Teaching grammar i

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Jo Gakongawww.elt.training.com

jo.gakonga@elt-training.com

Teaching Grammar I

Controlled Practice

Creative AutomaticityGatbonton, E. and Segalowitz, N. (1988) ‘Creative automatization: Principles for promoting fluency within a communicative framework’, TESOL Quarterly, 22, 3.

‘The techniques for this approach are designed to provide students with ample opportunities for repetition and practice within a wholly communicative context, without the shortcomings usually characteristic of pattern drills orother more traditional methods’

http://scottthornbury.wordpress.com/?s=A+is+for

What isn’t so helpful...

• Teacher: I found the book.• Students: I found the book.• Teacher: Pen.• Students: I found the pen.• Teacher: Bought.• Students: I bought the pen.

Example of a mindless gap fill..

Use the present perfect to complete these sentences:

1. I _______ ________ (see) the Eiffel Tower.2. She ________ _________ (eat) snake.3. They ________ __________ (swim) in the sea.4. We ________ _________ (fill) in too many of these gap-fill

exercises………

‘In language speaking terms, this automatization process means being able to draw on a set of memorised procedures in order to take part in real-time interaction. Without these procedures (or routines) you would have to assemble each utterance from scratch, word by word, at the obvious expense of fluency.’

Activities [that promote creative automatization] should be …

1. genuinely communicative i.e. require students to make use of utterances as a result of a task-related need, rather than simply for the purpose of saying something. 2. psychologically authentic i.e. require students to allocate attentional resources to both the encoding and decoding of language, and to the effect of that language on events.

3. focused i.e. organised around one or a few functions and notions so as to establish particular utterances as characteristic exponents of particular functions/notions.

4. formulaic i.e. utterances must be short, memorizable, and multi-situational.

5. inherently repetitive

Some common examples…

• A class photo…

• Find someone who… • What’s my line?

• What kind of animal am I? (“Do you have four legs? Can you fly? Do you lay eggs?” etc).

Jill Hadfield’s creative practice

Modern English Teacher January 2012

When I am old…When I’m old, I will wear purpleAnd a red hat that doesn’t go and doesn’t suit meAnd I will spend my pension on brandy and summer gloves and candles, and say we have no money for butter.I will sit down on the pavement when I am tired And gobble up samples in shops and press alarm bellsAnd run my stick along public railingsAnd make up for the sobriety of my youth.I will go out in slippers in the rain And pick the flowers in other people’s gardens And learn to spit.

But now we must have clothes that keep us dryAnd pay our rent and not swear in the streetAnd set a good example to the childrenWe must have friends to dinner and read the papers.But maybe I ought to practise a little now?So people who know me are not too shocked and surprised,When suddenly I am old and start to wear purple.

I’ll definitely

I’ll probablyI might

I’ll

I’ll definitely

I’ll probablyI might

I probably won’t

I definitely won’t

I’ll

I won’t

I might not

When I am old, I won’t be quiet and I’ll bother my neighbours. I might have a toy-boy.

When we are old we will definitely do many crazy and dangerous things,We will wear full make up from morning and we will spend our money for a face lift.

When I am old, I’ll be a honarable person.I’ll definitely lede the people and I’ll be self-confident.

Present Perfect for experience

I’ve never been to India, I’ve never been to FranceI’ve never eaten frog’s legsAnd I’ve never learnt to dance.

I’ve always lived in BirminghamI’ve never been abroadI’ve always lived at homeI’m getting rather bored.

• I've never been in Ireland.But I've been in love with Irish man. He had a huge talant to gain women'sfavor, but he was so mean. He inculcated in me a taste for art and love foradventure. Our love story was bright and unforgettable, but it finished witha phrase "I'm sorry". At parting he gave me a kiss with an fragrant of Irishlegend.

I've never been in Italy.But I've been in love with Italian. He's been very clever, he's known manylanguges, but he's been so nervous and so fault-finding person.Well, we let as part friends. He gave me in memory (or gave me askeepsake?) the 33 recipes for Italian pasta and one recipe for happiness.

I've never been in Spain.But I've been head over heels in love with Spaniard. He's been extemelygenerous and kind. I thought that fortuna smaled on me, but he'd been in mycity just for few weeks. He left for me a lot of presents and phone numberwhich never answer.

I've never been in Portugal...I've never been in Norway...I've never been in France...

But ones I met him and he taught me to love a life and be grateful. He gaveme self- confidence and opened at me a woman.Now I think: "There is a really jouney - to be in love. Not important whereyou are, most important with who you are"

Alan Marsh’s article…

English Teaching Professional March 2012The Door to Spontaneity

Simple past tense questions..

Dates game – Did you / Were you..

1958 1986

1989

19992011

Thrill Drills

Milada Krejewska’s blog http://miladakrajewska.wordpress.com/

It could be…It might be..It definitely isn’t…

He’s going to be a…..

Using odd pictures

How did this happen?

What’s going to happen?

He’s going to …..

It looks like …...he has…..he is -ing….

What has happened?

It could be…It might be…

Who lives here?

Any other ideas?