teaching grammar

  • grammar with a communicative aim / pedagogical grammar:
    • form - accuracy - how is it formed?
    • meaning - meaningfulness - what does it mean?
    • use - appropriateness - when/why is it used?
  • grammar teaching can be less direct, more implicit, and more engaging. (ask more questions)
  • presentation and practice:
    • set the context (why are we using what we are using today?)
    • elicitation
    • modelling
    • drilling
    • story/ dialogue building
    • pair work
    • mingling
    • engagement
        • instead of showing a grammar box, an example or pictures could be used. a timeline is also helpful.
  • feedback and correction
    • indicating the error instead of saying what the error was (by raising your eyebrows or shaking your head).
    • indicating what the mistake is or where it is (by repeating the incorrect work with questioning intonation).
    • giving the correction, partly or wholly yourself (saying a corrected verb form) and getting the learner to complete it or repeat it.
    • "you mean (this)?" student: "yes" "would you repeat it, please?"
    • finger contractions
  • ask questions to check understanding and to make sure students are following the IDEA/MEANING of the sentence - we are focusing on the communicative aim.
    • the questions have to lead the way to understanding
    • the questions have to be simple and have simple answers (yes/no, I don't know, etc).
may 27 2022 ∞
may 27 2022 +