Practical Strategies for Enhancing Grammar Learning in Context at Primary Level. English Language Education Section Curriculum Development Institute Education Bureau April - May 2009. Objectives.
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English Language Education Section
Curriculum Development Institute
April - May 2009
Chapter 2 of the CG, pp. 17
Chapter 2 of the CG, pp. 164 -171
Grammar items and structures
Chapter 2 of the CG, pp. 22 -50
- set out what learners should be able to
do in English through listening, speaking,
reading and /or writing
Chapter 2 of the CG, pp. 19&20
Learners learn how to apply the language forms to
purposeful communication in real-life or simulated
Meaningful use of the language elements should be
given as much emphasis as mastery of the forms
Chapter 2 of the CG, pp. 22-50
With the communicative approach, there is no need to teach grammar.
CG pp. 160 &163
CG pp. 160
To teach or not to teach ?
‘According to the ageof the learners and their cognitive development, teachers may decide to introduce a small number of useful and not overly complex grammar rules and terms to help them develop a conscious understanding of the language forms they are using.’
‘Teacher should be aware thatalthough explanation of grammar rules is sometimes necessary, it may only help learners use English to a limited extent. Learners differ in learning styles and strategies.’
CG pp. 163
teaching of grammar. Grammar can be
taught at different stages of the task cycle.
CG pp. 160
- controlled or guidedactivities are provided for pupils to practise the use of the target grammar items and structures
- focus on accuracy by encouraging pupils to revise and edit their own writing
- the model text provides input of the target grammar items and structures
- the model text serves to show how the target grammar items and structures
are used to convey meaning
- pupils create their own text within the framework of the model text and consolidate the use of the target grammar items and structures
- focus on both accuracy and fluency
Structural pattern: S+V+Adj
Structural pattern: S+V
What are the advantages of using
- enlivens the classroom atmosphere
- actively involves pupils in the learning
- leaves time for the teacher to observe pupils’
Contextualised activities that focus on the practice of the target grammar items and structures help pupils achieve the Learning Objectives.
Specially designed exercises are necessary to provide post-task support for pupils who have not mastered the use of specific grammar items and structures in the process of completing a task.
Teaching & learning grammar at
INPUT grammar.(language skills, communicative functions and language items, etc.)
Learners develop language knowledge, skills, strategies and positive attitudes.
Teacher notes learners’ difficulties in using the language & revises teaching plan, if necessary.
Teacher sets the scene and helps learners acquire the language they need to complete the task.
Learners practise the necessary language forms and functions, skills, etc. in exercises/activities/ games.
Feedback and Support
Teaching Grammar at Different Stages of the Task Cycle
Learners receive feedback.
Teacher covers the grammar items / structures learners had difficulty.
Provide opportunities to internalise the form, meaning and use of target grammar items in games & activities
Provide opportunities to discover language patterns and rules for themselves
English Language Education Section, CDI
Ms Wanda LAW Ms Carol PANG
Tel: 2892 6570 Tel: 2892 6569