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My grammar problem
Pre-Intermediate and above
British and American English
The following activity uses a learner-based approach. It allows students to teach themselves, and each other, about a particular grammar point which they find difficult.
This activity is taken from Learner-based Teaching.
Time
45-60 minutes
Language
Learner's problems
Procedure
- Ask each student to identify a grammar problem they have or think they have. To make the task easier tell the students they may browse through their exercise books and recent homework.
- Check that every student has at least one problem.
- Ask students to mill around to see if they can find anyone with a similar problem or problems. The idea is that they should form pairs with related grammar problems. For example, various conditionals and mixed conditionals could pair up, or reported statements and questions, or passive and 'have something done' constructions.
- Ask each pair to write down their problem on a piece of paper, for example 'conditionals'. They should write the grammatical term and also one example sentence. The problems are then displayed.
- Each pair then chooses from this selection a problem they think they understand – a different problem for each pair.
- Using reference books, grammar books, and the teacher, they prepare an explanation or mini-lecture on the problem. The teacher can answer specific questions but should not offer a complete explanation of the problem.
- Each pair presents their lecture to the whole class. Others may challenge or ask for clarification. If the students cannot agree, or if the explanations are inaccurate or incomplete, add to or amend what they have said.
Variation 1
If it is a large class, instead of forming pairs at stage 3, form groups of three or four, so that there will be fewer presentations in the last stage.
Variation 2
For stage 7 split the the pairs and ask the learners to form two big circles. Working clockwise, learners present their lecture to their neighbour, who passes it on. The activity ends when the explanations come full circle and the originator sees if the lecture has been simplified too much or misunderstood. If so, they may have to explain their reservations to their circle.
Variation 3
After stage 3 ask each pair or group to write a sentence containing the problem. They write the sentence in the middle of a sheet of paper. Redistribute the sheets. Another pair then has to write a short story, the central part of which is the problem sentence. Remove the problem sentence by cutting it out or erasing it. The stories circulate and each pair has to try to reconstruct the missing sentence. The stories, the original problem sentence, and the suggested sentences are displayed. Discuss the outcome with the class. Variation 4
If students cannot find partners in stage 3, they should form pairs with any other student and try to incorporate both the problems in one sentence.
Sample product
(From Variation 3)
Problem sentence: The agreement having been signed, the ministers left the room. The story:
The Ministry Hall was crowded, full of journalists and observers waiting for the result of the meeting. The agreement having been signed, the ministers left the room. It was a great success for both of them as they hadn't expected such a solution. It was the start of good co-operation between two antagonistic countries.
Remarks
- The activity and the variation show ways in which the learners can provide formal and practical grammar explanations to help others in the class with their problems.
- It is possible that students will come up with the same problems, in which case more than one pair may be working on a presentation of, say, the present perfect. This is not a problem. It will make for even more informed discussion in the last stage.
- You may have to help students with terminology when they are naming their problems.
Related title
Learner-based Teaching
Source
Oxford Teacher's Club - http://www.oup.com/elt/teachersclub/adults/
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