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.

This PRACTICAL course will show you a NEW way to approaching grammar

It examines:

  • the importance and relevance of language awareness for both language teachers and learners

  • the difference between language analysis and language awareness

  • the role of corpora in language teaching and learning

  • the relationship between grammar and meaning

  • the association between grammar and function

  • how the verb system works

  • two approaches to grammar: grammar as process and grammar as product

  • the difference between time, tense, and aspect

  • the notion of ‘distance’ in grammar

  • the meaning and use of "voice" (active and passive)

Continue Your Development Journey

Re-think and re-enforce your approach to grammar

Why take this course?

You are a few clicks away from a reflective course that will provide you with a better understanding of the descriptions of language commonly found in published materials. You will not only be able to explain these concepts better to your students, but also adopt a critical stance towards them.

This Course Has Five Modules

Each with tasks, reflection, videos, and more

  • 1

    Module 0: Language Awareness

  • 2

    Module 1: 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 5 Feedback

    • 7.3. Interpersonal Meaning

    • 7.4. Task 6 Commentary

    • 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

    • 16. Module 1 Summary

  • 3

    Module 2.0: Tense & Time

    • Introduction to Module 2.0 - Tense & Time

    • 1.0 Aims & Objectives

    • 2.0 Background Reading

    • 3.0 Why Grammar?

    • 3.1 Which Grammar and Task 1

    • Task 1 Comments

    • 3.2 Task 2

    • Task 2 Comments

    • 3.3 Task 3

    • 3.4 Task 3 Comments

    • 3.5 Why Grammar? A Summary

    • 4.0 The Issue of Overgeneralization & Task 4

    • Task 4 Comments

    • 4.1 The Idealization of Grammar & The Airplane Window

    • 4.1A Task 5

    • Task 5 Comments

    • 4.2 From the Top to the Bottom: Grammar, Meaning, and the Problem of Idealization

    • Reflection Task Comments

    • 4.3 Prescriptive Idealizations about Grammar in the Classroom & Task 6

    • 4.3A Reflection Task

    • Task 6 Comments

    • 4.4 Task 7: Misleading Idealizations

    • Task 7 Comments

    • 5.0 The Notion of Time

    • Reflection Task Comments

    • 5.1 Task 1

    • Task 1 Comments

    • 5.2 Reflection Task

    • 5.3 Task 2

    • Task 2 Comments

    • 5.4 Task 3

    • Task 3 Comments

    • 5.5 Module Recap: Parts 1-5

    • 6.0 Understanding Verb Tenses - Focus on Form

    • Tasks 4 & 5 Comments

    • 7.0 Understanding Tense - Focus on Meaning

    • 7.1 Task 6

    • Task 6 Comments

    • 7.2 Past Tense: The Remote Tense & Task 7

    • Task 7 Comments

    • 7.3 Past Tense or The Distant/Remote Tense?

    • Reflection Task Feedback

    • 7.4 Task 8

    • Task 8 Comments

    • 7.5 Grammar & Distance in Review

    • 7.6 Questions for Reflection

  • 4

    Module 2.1: Aspect

    • Module 2.1 Introduction: What is Aspect?

    • 1.0 The Role of Aspect

    • 2.0 The Two Aspects of English

    • 3.0 Recognizing Aspects in English and Task 1

    • 4.0 Bringing it all Together

    • 5.0 Addressing Common Errors & Review of Aims

    • 6.0 Questions for Reflection

    • 7.0 Homework

  • 5

    Module 3: Voice

    • 1.0 Aims & Objectives

    • 2.0 Background Reading

    • 3.0 Pre-task: Identifying Voice

    • 4.0 Introduction to Module 3: What is Voice?

    • 5.0 Be, Get, and Have

    • 6.0 Agents and Prepositions in Passive Structures & Task

    • Task Feedback and Comments: Agents & Prepositions

    • 6.1 Reflection Task

    • 7.0 Voice in Discourse: The End-Focus Principle

    • 7.1 Task

    • 8.0 Common Problems for Learners

    • 8.1 Reflection Task

    • 9.0 Review of Aims

    • 9.1 Homework

  • 6

    Module 4: Thank you for Learning with Us

    • 4.1 Course Finale

    • 4.2 Next Steps for Continuing your Development

    • 4.3 Feedback

    • 4.4 Course References

Watch Intro Video

An Introduction to the Course

What the Teachers Say

5 star rating

loved it!

Monika Novta

it's a fantastic course. even though many concepts were familiar to me from before (I'm a trained teacher), this course was an amazing and much needed refres...

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it's a fantastic course. even though many concepts were familiar to me from before (I'm a trained teacher), this course was an amazing and much needed refresher and it game me tons of new ideas on how to approach grammar in teaching. I highly recommend it.

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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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