Category Archives: Grammar and Structures

223: First Steps in Teaching Grammar in Context


Have you ever taught a grammar concept and then watched your students completely forget it during a speaking or writing task? It can be frustrating. In this episode, we’re looking at why that disconnect happens and how to bridge it by teaching grammar in context. I’ll share manageable, beginner-friendly steps you can take to make grammar more meaningful, communicative, and effective without rewriting your whole curriculum.

Topics in this Episode:

  • Teaching grammar in context makes sense in theory, but putting it into practice often feels messy. 
  • We’ll look at some practical first steps and scaffolds that make grammar instruction more natural and effective so students build accuracy while staying focused on communication.
  • Grammar instruction should be anchored in communication, not separated from it.
  • When students learn grammar in the context of meaningful input and purposeful output, it becomes more than just rules. It becomes a tool. A tool they use to understand and to be understood.
  • Classroom Strategies:
    • The “Grammar-First” Pathway: Use an authentic or teacher-created resource where the structure occurs naturally.
    • The “Text-First” Pathway: Choose a reading, listening, or viewing resource and highlight structures that are crucial for making sense of the text.
  • Ready For Tomorrow Quick Win PD Course: First Steps in Teaching Grammar in Context.

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First Steps in Teaching Grammar in Context in Spanish, French & More

Teaching grammar in context makes sense in theory, but putting it into practice often feels messy. Maybe you’ve tried weaving grammar into communicative tasks, only to see students slip back into memorizing rules or asking for charts. You’re not alone.  Let’s look at some practical first steps and scaffolds that make grammar instruction feel more natural and effective so that students build accuracy while staying focused on communication.

First Steps in Teaching Grammar in Context in Spanish, French & More

The foundation to teaching grammar in context starts with this:

Grammar instruction should be anchored in communication, not separated from it.

When students learn grammar in the context of meaningful input and purposeful output, it becomes more than rules on a page. It becomes a tool that they use to understand and to be understood.

So instead of asking, “How do I teach this rule?” try asking:

  • Where does this structure show up naturally?
  • How will learners use it to communicate?

That’s the essence of teaching grammar in context.

2 Ways to Teach Grammar in Context

Here are two practical, beginner-friendly pathways to make the shift to teaching grammar in context.

The “Grammar-First” Pathway

Here is a framework to follow:

  • Choose a grammar focus: Decide which structure you want students to notice and practice (e.g., future tense, adjective agreement).
  • Select a text that features the grammar: Use an authentic or teacher-created resource where the structure occurs naturally. Students and teacher read and engage with text with the focus on comprehension.
  • Engage students in understanding the text: Focus on comprehension first: meaning, gist, and key details.
  • Highlight the Grammar Structure: Highlight the grammar structure.
  • Guide students to notice patterns: Draw attention to how the structure appears naturally in the text.
  • Reinforce through communication: Have students use the grammar in tasks that mirror or extend the text’s communicative purpose.

Students still learn the form, but they’re using it to describe, interact, and communicate, not just filling in blanks.  They also see the structure modeled in a communicative context.

The “Text-First” Pathway

This pathway flips the order: start with meaningful input and let the grammar emerge from it.  Here is a framework to follow:

  • Select a meaningful text: Choose a short reading, listening, or viewing resource rich in communicative value.
  • Identify essential grammar: Highlight structures that are crucial for making sense of the text (e.g., past tense for a story, comparisons in a description).
  • Engage students in understanding the text: Focus on comprehension first: meaning, gist, and key details.
  • Highlight the Grammar Structure: Highlight the grammar structure and guide students into finding the pattern.
  • Guide students to notice patterns: Draw attention to how the structure appears naturally in the text.
  • Reinforce through communication: Have students use the grammar in tasks that mirror or extend the text’s communicative purpose.

Here, grammar is discovered, not delivered and it sticks because it’s embedded in context and meaning.

Your Turn

If you are starting with a grammar point, most likely at novice and lower intermediate levels, you will use the grammar-first framework and find or create a text.  With more advanced students you will likely begin with a text on the unit theme and then use the text-first framework.

Go Further

If these approaches resonate with you, my 30-minute Quick Win PD course: First Steps in Teaching Grammar in Context gives you the tools and guidance you need to make it happen.

In just 30 minutes (and only $10), you’ll learn how to:

  • Define what “grammar in context” means and why it supports communication
  • Explore two practical entry points: grammar-first and text- first
  • Use a planning template to align grammar, text, and communicative tasks

What your $10 gets you:

  • An audio walkthrough—listen anywhere
  • note sheet to guide your thinking
  • Examples for novice, intermediate, and advanced classes
  • reusable planning template
  • PD certificate to document your hours

Quick Win PD for Language Teachers: First Steps in Teaching Grammar in Context; French, Spanish

You can get the individual course or the Quick Win PD Growing Bundle, which gives you all 10 current courses plus all future ones.

Click Here to Get Started

 

Quick Win PD for Language Teachers: First Steps in Teaching Grammar in Context

You introduce a grammar concept, walk through the rules, do the exercises… and still, your students struggle to use it when speaking or writing. Sound familiar?

Too often, grammar is taught in isolation—detached from meaning, real communication, and student proficiency levels. The result? Learners memorize forms for a quiz but rarely apply them in context.

Quick Win PD for Language Teachers: First Steps in Teaching Grammar in Context; French, Spanish

This 30-minute PD course, for the small price of $10, will help you take the first steps toward teaching grammar in a way that supports real language use. You’ll learn how to:

  • Define what “grammar in context” means and why it supports communication
  • Explore two practical entry points: grammar-first and text-first
  • Use a planning template to align grammar, text, and communicative tasks

This is a supportive, no-fluff course led by me, Joshua Cabral, host of the World Language Classroom Podcast. I’ll help you make intentional, manageable shifts while following you curriculum.

By the end of this course, you’ll feel ready to move beyond isolated drills and start teaching grammar in ways that feel natural, purposeful, and rooted in communication. Your students will see grammar not as a set of rules, but as a tool for expressing themselves more clearly and confidently.

What’s Included in This Quick Win, 30-Minute Course for $10?

  • Audio to Listen to All Material – perfect for on-the-go listening
  • Detailed Note Sheet to follow along and refer back to
  • Reflection Activity to deepen your understanding
  • Examples at the novice, intermediate, and advanced levels
  • Planning Template to design your own lessons for teaching grammar in context
  • Personalized Certificate of course completion

If you’re ready to make grammar instruction more meaningful and communicative, without making it more complicated, this course is for you.

184: 10 Interactive Writing Activities For Your Classroom


Are you always on the lookout for new and inventive ideas to bring to our classrooms. I have one simple, yet powerful, tool.  A mini-folding book is a compact, 8-page book made from a single sheet of paper. They are easy to create and can be customized for a wide range of classroom activities.  In this episode I’ll tell you how to create the book and then I’ll share 10 Ways to use Mini-Folding Books.

Blog post with instructions for folding the paper and the 10 ideas for using mini-folding books.

Topics in this Episode:

  • what mini-folding books are
  • how to create a mini-folding book
  • 10 ways to use mini-folding books in the classroom
    1. Personal Information Books
    2. Vocabulary Books
    3. Story Books
    4. Cultural Books
    5. Grammar Practice Books
    6. Dialogue Books
    7. Travel Guide Books
    8. Recipe Books
    9. Pen Pal Introductions
    10. Review Books

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

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177: 2024, The Year of Language Functions and Grammar


The most popular episode of 2024 was the one where I talked about moving from grammar to language functions.  I begin this last episode of 2024 with some podcast stats from 2024 and then you have the replay of episode #141: Shifting the Focus from Grammar to Function.

2024 World Language Classroom Podcast Stats :

  • top 10% of all podcast downloads
  • 52 episodes
  • Most popular cities with listeners: Chicago, New York, Philadelphia, Boston, Sydney
  • Most popular countries with listeners: United States, Canada, Australia, United Kingdom
  • Most downloaded episode: #141: Shifting the Focus from Grammar to Function.
  • Total 2024 downloads: 65,000
  • Total minutes of audio published: 1,200

Replay of episode #141: Shifting the Focus from Grammar to Function.

What have you heard about language functions? I see this as the idea of using the target language to communicate or convey a message rather than only being able to describe the grammatical structures, patterns and vocabulary. In this episode we are going to take a look at this shift in focus, and sometimes mindset, from a primary focus on grammatical forms to language functions with examples and practical strategies.

Topics In This Episode:

  • 3 aspects of communicative language teaching:
    • 1. goal is on communicating and doing something with the language
    • 2. student-centered
    • 3. focused on understanding the message being conveyed by students despite inaccuracy in language form.
  • language functions
    • focus is on communicating, student-centered, understanding the message being conveyed by students despite inaccuracy in language form
  • practical strategies and examples to support our focus on language functions
    • Novice Levels: Making Language Practical
    • Intermediate Levels: Expanding Communication
  • Embrace the Shift
    • not an either/or when it comes to grammar
    • it’s essential that we embrace this paradigm shift from a focus on grammar and accuracy to a broader emphasis on language functions and authentic communication.
    • ensures that language learning is not just a theoretical exercise, but one that builds proficiency and communicative competence.
  • Blog post on Shifting the Focus from Grammar to Function

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

You  can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance.  Join me on the podcast for a Leveling Up Coaching Episode.  

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164: Teach Grammar in a Communicative Context


The topic of grammar is always up for discussion. Does the question of teaching grammar have a simple yes or no answer? Is it an either or?  Is there a place for a both/and?  I will suggest that there is this episode by focusing on form. Focusing on form involves drawing students’ attention to linguistic elements within a communicative context. Teaching grammar in context helps students see how grammatical structures are used in real communication. I’ll break down this topic with strategies, each with concrete tips and examples to help you integrate grammar instruction communicatively into your classroom. So, Let’s jump in!

Topics in this Episode:

  • High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard Donato
  • Focusing on form involves drawing students’ attention to linguistic elements as they arise incidentally in lessons, without interrupting the flow of communication. The PACE model stands for Presentation, Attention, Co-construct, and Extension, a structured approach to teaching grammar in context.
  • Teaching grammar in context helps students see how grammatical structures are used in real communication, making the learning process more meaningful and effective. The PACE model supports this by integrating grammar instruction into engaging and relevant activities
  • PACE: Presentation, Attention, Co-Construction, Extension
  • The PACE model provides a structured yet flexible framework for teaching grammar in context, making it more engaging and effective for students.
  • PACE is an example, others include Discovery Technique and Teaching Inductively
  • Episode 160: Create a Classroom Where Students Use the Target Language Confidently
  • Episode 162: Facilitating Target Language Comprehensibility

**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. 

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

1 Page, Mini-Folding Books, A Useful Tool In The Language Classroom

As language teachers we are always on the lookout for new and inventive ideas to bring to our classrooms.  One simple yet powerful tool that can make a significant impact is the mighty mini-folding book. These small, easy-to-create books can be used in various ways to enhance language learning, making them a valuable addition to any world language classroom.

What Are Mini-Folding Books?

Mini-folding books are compact, 8-page books made from a single sheet of paper. The beauty of these mini-books lies in their simplicity and adaptability. They are easy to create and can be customized for a wide range of classroom activities, making them an excellent resource for promoting active participation and concise communication among students.

The tactile nature of these books engages students in a hands-on activity that not only enhances their learning experience but also provides a sense of accomplishment. The compact size encourages students to focus on clear and effective communication, making it an excellent tool for language practice.

Creating a Mini-Folding Book

Creating a mini-folding book is a straightforward process that requires only a single sheet of paper and a few folds. Here’s a step-by-step guide to making your own mini-book:

 

Get started quickly with this template that you can edit and customize to suit your specific classroom needs.  It also includes the 10 ways to use the mini-folding book that you will see below.

10 Ways to Use Mini-Folding Books 

Mini-folding books are incredibly versatile and can be used in various ways to support language learning. Here are ten creative ideas for integrating them into your classroom:

  1. Personal Information Books
    • Activity Description: Students write about themselves on topics like age, birthday, origin, preferences, free time activities, and family.
    • Implementation Tips: Leave out their names for classmates to guess who it is, adding an authentic reading component. Add a selfie on the back for confirmation and engagement.
    • Classroom Example: Display the mini-books on a bulletin board for other classes to read and guess.
  2. Vocabulary Books
    • Activity Description: Assign students to create a mini-book for a specific vocabulary set (e.g., fruits, animals, clothing).
    • Implementation Tips: Each page contains a word and a corresponding picture or sentence.
    • Classroom Example: Use as a study tool or share with peers for a vocabulary review.
  3. Story Books
    • Activity Description: Have students write and illustrate a short story in the target language.
    • Implementation Tips: Focus on simple sentences and visuals to convey the story.
    • Classroom Example: Students can read their stories to the class or exchange with a partner.
  4. Cultural Books
    • Activity Description: Create mini-books about cultural topics, such as holidays, traditions, or famous landmarks.
    • Implementation Tips: Include a mix of text and images to represent cultural aspects.
    • Classroom Example: Display these books during cultural events or projects.
  5. Grammar Practice Books
    • Activity Description: Develop mini-books focusing on specific grammar points, such as verb conjugations or adjective agreements.
    • Implementation Tips: Each page can include a rule, example, and a practice sentence.
    • Classroom Example: Use for quick grammar reviews or as a reference during writing activities.
  6. Dialogue Books
    • Activity Description: Write short dialogues or conversations in the target language.
    • Implementation Tips: Ensure dialogues are simple and relevant to students’ daily interactions.
    • Classroom Example: Pair students to practice the dialogues and then perform them for the class.
  7. Travel Guide Books
    • Activity Description: Students create mini travel guides for a country or city where the target language is spoken.
    • Implementation Tips: Include key phrases, important sites, and cultural tips.
    • Classroom Example: Share with classmates to create a class library of travel guides.
  8. Recipe Books
    • Activity Description: Write mini-books containing simple recipes in the target language.
    • Implementation Tips: Each page can have an ingredient, a step in the recipe, and an illustration.
    • Classroom Example: Bring in samples or have a class cooking day based on the recipes.
  9. Pen Pal Introductions
    • Activity Description: Students write mini-books introducing themselves to a pen pal or exchange student.
    • Implementation Tips: Include personal information, hobbies, and questions for the pen pal.
    • Classroom Example: Send these mini-books to pen pals and read their responses.
  10. Review Books
    • Activity Description: Create mini-books to review a specific unit or topic studied in class.
    • Implementation Tips: Summarize key points, vocabulary, and concepts.
    • Classroom Example: Use as a study guide before exams or as a quick refresher.

Mini-folding books are a versatile and engaging tool that can be easily incorporated into any world language classroom. Their simplicity, combined with the endless possibilities for customization, makes them a powerful resource for enhancing language learning. Whether you’re looking to practice vocabulary, reinforce grammar, or explore cultural topics, mini-folding books offer a fun and effective way to engage students and support their language development.

Ready to give it a try? Get a copy of  the template and start creating mini-folding books with your students today!

Shifting the Focus From Grammar to Language Functions

As we step into our classrooms each day, we look for ways to support students understanding the language and using it with confidence in authentic situations. That’s certainly not a simple goal, but one that we can work toward with the right approach.

Shifting the Focus From Grammar to Language Functions (French, Spanish)

The idea of language functions (how we use the language) has inspired a paradigm shift in our teaching methodology. Traditional (or “Legacy” as I like to say) language teaching focused on grammar and structures. With a focus on functions teachers are embracing a more encompassing strategy—one that revolves around the idea of language functions, or what students do with the language.

It’s a shift that fundamentally transforms the way we view language teaching, placing authentic communication and language functions at the forefront. Here are practical strategies and examples to support our focus on language functions.

Novice Levels: Making Language Practical

At the novice level, students are like linguistic explorers, taking their first steps into the language terrain. Traditionally, they might have been bombarded with verb conjugations and intricate grammar rules. However, the shift towards language functions allows them to focus on practical, real-world applications.

Novice Low:

  • Students can engage in simple role-play conversations, such as ordering food. They are encouraged to use common greetings, basic food-related vocabulary, and appropriate phrases.
  • The goal is not grammatical perfection but practical communication. Students learn to convey their preferences in an authentic context, laying the foundation for real-life interactions.

Novice High:

  • Students can participate in simulated scenarios such as traveling. Instead of overwhelming them with complex grammar structures, the focus is on enabling them to ask for directions, purchase tickets, and express basic needs.
  • This functional approach helps them interact confidently during hypothetical trips. They understand that language learning is not just about constructing grammatically accurate sentences but about using the language effectively to navigate different situations.

Intermediate Levels: Expanding Communication

As students progress to intermediate levels, they are capable of more substantial interactions. The traditional approach might have kept them confined to rigid sentence structures and limited vocabulary. However, emphasizing language functions empowers them to engage in meaningful conversations and express their ideas authentically.

Intermediate Low:

  •  Students might explore the function of persuading and giving opinions. Instead of fixating on intricate subjunctive forms, they engage in debates about topics like environmental conservation. Here, they use expressions like “I think that” and “in my opinion”  to articulate their viewpoints. They discover that language is a tool for expressing their thoughts and beliefs effectively.

Intermediate High:

  • Students can narrate and describe. Rather than being confined to formulaic sentences, they recount personal experiences, share anecdotes, and describe memorable events using a variety of verb tenses and adjectives. They understand that language is not just a set of grammar rules but a means to convey their unique experiences and emotions.

Embrace the Shift

As language teachers, it’s essential that we embrace this paradigm shift from a focus on grammar and accuracy to a broader emphasis on language functions and authentic communication. By doing so, we equip our students with the tools they need to navigate the multilingual world confidently. This shift ensures that language learning is not just a theoretical exercise, but a skill that can be applied in real-life situations.

Do Nows and Exit Tickets in the World Language Classroom

Are you using Do Nows and/or Exit Tickets in your classroom?  They sometimes have different names, but essentially Do Nows are quick assessments that students complete at the beginning of class to get their brains warmed up and ready to learn.  Exit Tickets are assessments at the end of class that provide teachers with valuable information about what their students have learned and where they may need more practice. Do Nows and Exit Tickets are effective tools for language teachers that help to track student progress, inform lesson planning moving forward, and provide opportunities for immediate feedback to students.

Do Nows and Exit Tickets in the World Language Classroom (French, Spanish)

Let’s look at Do Nows first.  

Why are Do Nows useful and what are some ways of using them?

  • Quick Assessment of Previous Class: Do Nows provide teachers with an immediate snapshot of their students’ understanding of a topic. This quick assessment helps teachers tailor instruction to meet the needs of their students right away in that class.  Maybe there needs to be a little more review before moving on to a new topic or perhaps that planned additional review won’t be necessary.
  • Immediate Engagement that Builds Confidence: Do Nows are short, focused activities that engage students and encourage them to be active learners. By starting class with a Do Now, teachers can create a positive and productive learning environment. Students feel successful because the material is not new, but rather reviewing or building on previous content.
  • Practice: Do Nows provide students with the opportunity to practice their language skills in a low-stakes situation. This regular practice helps students build confidence and develop proficiency in the language. Also an opportunity to recycle or review previous topics and content to keep it fresh.
  • Prep for Class Activity: Do Nows can be used as prewriting or to access prior knowledge on a topic. Maybe a new topic will be covered in class, but the Do Now focuses on prior knowledge and builds schemata. They can also be used to spark discussion or as a pre-reading activity.
  • Differentiation: By creating multiple versions of a Do Now, teachers can differentiate the activity to meet the needs of their diverse students. This makes it possible to provide students with a meaningful and challenging learning experience, regardless of their level of proficiency in the language.

Where is the prompt and where/how do students respond?

  • The prompt can be on the board and students record their response on a sheet of paper. Students can also do this in a notebook that they keep, either with them or in the classroom.
  • Instead of writing a prompt on the board, the teachers can hand out individual prompts, such task cards, slips of paper with vocabulary words, pictures, or a a quote.  This will make the Do Now more individualized.  There can also be a prompt on the board instructing students what to do with the information on their card or slip of paper.
  • Do Nows don’t always have to be written responses.  Students can read a short text or even engage in a short speaking activity using similar prompts.

resources for Do NOws:

Now Let’s look at Exit Tickets.  

Why are Exit Tickets useful and what are some ways of using them?

  • Formative Assessment: Exit Tickets provide teachers with an effective and efficient way to assess their students’ understanding of a topic that was covered in class that day. This regular assessment helps teachers identify areas where students need additional support and can adjust instruction accordingly. Not unlike a Do Now, but an Exit Ticket is focused on new content from class. A Do Now is typically more focused on previous material.
  • Reflection: Exit Tickets encourage students to reflect on their learning and think critically about what they’ve learned in class. This reflective practice helps students make connections between new concepts and prior knowledge, deepening their understanding of the language.
  • Practice: By completing Exit Tickets, students have the opportunity to practice their language skills and demonstrate their understanding. This helps students build confidence and develop proficiency. Build in previous content and material into the prompt so that students continue to build on their skills and proficiency levels with new and prior topics.
  • Feedback: Exit Tickets provide teachers with valuable feedback on the effectiveness of their instruction. Teachers can use this feedback to make changes to teaching strategies and improve their students’ learning outcomes the next day.
  • Planning: Exit Tickets can also help teachers plan for future lessons. By analyzing students’ responses, teachers can identify areas where students need individualized additional support and plan lessons that address these needs. This proactive approach to planning can help ensure that all students make meaningful progress.

Where is the prompt and where/how do students respond?

  • The prompt can be on the board and students record their response on a sheet of paper or a notebook, just as they might so with Do Nows. However, these papers or notebooks should remain in the classroom so the teacher can look at them after the class or as students are leaving.
  • Hand out individual prompts, task cards, vocabulary words, pictures, or a quote with a prompt on the card or on the board. Just like a Do Now, but an Exit Ticket is focused on new content from class. A Do Now is more focused on previous material.
  • Students can hand these Exit Tickets to the teacher as they leave.
  • Exit Tickets don’t always have to be written responses.  Students can speak to the teacher at the door as they leave, providing a spoken response.  If there are large numbers of students, mix it up with some doing verbal and others doing written responses.

resources for Exit Tickets:

Make Logic Puzzles in Any Language

I’ve been workshopping how to make logic puzzles so that I can engage students in various vocabulary topics and language structures.  This is yet another way to provide students with opportunities to see and use language in context.  These logic puzzles also require a bit of critical thinking skills as they follow the logic and figure out the answers.

Make Logic Puzzles in Any Language or Topic (French, Spanish)

I spent some time coming up with the “equations” and templates so that I can just add in the topic vocabulary and write the clue sentences.  I decided to create 4 versions that increase in challenge level.

You can download your own templates and get to work creating your own logic puzzles for your students. The link below will make a copy of the Google Slide™ temples in your Google Drive™.  Just follow the equations for the clues and you will soon have logic puzzles using the specific content that pertains to your students.

Make Logic Puzzles in Any Language or Topic (French, Spanish)

How does it work?

  • There are 4 versions of the logic puzzles for increased challenge. The directions are in English, but can be easily changed to any language.
  • Begin by filling in the boxes in the top row and the column on the left. This can be names of people, pictures, anything.

Make Logic Puzzles in Any Language or Topic (French, Spanish)

  • Use the data “equations” to write sentences that lead students to follow the logic and figure out the answers. “=“ means a positive statement and “≠” means a negative statement.
    • 1. C ≠ 2
    • 2. B ≠ 4
    • 3. A = 2
    • 4. D ≠ 3
    • 5. C = 1
  • Using the example above:
    • 1. C ≠ 2 :  Mateo does not have a tablet.
    • 2. B ≠ 4 : Lucía doesn’t have a computer.
    • 3. A = 2 : Laura has a tablet.
    • 4. D ≠ 3 : Julia doesn’t have a pencil.
    • 5. C = 1 : Mateo has a notebook.
  • The checkmarks are there to make sure you are following the equations. When finished, be sure to delete the checkmarks and the letters/numbers above and to the left of the grid.

Make Logic Puzzles in Any Language or Topic (French, Spanish)

  • The last thing to do is to add question below where the students will find the answers in the grid.

Have fun with these and let us all know what you come up with.

Make Logic Puzzles in Any Language or Topic (French, Spanish)