7. Problems can arise because:
• meaning is very complex, abstract or otherwise
difficult to grasp
• this concept does not exist in the student’s own
language
• a different meaning in std’s own language
produces ‘L1 interference’
• the language item has more than one meaning in
English
8. Problems can arise due to:
• word order
• grammatical rules e.g. use of auxiliary verbs, 3rd
person ‘s’ etc.
• the part of speech (adjective, adverb etc.)
• regular vs. irregular (e.g. past simple, -ing forms
etc.)
• spelling
• over-generalisation of the rule
9. Problems can arise due to:
• student’s own language produces interference
• spelling vs. pronunciation – silent letters etc.
• Contractions (eg I’ve) and weak forms (eg could have
= /әv/) etc.
• word or sentence stress
• intonation
10. the purpose of the speaker
how and for what the language item is used (e.g. for giving
advice, making an offer, giving permission, speculating etc.)
where, when and with whom it
can be used
• register – formal, informal or neutral
• how colloquial (or fashionable?) or specialised it is
• whether it is written or spoken
11. Solutions
• Present language in a clear situation
• Give clear, simple explanations
• Check meaning systematically
• Do your research!
13. I wish I had more time.
Meaning:
I want more time (now or in the future)
I don’t have enough time now
I’m unlikely to get more time
14. I wish I had more time.
Concept checks
Do I want more time now? (Yes)
Do I have enough time now? (No)
Do I think I’ll get more time in the future? (probably not)
15. I wish I had more time.
Form:
I wish I had more
time.
Subject + wish +(that)+ subject + simple past tense
(There are two subjects and two verbs because there are two clauses)
16. I wish I had more time.
Form: Anticipated problem:
We use the simple past tense
BUT
the meaning is the present or the future
BECAUSE
the situation is unlikely or impossible.
17. I wish I had more time.
Pronunciation: Anticipated problem:
had = /hӕd/
It can’t be contracted to I’d because it’s the main
verb in this clause, NOT an auxiliary.
Stress – I wish I had more time
18. SOME SUGGESTIONS
Do your own analysis first – examine the language before you consult a
grammar book. Then check with a grammar book that you find clear and
accessible.
Check in your course book. Some course books have very user-friendly’
grammar sections.
Sometimes looking at books designed to help students with grammar points
may help you when you start out – e.g. Raymond Murphy’s ‘English Grammar
in Use’
Do grammar exercises yourself first as if you were a student – then try to
explain your choice of answer to yourself before you try it out on the
students!
19. Grammar reference books – some
useful titles
• Practical English Grammar, M. Swan, OUP
• Grammar for English Teachers. M.Parrott
• Teaching English Grammar, What to teach and how to teach it.
J.Scrivener.
• Teaching Tenses. R.Aitken
• English Grammar in Use, R. Murphy, CUP
