By K. Lynn Savage, Gretchen Bitterlin, Donna Price
K. Lynn Savage, a well known ESL instructor and writer, offers a historical past of grammar guide and methods during this booklet.
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Extra resources for Grammar Matters: Teaching Grammar in Adult ESL Programs
Clothing store – biggest 2. clothing store – lowest prices 3. supermarket – cheapest 4. restaurant – best 5. To bring closure to this activity, the teacher might have each small group share its answers. ”). As with other communicative activities, we can also ask students to follow the speaking activity with writing. Jigsaw. In this activity, different students have different pieces of information, which they must share in order to make a whole. Students typically work in groups of three or four.
Go or went? Went. We can also cue students without using grammatical terms, as in this next example: Student: Teacher: Student: Teacher: Student: I go to school yesterday. You went to school when? Yesterday. Go or went? Went. Using cues encourages students to stop and think rather than just repeating what the teacher says. This technique requires students to apply what they “know” but are not yet able to use correctly. An argument in support of this technique is that it may help students learn to correct themselves outside the classroom as well.
Student 1: But I thought you like warm weather. Do you mean “too hot” or “very hot”? Student 2: Oh, sorry. I mean it’s very hot. Just the way I like it! Well-designed communicative activities provide a need for students to understand each other. They create an opportunity for students to hone their negotiation skills in the safety of the classroom. Through a listener’s response to them, students discover how well they are using the target grammar. If they use the grammar incorrectly and a misunderstanding occurs, they learn to adjust their language in order to communicate.