How to Teach Grammar- a Test-Teach-Test Lesson

Assignment Task

The criteria below are what your tutor will be using to grade your assignment. We recommend you use the below as a checklist before submitting. Your tutor will check your work to see if you can:

• write clear aims and outcomes for the lesson, which include the target grammar in an example sentence.

Note: The aim is where you need to write what your students will be better at doing by the end of the lesson. Along with being able to identify and understand the target grammar, the aim should also be for the students to be able to produce it too.The outcome needs to show how the aim will be achieved. Here, focus on what the students will do in the lesson to show that they can achieve the aim.

• anticipate difficulties and provide relevant solutions.

Note: Your tutor will be looking to see you anticipate difficulties that are relevant to your students and to the lesson. Ensure you anticipate at least one difficulty that is related to the students’ understanding the target grammar, and think about difficulties that may arise as a result of the L1, age, level, and/or classroom management.Include one solution for each anticipated difficulty, and ensure all solutions are suitable.

• analyse the target language.

Function of the target language.
Note: Here, you need to explain the purpose of the target grammar. Why is it used? For example – the past simple is used to talk about actions that happened at a time before the present time. Have a look at your own grammar choice and explain why it is used.

Context (theme).
Note: This is an important part of the assignment. Grammar needs to be taught in context, i.e., the grammar needs to be taught within a specific theme, and you need to write your chosen theme in this box. For example – teaching the present simple in the context of sport (I play football).

Concept Checking Questions (CCQs).
Note: In this section, the target grammar needs to, firstly, be written in a sentence. For example: I played hockey last week. You then need to ask CCQs based on the meaning of that sentence (focusing on the grammar). The example sentence here is written in the past; therefore, the first CCQ could be “Is this the past or the present?” The answer – past. Have a look back over Unit 7: Concept Checking Grammar for further guidance and examples.

Structure of the target language.
Note: You need to provide the grammatical breakdown of the grammar you are teaching here. An example is the present perfect: have/has + past participle. Focus on what you are teaching, and show the types of words used to form that grammar point.

How students will work out the rules.
Note: Ensure this is consistent with your presentation/teach stage. You need to provide a detailed explanation showing the procedure for how your students will work out the rules of the target grammar. For example, will they work it out using examples and teacher guidance? There are examples of this in Unit 7.

Pronunciation
Note: This is where you need to focus on at least one feature of pronunciation to teach that is relevant to the target grammar. If you’re unsure, review Unit 6.There are ideas on how to teach connected speech, contractions, intonation etc. You may wish to focus on the International Phonetic Alphabet (IPA). Whatever you decide, be clear on how you will teach that feature of pronunciation and, again, be consistent with what you put in the presentation stage.

• write a clear lesson plan procedure that will achieve the aim.

Staged correctly.
Note: Remember, you must choose between a PPP or a TTT lesson procedure. To remind yourself of the requirements for these structures, check back over Unit 3.

Based on context.
Note: As identified in box 2 of your language analysis, the grammar needs to be taught in context. Ensure all example sentences are linked to the theme that you have decided to base your lesson on.

Clear procedure.
Note: Imagine you needed to give your lesson plan to another teacher. That teacher would need sufficient detail in each section to be able to follow the stages of the plan and teach a very good lesson.

Focuses on communication.
Note: Your lesson needs to be interactive and communicative, so make sure the activities you include are engaging and effective. Try to use pair/group work as opposed to individual work as much as you can. In your production activity/second teach stage (depending on whether you use PPP/TTT), you need to ensure students are communicating with one another freely, so remember to provide your students with support and materials to help them to do this.

Will achieve the lesson aim.
Note: How will the activities and tasks of your lesson achieve the aim? How will you get your students to practise the target grammar? Keep referring to the aim to check that what you have included is relevant, suitable, and will achieve that all important lesson aim.

Include professionally presented materials with references if taken from outside
sources.
Note: Remember to include all the resources you mention in your lesson- including the materials you create yourself. Be clear where you found them – even the images (e.g.,Google images) – in your bibliography.

Provide a rationale for the lesson explaining how the activities will help to achieve the lesson aims, what you would do if activities do not work as planned, and other activities you considered including but didn’t choose to use.
Note: This is where you need to explain your thinking around each part of the lesson.The more specific and thorough you can be here, the better. You also need to write about your Plan B, which is very important to have at hand, as well as some of those ideas that you considered but decided not to include – and your reasons why.

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