Professional Documents
Culture Documents
2
GRAMMAR PRACTICE ACTIVITIES
INTRODUCTION
There have been many dilemmas regarding necessity for elaborate planning
of the foreign language study process. The idea that the process should
follow “natural learning“ and thus avoid preparing the programme of study,
consisting grammar as one of its essential parts, was very popular for a
while. It turned out that going to extremes in either direction would not lead
to the satisfactory result of any foreign language study course. However, the
learning of grammar has not regained its traditional position as a key part of
the learning process; it is now considered one of the means of mastering a
foreign language.
During the first stage, the students perceive the grammatical structure, both
orally and in writing.
The fourth stage is supposed to provide both the teacher and his/ her
students with a reliable proof of the progress they have made during the
course.
3
This stage implies that the language material has already been introduced
during the first two stages. Its function is to make students confident in using
it. One of the most common mistakes that a teacher can make is to omit the
presentation, i.e. introduction and thus make practice activities ineffective
and incomprehensible.
1. Guidelines
There are certain rules which a teacher should follow during this stage
adapting them to the specific requirements of each task and each group of
learners.
1.1. Success-orientation
This aspect of the learning process sets some demands on the part of
teachers’ general attitude toward their students as well as the essence of the
acquiring process. They should be able to harmonize the necessity for
building up self-confidence in each student and an encouraging atmosphere
with keeping up a constant challenge of aiming for better results and
creating a competitive spirit in the classroom.
1
Harmer, Jeremy, Teaching and Learning Grammar, Longman, 1986, p. 112
4
1.2. Heterogeneity
This feature implies practice talks which may be done at various competence
levels.
• If you ever were in trouble, I would give you all the help you needed.
Student A: If you were ever in trouble, I would give you all the help you
needed.
Student B: What exactly would you do for me?
I would side with you in any conflict you had with others,
1.3. Interest
5
is considered an essential feature of successful grammar practice. Boredom
results in lack of concentration, absent-mindedness and discipline problems.
2. The task
The obvious task resulting from this activity feature is that a teacher should
have the objective in mind while preparing the lesson and during the
learning process. If this demand is not met, it will be impossible to lead
students toward the completion of the task. The ideal kind of the task
objective is the one which combines language manipulation exercises (such
as Yes/ No questions practice) with a non-linguistic result which may be to
solve a problem such as following:
Feargal McDonald lived on the twentieth floor of a block of flats and every
morning took the lift down to the ground floor and caught the bus into town.
When he came home he took the lift to the seventh floor and then climbed
the stairs all the way to the twentieth floor. Why?
Students ask questions to which a teacher can only answer yes or no.
(Answer: He was a schoolboy and could not reach the lift control buttons
higher than floor seven.)
In any case, the objective should be a simple one so that students are clear at
all stages what the point of the task is.
6
silence. By involving “information gap“ as the essential feature of the task,
we can be sure that maximum language use will take place.
Ask the students to write on a blank piece of paper four sentences that are
true about themselves and one that is false using the structure:
e.g.
Collect the pieces of paper and redistribute making sure no one receives
their own piece of paper back. The students then stand up with their new
piece of paper and mix and mill in a given space trying to find the owner of
the piece of paper by asking questions like:
When they find the owner they must decide which is the false statement. 2
3. Interest
One of the most intriguing questions for a foreign language teacher is:
2
Booklet for Montenegro State School Teachers, Level 1, Longman, p.8
7
What is it within itself that arouses students’ interest and motivation for
studing?
3.1. Topic
I seriously doubt that the next monologue could be useful for practicing
interrogative short answers (auxiliary verb + pronoun; Past Tense) with a
teenage students’ group:
It might be a highly amusing exercise for an adult learner but it could hardly
hold a teenager’s attention.
8
want us to come to tea?
They don’t know you’re not with me
What shall I say?
Peter Tinturin
9
them use hands and fingers to demonstrate a grammatical structure. The
contracted verbs can be visually demonstrated in this way:
The teacher draws on the blackboard a cat, a mouse, a table, a chair and a
hat. The students must draw a room that contains these things but they can
be arranged in any way they like, e.g:
The students work in pairs. They must not look at each other’s pictures but
must try to draw the same picture as their partner. They ask each other
questions which can only be answered by yes/ no.
10
3.4. Personalization (Involving the personality)
e.g.
Some think that this degree of personalization is too high and may cause
embarrassment.
3.5. Entertainment
Various games have been used in order to create this effect for a long time.
One of them, which is called Dilemmas, could be an entertaining homework
assignment:
11
Dilemmas:
1. You have noticed your best friend cheating in an end-of-term exam. A lot
of kids cheat, but you and your friend have always been against it, up to
now.
2. Your parents prefer your younger brother to you; they buy him more new
things, and generally discriminate in his favour. If you protest, they get
angry.
3. Your boyfriend/ girlfriend said he or she could not come out with you this
evening because of work; but you’ve just seen him or her coming out of a
cinema hand in hand with another girl/ boy.
Adult learners may find the following exercise both useful and amusing
(modal must reflecting the hearer’s wishes):
12
In a dream, Mrs Ogmore-Pritchard is talking to her two dead husbands, Mr
Ogmore and Mr Pritchard.
Mrs O-P: Tell me your tasks in order.
Mr O: I must put my pyjamas in the drawer marked pyjamas.
Mr P: I must take my cold bath which is good for me.
Mr O: I must wear my flannel band to ward off sciatica.
Mr P: I must dress behind the curtain and put on my apron.
Mr O: I must boil the drinking water because of germs.
Mr P: I must dust the blinds and then I must raise them.
Mrs O-P: And before you let the sun in, mind it wipes its shoes. 5
4. Learner activation
5
Thomas, Dylan, Under Milk Wood, I. M. Dent, 1954,1955, p. 112
13
One of the main problems during the grammar practice activities is to get as
many students as possible to speak. Silent listening or reading can be boring
and therefore is suggested as an acceptable activity during the initial
presentation only.
One of the most popular activities of this kind is Simon says game which is
used in simple commands practice.
If the utterance is preceded by the phrase “Simon says“, the students are
obliged to follow the command. If not, they mustn’t follow it, otherwise they
“lose a life.“ They have three lives, after which they are “out“.
During this activity the student is the one who takes the initiative. The fact
that students are usually much more careful in listening to their classmates
than to the conventional T-S exchange is a precious advantage of this
technique. It is particularly suitable for practicing interrogative forms.
14
For example, students might be asked to interview a teacher for a TV “chat“
programme and prepare 10-20 questions. They have 10-15 minutes to do so.
Then they interview the teacher. They may later describe to the class some
of the questions they asked or write them up for homework.
4.4. Brainstorm
The practice of providing the students with a stimulus to which they provide
as many answers as possible is very challenging and may result in maximum
students’ creativity. It implies a high degree of learner activation,
encouraging originality and creating amusing situations.
For example, practicing the first or second conditional can be done in the
form of finishing conditional sentences the beginnings of which have been
provided.
Second conditional
1. If I were a millionaire, .......................................
2. If I went to live in another country, ...................
3. If you came to visit me, .....................................
4. If we were all geniuses, .....................................
4.5. Chain
The difference between the previous activity and this one is that during the
first one all the responses relate to the original stimuluswhereas in a chain
activity each learner’s utterance responds to the one before. It can be used
while practicing the Past Tense for narrative:
Each student is given a single past form (“lived“ or “gave“ or “slept“); The
teacher begins a story, for example:
15
Once upon a time there was a beautiful princess.
Student 1: She lived in an old castle.
Student 2: One day her stepmother gave her a poisonous apple.
Student 3. The princess fell asleep.
Student 4: She slept for many years...
16
This activity can develop from a relatively controlled exercise during which
the teacher provides a “skeleton“ dialogue into a free group discussion. The
teacher preapares a task which involves use of a grammatical structure and
lets the students perform on their own with minimum intervention.
Some of these activities might be marked as healthy, tiring and so on. The
students get hand-outs in the form of grids and discuss in what order the
activities should be rated under each adjective. If they think that swimming
is the most healthy, they will insert number 1 in the appropriate column by
“swimmnig“. After discussion, they will decide on a final order fro each
activity until the grid is completed.
17
In spite of thorough preparation (long-term planning and short-term
preparing), there is always a possibility that something goes wrong and turns
into a problem which has to be solved immediately for the sake of the
learning process.
If a teacher does not have all materials, including visuals ready at hand, it
may cause a delay and upset the pace of the learning process. However,
teachers can make up for lack of visual aids in a very simple way, by
drawing mini-situations, scenes or characters on the board. In the following
example the teacher draws two faces on the board and gives them names.
Then he/ she writes what the characters have to do and what they would like
to do. For example:
John Alice:
Obligations: Obligations:
Wash windows Type letters
Clean floors Answer the telephone
Desires: Desires:
Marry Alice Earn more money
Get a better job Marry her boss
Apart from visual aids, there is a powerful means for practicing grammar in
an effective way, i.e. music, especially lyrics or titles of famous songs or
poems.
18
(Task: Who performed these songs?)
I wish I was eighteen again
I wish I were Aladdin
I wish I were in love again
I wish I were twins (so I could love you twice as much)
I wish it would rain. 6
A poem might be used for practicing the contracted forms of the verbs:
(Task: Complete the poem by putting in the contracted forms of the verbs in
the box
6
Writers Digest Books (extract from Who wrote that song?), Jacobs, Dick and Harriet, Cincinnati, Ohio,
1994, p. 269
19
Say that’s all we’ve got today. 7
This activity, apart from its long-term memory effects, provides an extra
quality of a game precisely governed by the respective grammar rules.
CONCLUSION
7
Mc Gough Roger, Three Rusty Nails, Jonathan Cape Ltd, 1976, p. 297
20
Grammar is central to the teaching and learning of languages. It is also one
of the more difficult aspects of language to teach well.
Many people, including language teachers, hear the word "grammar" and
think of a fixed set of word forms and rules of usage. They associate "good"
grammar with the prestige forms of the language, such as those used in
writing and in formal oral presentations, and "bad" or "no" grammar with the
language used in everyday conversation or used by speakers of nonprestige
forms.
21
avoid using it in ways that undermine students' desire to communicate
in the language, by taking cues from context).
Adult students appreciate and benefit from direct instruction that allows
them to apply critical thinking skills to language learning. Teachers can take
advantage of this by providing explanations that give students a descriptive
understanding of each point of grammar.
Only the grammar point in the target language or the students' first language
should be taught. The goal is to facilitate understanding. The time we devote
to grammar explanations should be limited to 10 minutes, especially for
lower level students whose ability to sustain attention can be limited.
Grammar points should be presented in written and oral ways to address the
needs of students with different learning styles.
REFERENCES
22
1. Booklet for Montenegro State School Teachers, Level 1, Longman
2. Delafield, E. M, Modern Humour, Everyman’s Library LTD
3. Dylan, Thomas, Under Milk Wood, I. M. Dent 1954-55
4. Harmer, Jeremy, Teaching and Learning Grammar, Longman, 1986
5. International Music Publication Ltd, 1973
6. Jacobs, Dick and Harriet, Writer’s Digest Books, Cincinnati, Ohio, 1994
7. Mc Gough, Roger, Three Rusty Nails, Jonathan Cape Ltd, 1976
23