Practical tools for learning and teaching grammar

part in reinforcement, especially with younger age groups. 
By delivering instruction in a variety of creative ways, using all 
the channels to the brain, we are ensuring not only that all students 
can benefit, but also that they will enjoy their lessons.
Gender differences
Though it was probably never in doubt, research techniques show 
that boys, in general, are less inclined to sit at tasks for lengthy 
periods. They prefer, and need, more physical activity.
4
This 
may involve, firstly, varying activities centred on a learning unit 
and, secondly, allowing more short breaks or including creative 
activities for practice and reinforcement.
5
Sometimes, offering 
choices is a good strategy, particularly with a mixed class.
Confident language mastery
Developing confident language skills is arguably the most 
important outcome of our teaching procedure. The term ‘language 
principles’ refers to a body of core essentials for understanding and 
manipulating one’s language, and indeed, learning a foreign one.
Certain principles govern the use of every language and relate 
to such things as word meaning (and accuracy), the arrangement of 
words or word groups in a sentence (syntax), stress given to certain 
parts of a word and, in most languages, the use of punctuation.
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GrAMMAr for eVerYone
4 Cole, Martin 2001, ‘Equality boss hits special help for boys’, Courier Mail, 22 
February; House of Representatives, Standing Committee on Education and 
Training 2002, 
Boys: Getting it right
, report on the inquiry into the education of 
boys, [AGPS], Canberra.
5 Macmillan, Bonnie 1997, 
Why schoolchildren can’t read
, Institute of Economic 
Affairs, London.

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Most modern languages have systems that indicate number 
(singular or plural) and tense (when something takes place, i.e. in 
the present, past or future). Another important distinction denotes 
the purpose of a statement, i.e. is it just a simple statement, asking 
a question or giving a command.
Intonation
It is important, too, to be aware of some of the principles, or at 
least guidelines for the way we use our voices and thereby convey 
the purpose of our utterance. It is easy to overlook the fact that 
we cannot use intonation in written communication – neither 
can we be asked to repeat or clarify it; our writing must convey 
all our intentions. Test the following passage by reading it in
monotone.
‘Hello Dad. Oh no! Mick’s just fallen in the fishpond. Get out.’
‘Help, help.’
‘He can’t. Get a rope. Quick!’
‘Catch the rope. Good. How did you manage to fall in? Now I’m
all wet.’
The same passage written without punctuation would be impos-
sible to interpret accurately.
Ambiguity
As teachers, we need to be highly conscious of the potential for 
ambiguity that exists in a language like English, which depends 
heavily on word order for meaning. A typical kind of ambiguous 
sentence is that in which a clause is misplaced, for example: ‘Sisters 
were united after 30 years in the check-out queue.’ Instructions 
and examples need to be carefully monitored to avoid confusion, 
and students need to be made aware of this problem in their own 
writing and speaking.
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Long-term memory
We always aim for our students to retain our teaching in the 
long-term memory. The human brain actually encompasses 
infinite memory but the secret of retrieval lies in how we record 
information in the first place.
We can use the analogy of a computer, which is itself designed 
to imitate the operation of the human brain. We know that we have 
to install a computer program in a totally accurate way; omitting 
even one dot may impede its function. Then once the program has 
been successfully installed, we are able to add information to its 
files and recall it at the click of a mouse.
As the human brain can store infinitely more information 
than any computer, we can see the importance of accurately filing 
the information that we want it to retain. By ensuring that our 
teaching follows a logical progression, we are enabling each detail 
to be filed systematically; only in that way do we establish a fully 
functioning system for recall.
The best time to learn
Looking at English books for seniors it seems amazing that 
students at this level are having phrases and clauses explained to 
them long after they should be manipulating them confidently 
and showing a high degree of language competence. No wonder 
they are bored and frustrated at what, to them, must seem belated 
and therefore irrelevant.
Ideally, this information should form a substantial part of 
the English curriculum in upper primary so that correct forms 
of sentence structure have been well practised by the time that 
the mature student needs to concentrate more on subject matter. 
Upper primary years can be perceived as the preparation time 
during which skills are honed, furnishing students with the abil-
ity to read and write competently in a variety of subject areas. 
Moreover, the junior student is far more receptive to training in the 
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GrAMMAr for eVerYone

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basic mechanics of language, and while the teacher has an ongoing 
responsibility to coach and direct, the more mature mind should 
now be exploring more creative ways of manipulating language 
for a variety of purposes.
Structure the program
Because grammar is such a structured science, it is of the greatest 
importance that we teach it in a structured way. As it pertains to 
everyday speech and writing, to the visible and concrete as well 
as the abstract objects in life, it is not difficult to start grammar 
instruction in the third year of schooling. Once children have 
mastered the requirements of a sentence – that it ‘starts with a 
capital letter and ends with a full stop’ – they have already been 
trained in two rudimentary principles of grammar.
Now we need to establish the foundation on which our structure 
is to be built, namely the parts of speech, and the terminology, 
definition and function of each one. The order in which we teach 
these also forms a logical sequence. Using the logical progression 
of simple to complex allows us to teach in easy steps whereby one 
concept fits on to the previous one to form a cohesive whole, just 
as by building brick by brick, we can construct a solid and stable 
wall.
As this book is designed for all teachers, including some who 
have learnt little or no grammar themselves, it is important that 
all detail is included. If you choose to skip, bear in mind that tips, 
activity suggestions and tutors’ discoveries are all included. 
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Practical suggestions
First, provide all students with an exercise book in which to build 
up their own reference text.
Teaching and understanding concepts
Sometimes students will have a good idea about a concept long 
before they can put a name to it; for example, most will be well 
aware of tense long before they know the term or realise that there 
is one, simply because they are expressing it naturally in every 
statement they make. We teach these things so that they can talk 
about them, understand how to use them correctly and well, and 
know how to apply them to other languages.
…
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Concepts are taught, ideally, when they arise naturally in 
context and teachers may take quick opportunities to divert 
attention to certain aspects that arise. This is not always possible 
in a demanding curriculum, and either way, some terms may be 
explained in a simple manner and discussed and practised more 
fully when they arise in the curriculum. For example, a child learns 
early that a sentence can consist of a noun and a verb. The verb 
must have a subject for it to make sense. The term ‘predicate’ can 
be explained later. It is true that children do like ‘long’ words but 
they should understand them and not be bogged down with them 
in a meaningless way.
Homework
Homework should always be brief in the early stages – never 
onerous. To be effective it should be based on the learning of the 
same day, providing revision and consolidation, bearing in mind 
that much of what we learn will be forgotten if not reinforced 
within 12 hours.
Introducing lessons
It is a good idea to vary the way in which you introduce a subject, 
especially if you are teaching reluctant students. Some students 
may be turned off by the mention of grammar, so be creative.
Rather than beginning your lesson with something like ‘Today 
we are going to do verbs’, you might plunge straight into an 
activity, the purpose of which is explained later. For example, you 
might ask the students to say what they did last evening or this 
morning before school. At the end of the discussion a list of the 
‘doing’ words (verbs) mentioned could be made. 
A discussion could evolve from asking students what they 
had for tea the day before. After all have had a turn, some of the 
answers could be written on the board.
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prActicAl suGGestions

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Dan had curry and rice
Julie had