PDF version: TESOL Sample Lesson G1                   Demo on Videos page

TESOL TEACHER TRAINING SAMPLE: GRAMMAR – contrasting deductive and inductive approaches.

OBJECTIVE:Participants (henceforth Ps) will be able to contrast inductive and deductive approaches to grammar instruction. [Oral/written text italicized]

GOAL: Demonstrate optional approaches to grammar instruction.

ENGAGE (5-minutes):

  1. Place a few miscellaneous and somewhat unusual items (e.g. Japanese DVD, German story book, Korean candy wrapper, and so on) in a small bag.
  2. Tell Ps: This bag was left in our classroom so we need to find the owner. Pass out the items and have the Ps make guesses about the person. For example, with the above items (write on the board, based on responsesHe (or she) reads German; He watches Japanese films; He eats Korean candy; and so on. Ask Ps What grammar point have we been using? The present simple.
  3. Ask Ps if they needed to know the form or meaning of the present simple before discussing the bag’s contents. Explain that this was an example of an inductive approach to grammar instruction, and the topic of today’s lesson.

STUDY (10-15 minutes):

  1. Draw two simple faces on the board, a girl (name and write ‘Deedee’ above) and a boy (name and write ‘Ian’ above).
  2. Next to Deedee, write Deedee likes to tell you the rules before playing a game (i.e. use the target language). Next to Ian, write Ian likes to just play the game and let you figure out the rules.
  3. Ask Ps: Which one is deductive and who is inductive? If necessary, use the inductive warm up example to support your elicitation (i.e. Deedee/Deductive; Ian/Inductive).Accordingly, write Deductive and Inductive below the faces. As you ask Ps: Who would you rather play with? write  -/+symbols below each face and ask: What might begood or bad about playing with Deedee or Ian?  List advantages or disadvantages for each approach, include the following:

Deedee                                                                                                  Ian



Rules can be confusing. She’s direct and could save you time.   You could get the wrong idea. He’s natural (the way you learned L1).
Makes language seem all about rules, not fun. You may be expecting rules anyway.   It could take time to figure out the rules. You discover the rules yourself, cool!
      You may want the rules! He’s fun and memorable.
        He promotes learner autonomy.
  1. Ask Ps: Which approach do you think is better? Discuss their reasoning but note that the answer depends on the learning objective. Explain that Ian may be better for working on fluency tasks. Deedee may be better for improving accuracy. Or you may need a combination of both!

ACTIVATE (10 minutes):

  1. Write the following TESOL terms on the board: TPR, L2 self-study, grammar translation, realia, minimal pairs. In small groups, have participants categorize these items as deductive, inductive, or both, and explain their reasoning as a class. [Key: TPR (I), L2 self-study (D), grammar translation (D), realia (I), minimal pairs (B).]

EXTENSION:  Have Ps list other terms for discussion.