Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Alternative ways of teaching grammar
9. “Grammar is the
backbone of a language
Grammar provides you
with the structure you
need in order to
organize and put your
messages and ideas
across.”
18. Make it an authentic task
Introduce the form
Find all the Passive Voice structures in the given newspaper article.
“Breaking News!” Create and shoot your own news! (use PV)
24. Get your sentences in order
For younger children
‘the A swims on
duck pond.’
Write on individual slips of paper,
get Ss to put the words in the
correct order
Variation
Use movement – put words
around the room, make it a race.
25. ‘hot potato’, musical chairs
Making up sentences
Saying statements with a certain
grammar structure:
I have got a ...
Stick under the chair a personal
pronoun, whoever gets the hot
potato when the music stops has
to take the pronoun and give a
possessive (for e.g.)
26. Grammar Riddles
John has been speaking on the phone for 2 hours.
Alice has spoken on the phone.
Ann is always speaking on the phone.
Drew usually speaks on the phone.
Who is not necessarily on the phone now?
Whose action annoys the writer?
Who is actually on the phone now?
27. Grammar Riddles
1. John is going to see a doctor about his
liver problems.
2. Alice is seeing a doctor about her
pregnancy.
3. Ann said “I will see a doctor as soon as
the problem occurs again”.
4. Drew is always seeing doctors.
Who actually made an appointment with
the doctor?
28. When John came home at 8 pm the apartment had already
been ransacked by the burglars.
Alice was on her way when the apartment was being
ransacked by the burglars.
Ann would have been home if she hadn’t been held in traffic.
Drew will have got home by 8 pm.
Who had the highest chance of finding the burglars in the
apartment.
29. John has been working on painting the house for 3 years.
Alice had painted the house before Christmas holidays.
Ann has painted the house.
Drew is painting the house blue; he has already bought the
paint.
Who didn’t even start painting the house?
30. Task
Solve the given riddles
Contribute - Make your own
Share - Present it to the audience
41. Task:
Work in groups of 4-5
Play cards
Practice the “Do you… ?” question form and
the short answers
42. Tense tents
To help your child understand verb
tenses, draw some ‘tense tents’ on
pieces of paper. Write down some verbs
in their various tenses – present (e.g.
play), past (played), future (will play),
future continuous (will be playing) and
so on – and get your child to move the
verbs into the correct tent.
44. Spontaneous/on spot games – no
preparation needed
Practicing short answers
Are you? Yes, I am No, I am not
Do you? Yes, I do No, I don’t
What is it? Is it a…? Yes it is. No it isn’t
45. Using Songs
Structures (especially modals and conditionals) and tenses are often
repeated in the song. Blank these out as reinforcement of the grammar.
52. Conversation Games
Corrupt a wish
Student 1: I wish I were taller.
Student 2: If you were taller, then you would hit your head on many
things. (Second Conditional)
54. Chain Games
Conditional sentences
The teacher begins with a sentence, for example “If I meet Jack
I will invite him to the conference.”
The next student must use the end of the previous sentence to
begin their own sentence.
Eg S1“If I invite him to the conference, he will be pleased.”
S2 “If he is pleased he might invite me to his party”
S3 “If he invites me to his party I will meet his sister”
Past Continuous
S1 At 5 o’clock last night I was taking a shower.
S2 While he was taking a shower, I was playing cards.
70. Online tools for fun grammar
NoRedLink https://www.noredink.com/teach/tour
http://www.funenglishgames.com/grammargames.html
71. References
Julio Foppoli “Is Grammar Really Important for a Second Language Learner?” retrieved from
http://www.eslbase.com/teaching/grammar-important-second-language-learner
“Importance of Teaching English Grammar”, retrieved from
http://www.wordsworthelt.com/blog/importance-of-teaching-english-grammar/
The Grammar Gorillas
https://www.funbrain.com/grammar/index.html
Grammar Bytes
http://www.chompchomp.com/menu.htm
Classroom Songs 16 Creative Ways
http://busyteacher.org/2728-classroom-songs-16-creative-ways.html
by Andrei ZakhareuskiHow to Make Your Grammar Lessons a Little More Interesting
http://busyteacher.org/7765-how-to-make-grammar-lessons-more-interesting.html
https://www.teachingenglish.org.uk/article/conditional-chain-game
Editor's Notes
It is the railway through which your messages will be transported. Without it, in the same way as a train cannot move without railways, you won’t be able to convey your ideas to their full extension without a good command of the underlying grammar patterns and structures of the language