Teaching grammar to different levels

Teaching grammar to younger young

learners
1. Teaching grammar to younger young learners

1. Key points

Here’s what to do and what not to do:

1. It just wouldn’t be appropriate to teach grammar formally and explicitly to students under the
age of, say, 8-9 years old. That’s a general age guide. But that doesn’t mean you won’t be involved
in grammar activities!

2. You should not use any metalanguage with your younger young learners. However, there is the
possibility that your younger young learners may already be aware of some metalanguage,
e.g. naming word, noun, and adjective – from their learning in their native/first language (L1) classes.

You need to find out if this is the case. If so, you can use the terms naming word and noun etc.

3. Your aim is to get them to notice some forms and patterns, and then use them automatically after
lots of practice.

4. The grammar you help them to notice must emerge from meaningful contexts and there should
be some sort of meaningful communication that leads to a focus on grammar, e.g. listening to you
reading a story or singing a song such as This is the way we wash our hands.

Remember this: Never teach grammar in isolation when teaching younger young learners. This
would be a recipe for disaster.

5. Younger young learners need to be able to see (gradually) the relationship between form,
function, meaning and use, i.e. what form is used to express what functions and meanings,
e.g. Please Miss, can I have a pencil?

You should strive to balance form, meaning, function and use. Learners should understand not only
the mechanics of the language, but also (gradually) the how, why, and where a particular structure,
word, or phrase gets used.
6. Where grammar progress is slow, don’t think that this is all down to influences of, and differences
in, the learners’ L1. Some learners have difficulties with grammar in their L1. In addition, some
aspects of difficulty in grammar are pretty universal.

7. Developing foreign language knowledge, understanding and application skills is a lengthy and
complex process. It is not a linear process, so take your time with them.

Your key role is to help them to notice grammar. Here’s an extended example of how to go
about this:

n extended example: Noticing grammar

Younger young learners need grammar to take their language learning forward to the next step.
They won’t know they are getting grammar input. Unknown to them, you will be selecting
grammatical features in stories, dialogues, songs, chants, rhymes etc. so that you can bring their
attention to these features in non-formal ways.

At this early stage the form-focusing techniques you use will be very simple but very important at
the same time.

Imagine you are reading them a story that goes like the one below.

Note:

 The words in bold should be emphasised.

 Take into class three real apples and hold up the requisite number when each number is
mentioned.

One day, Piggy the pig ate one apple

One day, Lionel the lion ate two apples

One day, Ellie the elephant ate three apples.

Remember: Here our goal is form-focusing, grasping a correct structure. So, it would go something
like this:

T: Can anyone tell me what Piggy ate?

Camila: One apple.

T: That’s right Camila. One apple. Hugo, can you tell me what Piggy ate?

Hugo: One apple.

T: That’s right, Hugo. One apple. Let’s say it together – One apple.

SS: One apple. (We’re using SS to stand for all students.)

T: Well done, class. Can anyone tell me what Lionel ate? Yes, Alana?

Alana: Two apple.

T: Yes, Alana, he ate two apples. Listen everyone, he ate two apples. Again, who can tell me what
Lionel ate?

Camila: Two apples.

T: That’s right, Camila. Two apples. Two apples. Lionel ate two apples. Let’s say it together. Two
apples.

Piggy ate one apple. Lionel ate two apples. Let’s say it together: Piggy ate one apple. Lionel ate two
apples.

Good!

Can anyone tell me what they hear? Is it the same? One apple, two apples.

Alvaro: Not same.

T: Why is it not the same, Alvaro?

Alvaro: Two apples has sss sound.

T: That’s right, Alvaro. Two appleshas a sss sound at the end.

Everyone, when we have one apple we say apple. When we have two apples we say apples – a sss
sound at the end. If we have more apples than one, we say apples – a sss sound at the end.

Can anyone tell me what Ellie ate?

Daniel: Three apples.

That’s right, Daniel. He ate more than one apple. He ate three apples. So, Piggy ate one apple.
Lionel ate two apples. Ellie ate three apples.

Then you could finish the story and recap with an oral exercise on the plural sound with other
animals, to reinforce the plural ending –s.

Of course, you wouldn’t mention the word plural. And you can leave exceptions to this plural
formation till another time.

Remember this: Do your research and find out beforehand how the plural form is constructed
in the learners’ native language (L1). This can help you with your planning, particularly where
the construction in the native language is much different from English.

You may even be able to impress them by using a bit of their language to show differences or
similarities in plural forms. They will love that.

In this example, your prime role is to help the learners notice this aspect of form – the –s at the end
of plural nouns. Further fun exercises based on the topic will help to internalise this grammatical
point into their internal grammar system in their memory bank.

Once it is internalised, they should be able to draw on this knowledge and form later as required.

This is an example of learning-centred grammar, taking the opportunity to highlight and help
them notice some grammar form point whilst they are in the midst of the learning process -
listening to and speaking about a story.

So, at this very early stage of learning, we are taking an opportunity to attend to form, without them
being aware of it.

Also, remember this: Frequently, the best way to get a learning point over is to make up your
own material. At these early stages, a story may only last one or two pages, with very few
words.

So, it’s easy to construct something that fits the bill, using only a few words and relevant pictures you
can draw, download from the internet, or take in as realia, particularly where you feel the class
materials are not exactly what you want.
 We just made up the apples bit when we got to this part of the course. It only took 10 minutes or so.
If we had built a little story around it, we doubt if it would have taken more than 20 minutes.

As children get older, you can introduce more explicit forms of instruction but with younger young
learners it’s much too early to bog them down with too much explicit grammar input.

Abstract and formal presentations of grammar with difficult words and concepts such
as adjective just won’t work with younger young learners.

Softly, softly is the key. Your role for these learners is to help them notice and then try and use some
grammatical forms and items as they crop up, assuming they are ready to take these on board.

In the early years, your teaching of English as a Foreign Language will centre mostly
on meaning, e.g. This is a dog. This makes sense. But it’s important that we do not
overlook accuracy, so opportune moments should be grasped to help the learners with the form of
the language.

Clearly, fun exercises and games will be useful tools to make the grammar input more enjoyable and
less abstract for your younger young learners.

Remember: They need to learn words and expressions in context.

2. Different practical techniques for increasing younger young learners’ grammar

1. Classroom routines

Younger young learners start to learn a language by picking up chunks of language, primarily from
you in the classroom, e.g. Good Morning, Mr Brown; Please Miss …

So, the first steps have been taken in building their internal grammar.

2. Whole class instructions

Whole class instructions can be fairly easily grasped and again you can introduce them to patterns
and new vocabulary. Backed up with gestures and mime from you and perhaps a game such as
Simon Says, these can be transferred to their grammar memory banks:

1. Speak quietly, please.

2. Stand up, please.
3. Sit down, please.
4. Choose a partner, please.

3. Chants and rhymes

 Chants and rhymes also provide excellent opportunities for introducing grammatical constructions
and patterns. You can use many of the traditional songs and chants, e.g. This is the way we wash our
hands or you can be more adventurous and write your own to suit the targeted language form.

Your song/rhyme to the same tune as This is the way we wash our hands could easily be something
like:

This is the way we stand up quietly

This is the way we sit down quietly etc.

Use your imagination and don’t hang back from singing, even if you can’t keep a tune very well. You
could always try rapping!

4. Little planned conversations

With younger young learners, it’s important to build in planned little chats as an integral part of your
daily routine. You can do this with individuals, pairs or groups.

In addition to building bonds, these chats will bring out useful information about their language
competence and their interests. This is quality information for you.

You may learn about some structure that you can help them with:

My foot sore. (Oh, your foot is sore? Why is it sore?)

My books is wet. (Oh, your books are wet. Why are they wet?)

This corrective feedback is an essential tool for helping all learners of all ages.

Or your chat may give you useful information about their likes and dislikes. You then have good
information as to what your next topic might be – pets, football, superheroes and so on.

5. Increasing their noticing skills

As their learning progresses, you can step up the work on their noticing skills. They may now be
ready for more controlled noticing activities. So the story you read is not just for listening and
improving their speaking skills, it is also for enhancing their noticing skills.

Example-noticing skills

Prepare a worksheet with statements and drawings:

1. The cup is ……….. the table (with a picture/drawing of a cup on a table). Write the words on,
under beside the picture/drawing.
2. The plate is ……….. the table (with a picture/drawing of a plate on a table). Write the words on,
under beside the picture/drawing.
3. The spoon is ……….. the table (with a picture/drawing of a spoon under the table). Write the
words on, under beside the picture/drawing).

Teach them the meanings of the prepositions: on, under – via visual presentation, miming, via
puppets or dolls/action men, board work, a little bit of drilling etc.

Now read your prepared story, which might be something like this:

It was time for baby Alexa’s dinner.

Mummy put baby Alexa’s cup on the table.

Daddy put baby Alexa’s plate on the table.

Baby Alexa was watching. She wanted to help. She took her spoon to the table but she put it under the
table.

Now give your instructions re what they need to do to complete the exercise in pairs. Read the story
slowly, and then read it again at normal pace.

Guide them through the exercise. Read each statement through. Ask them to tick the right choice –
on or under.

You can then build on this simple exercise as time goes on, e.g. increasing the number of
prepositions, removing the drawings, putting the questions in a random order so that they are not
sequenced in line with the story sequence etc.

You could involve the learners by getting one of them to do the actions, e.g. sitting on your chair,
crawling under your chair etc.

6. Language practice activities for enhancing form/structure

Here are some examples of activities, most of which have been discussed before in other units.

1. Story reading
2. Drilling
3. Cloze Activities
4. Questionnaires, surveys and quizzes
5. Information gap activities - a worksheet activity where learners work out missing and different
information that each have on their worksheet.
6. Intentional little chats with individual learners to check their progress and give corrective feedback
on the spot
7. Projects. For example, if you are using an excellent story book such as The Very Hungry
Caterpillar you could extend this into project work and keep caterpillars in the classroom. The
opportunities for grammatical work would be immense, e.g. Alejandra, your caterpillar is big. But,
look, Pablo’s is bigger.

Teaching grammar to teenagers

3. Teaching grammar to teenagers

The sections above have focussed on young learners up to about age 12. Young teenagers up to age
16 to 17 or so will continue their progress in grammar in the school environment, doing more of the
type of study we have cited for the older young learners but at a more complex level.

Some will continue to progress during the period, so for that group there’s not much to add in terms
of grammar input. It will be a continuation of the grammar syllabus.

Sometimes, though, this group can be a bit challenging, often because the learners have reached a
plateau or because some of them act as if they are a bit ‘too cool for school’ and they lack interest in
learning grammar.

Here’s what to do to make your grammar input more interesting, particularly with those who
are struggling a bit or are a bit disenchanted with grammar:

1. Avoid using metalanguage

Instead, you could say, for example: Let’s look at another way of describing things you’ll be doing
tomorrow by using an –ing word (i.e. am going to)

2. Empathise with them

Tell them you also had struggles with some aspects of grammar when you were younger. But, with a
bit of extra effort, you came through. And look at you now!

Remind them, from time to time, how useful grammar is for writing blogs and stories that others will
admire, for passing examinations (not only in English), for helping them in later years when they may
wish to travel or work in an English-speaking country, and so on.

3. Play to their interests as much as possible

Make a huge effort to find out what they really like. It may be watching action movies, or soccer or
fashion programmes on video. Catch their interest.

Then it’s easier to introduce some grammatical aspect by stopping the video at one or two specific
parts, to ask, for example, why the character made two similar meaning statements but used
different words for each statement.
4. Add in a bit of controlled competitiveness

Always do the competitive grammar activity in pairs or groups, so that students are not alone and
may feel embarrassed if they can’t find the solution. Put time limits on these types of activities to
heighten the tension. The activity shouldn’t be complicated in any way.

Using the am going to example above, it could be:

I’m going to give out a sheet to each group. On the sheet you’ll see the words will and won’t several
times. Put in am going to or am not going to in place of will or won’t. Be careful. There may be some
parts where you can’t do this. (For example, the text may include the construction Will you come back
tomorrow?)

One person in each group must put their hand up when their group has finished the exercise and
checked it all over. Remember, it needs to be correct to get points added for your end-of- term group
prize. If it’s not fully correct, no points. I’ll then pass it to the second group to have a go at getting
points for the prize. Are you ready?

Remember this: When doing this type of competitive activity, ensure that it’s not the same group
that wins all of the time. You may have to change the groups around from time to time to achieve a
better balance, but you wouldn’t tell them the reason for this.

5. Inspire them by giving them more autonomy

For example:

 Let them do the dictionary work to find synonyms they can use in a passage.
 On occasions, ask those who have grasped a concept to help teach those who haven’t.
 Sometimes, let them choose the video they want to watch or the story they want to read (say,
from a choice of three). With lots of effort beforehand, you will have chosen areas of
grammar in each of the three items that you want to major on.

6. Make it fun

Use lots of games to keep up their interest such as snakes and ladders where they pick up cards you
have prepared and they have to decide whether the sentence is correct or not if they are to move up
the board.

Again, give the groups some autonomy in deciding what’s correct or not, but you need to be moving
around, monitoring and listening to ensure they’ve got it right.