No single right way to teach grammar, but a default: meaning before form, inductive discovery from a text, concept checking, then controlled → guided → free practice with delayed correction.
Sequence
- Pre: think-pair-share, predictions from title or image; note errors, don’t correct.
- While: gist task first, then noticing (find three examples of the structure; what do they share?), learners state the rule themselves; check with CCQs, timelines, clines and discrimination tasks.
- Post: controlled (gap-fill, transformations, dictogloss) → guided (information-gap pairs) → free (mingle, group task). Delayed whole-class correction; fluency first in free practice.
Limits
Research claims unsourced; written for grammar-focused lessons only.
Read critically (Claude)
This is text-based guided discovery wrapped round PPP’s practice stages, i.e. what CELTA calls TTT/GD. Jordan and Long would call it focus on formS. It’s the realistic default for exam classes, but the DELTA move is to name the trade-off: it orders practice by the teacher’s plan, not by learner readiness (Pienemann).
Connections
Inductive vs deductive grammar - match approach to rule type · CCQs and ICQs - check with evidence, not nods · Teach grammar in processability order (Pienemann) · Focus on form vs focus on formS