Teaching English Grammar Penny Ur 2015


The aim is to equip the learner with a repertoire of automatic grammatical ‘chunks’



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The aim is to equip the learner with a repertoire of automatic grammatical ‘chunks’

  • Jazz chants (Graham, 2006)
  • Dialogues
  • Rhymes
  • Songs
  • Plays, sketches
  • Proverbs, idioms

Jazz chant

THROW it!

I THREW it!

CATCH it!

I CAUGHT it!

HIT it!

I HIT it!

WOW! that’s WONderful!

(Graham, 2006: 109)

Dialogue

A: Did you remember to call him?

B: No, I didn’t… Oh no! What shall I do?

A: Can you call him now?

B: Too late! Disaster!

(Ur, 2009: 110)

Proverbs

(present simple)

Distance makes the heart grow fonder.

All roads lead to Rome.

Pride goes before a fall.

Time and tide wait for no man.

Walls have ears.

Appetite comes with eating.

Idioms

(verb complementation)

call it a day

call a spade a spade

get into deep water

keep your head down

get to the point

have a think

Language play

Cook (2000): The importance of language play (including learning by heart).

Bell (2012): Playful use of language produced better learning of new items than did serious communicative use.

Focus on form

Focus on form

  • The basis of the lesson is a communicative task.
  • The teacher takes brief ‘time out’ to focus on a grammatical point (Long & Robinson, 1998).
  • Could be based on:
  • Error-correction
  • Student question
  • An interesting feature noticed by the teacher
  • Difficulty of comprehension or self-expression

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