Describing Language Structures
Language structures should be described in a clear, consistent way so learners can see how grammar works and recognise patterns more easily. In ELT materials, careful labelling and presentation help reduce confusion and support better understanding of form and meaning.
◎Aim
This aim is to present language structures clearly and consistently so learners can quickly recognise patterns, understand grammar points, and focus on meaning without being distracted by inconsistent formatting.
1Descriptive labels
For grammar patterns, use complete descriptive labels in lowercase:
- subject + verb + object
- subject + be + adjective
- question word + auxiliary verb + subject + verb
2Endings
When referring to a specific verb form ending, write it with a hyphen (e.g., -ing form, -ed form). Use spaces between the plus signs and each element for clarity:
- verb + -ing
🧠Use a Mix of Inductive and Deductive Approaches
- Deductive: This is the traditional “rule-first” approach. You explain the grammar rule, and then students practice it. This can be effective for grammar reference material and instructional videos.
- Inductive: This “discovery” approach presents examples of a structure in context, and students are guided to figure out the rule for themselves. It is often more engaging and helps students develop a deeper understanding of how the language works. It is generally better to start with inductive activities to get students thinking and then provide a clear, concise summary of the rule.
3Colour coding
This helps beginner learners see and remember word order and grammar patterns by visually separating each part of a sentence in example sentences. The parts of speech are labelled with colours, which can then be used in the example sentences. Colours should always be used consistently across all materials. This approach is mainly used in short instructional videos. It is more appropriate for beginner materials.
4Parts of speech
| Core Term | Abbreviation | In learning materials | Notes |
|---|---|---|---|
| noun | n. | noun | A core term used from the start. May be broken down into proper nouns, common nouns, etc. at high levels. |
| verb | v. | verb | A fundamental concept. At lower beginner levels, it may be simplified as a “doing word” or “action word.” |
| adjective | adj. | adjective | Introduce early as a “describing word.” May be further categorized into descriptive, possessive, etc. later. Use “adjective” from A2 upwards. |
| adverb | adv. | adverb | For phrases (in the morning) use “adverbial.” |
| pronoun | pron. | pronoun | For beginners, explain with simple examples like “words that replace a noun,” e.g., he, she, it. |
| preposition | prep. | preposition | At low levels: “words like in, on, at that tell us place or time.” |
| conjunction | conj. | linking word/phrase | “Joining word” works for beginners; “linking words and phrases” is useful in academic/business English. |
| article | art. | article | |
| determiner | det. | (this/that/these/those, some/any, etc.) | |
| modal verb | modal verb | modal verb / modal auxiliary | Use “modal verbs” at lower levels, “modal auxiliary” at higher ones. |
| auxiliary verb | aux. v. | auxiliary verb / helping verb | “Helping verb” is clearer at A1–A2. |
| phrasal verb | phr. v. | verb + preposition/particle | Define as “two-part verbs, like look after, give up” and avoid terminology like phrasal verbs at low levels. |
| gerund | — | -ing form, -ing noun | At A1–A2: call it “the -ing form.” Only use “gerund” from B1+. No common abbreviation in learner grammars. |
| infinitive | inf. | infinitive / to + verb | For A1–A2: avoid confusion as the infinitive is written with “to”, so sometimes it is better to write “to + verb” instead. Some books use “bare infinitive” to describe the infinitive without “to.” |
| participle | part. | -ing form, -ed form | At lower levels, use “-ing form / -ed form.” Introduce “present/past participle” at B1+. |
✓Key Takeaway
Use clear labels, keep formatting consistent, and match colours for the same parts of speech throughout the materials so learners can recognise patterns quickly.