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Mini Shell
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</html>";s:4:"text";s:6904:"It can also provide further practice. Teaching English is no easy feat. Students then either practise the dialogue in pairs as it is or with variations (eg different choices of food and drink, a different type of restaurant). However, during feedback they must use affirmative sentences: Lorena last went to the cinema on Friday night.• critical thinking: as well as asking students what they answered, we can also ask Why? Write down phrases that contain and apply certain grammar rules. We correct students in the hope that they won’t keep making those mistakes. Learning grammar can be no easy task and teaching it can be even harder! Do grammar exercises. Personal contexts immediately show how applicable the grammar is, and can also be more memorable than stories of people from outside the students’ worlds. Would you like to be informed once or twice a month by email about valuable learning tips and strategies, as well as of updates to our free learning portals? Dictation immediately gets students working with the language and tests listening skills and spelling, as well as grammatical knowledge. Read books in the foreign language. Yes, she has / No she hasn’t. A suggested order is to let students practise chorally first, but to insist on individual repetition so that you can check everyone is pronouncing it correctly. To use all the features of this portal, please activate Javascript in your browser. Afterwards, repeat in your mind what you have read. Here are 10 of the most common and useful ones which feature in the book. Don't have a https://www.myetpedia.com account? S1: He’s been working at the office.T: they S2: They’ve been working at the office.T: at home S3: They’ve been working at home.T: watch TV S4: They’ve been watching TV at home.See a simple substitution being used in Unit 9.1. Do grammar exercises. In Unit 10.6, the teacher provides a framework for a dialogue between waiters and customers in a restaurant. Other ways of exploiting this crucial stage at the end of activities include: • reformulation: in Unit 25.2, students use questions to find out when their partners last did certain things, eg, When did you last go to the cinema? This collaborative technique involves setting a scene and, with the students’ help, writing a dialogue on the board including the language you want to focus on. For example, Unit 30.6 is a dictogloss activity focusing on the use of would to talk about past habits. Grammar is not isolated from vocabulary. English Grammar Teaching/Learning > Strategies for Learning Grammar Language teachers and language learners are often frustrated by the disconnect between knowing the rules of grammar and … As a free learning portal we rely on your support and are so grateful for any donation that helps us to continue to develop our project. A direct context for language can often be found in the lives and experiences of the people in the room. It just reminded me how many amazing teachers there are in our community. Start by building a context. With grammar points where the written form is already familiar to the students, but where meaning needs to be explored in more depth, a quick and effective means of introducing the language is to dictate model sentences to the class. Read and listen to texts in the foreign language and try to notice characteristics of grammar use. To encourage them to think about their errors, let them try out new language, listening out for errors of use. Explain that even though they will not be able to write every word, they should keep writing as much as possible. In Unit 7.1, for example, we suggest using such things as a bag of rice, a glass of water, a balloon and a tea bag to introduce the concept of countable and uncountable nouns. See Unit 18.1 and Unit 29.7 for examples of boardwork presentations of the present continuous and present perfect continuous. Methods of Teaching Grammar and Strategies of Learning Grammar . create an account now. Read it out first for content, and check comprehension. In ETpedia Grammar, a variety of techniques are used for both stages. Prepare a text of no more than 100 words (fewer for lower-level students). Study and repeat these phrases every day. Songs can be used to present the target language through listening tasks such as gap-fills or reordering the lines or words in the lyrics. Students want and expect correction from their teacher. After learning some new grammar, try to apply what you have learnt. Each grammatical term is clearly defined and accompanied by varieties of usage and teaching strategies… ", "Good morning" or "Happy Birthday"). Make sure you include on your board: the affirmative, eg a sticker saying ‘Mexico’ elicits She’s been to Mexico; the negative, eg She hasn’t been to China; and question forms and short answers, eg Has she been to Malaysia? Lower-level or quiet, shy students may benefit from less correction so that they are not discouraged from using English, however imperfectly. English Grammar and Teaching Strategies aims to demystify grammar and equip any teacher to teach it in the classroom. It’s important, however, to remember that students who need the most correction may not be those that make the most or biggest mistakes. Find out more. Be an explorer. Repetition is essential. In Unit 40.3, they are asked why they voted for their favourite slogans, for example.• remembering/summarising: one way of carrying out feedback is to get students to work in pairs or groups to remember everybody else’s answers, effectively drilling the target language. Own a grammar book. Their ideas were clever and innovative! Others can be found in Units 14.3, 34.2 and 42.7. The aim of this paper is to present and also introduce a new educational challenge to the readers, namely teaching and learning grammar … The following strategies are sure to give your grammar lessons that extra edge they need to be truly effective—and enjoyable. Be an explorer. Finally, let them do the activity again, this time with those common errors fresh in their minds. Repetition is essential. Simple drilling can be either choral, ie all students repeat the structure at the same time, or individual. Underline or use a different colour to highlight the structure, ie has been, contractions I’ve / she’s / etc., and aspects of pronunciation, eg been = /bɪn/. Then make up your own. The idea is not to reproduce the text verbatim, but to focus in on certain aspects of the language used. This site is intended for healthcare professionals, Blue Sky Offices Shoreham, 25 Cecil Pashley Way, Shoreham-by-Sea, West Sussex, BN43 5FF, UNITED KINGDOM, ©
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Zerion Mini Shell 1.0