Teaching Grammar for ESL teachers and students.pptx

The structure of Grammar lessons

1. Teaching Grammar Pre-Intermediate - Intermediate

2. Which quote do you agree with?

3. Attracting the S’s attention to authentic speech

4. Common issues Remembering the rules No equivalents in L1 Fossilized mistakes Scary terminology Ss can’t put their knowledge into practice Ss are convinced it’s too hard Ss think about grammar too much, and it makes their speech unnatural Ts find it hard to present grammar in a simple way Ts find it hard to come up with real life situations to illustrate the use of different structures

5. Some more issues with teaching/learning grammar Some rules are oversimplified. Some teachers’/students’ beliefs are not helpful. Learning doesn’t always happen at the same time as teaching.

6. Do you agree or disagree?

7. Lexical approach to teaching grammar

8. Lesson aim By the end of the lesson the student will have raised their awareness of using verbs followed by a gerund or infinitive and practiced them in the context of discussing food habits

9. What do you think of diets?

10. Why are they fighting?

11. Read the text and check your predictions Tessa’s boyfriend Ben was gaining weight, so she wanted him to quit eating fast food. He agreed to start eating healthily. A few weeks passed. Teresa expected Ben to lose weight, but nothing changed. She suspected that he kept visiting his favourite fast food joints secretly. One day, she followed him home from work. When Ben was passing by McDonalds, he suddenly stopped walking and went in. Tessa decided to follow him in - and she caught him eating a Big Mac. She attempted to wrestle it from him, but she couldn’t manage to get it out of his greasy hands, and he accidentally hit her in the face! Ben said that he didn’t mean to hit her, and apologised for doing that, but she didn’t believe him. Now they refuse to speak to each other.

12. Noticing Look at the underlined words. What verbs go in front of them? Think of more ways to complete the sentences I want/expect you to… He agreed to… Sorry, I didn’t mean to… It was hard but we managed to...

13. Noticing Look at the words in bold. What verbs go in front of them? Think of more ways to complete the sentences You should quit… Why do you keep….? Can you imagine, I caught him…. I need to start….

14. Controlled practice Rephrase the sentences. You mustn’t smoke. - I want you to quit smoking. He is always asking the same questions! - He keeps… When I entered the kitchen, my dog was eating ice-cream. - I caught… I didn’t prepare for the exam, decided to take it anyway and failed. - I attempted…. I will go to the gym 3 times a week. - I decided… Oops, did it upset you? - Sorry, I didn’t mean ….

15. Freer practice Imagine you are Ben’s friend. Talk to him and give some advice how to lose weight and get Tessa back. Think about the following: What should he stop doing? What should he apologise for? Why didn’t he manage to succeed at first? What will happen if he keeps eating fast food and lying to Tessa? Do you think Tessa will agree to give him another chance? Why/Why not?

16. Discussion Have I reached my aim? How do you know? What went well? Why? What didn’t go well? What could I have done differently? How was the lesson structure different from PPP? What other approaches could be good for teaching this grammar point? What other grammar structures can be taught lexically?

17. https://hughdellar.wordpress.com/2013/05/28/teaching-grammar-lexically/ https://www.teachingenglish.org.uk/article/lexical-approach-1-what-does-lexical-approach-look https://www.teachingenglish.org.uk/article/lexical-approach-2-what-does-lexical-approach-look https://www.teachingenglish.org.uk/article/lexical-approach-classroom-activities