- Three ways to help English language learners 'notice' grammar | British Council
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- 10 techniques for teaching grammar
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Three ways to help English language learners 'notice' grammar | British Council
Link Either by signing into your account or linking your membership details before your order is placed. Description Table of Contents Product Details Click on the cover image above to read some pages of this book! Note: A full contents list at the front of the book provides a complete list of the activities, together with the topic and the structural focus of each activity. The summary below aims to give a general idea of the book's organization. The author and series editor Foreword Introduction How to use this book Section 1: pre-intermediate 20 activities 20 dictogloss texts, ranging from elementary to post-elementary.
Section 2: intermediate 20 activities 20 dictogloss texts, graded from low intermediate to upper intermediate. Section 3: advanced 20 activities 20 dictogloss texts, ranging from low advanced to very advanced. The correction process then enab. About This Item We aim to show you accurate product information. Manufacturers, suppliers and others provide what you see here, and we have not verified it. See our disclaimer.
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In Unit 4. In Unit This is a familiar situation in which the indefinite pronouns something, anything and nothing occur naturally. Students then either practise the dialogue in pairs as it is or with variations eg different choices of food and drink, a different type of restaurant. A great way to push students towards memorising the language is to gradually erase the text, word by word, until the students are repeating the dialogue from memory.
10 techniques for teaching grammar
With grammar points where the written form is already familiar to the students, but where meaning needs to be explored in more depth, a quick and effective means of introducing the language is to dictate model sentences to the class. Dictation immediately gets students working with the language and tests listening skills and spelling, as well as grammatical knowledge. It also promotes conversation management skills, such as asking to clarify and repeat: Sorry, could you say that again, please? In Unit 9. Unit In a dictogloss, the teacher has a text prepared to dictate to the class, but instead of dictating it slowly to ensure students write a faithful copy, they read it at a more natural speed two or more times.
Prepare a text of no more than words fewer for lower-level students. Read it out first for content, and check comprehension. Then tell students to write down keywords, such as nouns and verbs, as you read it out again. Explain that even though they will not be able to write every word, they should keep writing as much as possible. Using their notes, students in pairs or small groups reconstruct the text in complete sentences. The idea is not to reproduce the text verbatim, but to focus in on certain aspects of the language used.
For example, Unit Others can be found in Units To help students pronounce new language correctly, get them to say it repeatedly so you can check for accuracy. By experiencing the movement of the mouth as they say it, students reinforce their learning in a different way from when they write it down and see it.
Simple drilling can be either choral, ie all students repeat the structure at the same time, or individual. A suggested order is to let students practise chorally first, but to insist on individual repetition so that you can check everyone is pronouncing it correctly. See a simple substitution being used in Unit 9.