02 References

FOR SUBMISSION TO PRC

• Larsen-Freeman, D. (2001). Teaching Grammar. In M. Celce-Murcia (ed.), Teaching English as a

Second or Foreign Language (3rd ed., pp. 251-66). Boston, MA: Thomson/ Heinle.
• Lightbown, P., & Spada, N. M. (2006). How languages are learned. Oxford [england: Oxford
University Press
• Long, M.H. & C., J. Doughty (2009). The Handbook of Language Teaching. Malde, MA: Wiley
Blackwell.
• World Learning. (2019). Exploring Grammar Presentation Techniques. In “Teaching Grammar
Communicatively” [MOOC].
• World Learning. (2019). The Role of Grammar Practice. In “Teaching Grammar Communicatively”
[MOOC].
• https://www.actfl.org
• https://imgflip.com
• https://www.grammarbook.com

 
 02 Resources

Controlled Practice Grammar Activities

 
Story chains. The students sit in a circle. The first student says: My name is Joan and in my free time I play the
piano. The next student has to say: Her name is Joan and in her free time she plays the piano. My name is
George and in my free time I read books. The third student has to say Her name is Joan and she plays the piano.
His name is George and he reads books. My name is Peter and I … etc. This activity can be used to practice
different grammar structures. For example, the first student could say: My name is Peter and I have never
travelled by plane.
 
Two truths and a lie. Tell the students to write down three sentences about themselves, two true sentences and
one that is a lie. Each of the sentences should contain the target grammar structure (e.g. I have /haven’t done
this; I’d like to...I wouldn’t like to, etc.). One student reads
her/his sentences aloud. The others try to guess which statements are true and which is a lie.
 
Guessing games. The students have to find out what a mystery object is or who a mystery person is by asking
20 YES/NO questions. Young learners can be asked to work on their own and prepare a description of an animal.
Other students have to ask questions using the target structure
(e.g. Does it have wings? Or Can it fly?) in order to guess what animal the person described.
 
 
 02 Resources

Controlled Practice Grammar Activities

Quizzes. The students have to write general knowledge questions about history (e.g. When did World War II
begin? to practice the Past Simple Tense) or geography (e.g. What is the name of longest river in the world/in our
country?) to practice superlatives. After they have prepared the
questions, the students are divided in two teams and ask each other the prepared questions.  

Dictagloss. The teacher reads a short text written to illustrate a particular language item once or twice at a
normal speed. Students listen carefully and try to understand what they hear. While listening, they can write down
some key words. After listening, they work individually or in pairs and
try to reconstruct the text as accurately as possible. Finally, students compare their text with the original. They see
the differences and similarities.

Information gap
An information gap is created when two (or more) students have different bits of information. They have to share
these pieces if they want to understand the whole thing. They have to talk to each other to close the information
gap. We can make information-gap activities closed, the students can use only specific language items, or open,
they can use a range of language items.

 
 02 Resources

Controlled Practice Grammar Activities

Grammar Memes. Using the website https://imgflip.com students can create their own grammar memes focusing
on target language to create dialogues or grammar rules and share them with others electronically.
Or they can be printed and brought to class for students to give a presentation on grammar points in a creative
and engaging way.
You could assign a group of students to investigate a grammar point and present it to the class prior to teaching
that grammar in class.
This could be a part of your (teacher) grammar presentation.

 
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Controlled Practice Grammar Activities

Grammar Recordings. I will give you one target topic each week to practice grammar we are studying. The goal is for
you to speak naturally for 1 full minute while using our grammar targets. If you run out of things to say, add more details,
examples, or description – keep talking! DO NOT WRITE A SCRIPT AND READ IT. (I want you to practice speaking,
not reading.)

Step 1: Make your first recording. Say as much as you can about the topic for 1 minute. Try to use the grammar target
we are focusing on that week.

Step 2: Listen and count. Listen to your first recording and count how many of the grammar targets you used. Write this
number down.

Step 3: Make your second recording. Say as much as you can about the same topic for the same amount of time (1
minute) but try to increase the number of grammar targets you use. Speak faster!

Step 4: Listen and write. Listen to your second recording and WRITE DOWN each grammar target you use (exactly as
you say it, even if you made a mistake in the recording).

Step 5: Correct and count. Look at your list of grammar targets. If you find mistakes on your list, use a different color pen
to correct your mistakes. Write how many grammar targets you said in your second recording. This paper is due every
week in class.   Stephanie Hanson
 02 Resources

Grammar Recordings Example Card

Stephanie Hanson
 02 Resources

Grammar Recordings Example Prompts

Simple Present: Think of someone you know well (a parent, best friend, or sibling). Describe a typical day for him or her.
(Example: My father lives in Konya. He usually wakes up at 6:00 during the week and 7:00 on the weekends...)

Present Progressive: Describe your life this semester. (Example: This semester I'm studying at English. I'm living with
my two sisters in Erzincan. We have an apartment near school...)

Simple Past: Talk about your first day in the U.S. (Example: I was so excited when I landed in Minneapolis. I saw snow
out the window and I wanted to go outside and touch it. My friend met me at the airport and he drove me to his house...)

Used to / Would: Describe how your parents treated you when you were young. When you write your words from the
second recording, write the SUBJECT + USED TO/WOULD + VERB. (Example: When I was a baby, my mother used
to feed me. She would bathe me and dress me too. My father didn't use to clean me, but he would play with me a lot.)

Modals of Advice: What should you do to succeed in school? When you write your words from the second recording,
write the SUBJECT + MODAL + MAIN VERB. (Example: I should go to all my classes. I had better attend at least 90%
of my classes, or I will probably fail.)

 
Stephanie Hanson
 02 Resources

Free Practice Grammar Activities

Role plays
Simulation
Debates
Discussions
Composing
Telling stories