Seminar on TEFL

Teaching Grammar

BY:NI. KETUT EVI SUSANTINI

VI H 08 – 2772

ENGLISH DEPARMENTFACULTY OF TRAINING AND EDUCATION

MAHASARASWATI DENPASAR2011

INTRODUCTION

The first English grammar, Pamphlet for Grammar by William Bullokar, written

with the ostensible goal of demonstrating that English was just as rule-bound as Latin,

was published in 1586. Bullokar’s grammar was faithfully modeled on William Lily’s

Latin grammar, Rudimenta Grammatices (1534), which was being used in schools in

England at that time, having been “prescribed” for them in 1542 by Henry VIII. Although

Bullokar wrote his grammar in English and used a “reformed spelling system” of his own

invention, many English grammars, for much of the century after Bullokar’s effort, were

written in Latin, especially by authors who were aiming to be scholarly. John Wallis’s

Grammatica Linguæ Anglicanæ (1685) was the last English grammar written in Latin.

Even as late as the early 19th century, Lindley Murray, the author of one of the

most widely used grammars of the day, was having to cite “grammatical authorities” to

bolster the claim that grammatical cases in English are different from those in Ancient

Greek or Latin.

Grammar is the study of rules governing the use of language, and is part of the

general study of language called linguistics. Grammar includes the study of phonology,

phonetics, morphology, semantics, syntax, and pragmatics. Understanding the rules and

function of grammar is an integral part of good writing, but many students find the study

of it to be boring and difficult. There are many ways to teach grammar to students that

can fun and interesting, and they all have to do with the presentation.

Grammar is a field of linguistics that involves all the various things that make up

the rules of language. Subfields of linguistics that are considered a part of grammar

include syntax, phonetics, morphology, and semantics. Grammar is also used as a term to

refer to the prescriptive rules of a given language, which may change over time or be

open to debate. "Grammar is simply the word for the rules that people follow when they

use a language. We need those rules in the same way as we need the rules in a game."

Grammar may be separated into two common broad categories: descriptive and

prescriptive. Both views of grammar are in wide use, although in general, linguists tend

towards a descriptive approach to grammar, while people teaching a specific language —

such as English — might tend towards a more prescriptive approach. Usually, there is a

bit of give and take in any approach, with a prescriptivism being at least somewhat

descriptive, and a descriptivist having some prescriptivism tendencies.

Grammar as constituting rules and principles that helps a person to make use of

words or manipulate and combine words to give meaning in a proper manner. It concerns

with form and structure of words and their relationships in sentences. This means that as

the word order or form in a sentence changes, the meaning of the sentence also changes.

When teach grammar, there is some questions which we are must to answer based

the case:

1. What Aspect of Structure Should You Consider?

2. What do you decide to approach to take?

3. What is inductive and deductive teaching?

4. How can you check students have understood what is being presented?

5. Technique of teaching grammar.

1. The Aspect of Structure Should You

Consider

English grammar is the body of rules describing the properties of the English

language. A language is such that its elements must be combined according to certain

patterns. This article is concerned with (and restricted to) morphology, the building

blocks of language; and syntax, the construction of meaningful phrases, clauses and

sentences with the use of morphemes and words.

There are historical, social and regional variations of English. For example,

British English and American English have several lexical differences; however, the

grammatical differences are not equally conspicuous, and will be mentioned only when

appropriate. Further, the many dialects of English have divergences from the grammar

described here; they are only cursorily mentioned. This article describes a generalized

present-day Standard English, the form of speech found in types of public discourse

including broadcasting, education, entertainment, government, and news reporting.

Standard English includes both formal and informal speech.

Most people learning a new language do not have so much time and such an

ideal situation; So what IS the best way to learn English grammar? Unfortunately, there is

no easy answer to the question. There are just as many different opinions about teaching

grammar as there are about learning grammar. Many teachers believe in the importance

of grammar lessons devoted to a study of language rules and lots of practice exercises.

Other teachers feel that grammar is best learned by doing different language activities

without focussing so directly on the rules. Whatever your opinion about grammar, and

whichever is the way you are taught, here is some advice that may help you to learn

grammar more effectively.

What you can do :

Be aware of grammar. Think about grammar. Notice the aspects of English

grammar that are the same as or very similar to those in your language. (The use

of the articles in German, for example, is similar to their use in English.) Notice

also the way that English expresses an idea differently to how it is done in your

language. For example, English uses the present perfect to express a period of

time that started in the past and continues in the present (e.g. I have had this watch

for 10 years). Many other languages use the present tense to express the same

idea; (e.g. German: Ich habe diese Uhr seit 10 Jahren.) If you notice grammar

similarities and differences, you will probably learn the rules more quickly.

Read a lot of English books - this may sound strange but in fact all the time you

are reading English (and also listening to English), you are taking in models of

correct grammar that will help you in your own writing and speaking. It will help

you when you express your ideas and when you come to check your work. Of

course, it is even better if you can read with the grammatical awareness discussed

in the last paragraph. By this I mean that you say to yourself from time to time:

Ah, so that's how you do this in English!

Concentrate on the aspects of grammar you personally find most difficult. (If you

don't have any idea what aspects of English grammar cause you most problems,

ask your teacher!) Particularly in your writing you can focus on these aspects for

special care and attention when editing your work. It is more difficult in speaking,

of course, but even here you can sometimes take a fraction more time to try and

get that particular element right. For example, if you are retelling a story in the

present tense, you could keep reminding yourself that you need an -s in the 3rd

person singular.

If you don't like to do grammar exercises or to be taught grammar, then it's more

important that you follow the advice in the paragraphs above. You should try to

work out the patterns and rules of the language for yourself.

If you do like to do grammar exercises, then go ahead. But being good at

grammar exercises does not mean you will not make mistakes in your own work.

You could be like someone who has learned how to play tennis by reading a book,

but once he is on the tennis court, he can't hit the ball properly. If you decide to do

grammar exercises, try to go beyond just filling in gaps or doing multi-choice

answers. Write out some sentences of your own that follow the same rule that you

are practising.

Learn the common irregular verbs

If you can use these verbs automatically, it will give you more time to concentrate

on other aspects of what you want to say. They are easy to learn if you say them to

yourself many times.

Only read this last section if you are very, very interested in grammar!

There is a computer program called a concordancer which can help you learn about how

words are used and how grammar works. When you type words into the concordancer, it

shows you hundreds examples of those words in short sentence extracts. For example, if

you want to learn more about how the present perfect continuous is used, you can type in

the words I have been and the computer will give you a list of extracts from books or

newspapers containing those words.

If you study these examples you can more easily work out for yourself the

grammar rule about using the present perfect continuous tense. Use a simple

concordancer on this site. Try out a more sophisticated online concordancer.

2. The Decide to Approach to Take

The grammar of any language is commonly approached in two different ways:

descriptive, usually based on a systematic analysis of a large text corpus and describing

grammatical structures thereupon; and prescriptive, which attempts to use the identified

rules of a given language as a tool to govern the linguistic behaviour of speakers (see

Descriptive linguistics and Linguistic prescription). Prescriptive grammar further

concerns itself with several open disputes in English grammar, often representing

changes in usage over time. This article predominantly concerns itself with descriptive

grammar.

The best way to teach grammar” is a controversial topic. Views range from the

belief that a focus on grammar is detrimental to developing learners’ communicative

competence, to concerns that without an overt focus on form the target language can

never be learnt effectively. Indeed some of the language involved in talking about

grammar seems to be dominated by opposites: product v process; grammar translation v

communicative methodology; inductive v deductive; accuracy v fluency and so on. So

how can teachers decide which approach is best? As is often the case, they may be

constrained by the approach in their textbook or the expectations of their schools, learners

or learners’ parents.

Teaching grammar plays a central role in every ESL / EFL teacher's classroom.

The important question that needs to be answered is: how do I teach grammar? In other

words, how do I help students learn the grammar they need. This question is deceptively

easy. At first look, you might think that teaching grammar is just a matter of explaining

grammar rules to students. However, teaching grammar effectively is a much more

complicated matter. The answer to this question is important as it will help you decide on

how much grammar really needs to be taught. If students are preparing for a Cambridge

Exam then grammar will play a large role in your lesson plans. On the other hand, if you

are teaching a business class, linguistic formulas may play a larger role as you provide

the learners with standard phrases for written documents, participating in meetings, etc.

The more learning resources you have the easier it will be for you to employ

different strategies when teaching your students grammar. For example, a group of

students who like using computers could use the computer to study a certain grammar

task while another group who prefers spoken explanations might prefer to have you

explain the point with a number of examples. Obviously, the more varieties of learning

opportunities the better your chances are that each student will be able to learn the

grammar point well.

This is one of the most difficult aspects of teaching - especially teaching

grammar. If you have a class of learners with similar learning styles, you can afford to

use a similar approach. However, if you have a class of mixed learning styles then you

need to try to provide instruction using as many different methods as possible.

Once you have answered these questions you can more expertly approach the

question of how you are going to provide the class with the grammar they need. In other

words, each class is going to have different grammar needs and goals and it is up to the

teacher to determine these goals and provide the means with which to meet them.

3. Inductive and Deductive Teaching

Inductive is known as a 'bottom up' approach. In other words, students

discovering grammar rules while working through exercises.

For example:

A reading comprehension which includes a number of sentences describing what a person

has done up to that period in time. After doing the reading comprehension, the teacher

could begin to ask questions such as: How long has he done this or that? Has he ever

been to Paris? etc. and then follow with When did he go to Paris? To help the students

inductively understand the difference between the simple past and the present perfect,

these questions could be followed with which questions spoke about a definite time in the

past? Which questions asked about the person's general experience?

Deductive is known as a 'top down' approach. This is the standard teaching

approach that has a teacher explaining rules to the students.

For example:

The present perfect is made up of the auxiliary verb 'have' plus the past participle. It is

used to express an action which has begun in the past and continues into the present

moment... etc.

4. The Way to Check Students Have Understood What Is Being

Presented

Students need to learn various aspects of language: grammar, vocabulary,

pronunciation and functions. In order to learn this language, teachers need

to present the new language to students and create situations where the language can be

practiced. Revision and further practice are also essential in subsequent lessons. The

amount of revision carried out in later lessons will depend on the students’ leveland on

their mastery of the language point.

Here we will look at how to present grammar, vocabulary and functions, how to

revise language and how to create situations to practice both new and known language.

Pronunciation will be the topic of a separate chapter. From a language learner’s point of

view, presentation of language is probably the most important aspect of studying English.

Students expect lessons to contain some degree of language study, either long and

intensive or short and sharp, depending on

whichever is appropriate – it’s most often what they note in their books and take away

with them.

The stages are:

1. find out how much students already know about the language point;

2. presentation;

3. check students have understood the presentation;

4. practice (controlled and/or free).

In following lessons:

1. If it was the first time the students encountered the language item, you can do

another brief presentation and then do some more activities to practice the

language.

2. If students are familiar with the language item, you can go immediately to more

practice activities.

Stage 1:

Pre-checking knowledge

Before presenting any language, it is useful to find out how much your students know

about the language point in question. You can get an idea of what they have studied

by looking through their course book and previous work.

5. Technique of Teaching Grammar

Personally feel that a teacher needs in the first place to facilitate learning. That is

why I prefer to provide students with inductive learning exercises. However, there are

certainly moments when the teacher needs to explain grammar concepts to the class.

Generally, I recommend the following class structure when teaching grammar

skills:

Begin with an exercise, game, listening, etc. that introduces the grammar concept.

Ask students questions that will help them identify the grammar concept to be

discussed.

Follow with another exercise that more specifically focuses on the grammar

concept, but takes an inductive approach. This could be a reading exercise with

questions and responses in the structure that is being taught.

Check responses, ask students to explain the grammar concept that has been

introduced.

At this point introduce teaching explanations as a way of clearing up

misunderstandings.

Provide an exercise which focuses on the correct construction of the grammar

point. This could be an exercise such as a fill the gap, cloze or tense conjugation

activity.

Ask students to once again explain the concept.

As you can see, the teacher is facilitating students to do their own learning rather

than using the 'top down' approach of dictating rules to the class

This content area is designed to provide adequate activities in functional grammar

or the teacher trainees to carry out in the classroom. The task-based treatment of items

like nouns, verbs, adjectives, adverbs, types of sentences sentence patterns, articles,

prepositions, modals, tense form, degrees of comparison and reported speech will go a

long way in sharpening the communicative skills of both the trainees and children. These

activities will enhance the skills of trainees which they have already acquired at the

Higher Secondary Course. Among the activities some are at students’ level to facilitate

the classroom teaching and some are at trainees level to enrich their application of

grammar.

Techniques for presenting and practicing language structures

1) Introduction:

• Discussion

• Scenario Building

• Prompting

• Question and Answer

• Using pictures, drawing, real objects, mime etc.

2) Activities may include:

• Intonation and pronunciation patterns

• Looking at the language in context through texts and dialogues

• Choral and individual repetition(drilling)

• Gap fills

• Information gaps

• Sentence word order activities (unscrambled jumbled sentences etc._

• Sentence building

3) The reinforcement stage may include:

• Communication games

• Role-play

• Story building

• Discussion/debate

How you learn: 

*Lectures

*Discussions

*Individual exercises

*Group exercises

Grammar is often, though not always agreed upon, said to be the tree trunk and

branches of a language while vocabulary and functions are the leaves that add beauty and

variety. Certainly one does not appear so attractive and appealing without the others and

none are truly effective alone. Therefore we have to ensure that students are introduced to

new language in a balanced and manageable way.

Some lessons that we teach may include new grammar, vocabulary and functions. More

often than not lessons will introduce, or be specifically focused on just one area.

The testing of grammar is one of the mainstays of language testing. While such

tests test the ability to either recognize or produce correct grammar and usage, they do

not test the ability to use the language to express meaning.

However, it can be argued that a basic knowledge of grammar underlies the

ability to use language to express meaning, and so grammar tests do have an important

part to play in language programs.

While the testing of grammatical knowledge is limited--it does not necessarily

indicate whether the testee can use the grammatical knowledge in a communicative

situation--it is sometimes necessary and useful. When considering the testing of

grammar, the teacher has to make decisions about such factors as ease of marking, the

degree of control, and the degree of realism.

References

SITI ROHANI BT MD. ZAIN, 2007; TEACHING OF GRAMMAR:

TEACHERS’ BELIEFS, INSTRUCTIONAL CONTEXTS AND PRACTICES

ENGLISH LANGUAGE TEACHING FIRST YEAR.PDF

Testing Grammar S. Kathleen, Kitao Doshisha Women's Coll ege (Kyoto, Japan

Kenneth Beare, Teaching Grammar in an ESL / EFL Setting Overview About.com Guide

WORKSHEET

1.1. NOUNSLook at the sentencesTasks - At Students’ Level:1. (a) Write the name of six students in your class. Each of these names is anoun.(b) Use some of the nouns you listed to finish the sentences.(i) _________ is a girl. (ii) ________ is a boy.(iii) _________ likes to read. (iv) ________ is my friend.(v) _________ is very tall. (vi) _________ comes from a village.

2. (a) The nouns below are things. Draw a picture of each one.book pencil dog shoes(i) Asoka was a great king,(ii) Calcutta is on the Hugli(iii) The rose smells sweet(iv) His courage won himHonour

The underlined words are nouns. A noun is a namingWord Things to recall and remember1. Classification of nouns, definitions andfunctions.ProperNouns CollectiveCommonAbstractCountableCommon MaterialUncountableAbstracat

2. Four genders of a noun(Masculine, Feminine, Neuter, Common)

(b) Use the noun to finish the sentences.Mahima can write with a ___________.Balu likes to read his ___________.Dinesh’s ____________ barked at the man.Nandita put the ________ on her feet.

3 (a) Look at the word pairs.Circle the noun in each pair.home / hurry boy / begin do / doorlibrary / lay ant / and for / farmgrandma / great keep / king could / car

join / jug egg / eat in / ice(b) Write the first 12 letters of the alphabet in order of one in each box.Write each noun from the word pairs next to the letter it starts with.Now, the nouns are in ABC order.

4. Which nouns could you find in your desk at school?Draw a line from these nouns to the desk.ruler birds chalk eraserpeacock lion boxpaper crayontiger penpencil scissorslizard bag cage bookelephantUnderline the nouns that you could find in a zoo.

Tasks - At Trainees’ Level:5. Fill in the blanks with group names for the collective nouns.hay, books, actors, steps, grapes, students, hair, colours, players, fish.1. a class of ________________2. a team of ________________3. a bunch of _______________4. a school of _______________5. a bundle of ______________

6. Write a paragraph about your favourite animal. Underline all the nouns in the paragraph.

7. Write a story of your choice. Underline all the nouns in the story.1.2 VERBSLook at the sentences(i) The girl painted a picture,(ii) Chennai is a big cityThe underlined words are verbs. A verb is a word used to express an action or state.

Tasks - At Students’ Level:1. Circle each action verb:Children play hide and seek game.Manisha searches for others.Jaya crouches behind the slide.Ram crawls along the fence.Salma jumps over the log.Insects scatter out of the way.Latha giggles behind the mango tree.Raju climbs up the coconut tree.6. a company of _______________7. a flight of __________________8. a library of _________________

9. a rainbow of ________________10. a lock of ____________________Things to recall and remember :i. Classification of verbs and their functionsPrimaryMain verbs MV - o Auxiliary verbsMV - s ModalMV - ingMV - edMV - enii. Transitivity of verbsiii. The morphology of main verbs - Regular,Irregular.

The leaves in the old banyan tree sway in the breeze.Mala chases Kala.Karan races to the free spot.Manisha tags Karan.Karan yells for everyone to come out.

2. Look at the pictures and write five verbs followed by up.1. ............................................2. ............................................3. ............................................4. ............................................5. ............................................

3. Zip – ZapAsk the students to stand in a circle.Throw a paper ball at a student.The student catches the ball.The one on his left should say a verb in present tense.The one on his right should say the past form of the verb.

4. You had a telephone call. ‘Come to Flat 4, Green Street’. There was nobody there. Write sentences about what you did when you arrived. Here are the verbs you might want – wash, look, watch, play, attend, listen, open, light, knock.The door was closed, so I _______ on it.The door was closed, so I knocked on it.There was a piano in the room, so I __________ it.There were some cassettes on a shelf, so I ________ to them.There was a TV in the corner, so I ________ it. It was hot and all the windowswere closed, so I _______ them.There was a candle on the table, so I _______ it.There was a photo on the wall, so I _________ at it for a minute.The glasses in the kitchen were dirty, so I ______ them.

Tasks - At Trainees’ Level:5. You are talking to a very rich man who travelled round the world last year. Write questions 1 - 7 and answers, choosing from a - g.Example : - Why / Pairs? See Eiffel Tower.Why did you go to Pairs?I went to Paris to see the Eiffel Tower.1. Why / Rome. a) visit the White house2. Why / India. b) meet the Pope3. Why / China. c) see the Pyramids4. Why / Egypt. d) make a film.5. Why / Hollywood. e) see the Tajmahal6. Why / Washington. f) buy a motorbike7. Why / Tokyo. g) learn Chinese.

6. This is an extract from an American novel. Fill in the blanks with was,were, or went in to the gaps.It _____ a Saturday evening. I _______ in New York. I ______ alone, I________ thirsty. I _______ to a cool drink shop. There ________ a man. I_______ up to him. He ______ from England. He ______ lost. I _______ withhim to the police station. There _______ a woman there. She ______ ill. I______ to the hospital with her. At the hospital there _______ some children.They _______ unhappy. They _______ in New York and their mother _______in Boston. I _________ with them to the station. After that it _______ elevenO’clock. I _________ hungry. I _______ to a restaurant. After the meal I_______ thirsty. I _______ to a cool drinks shop. There _______ another man.I _______ up to him. He _______ from England. He _______ lost. I _______tired. I _______ home.

7. Choose the correct verb from the bracket to complete this letter.We usually _______ ( go, come, came ) to Bangalore for our family holiday, butlast year we _______ ( came, go, went ) to Ooty. We _______ (has, have, had)three days in Ooty. It _______ ( is, were, was ) April and the city _______ (is,were, was ) full of tourists, as every summer thousands of people _______( goes, go, went ) to Ooty .We _______ ( had, have, has ) a lot of problems. Thatday there _______ ( are, was, were ) no room in a hotel for us, so we _______( come, went, took ) a bus to Coimbatore. Coimbatore _______ ( is, was, had)a very beautiful city and we _______( have, has, had ) a very nice time there.

1.3 ADJECTIVESLook at the sentences(i) He is a brave boy, (ii) It is a big templeThe underlined words are adjectives. An adjective is a word that describes a

noun or pronoun

Things to recall and remember :i. Three forms of adjectives – Positive, Comparative, Superlativeii. Regular and irregular adjectivesiii. Kinds of adjectivesTasks - At Students’ Level :1. Write the correct adjective under each picture.(old, big, sad, white, happy, black, small, young)A _______ cat A _______ cat A _____ man A ______ manA _______ house A _______ house A ______ woman An ______ woman

2. Choose one option from each column and make sentences.big black dog expensive colour paintingsmall brown mouse simple English comicsfat white cat rare wooden furnitureExample: I have a small white cat.

3. Look at these group of adjectives and add some adjectives you know.a) + est b) + esttall taller tallest hot hotter hottest________ _________ ________ ________ _________ ________________ _________ ________ ________ _________ ________

c) + st d) + iestsafe safer safest lazy lazier laziest________ _________ ________ ________ _________ ________________ _________ ________ ________ _________ ________

e) most + adjective f) irregularcareful more careful most careful good better best________ _________ ___________ ________ _________ ________________ _________ ___________ ________ _________ ________

Tasks - At Trainees’ level4. Here comes the garbage trunk.1. What nouns appear in this poem?2. What words are used to describe the nouns?3. What do we call words that describe nouns?

5. Rewrite the sentences using the opposite adjectives:The children are very quiet today. The children are very noisy today.i) He bought an old car. ____________________ii) It was very cheap. ____________________iii) The weather is hot today. _________________iv) I love cold weather, _____________________

v) This is an easy exercise. __________________vi) He bought me a big present.________________vii) He is a happy man _______________________

6. Write about your country.What is the biggest city? And the most modern city?The biggest city is ___________ and the most modern city is ___________.What is the highest mountain and the longest river?What is the most interesting place and the oldest building?Which is the largest university?Which is the best place for the tourists to visit?What is the commonest foreign language?What is the most popular sport?

7. Pick out the adjective in the following sentences and match it with itskind:(i) Take care of your books. Quantitative Adjective(ii) Calcutta is a large city. Demonstrative Adjective(iii) Every man has his duties. Interrogative Adjective(iv) That man is from Singapore. Possessive Adjective(v) I want to be a good teacher. Qualitative Adjective(vi) Whose book is this? Quantitative Adjective(vii) The hand has five fingers. Distributive Adjective

8. Collect the wrappers of many products like food items, clothing, etc. and list down the adjectives mentioned.

1.4 ADVERBSLook at the sentences(i) He wrote neatly(ii) This place is very beautiful(iii) She pronounced the word quite correctlyThe underlined words are adverbs. An adverb is a word, which often modifies the meaning of a verb, an adjective or another adverb.Things to recall and remember :Kinds of adverbs and usage

Tasks - At Students’ Level:1. In small groups tell each other how often you do the following things.Example : I usually phone my family at the weekend.I always do my homework.I sometimes read the Sunday papers.I usually drink tea for breakfast.I never write a letter.I sometimes laugh.

I often sing.I sometimes iron my shirts.I always walk to school.I usually eat rice.

How often do you do these things? Always usually often sometimes neverPhone my family at the weekend !Do my homework !Read the Sunday papers !Drink tea for break fast !Write a letter !Laugh !Sing !Iron my shirts !Walk to school !Eat rice !

Note:-ALWAYS - 100 percent of the possible instances.USUALLY - 70 percent of the possible instances.OFTEN - 50 percent of the possible instances.SOMETIMES - 20 percent of the possible instances.NEVER - 0 percent of the possible instances.

2. Habits and Hobbies# Look at the chart below.# Write your answers.# Ask your partners.“Yes, always”, “Yes usually.” “No, not often”“Yes, often”, “Yes frequently.” “No, rarely”“Yes, occasionally.” “No, hardly ever”“Yes, sometimes.” “No, never”“Yes, now and then”

Me My partnerDo I ever go to temple? Do you ever go to temple?Yes /No ________________ Yes /No ____________________Do I ever wash my clothes? Do you ever wash your clothes?Yes /No ____________________ Yes / No ___________________Do I ever cook a meal? Do you ever cook a meal?Yes / No __________________ Yes / No ___________________27Do I ever go to a dentist? Do you ever go to a dentist?Yes /No __________________ Yes / No ____________________Do I ever buy new clothes? Do you ever buy new clothes?Yes / No __________________ Yes/ No ____________________Do I ever go to theatre? Do you ever go to theatre?Yes / No __________________ Yes / No ___________________

3. Use an adverb to write another sentence about the situations.It was an accident. He did it accidently.His laugh was wicked. He laughed ___________.She is very polite. She behaves ___________.They wear different clothes. They dress ___________.He is good at singing. He sings ___________.It was easy for him to win. He won ___________.She was happy. She laughed ___________.

Tasks - At Trainees’ Level:4. Throw and catch.Stand in a circle. Throw a ball ( a ball of paper will do ) from one person toanother in the circle. As you throw it, shout out an adverb. When you catch ityou’ve got five seconds to use the adverb in a sentence. The class decides ifyour sentence is correct. If it isn’t you are out of the game. The last studentleft standing is the winner.Example: A (throwing) :- Fluently!B (after catching) :- He speaks fluently.

5. Guess the adverb:One teacher trainee thinks of an adverb (e.g. quickly) which he/she does nottell anyone. Ask the teacher trainee to do different actions, e.g. Clean theboard. Walk across the room. The teacher trainee does these actions quickly(or happily or carefully), and you guess the adverb by asking. (e.g.) Are youdoing it quickly?

6. Complete these sentences by writing about yourself.i) I always ___________. ii) I never ___________.iii) We usually ___________. iv) My mother sometimes ___________.v) My father rarely ___________. vi) My brother often ___________.vii) My teacher never ___________. viii) My friend does not often ___________.ix) I sincerely thank ___________. x) Occasionally my grandmother ____.xi) Sometimes I ___________. xii) Yesterday I ___________.