This document provides guidance for teaching English grammar, speaking, and listening skills to students. It outlines objectives like encouraging correct grammar usage and personalizing topics in conversations. Basic grammar like the verb "to be" is explained, along with common errors. Sample sentences demonstrate correct usage of "to be". The document also suggests encouraging students to personalize their learning by relating grammar to their own experiences. Additionally, it recommends introducing synonyms to help enhance students' listening comprehension.

1. Training students to speak English
grammatically correctly
and
listen with the awareness of
synonyms

2. Objectives:
• Encourage students to speak English
grammatically correctly.
• Encouraging students to personalize the
topics they just learned in their conversation.
• Helping students enhance their listening
ability by increasing their vocabulary and
synonyms immediately.

3. Basic grammar to know before
speaking well
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Verb to be
Have… / have got
There is / there are
It
Be/have/do

4. Common errors in the usage of verb
‘to be’
• Lacking of verb ‘to be’
• Confusing verb ‘to be’ with ‘have’ and ‘do’ etc.
• Overuse of verb ‘to be’

5. Verb ‘to be’
• Lacking of verb ‘to be’
Eg. My father is a driver; my mother is a
teacher.
Eg. Two men are eating too much.

6. Verb ‘to be’
• Confusing verb ‘to be’ with ‘have (has)
Error: Korean food has spicy.
Correct : Korean food is spicy.

7. Confusing of verb ‘to be’ with ‘have’
• Possible reason: confusing the use of verb ‘to
be’ with the Mongolian ‘baina’ (байна)
(possible meaning: to be, to have)

8. Verb ‘to be’
• Confusing verb ‘to be’ with ‘do’
Error: I am not often to hear about it.
Correct: I do not often hear about it.

9. Verb to be
• Overuse of verb ‘to be’
Error: I was washed my clothes yesterday.
Correct: I washed my clothes yesterday.
Error: I am go.
Correct: I will go. / I am going.
Error: She is work English teacher.
Correct: She works as an English teacher.

10. Possible sentence structures with
verb ‘to be’
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S+V to be + a noun
S+V to be + prep. + a noun
S+ V to be + adj.
S+v to be + Ving (+object) (as present
continuous tense)
• S+ v to be + past participle (to express passive
form) etc.

11. Possible sentence structures with verb
‘to be’
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S+V to be + a noun: I am a student.
S+V to be + prep. + a noun: I am from H.K.
S+ V to be + adj. :He is always hungry
S+v to be + Ving (+object) (as present
continuous tense) : They are having lunch.
• S+ v to be + past participle (to express passive
form) etc. : He is being investigated.

12. Personalisation in speaking
Encouraging students try to personalize the
grammar points and information they just
learned from the book
Eg. There are eleven people in the classroom.
One student was sent to the teachers’ room then
come back to report that, ‘There are six teachers
in the English Department’

13. More examples on personalisation
• Qualifications:
self, father, mother, elder brothers, elder
sisters, grandmother,
• Working experience:
self, father, mother, elder brothers, elder
sisters, grandmother,

14. introducing synonyms in
listening skills teaching
• gave students new words, phrases and
synonyms, explain to them the situation
which they are going to listen, I found that
there is a great progress on their listening
outcome.

15. Recognizing synonyms
• under 4 years old = ? Under?
• avoid= not to do something

16. conclusion
• to pinpoint grammar knowledge on teaching
English speaking skills
• Students develop their own sentences of the
same grammatical related to their own
situation (personalize their knowledge)
• being aware of synonyms can enhance
students’ listening ability
• The role of mother tongues in teaching