Noticing grammar what is in a word

Noticing skills are essential in the acquisition of a new language. Why? With the help of noticing students can correct their own mistakes, learn new phrases, constructions, collocations, functional language through listening to or reading authentic materials. For example, a student can misuse an article or a preposition, but then see how it is used in the article or book and start using it correctly. Or they can see how words collocate with each other. Thus, it is necessary to develop and apply students’ noticing skills at the lessons.

Noticing Hypothesis

“People learn about things they attend to and do not learn much about things they do not attend to” (Professor Richard Smith, 2001).

Sounds obvious, doesn’t it? Professor Richard Smith has introduced the idea of Noticing Hypothesis. What he states is that students notice the language they know and they ignore the things they don’t know. In order to make them notice, we need to attract their attention additionally and force students to noticing. How to do it on practice you’ll read further in the article.

Grammar

Noticing skills are widely applied in Inductive approach to grammar presentation (or, Guided discovery). The students are given some piece of grammar in the context and are asked where, why or how a certain construction is used. For example, when teaching ‘used to’, the following examples can be given:

• Sam used to wear glasses when she was at school. But now she usually wears contact lens.

The following questions can be asked to prompt students to understand:

• “Did Sam wear glasses at school? Did she do it regularly or for a long time? Does she wear them now?
• So in what cases do we use ‘used to’?
• How do we make negative sentences with ‘used to’?
• What form is the verb after ‘used to’?

This method of grammar presentation encourages students to analyse sentences, it develops noticing skills, makes the student an active participant of the lesson and leads to a better understanding and remembering the topic. To summarize the rules a teacher can send some articles or tables with grammar after the lesson or show it to the student in the following step before the guided practice.

Language

Noticing skills can help a student distinguish between shadings of the meaning of different words and use collocations correctly. While reading texts a student observes the spelling, parts of speech and their position in a sentence, transitive verbs, verbs which are followed by infinitive or gerund, abstract and concrete concepts. etc. While listening a student can hear and learn about word and sentence stress, connected speech, sentence, variety of sounds, intonation, etc. You can read about teaching pronunciation by noticing and shadowing here. Attract students’ attention to these points and the student will definitely make fewer mistakes and learn faster.

For example, if you learn new vocabulary from the context and want to improve students’ noticing skills, highlight new words in the text, ask students to guess the meaning of the words from the context.

Undertone

Noticing skills help a student understand the mood and the tone of messages. To develop them, ask a student to think about how a person can feel in this or that situation. For example, in Practical English section (New English file, Intermediate) Jenny gets a surprise from Paul. Stop the video and ask students to analyze the emotions of the character’s faces.

Ask students to speculate on how Jenny reacts to news and how news is presented. Elicit phrases that can be used to show their surprise and phrases they use to react to the news. Such type of task can not only help develop emotional intelligence (especially in teens and children) but also help an adult understand native speakers better and use proper phrases in similar situations.

The Internet TESL Journal

Francis J. Noonan III
chipperchina [at] hotmail.com
Easton Area School District (Easton, PA, USA)

This article explains how to teach ESL/EFL students to notice grammar.
There is also a suggested lesson plan.

Introduction

Many teachers are confused on how to teach grammar. The form-focused instruction
of the audio-lingual method produced students that knew a lot about a language
but could not apply what they knew to spontaneous speech. Conversely, the lack
of grammar instruction in the Communicative Approach has often produced students
who communicate well but lack grammatical competency. Is it possible to teach
grammar in a way that will help students develop grammatical competency, even
in spontaneous speech? This article explores a possible answer to this dilemma,
the theory of noticing, and its application to the classroom.

Why Noticing?

The theoretical basis for noticing centers around the relationship between explicit
and implicit knowledge. Explicit knowledge is conscious knowledge of grammar rules
learned through formal classroom instruction. For example, Li knows every rule
about subject-verb agreement but makes frequent mistakes in natural speech. This
knowledge is only available to him when he has time to think about the rules and
then apply them (i.e. a grammar exercise or a writing assignment). In contrast,
implicit knowledge is unconscious, internalized knowledge of a language that is
available for spontaneous speech. For example, Jim speaks English with near perfect
use of the basic rules of subject-verb agreement. This is despite the fact that
he may have no idea what subject-verb agreement is or what the rules are.

The question is can explicit grammar knowledge (Li’s knowledge) become implicit
knowledge (Jim’s knowledge)? There are two basic answers to the question.
The first is the non-interface position proposed by Krashen. In his view, explicit
knowledge can never become implicit knowledge because these two types of knowledge
are located in different parts of the brain. Li could keep studying grammatical
rules for the rest of his life and never speak like Jim. On the other hand, the
interface position claims that explicit knowledge can have some impact on implicit
knowledge. The interface position is divided into two views, the strong and the
weak position. The strong interface position holds explicit knowledge becomes
internalized through practice, like the acquisition of other skills. The weak
interface position, however, agrees with Krashen that explicit learning does not
become implicit knowledge, but that it can aid or foster the acquisition of implicit
knowledge (Brook). Proponents of this position acknowledge that there are simply
too many linguistic rules for any learner, native speaker or not, to learn them
all consciously. Thus, a strong interface is unlikely. Nevertheless, recent data
suggests that students who have explicit grammar instruction as part of their
study achieve a higher level of grammatical accuracy than those who do not (Ellis,
2002, p19). This suggests a weak-interface between explicit and implicit knowledge.
Noticing is based on this position.

What is Noticing?

Noticing is basically the idea that if learners pay attention to the form and
meaning of certain language structures in input, this will contribute to the internalization
of the rule (Batstone, 1996). Ellis expounds on this idea:

«. . . we don’t actually try to influence the construction of the
complex network [implicit knowledge] . . . because really learners can only
do it themselves. We cannot implant rules into that network. Learners extract
from the available information around them the regularities that form into their
knowledge system. If this is the case, all that we can do is make them aware of
some of these patterns . . . under the assumption that if you have an awareness
of them, then ultimately your pattern detector might function a bit more efficiently»
(Ryan, 2001, p2).

In addition, learners acquiring language through a natural approach often experience
fossilization, certain errors do not get better despite a significant amount of
experience with the target language. Perhaps once learners develop communicative
sufficiency they do not make progress in accuracy. Noticing helps rectify this
by helping learners «notice the gap.» They recognize that the language
features noticed are different from their current language.

Remember, according to this theory, the primary nature of explicit knowledge is
to develop awareness of rather than production of target forms. Hence, teachers
ought not to grade students on accurate use of these forms in spontaneous speech.
Hopefully, this awareness will help learners notice target forms in future input
and facilitate the eventual acquisition of these forms as implicit knowledge (Ellis,
2002, p 29).

How Do Teachers Help Students Notice?

How can we as teachers help students notice target forms? Cross (2002) summarizes
factors that draw attention to certain features in input:

• Explicit instruction — instruction explaining and drawing attention
  to a particular form.
• Frequency — the regular occurrence of a certain structure in input.
• Perceptual Salience — highlighting or underlining to draw attention
  to a certain structure.
• Task Demands — constructing a task that requires learners to notice
  a structure in order to complete it.

Also, Rod Ellis outlines five teaching activities to develop grammatical knowledge
of a problematic feature (Ellis 2002, pp. 30-31):

• 1. Listening to Comprehend: Students listen to comprehend a text that has
  been structured to contain several examples of the target form.
• 2. Listening to notice: Students listen to the same text again, but are
  given a gap-fill exercise. The target form is missing and the students simply
  fill it in exactly as they hear it to help them notice the form.
• 3. Understanding the grammar point: With help from the teacher, the students
  analyze the data and «discover» the rule.
• 4. Checking: Students are given a written text containing errors and are
  asked to correct them.
• 5. Trying it: Students apply their knowledge in a production activity.

Ellis warns that this is not designed to develop implicit knowledge, but simply
to develop awareness of grammar, which — when supplemented with other forms
of input and communicative tasks — may aid in the eventual acquisition of
implicit knowledge.

Conclusion

In conclusion, explicit grammar knowledge can foster the acquisition of implicit
knowledge through noticing. Teachers can draw students’ attention to certain
language features of input through explicit instruction, increasing the frequency
and perceptual salience of the structure, and/or designing tasks that require
the students to notice a structure to complete it.

Lesson Plan

The following lesson plan is a direct application of the five step approach by
Rod Ellis (above), designed to teach the problematic features of tense and subjunctive
use of «were» in imaginative conditionals to adult students.

Standards

• TESOL 1.1 — To use English to communicate in social settings: Students will
  use English to participate in social interactions, engaging in conversation.

Objectives

• Students will analyze the subjunctive mood in sample imaginative conditional
  sentences and synthesize a «rule» governing the behavior of these
  sentences.
• Students will correct grammar mistakes in conditional sentences.
• Students will create conditional sentences to engage in conversation.

Materials (Included at bottom)

• Dialogue — for teacher
• Handouts: dialogue — cloze, analyze sheet, exercises

Procedure:

• 1. Read dialogue orally to students one or more times.
• 2. Ask comprehension questions. 1) Where are these people? 2) What do they
  do for a living? 3) Do they think they could do the other person’s job?
• 3. Cloze exercise — Hand out dialogue-cloze. Read again to students.
  Students fill in blanks as they hear them.
• 4. Analysis — Pass out «analyze» handout. In groups, students
  analyze the sample sentences and write a rule that describes the pattern they
  see.
• 5. Teacher led large group discussion of the rule.
• 6. Students write the real rule and compare it with their rule.
• 7. Application: In pairs, students complete exercises 1 & 2. In exercise
  1 students correct errors in conditional sentences. In exercise 2, students
  use prompts to create conditional sentences for paired conversation.

Evaluation

• Teacher observes student answers and conversations in exercise 1 and
  2.

Dialogue — Listen to Comprehend

John: Hello. My name is John. What’s your
name?

Sue: My name is Sue. What brings you to this party?

John: I work with Tom.

Sue: Oh, so what do you do?

John: I am a teacher.

Sue: Oh really, well, I can’t stand kids. If I were a teacher, I think I
would go crazy.

John: Really? Well, what do you do?

Sue: I am a politician.

John: Oh wow! Well, if I were a politician, the
world would be in even worse shape than it already is. And my wife . . .
if she were a politician’s wife, she would definitely be even unhappier
than she already is. She is a woman that needs time to her work in her garden.
Well . . . what does your husband do?

Sue: Presently, he is a lawyer. But if he were a teacher, I’m sure he would
go crazy too.

John: You are being too hard on yourselves. You
see that couple over there? They are teachers. If they can do it, so can you.

Sue: I suppose so, but if they were ballerinas, I’m sure they would be great
too. I think anybody can be anything they want to if they try hard enough.

John: I suppose. But if we were ballerinas, I
don’t think we would be great ones. We are professionals who work in an
office all day. I doubt we would have much success with professional athletics
or arts.

Dialogue — Cloze — Listen to Notice

John: Hello. My name is John. What’s your
name?

Sue: My name is Sue. What brings you to this party?

John: I work with Tom.

Sue: Oh, so what do you do?

John: I ______ a teacher.

Sue: Oh really, well, I can’t stand kids. If I __________ a teacher, I think
I _________ go crazy.

John: Really? Well, what do you do?

Sue: I _________ a politician.

John: Oh wow! Well, ______ I _____________ a
politician, the world ____________ be an even worse shape than it already is.
And my wife . . . ________ she _____________ a politician’s wife,
she ____________ definitely be unhappier than she already is. She ____________
a woman that needs time to her work in her garden. Well . . . what does your husband
do?

Sue: Presently, he __________ a lawyer. But ______ he ___________ a teacher, I’m
sure he ___________ go crazy too.

John: You are being too hard on yourselves. You
see that couple over there? They are teachers. If they can do it, so can you.

Sue: I suppose so, but ______ they ____________ ballerinas, I’m sure they
____________ be great too. I think anybody can be anything they want to if they
try hard enough.

John: I suppose. But ______ we ___________
ballerinas, I don’t think we ___________ be great ones. We are professionals
who work in an office all day. I doubt we would have much success with professional
athletics or arts.

Analyze — Understanding the Grammar Point

Analyze the following sentences. At the bottom of the page, write a rule to describe
the patterns you find.

1.
A) I AM a teacher.
B) If I WERE a teacher, I
would go crazy.

2.
A) I AM a politician.
B) If I WERE a politician,
the world would be in even worse shape
than it already is.

3.
A) She IS a woman that needs
time to her work in her garden.
B) If she WERE a politician’s
wife, she would definitely be unhappier
than she already is.

4.
A) He IS a lawyer.
B) If he WERE a teacher, I’m sure
he would go crazy too.

5.
A) They ARE teachers.
B) If they WERE ballerinas, I’m
sure they would be great too.

6.
A) We ARE professionals who work in an
office all day.
B) If we WERE ballerinas, I don’t
think we would be great ones.

Extra Examples

7.
A) It IS a problem.
B) If it WERE a problem,
people would tell us.

8.
A) You ARE a good person.
B) If you WERE a good person, you would
help me.

Your Rule (your guess):
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Real Rule (from book or teacher):
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Exercise 1 — Checking

Look at the underlined part in the following sentences. If the sentence contains
an error, correct it. If it does not contain any errors, write Correct.

________ 1. I were
a lawyer.

________ 2. If I were a lawyer, I would make more money.

________ 3. If I was
a rock star, I would be happier.

________ 4. If you were
an animal, what animal would you be?

________ 5. If he were the president, he will make many new laws.

________ 6. If they are popular, they would act differently.

________ 7. He were
a math professor.

________ 8. If you were
president, what laws would you make?

________ 9. If we were born in France, we would speak French.

________ 10. If I were a
rich man, I would give to the poor.

Exercise 2 — Trying it

Use the following prompts to make conditional sentences for conversation with
a partner.

Example: (You) — (President of the U.S.)
Person A: If you were the President of the U.S., what would
you do?
Person B: If I were the President of the U.S., I would get
rid of taxes.

1. (you) — (movie star)
2. (he — another student in the class) — (rich man)
3. (she — another person in the class) — (the last woman on earth)
4. (you) — (party animal)
5. (we) — (teachers)
6. (they) — (criminals)
7. (you) — (most beautiful person alive)

Write a journal entry to answer this question: If you were the richest person
alive, how would your life be different?

References

• Batstone, Rob. (1996). Key Concepts in ELT: Noticing. ELT Journal, Volume 50/3, 8 paragraphs.
  Available: http://www3.oup.co.uk/eltj/hdb/Volume_50/Issue_03/freepdf/500273.pdf
• Brook, Andrew and Edina Torlakovic. The Role of Consciousness in Second Language Acquisition. 40 paragraphs.
  Available: http://www.cognitivesciencesociety.org/confproc/gmu02/final_ind_files/torlakovic_brook.pdf
• Cross, Jeremy. (December 2002) ‘Noticing’ in SLA: Is it a Valid Concept? TESL-EJ. Vol. 6, No.3.
  Available: http://www-writing.berkeley.edu/TESL-EJ/ej23/a2.html
• Ellis, Rod. Options in Grammar Teaching (Speech Notes).
  Available: http://www.tki.org.nz/r/esol/esolonline/teachers/prof_read/rod_ellis_e.php
• Ellis, Rod. (2001). Second Language Acquisition: The Role of Consciousness. Lecture given at National Chengchi University, Taiwan.
  Available: http://english.nccu.edu.tw/academic/RodEllis/Lect1.doc
• Ellis, Rod. (2002). The Place of Grammar Instruction in the Second/Foreign Language Curriculum. In Fotos, Sandra and Eli Hinkel (Eds.), New Perspectives on Grammar Teaching in Second Language Classrooms (pp. 17-34). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
• Krashen, Stephen. (1981). Second Language Acquisition and Second Language Learning. Pergamon Press.
  Also available on-line: http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html
• Ryan, Kevin. (2001). Interview With Rod Ellis. ELT News Online Journal, 37 paragraphs.
  Available: http://www/eltnews.com/features/interviews/015_rod_ellis1.shtml
• Sysoyev, Pavel V. (1999). Integrative L2 Grammar Teaching: Exploration, Explanation and Expression. The Internet TESL Journal. Vol. V, No. 6.
  Available: http://iteslj.org/Articles/Sysoyev-Integrative.html

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The Internet TESL Journal, Vol. X, No. 7, July 2004
http://iteslj.org/

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http://iteslj.org/Techniques/Noonan-Noticing.html

Learn. Teach. Travel. > Uncategorized > Noticing/Analysis Activities

January 24, 2018

What’s a noticing/analysis task?

A noticing task (also referred to as an analysis activity) is an activity that is used to draw the attention of the students (hence the term ‘noticing’) to language used inside a text. Notice (no pun intended) that I italicized the word ‘language’ because a noticing activity is NOT used to draw attention to the content of the text i.e. comprehension questions such as reading or listening for gist and detail are NOT examples of noticing activities.

Activity:

So, for example, if you have a short text such as the one below, which of the following two activities below the text would be considered a noticing activity and why?

I like to eat pizza. I eat it every day. I typically order them from delivery stores like Pizza Hut and Little Ceaser’s but never Dominos. I love deep dishes but also at times enjoy eating thin crust ones, too. I usually will get a lot of toppings on them including pepperoni, bell peppers, olives, and even sometimes chicken or another type of meat. I am gluten free, so I can only order pizzas from certain pizza places that have gluten free dough.

From the short text (above),

A: Why can the author only order pizzas from certain delivery stores?

B: Underline all of the simple present tense verbs in the text.

So, which one (A or B) would be considered a noticing activity?

Answer: B

Why? Because B focuses on language rather than on the comprehension of the content of the text.

Noticing activities will be done after a gist task, an activity for students to read or listen for the main idea of the text. You can read more about gist tasks here. Once they have an overall understanding of the main idea of the content of the text, then you can focus in on the language being used in it.

What are examples of language that you can notice?

Examples of language could include anything relating to the different language systems of grammar, vocabulary, spelling, pronunciation, and functional language (words or phrases used to perform a function i.e. to order pizza you could say, “I’d like one pizza, please.”).

Activity:

One common noticing activity is to underline the target language (the language you want to focus on in the lesson) in the text. For example, you could have the students underline all of the simple present tense verbs in the text (i.e. I like to eat pizza). What are some other target language points for a noticing activity we could have the students underline in the text?

Think of as many as you can and then check a suggested answer key below.

I like to eat pizza. I eat it every day. I typically order them from delivery stores like Pizza Hut and Little Ceaser’s but never Dominos. I love deep dishes but also at times enjoy eating thin crust ones, too. I usually will get a lot of toppings on them including pepperoni, bell peppers, olives, and even sometimes chicken or another type of meat. I am gluten free, so I can only order pizzas from certain pizza places that have gluten free dough.

Suggested Answers (don’t peak unless you’ve tried it yourself first):

• Simple present verbs (like, eat, order, love, etc.)
• Adverbs used along with simple present verbs (i.e. typically, sometimes, usually, never, at times, etc.)
• Verbs + infinitive (i.e. I like to eat) vs. Verbs + gerund (i.e. enjoy eating)
• Vocabulary relating to food (i.e. dough, crust, toppings, pepperoni, bell peppers, olives, pizza)
• Commas (… thin crust ones,)

Etc.

Examples of Noticing Activities:

Underlining/Circling/Boxing

As mentioned before, having students identify particular target language in a text is a ‘go-to’ type of noticing activity. You can also have them underline some target language points and circle or box or whatever other target language points in the same text.

Examples of things you can underline/circle/box:

• Uses of a particular grammar structure (i.e. verb tenses etc.)
• Lexical items (i.e. adjectives describing ______, or nouns relating to ________, or phrases asking for advice, synonyms of _____, antonyms of ____, examples of _____ etc.)
• Punctuation marks

Etc.

Find the mistakes

You can have a few mistakes in the text that have to do with the target language you want to focus on. So, for example, you could write instead of “I like to eat pizza” “I likes to eat pizza” or “I’m liking to eat pizza.” Students will look through the text to find the mistakes.

Find the Out of Order Sentences in the Text:

For this activity, you could give them a text with some out of order sentences. They look through it and try to identify which ones are out of order i.e. Instead of “.., so I can only order pizzas…” you could write, “So only can I order pizzas..”. They would need to read through the text and identify the out of order sentence(s).

Find what word(s)/sentence(s) have to do with the picture(s)

For example, students could look for ALL the words related to this image in the text:

(Pizza, toppings, bell peppers, pepperoni, olives, crust etc.)

Or, they can look for a sentence related to images:

(I eat it every day)

Check the text for the answer

Here you give the students some kind of activity where they check the text for the answer.

For example:

Choose the correct answer from options:

I (typically order/order typically) them…

I (get usually/usually get) a lot of toppings…

(Focusing on adverb placement)

Fill-in-the-Gap:

I ______ order them…, I ______ get a lot of toppings, …and even ______ chicken… etc.

(Focusing on different adverbs used with the simple present tense)

Re-ordering sentences

Typically/them/order/I

I/get/a lot of/usually/toppings

(Focusing on syntax of simple present sentences)

Noticing Tasks and Listening Texts:

Typically, noticing activities are done with reading texts. However, they can also be done with listening texts, too.

Listening Gist Task:

First of all, one way of doing a noticing activity in conjunction with a listening text (i.e. an audio clip or video clip etc.), could be to have the students listen for overall meaning with a gist task and then give them an audioscript where they then can focus on the language used in written form.

Listening for the Answer:

Or, you can do most of the above-mentioned activities in conjunction with a listening text where they would listen for rather than read for the answer.

Pronunciation Noticing Activities:

You could have students listen for features of pronunciation in a text, for example:

• Pronunciation of certain sounds i.e. particular consonant or vowel sounds.
• Listening to distinguish dialects
• Sentence stress (which words are stressed and not stressed)
• Intonation (what emotions are being conveyed? Does intonation go up? Down? Etc.)

Etc.

For more about features of pronunciation, see the blog post here.

Noticing/Analysis Activities & Guided-Discovery

Here are some noticing activities that are used in tandem with a guided-discovery activity (an activity that has students figure out some aspect of the meaning, form, or pronunciation of the target language).

Sorting into Categories

After having students either look at the target language already underlined/highlighted for them or having them find it themselves, get the students to sort the target language into different columns.

For example:

Directions: Look at the text and put the correct words in their category below – Verbs used to describe routine and states, Adverbs of Frequency, Time Expressions.

I like to eat pizza. I eat it every day. I typically order them from delivery stores like Pizza Hut and Little Ceaser’s but never Dominos. I love deep dishes but also at times enjoy eating thin crust ones, too. I usually will get a lot of toppings on them including pepperoni, bell peppers, olives, and even sometimes chicken or another type of meat. I am gluten free, so I can only order pizzas from certain pizza places that have gluten free dough.

Verbs Used to Describe Routines & States	Adverbs of Frequency	Expressions of Frequency
Like	Typically	Every day
Eat	Usually	Etc.
Order	Etc.
Etc.

You can also do sorting activities with listening activities and pronunciation i.e. have the students listen for certain sounds and right the word that contains the sound under the correct category.

Matching Activities

After having students either look at the target language already underlined/highlighted for them or having them find it themselves, get the students to do a matching activity to figure out what the language means in context.

For example:

Directions: Look at the underlined words below and match them to their corresponding pictures.

I like to eat pizza. I eat it every day. I typically order them from delivery stores like Pizza Hut and Little Ceaser’s but never Dominos. I love deep dishes but also at times enjoy eating thin crust ones, too. I usually will get a lot of toppings on them including pepperoni, bell peppers, olives, and even sometimes chicken or another type of meat. I am gluten free, so I can only order pizzas from certain pizza places that have gluten free dough.

Different Matching types of activities:

• Visuals
• Examples
• Definitions
• Rules (i.e. with grammar)
• Synonyms
• Antonyms
• Extremes (i.e. ‘cold’ would match with ‘freezing’ & ‘hot’ with ‘scolding’)

Etc.

Multiple Choice

After having students either look at the target language already underlined/highlighted for them or having them find it themselves, give the students multiple-choice options to figure out something concerning the use of the target language.

For example:

Directions: Look at the underlined words below and choose the correct multiple-choice option below.

I like to eat pizza. I eat it every day. I typically order them from delivery stores like Pizza Hut and Little Ceaser’s but never Dominos. I love deep dishes but also at times enjoy eating thin crust ones, too. I usually get a lot of toppings on them including pepperoni, bell peppers, olives, and even sometimes chicken or another type of meat. I am gluten free, so I can only order pizzas from certain pizza places that have gluten free dough.

The underlined verbs are describing:

1. A habitual action
2. A state of being
3. An action happening in the moment

The bolded verbs are describing:

1. A habitual action
2. A state of being
3. An action happening in the moment

Graphic Organizer/Scale/Chart

Have students organize the target language on some sort of scale, graphic organizer, or chart.

For example:

Directions: Put the underlined word/phrase on the scale in terms of the frequency they describe.

I like to eat pizza. I eat it every day. I typically order them from delivery stores like Pizza Hut and Little Ceaser’s but never Dominos. I love deep dishes but also at times enjoy eating thin crust ones, too. I usually get a lot of toppings on them including pepperoni, bell peppers, olives, and even sometimes chicken or another type of meat. I am gluten free, so I can only order pizzas from certain pizza places that have gluten free dough.

Not Frequent					Very frequent
<——————————————————————————————————————–>
Never		At times/sometimes	Usually/Typically	Every day

Principles of Designing Noticing Activities:

• Should focus on a few examples of the language in the text
• If the text is long, it’d be best to highlight the TL to begin with (so they don’t get frustrated looking for the target language)
• Generally, use shorter texts for noticing activities or at least just a few examples from the text for the students to analyze (you don’t want it to be overwhelming)
• Generally, noticing activities should be quick i.e. 2-5 minutes of a 40-60 minute long lesson.
• They shouldn’t be too challenging
• Try to scaffold them (structure them so they are more easily completed) i.e. have the questions be simple – like multiple-choice/yes or no type questions & try to include graphic organizers/charts/scales etc. with them.
• Many times, it is nice to have them be pair activities from the beginning to make them more interactive and less ‘dry’.

Most people think of themselves as grammar rebels, seeing the rules as strict, basic and arbitrary. But grammar is actually complex, not to mention essential: Incorrect grammar can cause confusion and change the way you’re perceived (or even keep you from landing a job).

That’s why a grammar checker is essential if writing is part of your workday — even if that’s just sending emails. Here’s what else you should know about grammar:

What is grammar in English?

At a high level, the definition of grammar is a system of rules that allow us to structure sentences. It includes several aspects of the English language, like:

Grammar’s wide scope can make proofreading difficult. And the dry, academic conversations that often revolve around it can make people’s eyes glaze over. But without these grammatical rules, chaos would ensue. So even if you aren’t a fan (and who really is?), it’s still important to understand.

Types of grammar (and theories)

As long as there have been rules of grammar, there have been theories about what makes it work and how to classify it. For example, American linguist Noam Chomsky posited the theory of universal grammar. It says that common rules dictate all language.

In his view, humans have an innate knowledge of language that informs those rules. That, he reasoned, is why children can pick up on complex grammar without explicit knowledge of the rules. But grammarians still debate about whether this theory holds true.

There are also prescriptive and descriptive grammar types:

Another theory emerges from these types of English grammar: primacy of spoken language. It says language comes from the spoken word, not writing — so that’s where you’ll find answers to what’s grammatically correct. Though not everyone agrees with that theory, either.

How did grammar become what it is today?

Grammar has been in a constant state of evolution, starting with the creation of the first textbook on the subject in about 100 BC by the Greeks (termed the Greek grammatikē). The Romans later adapted their grammar to create Latin grammar (or Latin grammatica), which spread out across Europe to form the basis for languages like Spanish and French. Eventually, Latin grammar became the basis of the English model in the 11th century. The rules of grammar (as well as etymology) changed with the times, from Middle English in the 15th century, to what we know today.

Another consequence of grammatical changes has been the development of various areas of linguistic study, like phonology (how languages or dialects organize their sounds) and morphology (how words are formed how and their relationships work).

The ancient grammar rules have changed as people have tested alternative ways to use language. Authors, for example, have broken the rules to various levels of success:

• Shakespeare ended sentences with prepositions: “Fly to others that we know not of.”
• Jane Austen used double negatives: “When Mr. Collins said any thing of which his wife might reasonably be ashamed, which certainly was not unseldom, she involuntarily turned her eye on Charlotte.”
• William Faulkner started sentences with conjunctions: “But before the captain could answer, a major appeared from behind the guns.”

Cultural norms shape grammar rules, too. The Associated Press, for example, recognized they as a singular pronoun in 2017. But before that, English grammar teachers the world over broke out their red pens to change it to he or she.

Yes, American grammar has a longstanding tradition of change — borrowing words from other languages and testing out different forms of expression — which could explain why many find it confusing. Although most people no longer call early education “grammar school,” it’s still an important topic of study. And as more people have access to updated information about the subject, it’s become easier to follow the rules.

Five authors on grammar

If anyone appreciates the role of grammar, it’s writers:

Six examples of grammar rules

Here are six common grammar mistakes (and example sentences) to help you improve your writing:

Semicolon use: Semicolons are typically used to connect related ideas — but often a new sentence (instead of a semicolon) is more fitting.

Ending a sentence with a preposition: Some used to consider it wrong to end with a preposition (e.g. to, of, with, at, from), but now it’s acceptable in most informal contexts.

Splitting infinitives: Avoid it in formal settings, otherwise, it’s fine.

Beginning a sentence with because: It’s ok as long as the sentence is complete. 

Subject-verb agreement: The verb of a sentence should match the subject’s plurality (or singularity).

Passive voice: In general, use active voice — that means the subject acts upon the verb. In passive voice, the verb acts upon the subject, resulting in a weaker sentence.

Оглавление

Introduction………………………………………………………………………………………………………………………….. 3

1. Teaching grammar as the basis
for forming four main skills………………………………………………………….. 6

1.1.The principles and methods of
teaching grammar …………………………………………………………………. 7

1.1.1. Principles……………………………………………………………………………………………………………….. 7

1.1.2. The major methods of
grammar presentation………………………………………………………………. 11

1.1.3. Deductive approach………………………………………………………………………………………………… 12

1.1.4. Inductive approach…………………………………………………………………………………………………. 15

2.Classification of exercises for
the assimilation of grammar…………………………………………………………… 18

2.1.Recognition exercises…………………………………………………………………………………………………….. 18

2.2. Drill exercises………………………………………………………………………………………………………………. 19

2.3. Grammar test……………………………………………………………………………………………………………… 20

2.4. Creative exercises (speech
exercises)……………………………………………………………………………….. 21

2.5. Approbation plan…………………………………………………………………………………………………………. 23

Conclusion ………………………………………………………………………………………………………………………. 29

References…………………………………………………………………………………………………………………………… 31

                                                         
Appendix………………………………………………………………………………….. 33

Introduction

Language is an unavoidable part
of everyday life. It is arguably the most
essential medium by which humans communicate with each other. Without language
the society would be in a mess of miscommunication, they would misunderstand
one another. Recognizing the language as a significant aspect
of daily life causes us to think and
wonder why it is so often misused and fraught with errors.

There are many quotes of scholars and writers about
the language and grammar, most of them have the same aim and idea. As Edgar
Allan Poe said “A man’s grammar, like Caesar’s wife, should not only be pure,
but above suspicion of impurity.” However, a person who knows a language
perfectly uses a thousand and one grammar lexical, phonetic rules when he is
speaking. Language skills help us to choose different words and models in our
speech.

It is clear that the term “grammar” has meant various
things at various times and sometimes several things at one time. One of the
most necessary step for the future teacher is to know what grammar means
itself. Grammar is the whole system and structure of a language or of languages
in general, usually taken as consisting of syntax and morphology (including
inflections) and sometimes also phonology and semantics. [1]

For me the grammar issue was settled at least twenty years
ago with the conclusion offered by Richard Braddock, Richard Lloyd-Jones, and
Lowell Schoer in 1963. “In view of the widespread agreement of research studies
based upon many types of students and teachers, the conclusion can be stated in
strong and unqualified terms: the teaching of formal grammar has a negligible
or, because it usually displaces some instruction and practice in composition,
even a harmful effect on improvement in writing.” [2, pp.
37-38] Indeed, I would agree with Janet Emig that the grammar issue is a prime
example of «magical thinking»: the assumption that students will
learn only what we teach and only because we teach.[3, pp.
21-30 ] But the grammar issue, as we will see, is a complicated one. And,
perhaps surprisingly, it remains controversial, with the regular appearance of
papers defending the teaching of formal grammar or attacking it.[4, pp. 55-63]

Grammar is a component in all language skills:
reading, writing, speaking, and listening. Teachers need to know rules of
grammar as well as techniques that help students use grammar effectively and
effortlessly. It is clear that the communication depends on grammar, as a
result no speaking is possible without the knowledge of grammar, without the
forming of a grammar mechanism. The main person who will be able to develop
such kind of mechanism is a teacher. Teaching grammar is of a fundamental
importance. However, the question is, how it should be tackled or what kind of
approach or methodology should be applied. There is no a simple rule or a rule
that can be generalized. This depends on the teacher’s experience and
preference based on his actual assessment of the learners needs. I think that
learning must be made seriously interesting and a teacher should prepare
materials according to the audience, i.e. type of students in the class.
Methodologies differ because we have different levels of competence in
learners. A thorough understanding of different areas of grammar is a
fundamental need.

The structure of my course paper can be characterized
by the aspects below:

The object: process
of teaching English grammar at secondary school effectively.

The subject: the
development of grammar skills of secondary school students through 
advantageous exercises and methods.

 The aims of my research are the following:

1.    
 clearly
recognize how to teach grammar right

2.    
 clarify
essence of grammar approach as a whole and its practical appliance to language
teaching in particular

3.     use
and classify various types of methods which will help students further to
develop knowledge and understanding of Grammar, to develop self- study
habit

The objectives of the research are
next:

1.    
describing
advantages and disadvantages of inductive and deductive approaches

2.    
Grammar
explanations as the major methods

3.    
Various
exercises  for the assimilation of grammar

4.    
Approbation
the theory on the lesson planning

Hypothesis: if
the teacher uses a variety of interesting exercises and beneficial methods to
explain one of the grammatical unites, school students will be able to achieve
efficiency of foreign language.     

The teacher must know the aims of teaching a
particular subject and to do full justice to it is his responsibility. The
teacher who does not know the aims of teaching his subject does not know what
he is doing and does not realize why he is doing, or the purpose of doing it.

Research methods. I
have used theoretical and practical methods of research in given course paper,
such as analyses of the publication, prediction of the obtained results and
approbation with the help of the lesson plan according the theme of the course
paper. Apart from it, there were used literature searching and quantitative
data analysis.

Structure of the work.

The present course paper consists of five parts:
introduction, the main part, conclusion, references and appendix. Introducing
briefly describes the meaning and importance of the theme of the course paper.
The main part consists of several items, which includes teaching grammar as the
basis for forming for communication skills and classification of exercises for
the assimilation of grammar. The first part gives theoretical description of
grammar and ways of teaching effectively a foreign language. While the second
part shows us more practical way and usage of exercises. Conclusion draws that
the importance placed on grammar is a learner-driven mechanism. In list of
references, we mentioned more than 25 sources
for full comprehension of the given topic.

Practical value of the
course paper includes two aspects:

1. It can be used in the process of
teaching English in secondary school;

2. The materials can be used in
language teaching methodology.

1.
Teaching grammar as the basis for forming four main skills

Grammar gains its prominence in language teaching,
particularly in English as a foreign language (EFL) and English as a second
language (ESL), inasmuch as without a good knowledge of grammar, learners’
language development will be severely constrained. Practically, in the teaching
of grammar, learners are taught rules of language commonly known as sentence
patterns.[5, pp. 75] The teaching of grammar should also ultimately centre
attention on the way grammatical items or sentence patterns are correctly used.
In other words, teaching grammar should encompass language structure or sentence
patterns, meaning and use.

Further, grammar is thought to furnish the basis for a
set of language skills: listening, speaking, reading and writing. In listening
and speaking, grammar plays a crucial part in grasping and expressing spoken
language (e.g. expressions) since learning the grammar of a language is
considered necessary to acquire the capability of producing grammatically
acceptable utterances in the language.

In reading, grammar enables learners to comprehend
sentence interrelationship in a paragraph, a passage and a text. In the context
of writing, grammar allows the learners to put their ideas into intelligible
sentences so that they can successfully communicate in a written form. Lastly,
in the case of writing, grammar provides a pathway to learners how some lexical
items should be combined into a good sentence so that meaningful and
communicative statements or expressions can be formed.[6, pp. 227-275]

Many teachers think that teaching grammar separately
is not favorable to learners since learners only learn the way language is
constructed, and very often when they are given grammatical rules, the learners
work well on such cases.[7] However, when they write or speak, the learners
make grammatical mistakes or even unnecessary ones. Helping learners apply
grammatical rules into communicative tasks (for example, writing and speaking)
is very challenging. Therefore, teachers, especially in the context of EFL,
could benefit from learning some alternative teaching approaches for teaching
grammar so that they can integrate grammar or structure into other language
skills in such a way that the goal of learning language is ultimately achieved.

The ultimate goal of teaching grammar is to provide
the students with knowledge of the way language is constructed so that when
they listen, speak, read and write, they have no trouble applying the language
that they are learning. Language teachers are, therefore, challenged to use
creative and innovative attempts to teach grammar so that such a goal can successfully
be achieved. In other words, whatever exercises are given, the most crucial
thing is that the teacher provide the students with an opportunity to be able
to produce the grammatical item making use of syntactically and semantically
correct examples of sentences comprised of appropriate and relevant vocabulary.
[8,pp. 27-38]

1.1.          
The principles and
methods of teaching grammar

1.1.1. Principles

Teaching grammar should be based upon the following
principles:

Conscious approach

This means that in sentence patterns teaching points
are determined so that pupils can concentrate their attention on some elements
of the pattern to be able to use them as orienting points when speaking or
writing the target language. For example, I can see a book. I can see many
books.

The teacher draws pupils’ attention to the new element
in the sentence pattern. The teaching point may be presented in the form of a
rule, a very short one, usually done in the mother tongue. The rule helps the
learner to understand and to assimilate the structural meaning of the elements.
It ensures a conscious approach to learning. This approach provides favorable
conditions for the speedy development of correct and more flexible language
use.[9, pp. 12-24] However it does not mean that the teacher should ask pupils
to say this or that rule. Rules do not ensure the mastery of the language. They
only help to attain the practical goal. If a pupil can recognize and employ
correctly the forms that are appropriate, that is sufficient. When the learner
can give ample proof of these abilities we may say that he has fulfilled the
syllabus requirements.

Conscious learning is also ensured when a grammar item
is contrasted with another grammar item which is usually confused.[13] The
contrast is brought out through oppositions. For example:

I have breakfast at 8 o’clock.

It’s 2 o’clock. I am having breakfast.

He has been to Astana.

He was in Astana two years ago.

Give me a magazine (to read into the bus).

Give me the magazine (you have promised).

I like steak (more than any other food).

I like the steak (that my mum cooked).

The teacher should realize difficulties the sentence
pattern presents for his pupils. Comparative analysis of the grammar item in
English and in Romanian or within the English language may be helpful. He
should think of the shortest and simplest way for presentation of the new
grammar item. The teacher should remember the more he speaks about the language
the less time is left to practice. The more the teacher explains the less his pupils
understand what he is trying to explain, this leads to the teacher giving more
information than is necessary, which does not help the pupils in the usage of
this particular grammar item, only hinders them.

Practical approach

It means that pupils learn those grammar items which
they need for immediate use either in oral or written language. For example,
from the first steps of language learning pupils need the Possessive Case for
objects which belong to different people, namely, Mike’s textbook, Ann’s
mother, the girl’s doll, the boys’ room, etc. The learner masters grammar
through performing various exercises in using a given grammar item. Teachers
should teach correct grammar usage and not grammar knowledge.

Structural approach

Grammar items are introduced and drilled in structures
or sentence patterns.

It has been proved and accepted by the majority of
teachers and methodologists that whenever the aim to teach pupils the command
of the language, and speaking in particular, the structural approach meets the
requirements.[10, pp. 446]

Pupils are taught to understand English when spoken to
and to speak it from the very beginning. This is possible provided they have
learned sentence patterns and words as a pattern and they know how to adjust
them to the situations they are given.

In Kazakhstan the structural approach to the teaching
of grammar attracted the attention of many teachers. As a result structural
approach to grammar teaching has been adopted by the schools since it allows
the pupil to make up sentences by analogy, to use the same pattern for various
situations. Pupils learn sentence patterns and how to use them in oral and
written language.

The teacher should furnish pupils with words to change
the lexical (semantic) meaning of the sentence pattern so that pupils will be
able to use it in different situations. He should assimilate the grammar
mechanism involved in sentence pattern and not the sentence itself.

Situational approach

Pupils learn a grammar item used in situations. For
example, the Possessive Case may be effectively introduced in classroom
situations. The teacher takes or simply touches various things and says: This
is Assel’s pen; That is Sasha’s exercise-book, and so on.

The teacher should select the situations for the particular
grammar item he is going to present. He should look through the textbook and
other teaching materials and find those situations which can ensure
comprehension and the usage of the item.

Oral approach

Grammar items pupils need for conversation are taught
by the oral approach, i.e., pupils laud them, perform various oral exercises,
finally see them printed, and write sentences using them. For example, pupils
need the Present Progressive for conversation. They listen to sentences with
the verbs in the Present Progressive spoken by the teacher or the speaker (when
a tape recorder is used) and relate them to the situations suggested. Then
pupils use the verbs in the Present Progressive in various oral sentences in
which this tense is used. Grammar items necessary for reading are taught
through reading.

If the grammar item the teacher is going to present
belongs to those pupils need for conversation, he should select the oral
approach method for teaching.

If pupils need the grammar item for reading, the teacher
should start with reading and writing sentences in which the grammar item
occurs.

While preparing for the lesson at which a new grammar
item should be introduced, the teacher must realize the difficulties pupils
will meet in assimilating this new element of the English grammar. They may be
of three kinds: difficulties in form, meaning, and usage. The teacher thinks of
the ways to overcome these difficulties: how to convey the meaning of the
grammar item either through situations or with the help of the mother tongue;
what rule should be used; what exercises should be done; their types and
number. Then he thinks of the sequence in which pupils should work to overcome
these difficulties, i.e., from observation and comprehension through conscious
imitation to usage in conversation (communicative exercises). Then the teacher
considers the form in which he presents the grammar item — orally, in writing,
or in reading. And, finally, the teacher plans pupils’ activity while they are
learning this grammar item (point): their individual work, mass work, work in
unison, and work in pairs, always bearing in mind that for assimilation pupils
need examples of the sentence pattern in which this grammar item occurs. [11,
pp.14-20]

1.1.2. The
major methods of grammar presentation

There are two approaches in teaching grammar that can
be applied: deductive and inductive.

Inductive learning is the process of ‘discovering’
general principles from facts.

In a language classroom, an inductive approach
involves getting learners to discover rules and how they are applied by looking
at examples. The role of the teacher is to provide the language the learners
need to discover the rules, to guide them in discovery if necessary, and then
to provide more opportunities to practise.

The inductive approach is often thought of as a more
modern way of teaching: it involves discovery techniques; it seeks in some ways
to duplicate the acquisition process; it often exploits authentic material; it
has learners at the centre of the lesson; and the focus is on usage rather than
rules.

Deductive learning is the process of applying general
principles to use.

In a classroom, a deductive approach means teaching
learners rules and then giving them opportunities to apply them through
practice. The role of the teacher is to present the rules and organize the
practice.

The deductive approach is often thought of as a more
traditional way of teaching: it is teacher-led and teacher-centred, at least at
the presentation stage; it focuses initially on rules and then use; it often
uses input language which is adjusted to the learners and not authentic. These
do not in themselves have to be traditional ways of teaching, but they indicate
a traditional approach.
[17,
pp. 75-83]

As can be seen, both approaches provide opportunities
for learning and address the needs of different kinds of learners and learning
contexts. Like almost all the decisions we make in the classroom, we must be
guided by our learners’ aims.

The inductive approach may be more attractive to us as
teachers but does it support our students’ learning fully?

The deductive approach may be more controllable but
does it give our learners the opportunity to develop their strategies and
learning styles?

And like many of our decisions regarding the way we
teach, the best way forward may be to blend the two, guided by our aims and our
understanding of our own learners. For example, it may be useful for a class to
start with a deductive approach and then move on to a more inductive way of
learning once they are used to analysis of the language and ways of describing
it.

1.1.3.
Deductive approach

A deductive approach is derived from the notion that
deductive reasoning works from the general to the specific. In this case,
rules, principles, concepts, or theories are presented first, and then their
applications are treated. In conclusion, when we use deduction, we reason from
general to specific principles.

Dealing with the teaching of grammar, the deductive
approach can also be called rule driven learning.[12] In such an approach, a
grammar rule is explicitly presented tostudents and followed by practice
applying the rule. This approach has been the bread and butter of language
teaching around the world and still enjoys a monopoly in many course books and
self-study grammar books (Fortune, 1992). The deductive approach maintains that
a teacher teaches grammar by presenting grammatical rules, and then examples of
sentences are presented. Once learners understand rules, they are told to apply
the rules given to various examples of sentences. Giving the grammatical rules
means no more than directing learners’ attention to the problem discussed.
Eisenstein (1987) suggests that with the deductive approach, learners be in
control during practice and have less fear of drawing an incorrect conclusion
related to how the target language is functioning. To sum up, the deductive
approach commences with the presentation of a rule taught and then is followed
by examples in which the rule is applied. In this regard, learners are expected
to engage with it through the study and manipulation of examples.

Why use the deductive approach?

• It can meet student expectations. For many
  learners the inductive approach is very new and somewhat radical, and it
  does not fit in with their previous learning experiences.

• It may be easier. A class using the deductive
  approach, if well planned, goes from easier to more difficult – which may
  be more appropriate for some learners. It can also be easier for less
  experienced teachers as there is more control of outcomes.

• We can control the level of input language more.

• We can control our learners’ understanding of
  rules more – making sure that the ideas they form about language are the
  right ones. In this way we can try to avoid learners forming incorrect
  hypotheses.

• It may be a more efficient use of time; the
  inductive approach can take longer.

• It can be designed to meet the needs of more
  learning styles. The demands of the inductive approach make it more
  suitable for a specific kind of learner.

• It is used by many coursebooks and it fits in
  better with many syllabus structures.[14]

Most importantly, when the rules are presented in the
deductive approach, the

presentation should be illustrated with examples, be
short, involve students’

comprehension and allow learners to have a chance to
personalize the rule.

Nonetheless, the deductive approach has its own
advantages and disadvantages as

shown in Table 1 below.

TABLE 1.

Advantages
and disadvantages of the deductive approach to teaching grammar

[16,
pp. 122-141]

Advantages	1.The deductive approach goes straightforwardly to the point and can, therefore, be time-saving.
2. A number of rule aspects (for example, form) can be more simply and clearly explained than elicited from examples
3. A number of direct practice/application examples are immediately given
4. The deductive approach respects the intelligence and maturity of many adult learners in particular and acknowledges the role of cognitive processes in language acquisition
5. It confirms many learners’ expectations about classroom learning particularly for those who have an analytical style.
Disadvantages	1. Beginning the lesson with a grammar presentation may be off-putting for some learners, especially younger ones
2. Younger learners may not able to understand the concepts or encounter grammar terminology given.
3. Grammar explanation encourages a teacher-fronted, transmission-style classroom, so it will hinder learner involvement and interaction immediately
4. The explanation is seldom as memorable as other forms of presentation (for example, demonstration).
5. The deductive approach encourages the belief that learning a language is simply a case of knowing the rule.

 

 

 

1.1.4.
Inductive approach

An inductive approach comes from inductive reasoning
stating that a reasoning

progression proceeds from particulars (that is,
observations, measurements, or data) to generalities (for example, rules, laws,
concepts or theories) (Felder & Henriques,

1995). In short, when we use induction, we observe a
number of specific instances

and from them infer a general principle or concept.

In the case of pedagogical grammar, most experts argue
that the inductive approach

can also be called rule-discovery learning.[12] It
suggests that a teacher teaches grammar starting with presenting some examples
of sentences. In this sense, learners understand grammatical rules from the
examples. The presentation of grammatical rules can be spoken or written.
Eisenstein (cited in Long & Richards, 1987) maintains that the inductive
approach tries to utilize the very strong reward value of bringing order,
clarity and meaning to experiences. This approach involves learners’
participating actively in their own instruction. In addition, the approach
encourages a learner to develop her/his own mental set of strategies for
dealing with tasks. In other words, this approach attempts to highlight
grammatical rules implicitly in which the learners are encouraged to conclude
the rules given by the teacher.[21, pp.6-12]

Why use the inductive approach?

• It moves the focus away from the teacher as the
  giver of knowledge to the learners as discoverers of it.

• It moves the focus away from rules to use – and
  use is, after all, our aim in teaching.

• It encourages learner autonomy. If learners can
  find out rules for themselves then they are making significant steps
  towards being independent. We can take this further by letting learners
  decide what aspect of the language in a text they want to analyse.

• It teaches a very important skill – how to use
  real/almost-real language to find out the rules about English.

• It can be particularly effective with low levels
  and with certain types of young learners. It enables these students to
  focus on use, not complex rules and terminology.

• If we use authentic material as our context, then
  learners are in contact with real language, not coursebook English.

• We can exploit authentic material from a wide
  range of sources to present our target language.

• The rules and structures students discover are
  often more valid, relevant and authentic than in a deductive approach, as
  they can be drawn from real use of English.

• The action of discovery helps learners remember.

• It reflects the acquisition process that children
  learn by, i.e. being in contact with the language and using it, then
  finding rules and applying them to new contexts.

• This kind of task – and the independence it
  fosters — is stimulating and motivating for many learners.

• This approach naturally encourages more
  communication, as learners need to discuss language together.

• We are able to respond better to the needs of our
  learners. For example, we can clearly see and address problems with
  understanding of a certain rule or item of lexis as learners go through
  the process of identifying and analyzing it.

• We can support and encourage new learning styles
  and strategies. For example, this kind of approach is good to develop
  reflective learning and learning in groups, and encourages the strategy of
  using the English around us to find rules and examples.[14]

Similar to the deductive approach, the inductive
approach offers advantages and

disadvantages as seen in the Table 2 below.

TABLE 2

Advantages
and disadvantages of the inductive approach to teaching grammar

[16,
pp. 122-141]

Advantages	1. Learners are trained to be familiar with the rule discovery; this could enhance learning autonomy and self-reliance.
2. Learners’ greater degree of cognitive depth is “exploited”.
3. The learners are more active in the learning process, rather than being simply passive recipients. In this activity, they will be motivated
4. The approach involves learners’ pattern-recognition and problem solving abilities in which particular learners are interested in this challenge.
5. If the problem-solving activity is done collaboratively, learners get an opportunity for extra language practice.
Disadvantages	1. The approach is time and energy-consuming as it leads learners to have the appropriate concept of the rule
2. The concepts given implicitly may lead the learners to have the wrong concepts of the rule taught.
3. The approach can place emphasis on teachers in planning a lesson.
4. It encourages the teacher to design data or materials taught carefully and systematically
5. The approach may frustrate the learners with their personal learning style, or their past learning experience (or both) would prefer simply to be told the rule.

2.               
Classification of exercises for the assimilation of grammar

2.1.          
Recognition
exercises

Recognition exercises
are the easiest type of exercises for pupils to perform. They observe grammar
item in structures (sentence patterns) when hearing or reading. Since pupils
only observe the new grammar item the situations should be natural and
communicative. [18, pp. 82]The following types of exercises may be suggested.

For example:

– Listen to the sentences and clap
whenever you hear the verbs in the Past Simple Tense.

Mike lives in Pushkin Street. I lived
there last year. Ann gets up at 7 o’clock in the morning.

She got up at half past seven yesterday,
etc.

It is desirable that sentences formed should concern
real situations and facts. Pupils listen to the teacher and claps when they
hear a verb in the Past Simple. The teacher can see whether each of his pupils
has grasped the sentence.

– Read the sentences and choose the
correct form of the verb. The following sentences

may be suggested:

a. I (go, went) to school yesterday.

b. Tom (takes, took) a bus when he goes to
school.

c. She (got, gets, gets) up at 7 o’ clock every
day.

Pupils should read the sentences and find the signals
for the correct choice of the form. Since the necessary form is suggested in
each sentence they should only recognize the one they need for a given context.

Recognition exercises are indispensable as pupils
retain the grammar material through

auditory and visual perception. Auditory and visual
memory is at work [18, pp. 85].

2.2.
Drill exercises

Drill exercises are more completed as they require
reproduction on the part of the pupils. In learning a foreign language drill
exercises are indispensable. The learners cannot assimilate the material if
they only hear and see it. They must reproduce it both in outer and inner
speech. The more often they say it the better they assimilate the material.
Though drill exercises are those in which pupils have only one difficulty to
overcome, they should also be graded [19, 62].

A. Repetitive drill. Pupils
pronounce the sentence pattern after the teacher, in imitation of the teacher,
both individually and in unison.

For example:

Teacher: They are dancing in the park.

Class: They are dancing in the park.

Individuals: They are dancing in the park.

Or pupils listen to the dialogue and say
it after the speaker.

– Is Ann dancing now?

– No, she isn’t.

– What is she doing?

– She is watching television.

Attention is drawn to the correct pronunciation of the
sentence pattern as a sense unit, as a statement (sounds, stress, and melody).

B. Substitution. Pupils
substitute the verbs or phrases in a sentence pattern.

For example:

The children are dancing in the park.

The children were dancing in the garden.

The child was dancing in the street.

C. Completion. Pupils
complete the sentences the teacher utters looking at the pictures he shows.

For example:

Teacher: Look at the picture.

 Mike is … … .

Pupil: Mike is getting up.

Class: Mike is getting up.

Teacher: Mike is … … .

Pupil: Mike is dressing.

Class: Mike is dressing.

Attention should be given to the use of is in this
exercise. The teacher should pronounce Mike is … to prevent the
typical mistake of the pupils (Mike dressing). This is essential
structural element of the tense form of the Present Continuous;
Russian-speaking pupils, however, do not feel any necessity to use it.

Drill exercises may be done both orally and in written
form. Pupils perform oral exercises during the lesson and written ones at home.
[19, 83]

2.3.
Grammar test

A check on the assimilation of grammar material is
carried out through:

—   auding (if a pupil understands what he listens, he
knows grammar);

—   speaking (if a pupil uses the grammar item
correctly, he has assimilated it);

—   reading (if a learner understands what he reads,
he knows grammar);

—   tests.

Tests allow the teacher to evaluate pupils’
achievement in grammar, that is, how each of them has mastered forms, meaning,
and usage. Tests in grammar may involve: filling in the blanks; opening the
brackets; transformation (e. g., make it negative, change into plural, etc.);
extension (e. g., / like to read books — I like to raid English bocks in our li­brary);
completion (e. g., When I came home …); making state­ments on the pictures
given; translation.  [24, pp. 34-55]

2.4.
Creative exercises (speech exercises)

This is the most difficult type of exercises as it
requires creative work on the part of the learners. All the exercises are
designed:

ü
to
develop pupils’ skills in recognizing grammar forms while auding and reading
English texts;

ü
to
accumulate correct sentence patterns in the pupils’ memory which they can reproduce
whenever they need these patterns for speaking or writing;

ü
to
help the pupils to produce sentences of their own using grammar items necessary
for speaking about a situation or a topic offered, or writing an essay on the
text heard or an annotation on the text read [20, pp. 57].

Also, speech preparatory exercises subdivided into
four:

Differentiation exercises:

•Past Perfect or Past Simple? Underline the correct
verb form.

•Choose the right tense and complete the sentences.

•Put while, during or for into each gap.

•Will or going to? Complete the dialogue using the
necessary form. Say when both are possible [22].

Identification Exercises:

•Complete the conversations using the words from the
box once only. Read the dialogue till the end before you start.

• In the following pairs of responses, one verb form
is right and one is wrong. Put a tick for the correct response.

• In each sentence there are two mistakes. Find and
correct them [22].

Imitation exercises:

•Listen to the questions and answers. In pairs, make
similar conversations about yourselves and your family.

•Make sentences according to the given model
(pattern).

•Read the letter of invitation, identify the patterns.
Write a similar letter.

•Write the dialogues using the cues [22].

Contextualization exercises:

•Complete the conversation using the new grammar
forms.

•Put the words in brackets in the most natural place
in the sentence.

•Answer the questions about you.

•Write suitable questions for the given answers [22].

2.5 . Approbation plan

One way to start to think about a competent use of
teaching and learning methodologies to engage students is to consider the
process of lesson. When it is done well, process of the lesson can be an
effective means of engaging students. As one of the teacher’s roles is that of
designer and implementer of instruction, the preparation of lesson plan will
ensure the organization of the English lesson according to some criteria. The
more organized a teacher is, the more effective the teaching, and thus the
learning, is. Writing daily lesson plans is a large part of being organized.
Especially considering grammar teaching.

I have made five lesson plans in order to approbate my
research in this course paper and I tried to use different kinds of exercises
in it. It is important to indicate that these plans can be used directly to
explain or reinforce new grammar material at secondary school.

The first lesson’s theme is “What will I do
tomorrow?”. This lesson focuses on helping students reinforce grammar
concerning the Future Simple Tense (‘will’ and ‘(be) going to’). The structure
of the lesson plan is to ESA type of class model by G.Harmer.

The second lesson’s topic is “How did you spend your
summer holidays?”. Main goal of this lesson is to explain Past Simple Tense and
to revise student’s knowledge about time. The structure of the lesson plan is
to ESA type of class model by G.Harmer.

The third lesson’s theme is “Life experience”. This
lesson focuses on helping students improve their recognition of the new
structure material (Present Perfect Tense) and use it more
frequently in speech. The structure of the lesson plan is to ESA
type of class model by
G.Harmer.                                                                                           

The fourth lesson plan is directed to evaluation of
pupils’ knowledge concerning the Present Continuous Tense. The theme is “What
are you doing?”. The structure of the lesson plan is to ESA type of class model
by G.Harmer.                                                                                       

The fifth lesson topic sounds like “Sport”. Main goal
of this lesson is to explain Present Simple Tense and improve pupils’ knowledge
about time.                                                                                                      The
structure of the lesson plan is to ESA type of class model by G.Harmer. 

Lesson plan 1

Theme:  “What will I do
tomorrow?”                                                                         Grade:
6  

Aims:                                                                                                                       

—           To
practice reading, writing and speaking skills

—          
To revise and reinforce grammar concerning the Future Simple Tense (‘will’ and
‘(be) going to’)

Objectives

—         
Students
will be able to use grammar points correctly

—         
Students
will be able to do exercises

—         
Students
will be able to use language in real life situations

Stage	Procedure	Time	Material
Greeting	Good morning, students! I`m glad to see you. Please, take your seats.	30 sec.
Engage	Discussion: What is the day tomorrow? Do you have a plan for tomorrow? What are you going to do? etc. OK. Thanks for your answers. Today we are going to reinforce grammar concerning the Future Simple Tense (‘will’ and ‘(be) going to’)	6 min	·         Active board
Study	Focus on grammar. -Read and match the sentences with the pictures	3 min	·         Active board Handouts with the pictures
Study	Exercises -put the verbs in brackets into the gaps and form sentences	5 min	Handouts
Study	Read the text and answer the questions.	3 min	Handouts
Activate	—           Work in pairs and discuss : What will you do in the summer holidays? Use the words from the box. —           And act out a dialogue	10-12 min	Handouts
Study	Read the text. Open the brackets, putting the verbs in the form of Future Simple (Indefinite). Find the answers to the following questions in the text and read them.	7 min	Handouts
Study	Make questions for the following sentences. Write questions as in the example.	5 min	Handouts
Conclusion	Your work today was brilliant! The lesson is over. You are free! Good bye, pupils!	30 sec	·         Blackboard

Lesson plan 2

Theme: “How did you spend your summer
holidays?”                                               Grade: 7  

Aims:                                                                                                                                   
Time: 45 min                                                             
            

—         
To practice reading, writing and speaking skills

—         
To revise and reinforce grammar concerning the Past Simple Tense

—         
To practice making using new words in speech

Objectives

—         
Students will be able to use grammar points correctly

—         
Students will be able to do exercises

—         
Students will be able to speak about their holidays

Stage	Procedure	Time	Material
Greeting	Good morning, students! I`m glad to see you. Please, take your seats.	30 sec.
Engage	Let’s read Mark’s story about his summer holidays. And what about you ? Where did you spend your summer holidays? What did you do there? What tense have I used in my questions? You are absolutely right. Today we are going to reinforce grammar concerning the Past Simple Tense	10-12 min	·         Active board ·         Power Point Presentation
Study	Presentation of grammar rules ( Past Simple tense)	6-8  min	·         Active board
Study	Exercises : 1.       Put the verbs into the simple past 2.       Write the past forms of the irregular verbs. 3.       Complete the table in simple past. 4.       Put the sentences into simple past. 5.       Write sentences in simple past. 6.       Choose «Was“ or «Were“	15 min	Handouts
Activate	—           Work in groups: The students write a story about a holiday romance by inventing answers to questions. Students sit in a circle in groups of five or six. Each student answers the first question on their worksheet by inventing details and writing the answer in the space provided.	5-7 min
Conclusion	Your work today was brilliant! The lesson is over. You are free! Good bye, pupils!	30 sec	·         Blackboard

Lesson plan 3

Theme: “Life
experience”                                                                                               
Grade: 8

Aims:                                                                                                   
                                Time: 45 min                                                                         

—         
To practice reading, writing, listening and speaking skills

—         
To revise and reinforce grammar concerning the Present Perfect Tense

Objectives

—         
Students will be able to use grammar points correctly

—         
Students will be able to do exercises

—         
Students will be able to speak about their life experience

Stage	Procedure	Time	Material
Greeting	Good morning, students! I`m glad to see you. Please, take your seats.	30 sec.
Engage	Introduction	2 min	·         Active board
Study	1. Presentation of new grammar material ( deductively) Present Perfect Tense 2.Primary consolidation: listen to the dialog and clap when you hear a new structure (recognition) 3.Write given verbs according to the new grammar forms (drill) 4.Read the situation and then write a suitable sentence. Use the verb given in brackets. 5. Use the words in brackets to make questions according to a pattern.	10  min 10 min 15 min	·         Power point Presentation ·         Handouts ·         Handouts
Activate	—           Work in pairs and discuss: Have you visited any countries? Have you gone sightseeing? Have you met interesting people? — And act out a dialogue	7-10 min
Conclusion	Your work today was brilliant! The lesson is over. You are free! Good bye, pupils!	30 sec	·         Blackboard

Lesson plan 4

Theme: “What are you
doing?”                                                                                                     
Grade: 7

Aims:                                                                                                                                                    Time: 45 min                                                                         

—         
To practice reading, writing, listening and speaking skills

—         
To revise and reinforce grammar concerning the Present Continuous Tense

Objectives

—         
Students will be able to use grammar points correctly

—         
Students will be able to do exercises

—         
Students will be able to speak about social networking websites

Stage	Procedure	Time	Material
Greeting	Good morning, students! I`m glad to see you. Please, take your seats.	30 sec.
Engage	Introduction	2 min	·         Active board
Study	1. Presentation of new grammar material ( deductively) Present Continuous tense 2.Check your grammar: true or false 3.Primary consolidation: watch the video at: http://bit.ly/JwTawJ ,  Pay attention on a new structure (recognition) 4. Use the verbs in the list to complete the sentences according to the grammar. (drill) 5. Write the words to fill the gaps. 6. Write questions and negatives.	10  min 10 min 15 min	·         Power point Presentation ·         Video ·         Handouts
Activate	Discussion on the theme :              «What are you doing …»	7-10 min	•           Handouts
Conclusion	Your work today was brilliant! The lesson is over. You are free! Good bye, pupils!	30 sec	·         Blackboard

                                                                                
Lesson plan 5

Theme: “Sport”                                                                                                      Grade:
7

Aims:                                                                                                                              
                     Time: 45 min                                                                          

—         
To practice reading, writing and speaking skills

—         
To revise and reinforce grammar concerning the Present Simple Tense

Objectives

Students will be able to use
grammar points correctly

—         
Students will be able to do exercises

—         
Students will be able to speak about everyday activity

Stage	Procedure	Time	Material
Greeting	Good morning, students! I`m glad to see you. Please, take your seats.	30 sec.
Engage	Will you, please, answer some questions? Do you usually get up early? Who usually prepares breakfast in your family? How many lessons do you usually have? OK. Thanks for your answers. What tense have I used in my questions? You are right.	2 min	·         Active board
Study	1. Presentation of new grammar material Present Simple tense 2. Reading (recognition) ü  Find all verbs in present simple tense ü  Answer the questions. Use the Present Simple tense. 1.       Fill in the blanks with the correct simple present tense form of the verb 2.       Change the verb into the correct form 3.       Change positive sentences into negative 4.       Circle the correct answer	10  min 10 min 15 min	·         Power point Presentation ·         Video ·         Handouts
Activate	Write about your daily routine. Use the following key verbs and any others that you know; to get up, to eat breakfast, to take/have a shower, to drive to work, to get to work, to have/eat lunch, to play, to walk, to go to bed.	7-10 min	•           Handouts
Conclusion	Your work today was brilliant! The lesson is over. You are free! Good bye, pupils!	30 sec	·         Blackboard

Conclusion

Grammar is the means through which linguistic
creativity is ultimately achieved. As it could be seen, the importance placed
on grammar is a learner-driven mechanism. Grammar is the basis upon which the
superstructure of the skills of a language acquired by a learner is built.
Grammar can be taught basically with examples using our routine day to day
activities, action oriented examples can be explained to reach the students in
casual and friendly manner. First thing, students are in the grip of fear for
English grammar, and it must be removed gradually. Teachers should deal with
examples, which would trigger their minds to raise questions to be more
interactive, as a sign of healthy practice. Grammar should be taught lively in
cordial atmosphere. When things are practiced, students will acquire mastery of
the subject. Some teachers place grammar on the second place, which is not
quite right. I feel grammar is the «backbone» of a language and just
as a person is crippled, if his backbone breaks so it is the person who lacks
proper grammar knowledge.

Our aim, as for future teachers, is to form grammar
skills and prevent children from making grammar mistakes in their speech. The
aim of foreign languages in secondary schools is to develop school-students’
skills in order to understand speech and participate it in conversation.

The method and techniques the teacher should use in
teaching school-students in secondary school is the direct method and various
techniques which can develop school-students’ four components of foreign
language as listening comprehension, speaking, writing and reading.

We have examined two kinds of approaches for learning
grammar: deductive and inductive. In a deductive approach rules, principles,
concepts, or theories are presented first, while in an inductive approach we
observe a number of specific instances and from them infer a general principle
or concept. As a result we can make a conclusion that in secondary school it is
more beneficial to use the inductive approach, since secondary school-students
in their age confirm the information from examples more.

We have such a conclusion that the forming of grammar
skills depends on training and exercising. Training is of great importance to
realize the grammar item. We must use a lot of training exercises for the
assimilation of grammar. We should provide the motivation of learn English,
encourage children to communicate, to develop understanding about rules of
grammar and their use in writing English.

Students are usually afraid of grammar, or at least
bored with it. So we have the really difficult task to make them be interested
in it. We do not have to teach them grammar as a separate lesson, we should
integrate it in a context of a speaking or listening activity, after that the
result could be seen.

References

[1]     http://www.oxforddictionaries.com/definition/english/grammar

[2]     Article : Research in Written Composition
(2010), pp. 37-38

[3]     «Non-magical Thinking: Presenting Writing
Developmentally in Schools,» in Writing Process, Development and
Communication, Vol. II of Writing: The Nature, Development and Teaching of
Written Communication, ed. Charles H. Frederiksen and Joseph F. Dominic
(Hillsdale, N.J.: Lawrence Erlbaum, 2001), pp. 21-30.

[4]     Article: «Grammar-Can We Afford Not to
Teach It?» NASSP Bulletin, 64, No. 10 (2012), 55-63

[5]     Krashen, S. (2002). Second language
acquisition and second language learning (1st Internet ed). Retrieved January
11, 2006 from http://www.sdkrashen.com/SL_Acquisition_ and_Learning/

[6]     Ellis, R. (2004). The definition and
measurement of L2 explicit knowledge. Language Learning 54(2), 227-275.

[7]     Noonan, F. Teaching ESL students to notice
grammar. The Internet TESL Journal 10(7). Retrieved November 30, 2005 from
http://iteslj.org/Techniques/Noonan- Noticing.html

[8]     Widodo, H. (2004). The Structure of Modern
English.  Fenomena, 3(2), 27-38

[9]       DOUGLAS, B.H., Teaching by Principles, 2nd
edition, Longman, 2001, pp.12-24

[10]     EASTWOOD, J., Oxford Guide to English
Grammar, Oxford University Press, 2005 , 446p.

[11]    RICHARDS, J.C., ROGERS, T.S. Approaches and
Methods in Language Teaching, Cambridge University Press, 1986 , pp.14-20

[12]    Understanding and using English grammar. New
Jersey: PrenticeHall, Inc (2012)

[13]     Principles of language learning and teaching
(4th ed.). New York: Addison-Wesley Longman, Inc.    (2000)

[14]   Speech Notes: Options in grammar teaching.
Retrieved November 30, 2014

[15]    Teaching ESL students to notice grammar. The
Internet TESL Journal 10(7). Retrieved November 30,      2013 from 
http://iteslj.org/Techniques/Noonan- Noticing.html.

[16]   Widodo, H.P. Approaches and Procedures for
teaching grammar. English Teaching: Practice and Critique. May 2006, Volume 5,
Number 1. 2006,p.122-141

(2nd ed.). Cambridge: Cambridge University Press.

[17]   Richards, J., & Renandya, W. (Eds.).
(2002). Methodology in language teaching: An anthology of current practice.
Cambridge: Cambridge University Press.

[18] Rogova, G.V., “Methods of teaching
English”; М.,1970

[18]   ELT Journal 46(2)  Self-study grammar practice:
Learners views and preferences.  (2012) pp.160-171.

[19]   Harmer, Jeremy, “the practice English language
teaching”; London-New York; Longman,1991

[20]   Geoffrey Broughton, Christopher Brumfit, Roger
Flavel, “Teaching English as a foreign language.”; London, 2001

 [21]   LIGHTBOWN, P. & SPADA, N., How languages
are learned, Oxford University Press, 2010, pp.6-12

[22]   Кудрицкая М.И “A course of lectures in Modern
Methods of Foreign Languages Teaching” Kostanay 2012

[23]   DAVIES, P., PEARSE, E., Success in English
Teaching, Oxford University Press, 2000, pp.78-88

[24]  MADSEN, H. S., Techniques in testing, (2006) 
pp.34-55

[25]     www.slideshare.net/vanyac/teaching-grammar-134752

[26]    
www.slideshare.net/gskeesee/grammar-review-531028

[27]     www.englishclub.narod.ru

[28]     www.teachingenglish.org.uk

[29]    
www.e.usia.gov/forum/vols/vol136/no1/p20.htm-games

                                  
                       Appendix

Lesson plan  №1

1.       Focus
on grammar. Read and match the sentences with the pictures

a)       Carol
is going to take a shower at 8 o’clock

b)      Ann
is going to play tennis at 4 o’clock

c)       Jennifer
is going to watch TV at 6 o’clock

d)      Jane
Evans is going to cook a meal at 3 o’clock

e)      David
is going to have lunch at  2 o’clock

  

 

2.       Put
the verbs in the brackets into the gaps and form sentences. Use “to be going
to”

a)      
He ____ his friend. ( to phone)

b)     
We ____ a new computer game. ( to watch)

c)      
My sister ____ TV. (to watch)

d)     
You ____ a picnic next Tuesday. ( to have)

e)     
Jane ____ to the office. ( to go)

f)       
They ____ to the bus stop this afternoon. ( to walk)

g)      
His brother ____ a letter to his uncle today. (to write)

h)     
She ____ her aunt. ( to visit)

i)       
I ____ my homework after school. ( to do)

j)       
Sophie and Nick ____ their friends. ( to meet)

3.       Read
the text and answer the questions

My name is Tanya. I am a
pupil. Tomorrow I will not go to school. It will be Sunday. Father and Mother
will not be at home. They will go to see their friends.

1.  Why won’t Tanya go to
school tomorrow?

 2.  Will her Mother and
Father be at home?

3.  Where will they go?

4.  What will Tanya do when
her parents go to see her friends?

4.  What will you do in the summer holidays? Use the
words from the box.

go to the theatre, go to the river, go to the zoo, collect
pebbles, read books, read magazines, watch films, make friends, go sunbathing,
write a diary]

 I think I’ll ____________

 I don’t think I’ll ______________

5.Read the text. Open the
brackets, putting the verbs in the form of Future Simple (Indefinite).

I like to go to school. I have many good friends there. But I like
Sundays more.  Soon it ____ (1 be) Sunday, and all our family  _____
(2 be ) at home. I _____ (3 get up) at 9 o’clock, and then I_____ (4 do) my
morning exercises and have breakfast together with my parents. After breakfast
I ____ (5 help) my mother in the kitchen and my father ____ (6 go) shopping.
Then we  (7 go) for a I walk in the park or to the cinema. After dinner my
friends ____  (8 come) to me, and we ____ (9 play) together at home or in
the yard. In the evening my mother ____ (10 knit), my father ____ (11 watch) a
concert on TV and I ____ (12 listen) to music or read a book. I know that I
____ (13 have) a lot of fun next Sunday.

 b) Find the answers to the following questions in the text and
read them aloud:

·       
Will all the family be at home on
Sunday?

·       
When will the boy get up?

·       
What will he do in the morning?

·       
What will he do after breakfast?

·       
Who will come after dinner?

·       
What will they do at home or in
the yard?

·       
What will they do in the evening?

·        
The boy will have a lot of fun
next Sunday, won’t he?

6. Make questions for the following sentences.

 1. He will buy tickets tomorrow. When ______________?

2. Mike will go to the railway station in the afternoon.

     Who ______________?

3. Sally will go to the airport on Monday. How
______________?

 4. I think the ticket will cost 100 pounds. How much
______________?

7.Write questions as in the example.

 Example: We have no bread, (to go to the shop) — Shall I go
to the shop?

a)     
There is an
interesting film on the cinema, (to buy tickets)     

b)     
I can’t do the
exercise. It’s very difficult, (to help)

c)     
The room is
dirty, (to clean) It’s very hot in the room, (to open the window)

d)    
We are very
hungry, (to cook pizza)

Lesson plan 2

1.       Work with the presentation and answer
the questions

 
 

 

2. Presentation of grammar rules ( Past Simple tense)

3.Put the
verbs into the simple past:

Last year I (go) ____ to
England on holiday.

It (be)  ____ fantastic.

I (visit) ____ lots of
interesting places. I (be)  ____ with two friends of mine .

In the mornings we (walk)
____ in the streets of London.

In the evenings we (go) ____
to pubs.

The weather (be) ____
strangely fine.

It (not / rain)  ____ a lot.

But we (see)  ____ some
beautiful rainbows.

Where (spend / you)  ____
your last holiday?

4.Write the past forms of
the irregular verbs.

Infinitive	Past Simple
1.	Meet
2.	Drive
3.	Speak
4.	Put
5.	Write
6.	Sing
7.	Do
8.	Sit
9.	Stand
10.	run

 5.
Complete the table in
simple past.

Affirmative	Interrogative	Negative
1.	He wrote a book
2.		Was she pretty?
3.			He did not sing

6. Put the
sentences into simple past.

We move to a new house. → 
_________

They bring a sandwich. → 
_________

He doesn’t do the homework.
→  _________

They sell cars. →  ________

Does he visit his friends? → 
_________

7.Write sentences in
simple past.

Janet / miss / the bus → 
_________

she / tidy / her room → 
__________

Nancy / watch / not /
television→  ________

she / read / a book → 
__________

8.Choose «Was“ or
«Were“:

The teacher ____  nice.

The students ____  very
clever.

But one student _____  in
trouble.

We _____  sorry for him.

He _____  nice though.

Lesson plan 3

1.
Presentation of new grammar material ( deductively)

 

 

                                           

2. Listen to the dialog and clap when you
hear a new structure(recognition)

—
Honey, we have to talk.

—
What’s happened? Why are you crying?

—
I’ve broken your car.

—
You’ve broken what? My car?

—
Yes, I’m so sorry. I don’t know how this happened.

—
I do. You have always been such a bad driver! You have never
learnt how to park a car. And now my car is broken. Thank you! Thank you
very much!

—
I told you, I am sorry. What else do I need to say?

—
I see that it’s not all. Any other problems, darling?

—
I’ve lost my credit card and now the ten thousand dollars I’ve
saved for our holiday have disappeared.

—
Why haven’t you called the bank and got your card blocked?

—
I have. But, it… it‘s been too late.

—
Ok, I don’t know what to say. I’m leaving now. We’ll talk when I come back.

—
Where are you going?

—
It’s none of your business. I’ll be late tonight. Bye.

At
the bar :

—
Hi, how are you?

—
Hi, I feel awful.

—
Why? What’s happened?

—
My wife has broken my car! My brand new car, which I bought only 6
months ago!

—
How terrible!

—
Yes, and she has lost her credit card.

—
Has she? It’s been a bad day for your wife. Has she
got her card blocked?

—
No, she hasn’t blocked it. And the money she has saved up for our
holiday is gone!

—
It’s been a terrible day for you and your wife? I’ll get you
another beer.

—
Thanks. I’ll need a lot of beer tonight.

3.Write
given verbs according to the new grammar forms (drill)

Write,
read, tell, say, show, go, do, speak, listen, begin, have, meet, work, get,
organize, bring, lose, walk, watch, learn, swim.

4.Read the
situation and then write a suitable sentence. Use the verb given in brackets.

Example: Hugh is listening
to some music. It is a new cassette (buy). Hugh has bought a new
cassette.            

1.
Andrew is sleeping soundly. It is late morning (oversleep)…..

2.
You are going to sit down to dinner and discover there is no bread in the
house. (run out of).

3.
We …. last weekend Gen went mountain-walking. Now she is in bed. (to catch a
bad cold)

4.Your
neighbors were playing their VCR very loud. Now it’s quiet. (switch off)

5.Use
the words in brackets to make questions according to a pattern.

Example:
(he/ever/paint/people). Has he ever painted people?

 1.
Have (you ever/be/to Scotland?) …. .

2.
Have (your parents/live/here all their lives?) …. .

3.
Have (you/hear/this concert?) …  .

4.
Have (how many times/you/ be married?) …. .

5.
Have (he/ever/meet/the President?) …. .

6.
Have (you/ever/visit/the White House?) … .

Lesson plan 4

1.      
Presentation of new grammar
material ( deductively)

 

 

                                                      
What are they doing?

                                              

2.      
Check your grammar: true or false

Are these sentences True or False?

1. We use the present continuous for permanent states or
situations. True False

2. We use the present continuous for temporary situations.
True False

 3. We often use the present continuous for things happening
right now. True False

4. We can use the present continuous for future
arrangements. True False

5. We can use the present continuous with all verbs. True
False

6. Some verbs – for talking about emotions, thinking, the
senses, etc. – cannot be used in the continuous form. True False

7. Sometimes the spelling of the infinitive form changes
when we add -ing. True False

3.     
Primary consolidation:
watch the video at: http://bit.ly/JwTawJ ,

 Pay attention on a new
structure (recognition)

4.     
Use the verbs in the list
to complete the sentences according to the grammar. (drill)

eat            
go             fly            watch           do            sing            
write             work             wait

1.
Listen! Somebody … a nice song.

2.
I … to London next week.

3.
I …. a letter to my friend Pam now.

4.
I’m very tired. We … hard these days.

5.
Jane …. a delicious cake with maple syrup.

6.
We … to play football tomorrow with Bob’s friends.

7.
They …. interesting program  about animals at the moment.

8.
Sarah …. a bus at the bus stop at the moment.

9.
Peter and Liza … the washing-up now.

5. Write the words to fill the gaps. Put the verb in
the present continuous tense.

1.
I’m really busy – I _______________________ (study) for the exam.

2.
Right now we _______________________ (ride) camels!

3.
They said they _______________________ (have) a great time.

4.
Daisy _______________________ (download) an album.

5.
What _______________________ (you do) at the moment?

6.
They _______________________ (wait) for me in the café.

7.
_______________________ (Oliver work) hard?

8.
The weather’s terrible, so we _______________________ (not go) walking much

6.Write questions and
negatives.

1.
She is reading a book now.

2.
We are listening to music.

3.
They are going to wash the car.

4.
He is cleaning his bedroom now.

5.
They are swimming in the river.

             6.The children
are playing basketball in the garden.