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The PACE model is a story-based approach to teach grammar, and it is described in detail on
chapter 7 of Shrum and Glisan's Teacher's Handbook. This is a summary of the steps.
The rationale behind this model is that linguistic elements only gain significance and meaning when
they are put into context. This model works best for "larger" grammatical structures, not smaller
ones where the presentation would be artificial.
2. Attention
On this second step, the teacher calls students' attention to the grammatical structure that is being
taught, by isolating sentences where the structure can be observed - this can be done by projecting
sentences on the board and highlighting the important words and phrases, for example. These
sentences should have enough semantic clues to allow the students to infer the function of the
grammatical structure (e.g. if the grammar point to be taught is a verb tense, the sentences should
have time expressions that show when that tense is used - "yesterday", "tomorrow", etc).
4. Extension Activities
In this phase of the PACE lesson, students should engage in activities in which they have
opportunities to use the structure that they studied. "Extension activities are not worksheets on
which learners use the target language to fill in blanks of disconnected sentences; instead, they can
be information-gap activities, role-play situations, dramatizations, games, authentic writing projects,
paired interviews, class surveys, out-of-class projects, or simulations of real-life situations"*