04.1 A RADICAL ALTERNATIVE

04.2 A new systemising of teaching material

04.3 Grammar, bad and good

04.4 Description of our "Make Grammar Talk"

04.5 Some brief discussion points about language learning

04.6 Some examples of grammar "plays" for acting

plays 2 presents and exceptions

plays Im going out tonight Dad Q A (with two presents and exceptions)

playlets Qestion Answer Q A (with 2 pasts)

something in the cellar. Depression (with some any)

04.7 Some examples of "Grammared" newspaper articles

Amazon facts plus my sample essay

Jose, hero

A modern witch and "Dave"

pacifism discussion TV version

04.8 Some examples of my "Express grammar"

New 2 pasts

some, any something anything etc + a play using this grammar

3 futures + plays

04.9 What is CLIL (language integrated learning: ie.Vehicular English in subject teaching)

04.10 What would be the base for "interdisciplinary studies"?

For the last 20 plus years there has been a schizophrenia of attitude. Grammar got a bad name. "Communication" became the "key". Text books followed, with grammar rather guiltily squezzed in the corners.Plentiful illustrations and bits and pieces of dialogue. BUT then, through the back door, returned the wrong sort of grammar books.

The phrase book didactics of Portfolio, and all "acquire" views of language, implicit for example in the text books of "The communicative approach" (the last 20 years) do not work in school. We must not delude ourselves. School is an artifical place! An intuitional confidence with a language is the result of cleverly artificial classroom activities and materials.

"kits" and "modules"

The idea of language modules. "Module" is another window dressing word in language teaching. Its real meaning should be for "parts that are variously applicable to different needs ". It shouldn't be just a fancy word for chapter!

I have tried to make a flexible "modular" system.

I have divided English Grammar into 30 main "units", each containing one sub-unit. I prefer to call these 30 large groupings "grammar islands" (that is, I think grammar can best be dealt with in larger areas of expressive need).

Each of the units should be seen as a container, (I like to think of this "container" as being like nest of Russian dolls).

For a long time now, we have taught from a core of grammar division rather than from "functions". However the grammar "islands" that we teach are linked to a cluster of situations / functions which naturally use this or that particular form of grammar. As part of this teaching approach, we have created a series of language kits These are either single or double A4 pages, or are cards and games, kept in plastic envelopes or boxes (of the sort bought at super markets for storing food). These boxes are labelled and are ideal for use in revision and clear pair work activities. (Pair work fails if it depends too much on students "creativity" in inventing dialogues and "conversation".! )

These kits of material are accompanied by instructions for "game" activities, and which should be continually added to by inventive teachers. Once collected, it is interesting that material perhaps taken from a book (the "Rewards" series or Communicative activities: by Nelson are excellent) may end up being used in alternative and often better activities. Such variation satisfies a basic need of language teaching: lots of revision and recycling.

In recent years the concept of module/modular has been much used and abused. In our case we see them as made up of blocks of grammar that can be studied at various points of the academic year and within varying syllabuses, and with possible greater of less detail. Each contains, most importantly many activities and their variants, all presented as SPEAKING ACTIVITIES. The idea is to give scope for repetiton, revision, variation and adaptability. Being under pinned by the "home" grammar island, they guarantee that specific areas of language are a firm reference point.

Our system of kit box lesson material is categorised according to our grammar division in the same way that our plays and those written by the students are centred on just one area of grammar. The boxes contain grammar focused game material so they are, as it were, grammar game modules that can be applied at any time and then later revised. They give variety and focus to often dull and repetitive text books.

They enforce speaking activities around the important language structure.

link to word document of 40 brief suggestions for improvement

return to top of page