZING

14. CREATING A CONTEXT OR
SITUATION
Teachers can draw attention to the
functional value of a structure they are
about to teach by means of a context and
situation, for which the students have to try
to find an appropriate utterance.
EXAMPLE:

15. THE MECHANISM OF
DRILLING
The steps in presenting a drill are the
following:
1. MODEL
2. CUED
RESPONSE
3.
CONFIRMATION
4. REPETITION
DEFINITIONS

16. TYPES OF DRILLS?
• THE REPETITION DRILL
• THE SUBSTITUTION DRILL
• TRANSFORMATION DRILL
• REDUCTION DRILL
• QUESTION-ANSWER
DRILL
• TIME LINE
• PIE OF LIFE
WHAT IS A DRILL?
A LANGUAGE LEARNING ACTIVITY
CHARACTERIZED BY A NARROW FOCUS AND A
LIMITED NUMBER OF CORRECT ANSWERS,
ONLY ONE OF WHICH IS CORRECT AT A TIME.

17. GUESSING THE TYPES OF
DRILLS!
T: MY BUS WAS TWENTY MINUTES LATE THIS
MORNING.
LAST NIGHT.
YESTERDAY.
MONDAY
EVENING.
SINGLE – SLOT
SUBSTITUTION DRILL

18. T: I TAUGHT MYSELF KOREAN. (CHANGE TO
NEGATIVE)
S: I DIDN’T TEACH MYSELF KOREAN.
TRANSFORMATION DRILL
MY HOUSE IS THE GREEN ONE ON THE
LEFT.
T: MODEL: WE AREN’T GOING TO THE
CAFETERIA.
T: CUE: TO CLASS
SS: RESPONSE: WE AREN’T GOING TO CLASS.
T: CONFIRMATION: WE AREN’T GOING TO
CLASS.
SS: REPETITION: WE AREN´T GOING TO CLASS.
CUED RESPONSE

19. TO THE CHINESE LIKE TO EAT
PORK.
THE CHINESE LIKE TO EAT IT.
REDUCTION
DRILL
T: MODEL: DON’T YOU LIKE OYSTERS?
SS: RESPONSE: NO, I DON’T LIKE THEM.
QUESTION – ANSWER
DRILL
STUDENT A: I WAKE UP AT
6:45.
STUDENT B: I HAVE TEA AT 9.
MULTI-SLOT SUBSTITUTION
DRILL

20. DEFINITIONS AND
USES

21. CHOOSE 3 CHOOSE 2 CHOOSE 4
RUN
JUMP
SKI
CLIMB
SWIM
DIVE
DRIVE A
CAR
RIDE A
HORSE
ROW A
BOAT
FLY AN
AIRPLANE
MAP
KEY
TORCH
PASSPORT
SANDWICH
DRINK
LIGHTER
ROPE