Focus on Grammar 3, Third Edition

PowerPoint® presentations User’s Guide

Contents

I. Introduction ............................................................................................................... 2
II. Format of a Typical PowerPoint® presentation ................................................ 3
III. Using the PowerPoint Presentations.................................................................. 5
A. Where to Use a PowerPoint Presentation........................................................ 5
B. How to Use PowerPoint Presentations in the Classroom ............................. 6
IV. Best Practices .......................................................................................................... 9

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I. Introduction

These PowerPoint presentations are a group of animated slides that aims to

facilitate the teaching or review of a particular grammar point. Each
presentation is organized around a specific theme and includes a variety of
examples as well as practice slides.

The PowerPoint presentations in the third edition of Focus on Grammar are

intended to support the grammar notes in each Student Book by providing a
visual, multi-modal, non-linear, and engaging means to introduce or review
grammar. Every level of the Focus on Grammar series features
approximately eleven PowerPoint presentations. Although not all units have a
presentation, the grammar points selected for PowerPoint presentations
cover a wide variety of grammatical forms across all five levels. In addition,
special care was taken to select grammar forms that may be particularly
challenging

The purpose of these presentations is to allow an instructor to incorporate

animated visual and verbal elements into explanations of grammatical forms.
These presentations provide comprehensible input of grammar concepts by
organizing learning material into small manageable chunks and offering
intermittent comprehension check activities. The presentations help
instructors to reduce the cognitive load of students, lower the affective
filter, and accommodate a variety of learning styles within the grammar
classroom.

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II. Format of a Typical PowerPoint® presentation

Each PowerPoint presentation typically contains a title slide, at least one

context slide, form slides, and practice slides. Some presentations may also
contain a “Be Careful!” slide or slides. Below are examples from a
presentation in Level 3 with brief descriptions.

Title Slide
Each title slide includes information
on the grammar point, the title of the
lesson theme, and a theme-related
image.

Context Slide
One or more context slides introduce
the grammar point through a variety
of situations such as dialogues,
stories, questionnaires, and articles.

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 Form Slide
Unless numbered, each form slide
addresses a different aspect of the
grammar point. Form slides may
include grammar charts, timelines,
or explanations of rules with
example sentences and related

“Be Careful!” Slide

“Be Careful!” slides address
common errors or areas of concern
for a particular grammar point.

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 Practice Slide
Practice slides always include activity
directions with an example.
Activities may include cloze,
transformation, editing, sentence
combining, or open ended practice
items.

III. Using the PowerPoint Presentations

A. Where to Use a PowerPoint Presentation

• PowerPoint presentations are perfectly suited to introduce

new grammar points. As such, a PowerPoint might serve as
your main grammar presentation and, in conjunction with the
grammar notes, as the organizational anchor for a unit in
Focus on Grammar. Depending on class level and background,
a presentation can be shown prior to starting a new unit or
after the grammar notes in the Student Book have been
assigned for preview.
• Entire PowerPoint presentations or selected slides from a
presentation may be shown again for review especially if a
grammar point appears particularly complex to students.
Furthermore, using a presentation for review before a unit
test can be helpful to many students. Do not worry about a
presentation’s becoming repetitive. The animations, visuals,
and content will engage students through multiple viewings.

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 • A PowerPoint presentation from a lower level of Focus on
Grammar might at times serve as a quick review of grammar
to be built and expanded upon in the higher level.
• PowerPoint presentations may be broken up into chunks and
shown interspersed throughout a lesson plan for a specific
unit. This will help students absorb challenging material one
step at a time.

B. How to Use PowerPoint Presentations in the Classroom

There are numerous ways to make effective use of these presentations. You
will discover your own best practices as you become familiar with them. Here
are some basic guidelines to get you started with each of the slide types.

Title Slides

The title slide allows students to build schema for the rest of the
presentation. These slides are not animated, so the next click will take you
to the next slide. Spend a few moments on each of the following components:
• Read the title in the box next to the presentation number. This
provides the metalanguage for the grammatical structure.
• Read the subtitle, which identifies the general theme for the
context of the presentation. This is a good time to preview any
difficult vocabulary and possibly write it on the board.
• Draw attention to the image. Ask students to make connections
between the title and the visual and make predictions about the
content of the presentation.

Context Slides

1. Articles and Stories

• Have the students read the passage silently.
• Alternately, read the passage aloud.
• Explain new vocabulary.
• Check comprehension. Make sure the students understand the main
idea of the passage as well as pertinent details.

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 • Identify target structures. This can usually be controlled by clicks
of your mouse.

2. Dialogues
• If the dialogue bubble does not appear immediately, click to
introduce a new bubble.
• Read the dialogues aloud with choral repetition.
• Alternately, assign roles to individuals or groups of students in
order to reenact the dialogue.
• Identify target structures.

3. Questionnaires
• Read questions.
• Elicit responses from individuals or groups. Answers may be oral or
written.
• Identify target structures.

After initial viewing, you may find it helpful to review the context
slides. These texts may later be used for dictation.

Form Slides

1. Rules and Explanations

• Read the rule in the box with the pen and notepad icon.
• Click to view the first image and example.
• Read the example, followed by choral repetition if desired.
• Ask students to identify target structures.
• Respond to students’ requests for clarification.
• Explain new vocabulary.
• Allow time for student processing and reaction.
• Click for the next example and repeat.
• Refer back to the rule in the box with each new example.

2. Charts and Timelines

• Read the sentences aloud.
• Reiterate the grammatical pattern.

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“Be Careful” Slides

• Read the description of a common error or area of concern in the

box with the pencil and notepad.
• Click for the first example.
• If an error is given, elicit correction from the students.
• Click for animation of a corrected form.
• Explain the correction or example of the area of concern in terms
of the grammatical rule.

Practice Slides

1. Discrete Point Items

• Read the directions in the box next to the practice arrow.
• Click for the example.
• Conduct the example exercise together with the students.
• If more practice is needed, do another item as a class activity.
• Click for the next item or set of items.
Depending on the presentation, the items in the exercise may
appear one at a time or all at once with a single click. Either
way, answers in the exercises may be oral or written. Students
may work individually, but it is also a great opportunity for them
to work in pairs or groups. Written responses can be made in
student notebooks or on the board.
• Elicit answers from individuals or groups.
• Click for the correct answers.
• Ask students to check their work.
• Return to the form slides if necessary for review.

2. Open Ended Items

• Put students in pairs or groups.
• Have students discuss answers to questions using target
structures.
• Elicit individual answers from pairs or groups.

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IV. Best Practices

• Review each presentation before class. Rehearse the timing and

clicks on each slide.
• Don’t click through a presentation too quickly. Give your students
time to absorb the material.
• Some of the material may be too complex for students at first.
Don’t hesitate to go back a few slides. Sometimes it may be best to
show a slide or a series of slides again.
• Talk it up. Comment on context, examples, explanations of form,
images, or any other information on each slide.
• Allow students to interact with the material. Give students time to
respond to animations and ask them to predict events and
situations as well as questions, answers, or grammatical forms.
• Some presentations may appear lengthy. Use your best judgment
to decide how much you want to show in a given class period.
Depending on class level and student preparation, a presentation
may need to be broken up and shown over the course of several
classes. If this is the case, consider the completion of a practice
slide a logical breaking point in the presentation.

Checklist before Starting a PowerPoint Presentation in Class:

• Become familiar with your equipment in the classroom. Check
proper functioning of computers and projectors before class
starts.
• Seat students with vision problems in the front of class. Make sure
all students can see the presentation well.
• Place students so that pairs and groups are readily formed.
• Allow students access to paper and pencils. Students should be
encouraged to take notes throughout the presentation.
• During a presentation, dim the lights but do not completely darken
the classroom. Dimmed lights will allow for interaction with the
material and between teacher and students. Also, students will
need some light to take notes.