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.
He always makes coffee in the morning.
4Parts of Speech
| Core Term | Abbreviation | In learning materials |
|---|---|---|
| noun | n. | noun |
| verb | v. | verb |
| adjective | adj. | adjective |
| adverb | adv. | adverb |
| pronoun | pron. | pronoun |
| preposition | prep. | preposition |
| conjunction | conj. | linking word/phrase |
| article | art. | article |
| determiner | det. | (this/that/these/those, some/any, etc.) |
| modal verb | modal verb | modal verb / modal auxiliary |
| auxiliary verb | aux. v. | auxiliary verb / helping verb |
| phrasal verb | phr. v. | verb + preposition/particle |
| gerund | — | -ing form, -ing noun |
| infinitive | inf. | infinitive / to + verb |
| participle | part. | -ing form, -ed form |
✓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.