how_to_teach_grammar_like_a_pro.pdf

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CONTENTS PAGE 1
HOW TO TEACH GRAMMAR
4
GENERAL:
Two Peas in
a Pod: 5 Tips to Integrate
Grammar and Writing
More Effectively
GENERAL:
5 New Fun
Ways to Teach Grammar
to ESL Students
17
TO BE:
How to Teach the
Verb “To Be” to Beginners
18-19
PRESENT SIMPLE:
How to Teach Present
Simple to Complete
Beginners
20
PRESENT SIMPLE:
How
to Teach the Present
Simple Tense
21
PRESENT PERFECT:
How to Teach Present
Perfect: Activities and
Examples
22
PRESENT PERFECT:
How to Teach Present
Perfect: Alternative
Approach
23
PRESENT PERFECT:
Present Perfect Mystery:
How to Teach For and
Since
24-25
PRESENT PERFECT:
Where Have You Been? 5
Perfect Tips for Practicing
Present Perfect
26
PRESENT CONTINUOUS:
How to Teach the Present
Continuous Tense
27
PRESENT CONTINUOUS:
How to Teach Present
Continuous: Alternative
Approach
28
PRESENT PERFECT
CONTINUOUS:
How to
Teach the Present Perfect
Continuous Tense
29-30
PRESENT PERFECT
VS PAST SIMPLE:
How
To Teach Past Simple VS
Present Perfect
31
PAST SIMPLE:
How to
Teach Past Simple –
Regular/Irregular Verbs
32
PAST SIMPLE:
How to
Teach the Past Simple
Tense – Verb to Be
33
PAST SIMPLE:
Where
Did He Go? How to Teach
Question-Making in Past
Tense
34
USED TO & WOULD:
How
to Teach Used To and
Would
35
BE USED TO VS GET
USED TO:
I Can Never
GET USED to Using
USED TO: Ideas on How
to Teach the Difference
36
PAST PERFECT:
3
Perfect Ways to Introduce
Past Perfect Tense
37
PAST PERFECT:
How to
Teach the Past Perfect
Tense
38
PAST CONTINUOUS:
What Were You Doing
When? 3 Great Activities
for Past Continuous Tense
39
PAST CONTINUOUS:
How to Teach the Past
Continuous Tense
40
FUTURE TENSES:
The
Future May Bring...These
Future Tense Activities for
Your Class
41
FUTURE SIMPLE:
How
to Teach the Simple
Future Tense
5
6-7
GENERAL:
How to
Do a Comprehensive
Review of Verb Tenses
for Intermediate ESL
Students
8
GENERAL:
How To Teach
Boring Grammar Points: 7
Quick Proven Tips
GENERAL:
Quick
Grammar Drills for Review
and Practice
9
10
TENSES:
Are You Tense
About Tenses? 5 Tense
Review Activities
11-12
TENSES:
Past,
Present, Future: Teaching
the Verb Tense System
13
TENSES:
Verb Talk:
Conversation Activities
to Practice Using Verb
Tenses
14
GRAMMAR IS FUN:
How
to Make Your Grammar
Lessons a Little More
Interesting
15
USING PICTURES:
Picture This: 5 Unique
Ways to Practice
Grammar Using Pictures
16
GRAMMAR DRILLS:
How to Drill: Drilling
Activities for Your English
Classroom
2
CONTENTS PAGE 2
HOW TO TEACH GRAMMAR
42
FUTURE CONTINUOUS:
How to Teach the Future
Continuous Tense
43
FUTURE PERFECT:
How to Teach the Future
Perfect Tense
44
REPORTED SPEECH:
How to Teach Reported
Speech - Statements
45
REPORTED SPEECH:
How to Teach Reported
Speech: Alternative
Approach
46-47
REPORTED SPEECH:
What Did She Say? Tips
on Teaching Reported
Speech
48
PASSIVE VOICE:
The
Man Was Robbed! Tips
on When Using Passive
Voice is a Good Thing
49
PASSIVE VOICE:
How
to Teach Passive Voice
50
PASSIVE VOICE:
How
to Teach the Passive
Voice – While Being
Active!
51
CONDITIONALS:
How to
Teach the Real, Unreal,
and Past Conditionals
52
CONDITIONALS:
What
Would You Rather?
6 ESL Activities
for Reviewing the
Conditional
53
MODAL VERBS:
How
to Teach Modal Verbs: 4
Simple Steps
54
MODAL VERBS:
10
Teacher Tested Tricks to
Teach Modal Verbs
55
MODAL VERBS:
I Should Have Known:
Teaching Modals of
Regret
56
IMPERATIVE:
How to
Teach the Imperative
Form
57-58
IMPERATIVE:
Do
This! Don’t Do That! 8
Interactive Classroom
Activities for Using the
Imperative
59
IMPERATIVE:
Following
and Giving Directions:
Using the Imperative
60-61
ARTICLES:
America
is THE Free Country?
Teaching the Article
System
62
WISHES & HOPES:
I Dream Of... Three
Strategies for Teaching
Wishes and Hopes
63
ADJECTIVES:
Amazing
Animals: A Super-
Engaging Elementary
Lesson on Adjectives
64
OPPOSITES:
The 3
Little Wolves and the
Big Bad Pig: Teaching
Opposites
65
DEGREES OF
COMPARISON:
How
to Teach Degrees of
Comparison
66
DEGREES OF
COMPARISON:
How to
Teach Comparatives and
Superlatives
67-68
-ED AND -ING
ADJECTIVES:
4
Fascinating Ways for
Teaching -ED and -ING
Adjectives
69
GERUND & INFINITIVE:
I Like Swimming: 3
Tremendous Techniques
for Teaching Gerunds
and Infinitives
70
GERUND & INFINITIVE:
Gerund vs. Infinitive:
How to Explain the
Difference
71
HOW MUCH & HOW
MANY:
3 Top Strategies
to Alleviate Confusion
About HOW MUCH and
HOW MANY
72
PREPOSITIONS:
Turn Right, Go Left:
Practicing Prepositions
of Place
73
PREPOSITIONS:
How
to Teach Prepositions of
Time
3
5 Tips to Integrate Grammar
and Writing More Effectively
A PREVALENT IDEA IN LANGUAGE
CLASSROOMS TODAY IS THAT TEACH-
ING GRAMMAR IN ISOLATION IS A
“BAD THING.”
While our students do need to learn
grammar explicitly, the language learn-
ing journey is more complicated than
simple grammar rules. Students are
good at doing grammar exercises, how-
ever, when it comes to applying this
grammar in their writing, they fall short.
Why? Most likely because
we as teach-
ers tend to teach writing and gram-
mar as separate concepts.
Below are
some strategies to make writing more of
a part of the grammar classroom.
beyond basic drills. Seeing the featured
grammar in others’ writing will empower
students to be more confident in using
the structures in their own writing.
2
A WRITING PER DAY KEEPS
THE ERRORS AWAY
dents stay on the safe side and use
simplistic sentences.
To push them to
practice using the more complex struc-
tures that you’ve been teaching in class,
design your rubric to include specific
points addressing which kinds of gram-
matical structures you would like to see.
One approach is to tell students
a mini-
mum number of structures for each
writing.
For example, you might assign
students a narrative essay in which they
must use at least five examples of past
perfect. Alternatively, you may wish to
be less legalistic and implement a point
system which
rewards students for
using target grammar.
If you have
been reviewing sentence variety, you
can assign students to write a para-
graph in which they get one point for
every simple sentence they use, five
points for every compound sentence
they use, and ten points for every com-
pound/complex sentence they use.
TRY THESE 5 TIPS TO
INTEGRATE GRAMMAR
AND WRITING
1
TAKE TIME TO READ
IN WRITING CLASS
After introducing and practicing a
grammar concept, give students a
short informal writing to illustrate
that grammar concept.
Whether it is
a paragraph or a full essay, immediate
writing with a prompt aimed at eliciting
the grammar structure will get students
into producing the grammar more nat-
urally than sentence drills. By writing
more frequently, you are building their
association between grammar and writ-
ing. Also, emphasizing writing more
than grammar in the classroom enforc-
es the idea that language learning is not
simply memorizing rules.
Any time you can emphasize the
crucial relationship between reading
and writing will be beneficial for the
students.
When you introduce a gram-
mar concept, show students a model
paragraph or text which illustrates this
concept nicely. For example, when
teaching indirect/reported speech, you
can take a news article and highlight the
examples of indirect speech for the stu-
dents to expose them to this new form.
Ask students to study these bolded sen-
tences, and ask why these sentences
are written the way they are. For indi-
rect speech, you could show two cop-
ies of the same article, one with direct
speech and one with indirect speech.
Alternatively, you can show students a
text after you have introduced the gram-
mar concept and ask them to find all of
the examples of the rule you have just
taught. While teaching past perfect, you
can give students a story to have stu-
dents compare and contrast past sim-
ple and past perfect events.
Whether you use texts before instruc-
tion or after, seeing grammar concepts
in their appropriate and realistic context
is critical for learners. If they can’t un-
derstand the patterns and situations in
which this grammar is useful and ap-
plicable, they will not be able to move
3
DESIGN YOUR LESSONS
WITH YOUR STUDENTS
IN MIND
Each time you evaluate student writing,
jot down a few sentences from each stu-
dent’s paper that contain errors. A good
warm-up activity is to
make a work-
sheet based on student errors
and go
over them as a class. Remind students
that everyone makes mistakes, even
the teacher, and that each student has
one error represented in the worksheet.
After students have practiced correct-
ing these errors, they can return to their
writing to revise and improve.
It is also beneficial to
keep an error
journal
for your class. After you fin-
ish reading an assignment from your
students, make note of the common
frequent errors among your students.
These lists that you make should help
inform your daily lessons to target the
grammar your students still have not
mastered.
5
USE PICTURES TO ELICIT
WRITING
Some grammatical structures are dif-
ficult to bring out in expository writing.
For example, the present progressive is
used quite infrequently compared with
present simple. As a way to elicit a wide
range of tenses, you can use pictures
in your writing classroom. Depending
on the particular grammar structure
you are teaching,
pictures give writ-
ers the freedom to practice virtually
any tense.
For present progressive,
you can ask students to describe what
is happening in the picture. For pres-
ent perfect, you can show a picture of a
person and ask students to write down
life experiences of this person. For ad-
vanced students, you can ask them to
predict that person’s future using future
simple and future perfect progressive.
4
DESIGN YOUR RUBRIC WITH
GRAMMAR IN MIND
ONE OF THE BIGGEST DISSERVICES
WE CAN DO TO OUR STUDENTS IS
FAIL TO GIVE THEM PRACTICAL SITU-
ATIONS TO APPLY THEIR GRAMMAT-
ICAL KNOWLEDGE.
Without successful
writing strategies to use the grammar,
grammatical structures are quite useless
on their own. These useful strategies will
encourage both you and your students
that integrating grammar and writing is
easier than it sounds.
Typically speaking, students will write
formal papers using only the grammati-
cal structures with which they feel com-
fortable. Rather than taking risks,
stu-
4
5 New Fun Ways to Teach Gram-
mar to ESL Students
MENTION THE WORD “GRAMMAR”
AND STUDENTS WILL CRINGE. IN
FACT, MOST TEACHERS WILL CRINGE,
TOO.
Of course, teachers know correct gram-
mar rules, but it’s one thing to know
them, and another thing to effectively
teach them, and transmit them so that
students not only understand the rules,
but also apply them correctly.
The thing is, grammar shouldn’t be
taught “by the book”. At least not in
teaching English as a second language.
That’s not what students are there for.
They don’t want to know all of these
rules. They want to learn English. They
want to speak, read, and write in Eng-
lish. So, how do we as ESL teachers
teach them essential grammar and give
them what we need, rather than boring
them to death with “the rules”. It’s actu-
ally quite simple: by teaching grammar
in context. And in fun ways.
years earlier. When I was born it
hadn’t ended yet.”
Give as many examples as you like,
go over briefly how the past perfect
tense is formed and make sure they
understand you’re talking about two
events that took place in the past,
but one before the other. Then,
have students come up with exam-
ples of their own using the timeline.
Once they are comfortable us-
ing the past perfect in affirmative
sentences, move on to examples
with questions. Then have them
ask each other questions:
“Lau-
•
simple past and present perfect tenses.
Find out which celebrities or sports stars
your students admire. Then find a short
biography or write one yourself summa-
rizing a celebrity’s main achievements.
Read the bio with your students and
make sure they understand the differ-
ences. Point out examples that clearly
illustrate this:
“He
starred
in his first
hit film in 1985. But he
has worked
in 20 hit films
throughout his ca-
reer.”
•
4
CELEBRITY PHOTOS
ra, when you started primary
school, had terrorists attacked
the World Trade Center?”
Save the timeline because it will come
in handy to practice the past perfect in
passive voice. Naturally, timelines are
great for many tenses, like the simple
past or the passive voice.
Another way in which you can
use your students’ interest in certain
celebrities. Cut out celebrity pics from
entertainment magazines. Use these
pictures to
teach comparatives and
superlatives:
“Katie Holmes is taller
works great with comparative adverbs:
than Tom Cruise.” “Shakira is more
talented than Ricky Martin.”
and it
“Shakira dances better than Ricky,
too.”
1
HOW TO TEACH THE
EVER-ELUSIVE PAST PER-
FECT TENSE
Yes, it’s hard to find an ESL student who
spontaneously uses the past perfect
tense. In fact, there are some “native”
English speakers who don’t use it either
(along with other forms of “correct” Eng-
lish). But it must be taught, never over-
looked, or your students will be lack-
ing something that they need to take
their English fluency to the next level.
So, how can we teach the past perfect
tense so that it may be fully grasped by
our students? Here are the steps:
•
Go to OurTimeLines.com where
you may generate your personal-
ized timeline and see when ma-
jor historical events took place
throughout your life. For example,
if you were born in 1971, you’ll see
that the Internet was invented when
you were 2.
Show students your timeline (or
anyone else’s) and set up the past
perfect like this:
“Sam, the Viet-
2
ACTION!
Nothing shakes them up bet-
ter than
getting them out of their
seats.
When you see your students
daydreaming, not paying attention, or
simply bored, tell them to get up and
form a circle. Now, this simple exercise
works great to teach numerous gram-
mar points, but here’s an example:
Say you want your students to practice
the simple past of regular or irregular
verbs. Grab a small ball or bean bag
and say a verb out loud, toss the ball to
a student who will have to say its past
form. He or she tosses the ball back to
you and you choose another student.
Whenever a student makes a mistake,
he or she has to leave the circle. The
last student left standing gets a reward
sticker or other prize. You can say a
sentence in affirmative, and they have
to supply a question, or vice versa...
This activity can be adapted to any
grammar point.
5
A OR AN?
This activity works great with be-
ginners, including small children. Cut up
a list of several words that either take
“a” or “an” and mix them up. For very
young learners, you may use pictures
instead of words. Then divide students
into pairs of groups, and have them put
the words in two piles, depending on
the article. Once they have their piles
ready, ask them if they can figure out
the rule by themselves.
By far the best ways to teach any type
of grammar is through the use of either
realia or real life settings and contexts.
Why would a student be motivated to
learn the conditional tenses if he has
no idea why he’s learning them, in other
words, he doesn’t understand when and
where he’ll have use for them? When
teachers use real life settings and ob-
jects students will know the grammar
structures they learn will be useful for
them.
•
nam War ended in 1975. I was
born in 1971. You were born in
1995. So, when you were born,
the Vietnam War had ended 20
3
CELEBRITY PROFILES
An awesome way to teach and
practice any verb tense is through
biog-
raphies.
Try this activity to contrast the
SO, TAKE THE CRINGING OUT OF
GRAMMAR LESSONS, AND PUT
SOME FUN INTO THEM. YOU’LL SEE
THAT YOUR STUDENTS LEARN MUCH
FASTER, TOO.
5

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