The term pedagogical grammar usually denotes the types of grammatical analysis and instruction designed for the needs of second language students.
Terence Odlin
In the class that I prepare, I used the PPP model in order to fit grammar into the overall context of the class. I chose this one because it is a complete technique in which I can lead students through the topic and motivate them to produce, because its fluency to accuracy sequence.
The topic presented was past progressive and it was just a reinforcement class of it.
I started the grammar part of the class (it took 40 minutes), with a small warm up in which students had to mime the verb that they chose in order to present vocabulary.
For this part I use visual materials to help students to understand the meaning. Also for those words that were difficult for miming, I use hangman.
The objective was to create with those words sentences that follow the structure of past continuous and refresh the grammatical structure previously seen.
The next step I follow was to present the uses of past continuous with a timeline. The idea was to make students to visually understand the use and the reason of it.
I use sentences as examples and images. I also tell them a mini story to reinforce the structure and the use in a context.
Then for practice, I use a spot activity. There were student A and B and the group had to work in pairs, and mention the different that each other has in their respective worksheet. The worksheet was about 8 departments and the activities that the people were doing “yesterday at 8 o’clock”.
For production I had in mine to do fun grammar, it is to dictate sentences and students will have to complete the idea with past progressive sentences, however the time of the class gets over and I could not finish it.
I recognize that my class was not perfect, I had a lot of mistakes and a lot of empty spaces, for example I should ask students to write down the sentences that their partner were saying instead of just saying them loudly, I notice also that I speak a lot of Spanish and it is not good at all for the learners, specially because they have to receive a lot of input to produce output.
Activity based on the idea of:
Harmer, J. (2007)“The practice of English Language Teaching” UK. Longman
