Use pictures or real objects to demonstrate the meaning Use dialogs, tell a story, or talk about an imaginary situation to show how to use the grammar. Explain the rule simply, clearly, and briefly. carried away! Don’t get I hear and I forget. I see and I understand. I do and I remember. ~ Confucius Imagine that your students are about to study comparative adjectives for the first time. is (“Bill introduce older than Tom. Kittens are cuter than spiders.”) Brainstorm about how you could and illustrate the use of these forms without speaking the native language. students’ 2. Practicing the new grammar: It takes many practice activities to be able to use new Use plenty of guided practice! language well. Just doing a few fill-in-the-blank exercises is not enough. As you will the students Emphasize productive practice. plan, ask yourself: “In my lesson, the language that A of the practice should be productive produce large part they’re learning?” (rather than only receptive or mechanical). Good practice requires thought, choices, and struggle on the part. students’ the for an activity by describing a situation when students might Create context: “Set stage” really use this language. Make it come alive. Practice makes perfect. (Lectures just make you sleepy.) Some ways to practice grammar Sequence: Examples:
Use pictures or real objects to demonstrate the meaning Use dialogs, tell a story, or talk about an imaginary situation to show how to use the grammar. Explain the rule simply, clearly, and briefly. Don’t get carried away! I hear and I forget. I see and I understand. I do and I remember. ~ Confucius Imagine that your students are about to study comparative adjectives for the first time. (“Bill is older than Tom. Kittens are cuter than spiders.”) Brainstorm about how you could introduce and illustrate the use of these forms without speaking the students’ native language. 2. Practicing the new grammar: Use plenty of guided practice! It takes many practice activities to be able to use new language well. Just doing a few fill-in-the-blank exercises is not enough. Emphasize productive practice. As you plan, ask yourself: “In my lesson, will the students produce the language that they’re learning?” A large part of the practice should be productive (rather than only receptive or mechanical). Good practice requires thought, choices, and struggle on the students’ part. Create context: “Set the stage” for an activity by describing a situation when students might really use this language. Make it come alive. Practice makes perfect. (Lectures just make you sleepy.) Some ways to practice grammar Sequence: Examples:
Handouts-%20Grammar%20workshop%20Winter%202012c.docx