TEACHING GRAMMAR

 

Prof. Adjunto Regular: Estela N. BRAUNPractice II, Special Didactics of ELT and Practicum at Primary School Level, 2013.Foreign Languages Department, Humanities College, Universidad Nacional de La

Pampa (UNLPam)

Introducing Grammar: Jeremy Harmer, Chapter 13 (2001).•PPP•ESA•HOW?•Use pictures•Guessing games: DISCOVERY LEARNING.•Provide a context.•Focus on pronunciation applied to gramar: can/can’t- Simple present “s”-”es”-Simple Past endings.

DISCOVERING GRAMMAR•From the context , derive the rules (e.g. comparatives and superlatives)

•Use lots of visual aids, songs that have the particular structure embedded in it.

•Dialogues

PRACTISING GRAMMAR• Underline the new grammar elements in a text.(Simon’s surfboard story).PAST

PERFECT (PET level)• Linked to a previous listening.• Follow up: elicit the use of the 3rd conditional:• A. If Simon had had a good night’s sleep………………………………..• B. If he hadn’t fallen asleep on his surfboard……………………………• C. If he had told his Friends…………………………………………………..• D. If his Friends hadn’t called the sea rescue service…………………….• What is the rule for the third conditional ? How do we form it? When do we use

it?GAME.• http://www.klett-langenscheidt.de/_downloads/lehrwerke/308/ELT-P04_57_conditi

onal.pdf

PRACTICE•From CONTROLLED PRACTICE to SITUATIONS WHERE THEY CAN PUT THE NEW STRUCTURE INTO USE:

•What would you have done if you had been in Simon’s place? (debate)

•Show students GRAMMAR BOOKS for children and teens.

•When can we use them?•VIDEO: Scott Thornbury: http://www.youtube.com/watch?v=lp8QSGcS0QI&feature=related