Teaching Structures, Vocabulary and Grammar

What to remember

• Teach structures in situations, practise them in drills, then let learners use them freely. This is the Presentation, Practice, Production (PPP) pattern.
• Teach vocabulary in context, with the meaning shown by objects, actions, pictures or examples. Revise it often, and teach active words (for use) before passive words (for recognition).
• Teach grammar through use, not through rules alone. Functional grammar (grammar in use) is preferred to formal grammar (rules about forms) for school learners.

Teaching structures

A structure (sentence pattern) is a basic arrangement of words that forms a correct sentence. Examples: "This is a ___.", "I have a ___.", "Is there a ___ in the ___?", "He is ___ing."

Principles of teaching structures:

• 1. Situation: use a real object, picture or action to show the meaning.
• 2. Oral first: speech before reading and writing.
• 3. Grading: simple to complex, and frequent to rare.
• 4. One new structure at a time, with known words.
• 5. Practice before rules: learners use the pattern many times before any rule is stated.
• 6. Revision: return to old patterns inside new lessons.

Steps in a structure lesson:

• Presentation: the teacher says the sentence several times with a situation, learners listen.
• Practice: choral repetition, then group, then individual repetition; then drills.
• Production: learners make their own sentences, answer questions and use the pattern in dialogue or a small game.
• Reinforcement: a written exercise, a game or homework.

Types of drills

Drills should be short, quick and meaningful. A substitution table is a chart where words from columns are joined to form sentences. It helps weak learners form many correct sentences.

Teaching vocabulary

Kinds of vocabulary

• Active (productive) vocabulary: words learners use in speech and writing.
• Passive (receptive) vocabulary: words learners understand but may not use.
• Content words carry meaning (nouns, main verbs, adjectives, adverbs). Function words do grammatical work (prepositions, articles, conjunctions, auxiliaries).
• Learners always have more passive than active vocabulary.

Selecting vocabulary (the standard criteria are those of Mackey and West): frequency (how often it occurs), range (how widely it is used), coverage (how many other words it can replace), teachability (how easily it can be shown or explained), learnability and need for the learner. Words for the learner's age, area and daily life come first.

Techniques for teaching meaning

Presenting a new word can follow the steps: hear → say → see → write → use. The teacher says the word clearly, learners repeat it, the word is written on the board, learners write it in a notebook, and then use it in sentences.

Fixing vocabulary: spaced revision, word games (word chain, crossword, bingo, matching), word walls, picture dictionaries, personal word notebooks, and reading widely. The dictionary habit is important. Teach learners to use alphabetical order, guide words, meaning, pronunciation, part of speech and examples.

Word-building (word formation): prefix (un-, re-, dis-), suffix (-ful, -ness, -er), compound words (classroom, football), and conversion (a change of word class without change of form, as in "water" as a noun and a verb).

Teaching grammar

Meaning of grammar: a system of rules about forms of words and how they combine in sentences.

Inductive and deductive methods

The usual steps of an inductive lesson are: presentation of examples → observation and comparison → generalisation (rule) → application.

Guidelines for teaching grammar

• Teach grammar through usage, in context, in short lessons.
• Avoid unnecessary technical terms at the primary stage.
• Make use of stories, dialogues and pictures. Link grammar to composition and reading.
• Use games, puzzles and quizzes for revision.
• Correct errors gently, and give extra practice for common errors.
• Give many examples before giving the rule.

Parts of speech

English has eight traditional parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction and interjection. Articles (a, an, the) and determiners are often treated as a type of adjective or determiner.

Teaching tenses and other items

• Tenses: teach present, past and future in a story or situation. Use time lines and actions. Begin with the simple tenses, then the continuous and the perfect.
• Articles: use real objects. "a" is used before a consonant sound and "an" before a vowel sound (an hour, a university).
• Prepositions: use actions and objects (on the table, under the chair).
• Question forms: use pairs of learners for question and answer.
• Punctuation and capitalisation: teach through reading aloud and short dictation.
• Spelling: use phonic patterns, word families (cat, mat, hat), rules with common exceptions, look-say-cover-write-check, and wide reading.

Classroom angle

A sample structure lesson on "There is a ___ on the ___.": the teacher places a book on the table and says the sentence, learners repeat in chorus, then groups, then single learners. A substitution table follows. Learners then ask and answer about objects in the classroom, and finally write three sentences about their own bag. The teacher notes common errors and revises them later.

Exam traps

• 1. Active vs passive vocabulary: active is used; passive is only recognised.
• 2. Content vs function words: nouns and verbs are content words; prepositions and articles are function words.
• 3. Inductive vs deductive: inductive moves from examples to rule; deductive moves from rule to examples.
• 4. Prescriptive vs descriptive: prescriptive says what should be said; descriptive reports what people say.
• 5. Substitution vs transformation drill: substitution replaces a word; transformation changes the form of the sentence.
• 6. PPP: Presentation, Practice, Production, in that order.
• 7. Frequency vs range: frequency counts how often; range counts how widely a word is used.
• 8. Article choice: "a" or "an" depends on the sound, not the spelling.

One-liners

• 1. Teach structures through situations.
• 2. PPP stands for Presentation, Practice, Production.
• 3. Active vocabulary is used in speech and writing.
• 4. Function words do grammatical work.
• 5. Selection of words uses frequency, range, coverage and teachability.
• 6. Realia means real objects used in teaching.
• 7. Verbs are best taught through demonstration or mime.
• 8. Inductive grammar: examples first, then rule.
• 9. Deductive grammar is linked with the Grammar-Translation Method.
• 10. Functional grammar stresses grammar in use.
• 11. Translation is a last resort for abstract words.
• 12. A substitution table helps learners form many sentences from a pattern.

Practice questions

1. PPP in language teaching stands for

   1. Preparation, Planning, Production
   2. Presentation, Practice, Production
   3. Pronunciation, Practice, Performance
   4. Presentation, Planning, Practice
   Answer

   B. Presentation, Practice, Production

   It is the standard three-stage lesson pattern.

2. A sentence pattern such as 'This is a ___.' is called a

   1. structure
   2. phoneme
   3. synonym
   4. prefix
   Answer

   A. structure

   A structure is a basic sentence pattern.

3. The best way to present a new structure is in

   1. a list of rules
   2. translation only
   3. a real situation
   4. a dictation
   Answer

   C. a real situation

   Situation shows meaning and use.

4. A drill in which one word is replaced by another of the same class is a

   1. substitution drill
   2. chain drill
   3. transformation drill
   4. expansion drill
   Answer

   A. substitution drill

   Example: I like tea → I like coffee.

5. Changing a sentence from affirmative to negative is a

   1. substitution drill
   2. transformation drill
   3. dictation
   4. repetition drill
   Answer

   B. transformation drill

   The form of the sentence is changed.

6. Adding a word or phrase to a sentence ('I see a bird' → 'I see a small bird') is an

   1. transformation drill
   2. expansion drill
   3. chain drill
   4. substitution drill
   Answer

   B. expansion drill

   The sentence grows by addition.

7. A substitution table is mainly used to

   1. help learners form many sentences from one pattern
   2. test handwriting
   3. teach spelling rules
   4. teach poetry
   Answer

   A. help learners form many sentences from one pattern

   Words from the columns are combined.

8. Words that learners use in speech and writing form their

   1. passive vocabulary
   2. function words only
   3. active vocabulary
   4. reading vocabulary only
   Answer

   C. active vocabulary

   Active (productive) vocabulary is used by the learner.

9. Words that learners understand but seldom use form their

   1. passive vocabulary
   2. slang
   3. phrases
   4. active vocabulary
   Answer

   A. passive vocabulary

   Passive (receptive) vocabulary is recognised.

10. Which of the following is a function word?

    1. run
    2. tree
    3. beautiful
    4. in
    Answer

    D. in

    Prepositions are function words.

11. Which of the following is a content word?

    1. of
    2. table
    3. and
    4. the
    Answer

    B. table

    Nouns carry meaning.

12. Which criterion for selecting vocabulary refers to how often a word occurs?

    1. Range
    2. Teachability
    3. Frequency
    4. Coverage
    Answer

    C. Frequency

    Frequency means how often.

13. The criterion 'range' in vocabulary selection means

    1. how widely a word is used in different contexts
    2. how rare the word is
    3. how loud the word is
    4. how short the word is
    Answer

    A. how widely a word is used in different contexts

    Range refers to spread across uses.

14. Real objects used for teaching meaning are called

    1. charts
    2. realia
    3. idioms
    4. drills
    Answer

    B. realia

    Realia are the actual things.

15. The best way to teach the verb 'jump' is by

    1. long definition
    2. demonstration or mime
    3. dictation
    4. dictionary only
    Answer

    B. demonstration or mime

    Action verbs are shown by action.

16. The most suitable technique for the abstract word 'honesty' is

    1. real objects
    2. mime
    3. explanation with examples
    4. a photograph of the word
    Answer

    C. explanation with examples

    Abstract words are explained with examples and context.

17. Which is the usual order for presenting a new word?

    1. Write, see, say, hear, use
    2. See, write, use, say, hear
    3. Use, write, hear, say, see
    4. Hear, say, see, write, use
    Answer

    D. Hear, say, see, write, use

    Listening and speech come before writing.

18. Which technique teaches 'happy, unhappy, happiness'?

    1. Dictation
    2. Mime
    3. Word-building
    4. Pair work
    Answer

    C. Word-building

    Prefixes and suffixes build related words.

19. The words 'classroom' and 'football' are examples of

    1. suffixes
    2. prefixes
    3. abbreviations
    4. compound words
    Answer

    D. compound words

    Two words are joined to make one.

20. In the inductive method of teaching grammar, the teacher

    1. gives the rule first
    2. gives examples first and the rule later
    3. avoids examples
    4. uses only translation
    Answer

    B. gives examples first and the rule later

    Learners find the rule from examples.

21. The deductive method is closely linked with the

    1. Grammar-Translation Method
    2. Direct Method
    3. Structural Approach
    4. Communicative Approach
    Answer

    A. Grammar-Translation Method

    Rules come first in GTM.

22. Grammar that tells how language is actually used is

    1. deductive grammar
    2. formal grammar
    3. descriptive grammar
    4. prescriptive grammar
    Answer

    C. descriptive grammar

    Descriptive grammar describes usage.

23. Grammar in use for purposes such as requests and advice is

    1. functional grammar
    2. prescriptive grammar
    3. historical grammar
    4. formal grammar
    Answer

    A. functional grammar

    Functional grammar relates form to function.

24. The usual steps of an inductive grammar lesson are

    1. rule, example, exercise, test
    2. test, rule, example, observation
    3. rule, translation, dictation, test
    4. examples, observation, generalisation, application
    Answer

    D. examples, observation, generalisation, application

    The rule comes after examples.

25. Which statements are correct? 1. Passive vocabulary is usually larger than active vocabulary. 2. Active vocabulary is used in speech and writing.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    C. Both 1 and 2

    Both are true.

26. Which statements are correct? 1. Prepositions are function words. 2. Nouns are function words.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    Nouns are content words.

27. Which statements are correct? 1. The inductive method goes from rule to example. 2. The deductive method goes from example to rule.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    D. Neither 1 nor 2

    Both are reversed.

28. Which statements are correct? 1. Translation should be the first choice for every word. 2. Concrete nouns can be taught with real objects.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    B. 2 only

    Translation is a last resort.

29. Which statements are correct? 1. Grammar should be taught in short lessons. 2. Grammar should be taught through usage in context.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    C. Both 1 and 2

    Both are sound guidelines.

30. Which statements are correct? 1. A chain drill passes questions and answers along a line of learners. 2. A transformation drill replaces a word with a synonym.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    A transformation changes the form of the sentence.

31. Which statements are correct? 1. 'A' is used before a consonant sound. 2. 'An' is used before a vowel sound.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    C. Both 1 and 2

    The choice depends on sound.

32. Match the item with the best technique. (a) pen (b) run (c) honest (d) unhappy

    1. (a) prefix, (b) explanation, (c) action, (d) real object
    2. (a) action, (b) real object, (c) prefix, (d) explanation
    3. (a) explanation, (b) prefix, (c) real object, (d) action
    4. (a) real object, (b) action, (c) explanation, (d) prefix
    Answer

    D. (a) real object, (b) action, (c) explanation, (d) prefix

    Each item suits the matching technique.

33. Match the part of speech with its job. (a) Noun (b) Adverb (c) Preposition (d) Conjunction

    1. (a) joins, (b) names, (c) describes a verb, (d) shows relation
    2. (a) names, (b) describes a verb, (c) shows relation, (d) joins
    3. (a) describes a verb, (b) shows relation, (c) joins, (d) names
    4. (a) shows relation, (b) joins, (c) names, (d) describes a verb
    Answer

    B. (a) names, (b) describes a verb, (c) shows relation, (d) joins

    These are standard definitions.

34. 'Alas!' is a(n)

    1. interjection
    2. conjunction
    3. pronoun
    4. adverb
    Answer

    A. interjection

    It shows sudden feeling.

35. Which word is an adverb in the sentence 'She sings sweetly'?

    1. sings
    2. none
    3. She
    4. sweetly
    Answer

    D. sweetly

    It describes the verb.

36. The word 'a' in 'a university' is correct because

    1. it is plural
    2. university begins with a consonant sound
    3. university begins with a vowel letter
    4. it is a proper noun
    Answer

    B. university begins with a consonant sound

    The first sound is /j/, a consonant sound.

37. 'An hour' is used because 'hour' begins with

    1. a silent vowel letter
    2. a consonant sound
    3. a capital letter
    4. a vowel sound
    Answer

    D. a vowel sound

    The 'h' is silent so the first sound is a vowel.

38. A teacher shows a book on a table and says 'The book is on the table.' This teaches

    1. an interjection
    2. a conjunction
    3. a preposition in a situation
    4. a spelling rule
    Answer

    C. a preposition in a situation

    The situation shows the meaning of 'on'.

39. Which activity best fixes vocabulary?

    1. One-time lecture
    2. Spaced revision and use in sentences
    3. Copying the dictionary
    4. Silent reading without tasks
    Answer

    B. Spaced revision and use in sentences

    Revision at spaced intervals and use fix words.

40. A look-say-cover-write-check method is used to teach

    1. spelling
    2. pronunciation of vowels
    3. poetry
    4. tenses
    Answer

    A. spelling

    It is a self-checking spelling technique.

41. Word families such as cat, mat and hat help in teaching

    1. spelling patterns
    2. précis
    3. essay writing
    4. tenses
    Answer

    A. spelling patterns

    Words share a pattern.

42. A time line is useful for teaching

    1. letter writing
    2. tenses
    3. poetry appreciation
    4. punctuation
    Answer

    B. tenses

    It shows the relation of events to time.

43. Compared with formal grammar, functional grammar is

    1. more concerned with use in communication
    2. more concerned with terminology
    3. less concerned with meaning
    4. only for advanced learners
    Answer

    A. more concerned with use in communication

    It relates grammar to purpose.

44. A teacher wants to correct a common error shown by many learners. The best step is

    1. to scold the class
    2. to ignore it
    3. to give a long lecture on literature
    4. to give extra practice on the item in a later lesson
    Answer

    D. to give extra practice on the item in a later lesson

    Common errors are handled by targeted practice.

45. In a PPP lesson, the learners make their own sentences in the

    1. presentation stage
    2. practice stage
    3. homework stage only
    4. production stage
    Answer

    D. production stage

    Free use belongs to production.