Tiêu đề 153 - The art of teaching grammar.pdf ✅

CONTENTS 3-4 MUST READ: 10 Biggest ESL Grammar Mistakes and How to Keep Your Students from Making Them 5-6 MUST READ: Grammar Without Groans: 5 Methods for Going Beyond the Textbook 7-8 MUST READ: Is Task Based Grammar Right for You and Your Students? Here’s Everything You Need to Know to Answer for Yourself 9 MUST READ: What do Kids and Grammar Have in Common? You’ll Find out with These 4 Busy Teacher Tips for Teaching Grammar to Children 10 GRAMMAR REVIEW: What Do You Do? A Grammar Review Get to Know You 11 TENSES: But We Have No Future! How to Teach 5 Verb Tenses that Might not Exist in the Host Language 12-13 TENSES: Are You Doing It Right? 6 Quick Tips on Teaching Continuous Tenses 14-15 TENSES: 4 Fun Ways to Challenge Advanced Learners with the Present Simple 16-17 TENSES: No Extra Work Required: 10 Short & Sweet Activities For Reviewing The Simple Past 18 TENSES: Practicing The Past Perfect: 5 No Prep Activities For Busy Teachers 19 IRREGULAR VERBS: Are Your Students Struggling With Irregular Verbs? Try Plastic Eggs (And 5 Other Simple Manipulatives!) 20 IRREGULAR VERBS: More Simple Manipulatives That Reinforce Irregular Verbs 21-22 MODAL VERBS: No Time To Plan? Try These 5 Low Prep & No Prep Activities for Reviewing Modals 23 MODAL VERBS: Can/ Could? Will/Would? How to Teach Your Students the Difference 24 CONDITIONALS: Are Your Students Suffering from Conditional Confusion? Try These Simple Activities for Practicing Conditional Structures 25-26 CONDITIONALS: What Would You Do? Getting Personal with the Conditional Tense 27 CONDITIONALS: Getting Conditional with IF and UNLESS: How to Make Sure Your Students Have It Straight 28 CONDITIONALS: If I Could Turn Back Time: 4 Ways to Use Pop Music to Teach Conditionals 29 CONDITIONALS: You Would if You Could: Four Out of the Ordinary Activities for Practicing the Conditional Tense 30-31 PASSIVE VOICE: 5 Simple Steps to Teaching the Passive Voice 32 PASSIVE VOICE: Get Passive Aggressive: 5 Easy Activities for Practicing Passive Voice 33-34 ADJECTIVES:Defying Description: 10 Fun Ways to Teach Adjectives 35 ADJECTIVES: Make It Fun: Teach Adjectives Using These 9 Creative Writing Ideas 36 ADJECTIVES: Survey Says... Using Comparatives and Superlatives to Talk About People 37-38 ADJECTIVES: Everything a Busy Teacher Needs to Know about Gradable and Nongradable Adjectives 39-40 ADVERBS: 4 Must Know Types of Adverbs and How to Teach Them 41-42 ADVERBS: How Do You Do? Thinking Outside the Adverb Box 43 PREPOSITIONS: The Preposition Adventure Begins Here: ‘Mr. Play Dough Head’ And 3 Other Fresh Ideas For Teaching Prepositions 44 PREPOSITIONS: 10 Ways to Invoke St. Valentine to Teach Prepositions 45 RELATIVE CLAUSES: Relatively Speaking: 5 Strategies for Teaching Relative Clauses 46 NOUN CLAUSES: I Know... That There are At Least 5 Ways to Teach Noun Clauses 47 AFFIXES: Are You Feeling Affix-iated? 4 Hands On Ways to Talk about and Teach Affixes 48-49 QUESTIONS: Who? What? Where? Top 10 Activities for Practicing Questions
3 10 Grammar Mistakes & How to Keep Students from Making Them WHETHER THEY ARE BEGINNERS, WHO ARE JUST STARTING TO GRASP THE BASICS, OR ADVANCED STU- DENTS WHO CAN SPEAK QUITE FLUENTLY, ESL LEARNERS MAKE GRAMMAR MISTAKES. That’s right. At any level, any stage. Most repeat the same kind of mistake again and again, and if these mistakes are not nipped in the bud, they will con- tinue sprouting up. Although some mis- takes don’t affect our students’ ability to communicate, we should always strive for increased accuracy. Some mistakes are so common, they are made the world over by ESL students from a va- riety of backgrounds. Here are the 10 biggest mistakes. 10 GRAMMAR MISTAKES ESL STUDENTS MAKE 1 CHOOSING THE WRONG TENSE I have been to New York last sum- mer. In this case, the student fails to see that because he/she is referring to some- thing that happened at a specific mo- ment in the past, he/she should use the Past Simple, not the Present Per- fect. Students may remember the cor- rect form of the verb (and remember the correct past participle for a specific verb, for example), but the problem is that they simply use the wrong tense to express themselves. 2 USING THE WRONG PREPOSITION What happened with you last weekend? Happened with, to or on – prepositions are one of the most confusing aspects of learning English grammar, as there are rarely clear-cut rules. 3 CONFUSING THE INFINITIVE, GERUND OR BASE FORM OF THE VERB I must to buy a new English book. Students often use the infinitive with modals like must, when they should simply use the base form of the verb. Others use gerunds when they should use infinitives (I decided going to the park). 4 OMITTING ARTICLES I bought new car yesterday. Get the feeling something’s missing? Well, ESL students are not as intuitive. Whether it’s the definite or indefinite article, they sometimes seem to avoid them like the plague. 5 MISUSING ADVERBS AND ADJECTIVES I want to speak English good. If your ESL students want to speak English well, they’ll need to make sure their adverbs and adjectives are in tip top shape. 6 SUBJECT-VERB AGREEMENT People is coming to my party tonight. People are people, but ESL students in particular often need to make sure the verb agrees with the subject of their sentence. 7 WRONG WORD ORDER Is corrected the test? There are several ways for a seasoned ESL teacher to tell that a student is thinking in their native language. And this is one of them. Because I can also speak Spanish fluently, I can tell you that this is the word order we’d use to ask the same question in Spanish. 8INCORRECT PLURAL NOUNS I have three childrens. Childrens, gooses or womens -- ESL classrooms are filled with them! 9INCORRECT COMPARATIVES It is more cold in my country than it is here. The comparative form of some adjec- tives seem to confuse students more and more: more bad, more good and more easy. 10 SINS OF OMISSION I English student. It can be a verb, preposition, article or noun - any student at any level may omit a word from a sentence. While some omissions may go unnoticed and hardly affect the flow of communication, others may seriously hinder fluency. HOW TO HELP YOUR STUDENTS STOP MAKING THESE MISTAKES In my opinion, there are two essential steps when dealing with grammar mis- takes. The first is correction and the second is practice. Let’s look at each individually. CORRECTION Naturally, we correct students when they make mistakes. But have you asked yourself why they keep making the same mistakes, despite the fact that we keep correcting them? In most cases, corrections are made quickly, while students are speaking and have their minds on what they are trying to say. In most cases, they simply don’t register the correction. How can we ef- fectively correct students so that these types of mistakes don’t go unnoticed? First, we need to really draw their atten- tion to them. • The Comic Relief Strategy: Say you have students who always say childrens instead of children. Try making an exaggerated face as soon as they say the offend- ing word. Or shout out, “You saw what in the park?” with a shocked expression. The exaggeration and the over-the-top acting helps them zero in on the problem while at the same time relieving the tension from being corrected. • The Self-Correction Strategy: There are numerous ways to use self-correction in the ESL class- room, but whichever one you use, you can bet the student’s attention
4 will be focused on the problem he/she has to solve. Try writing down the sentence on the board with a blank space for the mistake and have the student fill in the gap with the correct answer. Or write what the student says, and ask, “What’s wrong with this sen- tence?” Of course, you can’t do this every time a student makes a mistake, but it is a great strat- egy for those mistakes students repeat over and over again. PRACTICE Nothing beats hours and hours of practice. If you identify something that students seem to have real trouble with, like choosing the wrong tense, give them extended practice to help them overcome this particular diffi- culty. Games, drilling or worksheets, anything and everything helps, and you will definitely see the improve- ment. Years ago, during a particularly chilly winter, I had a student who started ev- ery single class by asking me, “Do you have cold?” What he really wanted to know was if I was cold (he was won- dering if he should turn up the heat). I corrected him and encouraged him to ask, “Are you cold?”, but the next day he asked me the same wrong ques- tion: Do you have cold? One day, I answered, “No, actually I don’t have a cold. I’m feeling quite well, thank you, but if you’re wondering if I am cold, I’m fine, thanks. No need to turn up the heat.” At first, he looked bewildered, then, he understood his mistake: he confused be cold and have a cold. For several days, we went through the same routine: he asked me the wrong question, and I gave him my very long-winded response. One day, out of the blue, I walked into his office, and with purpose and a certain gleam in his eye, he asked, “Are you cold?” The very long-winded answer drew his attention to the mistake, whereas a quick correction would have fallen through the cracks. SOME MISTAKES MUST NOT BE TAKEN LIGHTLY. They must be conscientiously and purposefully corrected. It is the only way your students will get past them.