Presenting Grammar Part Two
by Sophia McMillan
(Shane Training Centre, Shane Corporation)
Presenting Grammar Part Two
• Pre-teach any necessary vocab
2
• Set a task and learners listen/read once to do task
• Give feedback on this task
• Learners listen/read again and this time they are listening/reading for the target
language. A gap-fill is a common task for this
• Elicit a sentence and clarify meaning, form, pronunciation and appropriacy if
necessary by asking concept questions
• Drill this sentence
• Elicit more example sentences, continuing to drill
• Set a controlled practice activity, monitor to check
• Give feedback on the activity
• Set another controlled practice activity or a freer activity if learners are ready
c) Test Teach Test
• Set an activity to find out if learners can use the target structure spontaneously
• Give feedback on the activity
• The presentation stage is essentially the same as the two above (starting from “elicit
a sentence”) although the teacher will shorten or extend this stage as necessary, depending on learners’ performance in the first activity
• Set another practice activity, can be controlled or freer – the second Test
d) Teaching Functional Language
• Set up situation and make the task that is being performed clear
• Set a task and learners listen to a dialogue (on audio, video, spoken by the teacher.)
• Give feedback on the task
• Teacher elicits the different chunks of language that perform the task (by re-
listening/gap-fill/checking the tape script). Make sure replies are included so learners can fully perform the task, not just half of it
• Clarify form, pronunciation and appropriacy. Check learners are aware of the
function of the structure again
• Drill, paying careful attention to intonation
• Set a controlled practice activity
Sophia McMillan
Training Manager/TESOL Course Director
Shane Training Centre, Shane Corporation Ltd
