Page 25 - ELG2107 Jul Issue 476

REVIEWS .

LEARNING TO TEACH GRAMMAR
By Simon Haines
DELTA Publishing, 2020
ISBN: 978-3-12-501628-6 JESHOOTS.COM ON UNSPLASH
W
ho among us has never felt
a degree of trepidation and
perhaps inadequacy at the
thought of having to spend
the next lesson covering a tricky grammar
point for the first time? Questions swirl in
the mind: “Can I pull it off so that most of
my students grasp it – or might they gang
up on me and complain to the director of
studies?” Such thinking occurs not only in
those for whom English is a first language,
but those who might have trouble explaining
the mechanics. It’s also an issue for those
who acquired their knowledge of grammar
in an ELT classroom and now must pass it
on to the next generation. The good news
is that this excellent title will be of immense
help, especially to teachers in training, those
recently qualified and for old hands looking
for fresh approaches. Explaining the
In the introduction, the author, clearly
an experienced trainer, presents several
tips for easing anxious trainees’ fears about
grammar. These include a reminder about
not being obsessed with terminology. I paused tricky stuff
to smile here as I was reminded of a former
colleague who scolded his class when they
were unable to correctly identify an example
of the past perfect passive. Other points Wayne Trotman finds a book that tackles
include admitting to the class you sometimes
don’t know the answer to their questions teaching grammar simply
on grammar. In my own experience, this is
not so simple for those for whom English
is not a native language – their students point in context, and the reader is asked material for support is freely available for
tend to view this apparent ignorance as a to think of the meaning and use. This, the download with an app from the publisher.
professional weakness. author maintains, helps to shake off the Most chapters include a ‘Good to know it’
students’ fear of grammar. In a way, then, slot, in which related grammar points are
I suppose my former colleague, even with his noted. The first unit, for example, helpfully
A former colleague obsession with terminology, was helping his quantifies differences between never (0%),
hardly ever (1%-10%) and occasionally
class. ‘How to use it’ provides details of the
scolded his class form itself, with a brief overview of the rules, (11%-20%).
Added to the above are summaries of how
while ‘When to use it’ lists common uses and
when they were likely related contexts and themes. Some grammar has been taught down the years,
ideas in this section are further developed in
ranging from grammar translation to the
unable to identify ‘Suggested classroom activities’ or are cross- more recent lexical approach, plus commonly
an example of the referenced to the sample lesson plan for each used lesson structures for doing so, such as
PPP – presentation, practice and production.
grammar point.
‘How to Teach it’ is, of course, the central
past perfect passive component of each chapter. Here the author There are also two lengthy glossaries, one
relating to grammar and vocabulary, the other
once again simplifies matters by breaking this to methodology. All of which means this
down into three areas. ‘Practical matters’ book may be used as part of a course or for
In the final part of the introduction the provides general notes on specific issues self-study, and would be an excellent addition
author provides expert advice on teaching related to the grammar point, such as when to the shelves of all centres running basic
grammar. He outlines the challenges involved is the best time to introduce the form. ‘What training courses, plus those of any dynamic
in relation to the function of the teacher to watch out for’ lists possible problems or ELT department.
and to students’ needs. He next looks at difficulties learners may have when first
initial considerations, such as the learners’ meeting the grammar point, including typical
backgrounds and their existing knowledge, mistakes and first language interference, while
and answers several frequently asked each chapter contains 10 suggested tasks Wayne Trotman is
questions like, “How is the language broken with which to help consolidate matters in a teacher educator
down for teaching purposes?” and “What can learners’ minds. at Izmir Katip
go wrong when teaching this structure?” Also providing support are worksheets, Çelebi University,
The format for each of the 10 chapters which come in two types: sample tasks to be Izmir, Turkey.
is a three-part sequence. ‘How to recognise used with new learners, and consolidation
it’ presents initial examples of a grammar tasks which provide extra back-up. Digital
editorial@elgazette.com 25