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About the Course

Approach Grammar with Ease in your Classroom

This course aims to help teachers approach grammar with ease in their classrooms. With a focus on language awareness, what grammar is - and what it isn’t - and a reflective approach to grammar, this course will help teachers be more confident and comfortable approaching grammar in their classrooms.

Course Content

  • 1

    Module Introduction: Language Awareness

  • 2

    Module 01: What is grammar?

    • Welcome to Module 1 & Introduction

      FREE PREVIEW
    • 1. Aims & Objectives

      FREE PREVIEW
    • 2. Background Reading

      FREE PREVIEW
    • 3. Sources of Knowledge

    • 4. Authority in Language Description

    • 5. Empirical Evidence: Corpora & Corpus Studies

    • 6. From the top to the bottom: Texts, Sentences, Words, Sounds

    • 6.1 Texts, Sentences, Words, and Sounds

    • 6.2 Task 4 Feedback

    • 6.3 Reflective Task

    • 7. What does that mean? Grammar and Meaning

    • 7.1 Representational Meaning

    • 7.2. Representational Meaning - Task Answers

    • 7.3. Interpersonal Meaning

    • 8. Grammar and Function

    • 8.1 Grammar and Function Pre-Task Video Feedback

    • 8.2 Grammar and Function - Task

    • 9. Spoken Grammar and Written Grammar

    • 9.1. Case Study Task

    • 9.2 Elements of Written and Spoken Grammar

    • 9.3. Elements of Written Grammar

    • 9.4 Task 8 Feedback

    • 9.5 Punctuation & Linking Sentences and Cohesion

    • 9.6 Feedback for Task 9

    • 9.7 Cohesive Devices: Pronouns

    • 9.8 Feedback for Task 10

    • 10. Formality & Register

    • 10.1. Task 11 Feedback

    • 11. Elements of Spoken Grammar

    • 12. Aspect and the Future

    • 13. Written and Spoken Grammar: Implications for Teachers

    • 14. What is Grammar?

    • 14.1 Discussion & Reflection on What Grammar is

    • 14.2 Curriculum and Syllabus (Answers to Question 4)

    • 15. Grammar Syllabus

    • 15.1 Grammar Syllabus Task

    • 15.2 Answers for Task 13

    • 15.3 What to Include in a Syllabus? Selection and Grading

    • 15.4. Task 14 Answers

    • Module 1 Summary

Watch Intro Video

An Introduction to the Course

Instructor(s)

Michael Landry

Mike has worked as a language instructor, teacher trainer, and director of studies in East Asia and Canada. Mike began his ELT career in South Korea as a business-English, exam preparation (TOEFL/IELTS), and EAP instructor. He then moved on to China and Japan where he assumed a variety of ESL teaching and administrative roles. Since returning to Canada, he has taught EAP at universities and continues to develop curriculum for a variety of English language programs. He has also served of provincial and national professional bodies. In addition to his ELT interests, Mike enjoys being outdoors and taking in some sports.

Leo Gomez

Leo has worked as a teacher, trainer, academic director, and ELT consultant in five different countries since 2000. He has delivered courses in all levels of ESL, ESP, EAP, TOEFL, IELTS, CAE, CPE, and Business English. This experience has enriched his knowledge of what it takes to create an environment that fosters learning above all. Along with his classroom experience, he has also worked as a curriculum designer and syllabus designer. He has been delivering both pre- and in-service professional development sessions at local and international conferences. In his leisure time, Leo enjoys reading, playing soccer with his son, and learning new things.

Andrew Woodbury

In his career, Andrew has worked as a language instructor, teacher trainer, and director of studies. Over that time, he has delivered a wide variety of courses both in Canada and abroad. He started teaching in Costa Rica, where he lived and worked for over three years. In his time there, he delivered business-English and teacher-training courses, and would later become the director of studies of two separate institutions. In Canada, he has worked at a variety of language schools, colleges, and universities teaching EAP Foundation Courses and continuing his teacher-training responsibilities. When he is not teaching, Andrew loves travelling, reading, and pretending that he’s a writer.

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