Namangan davlat universiteti ingliz filologiyasi fakulteti amaliy ingliz tili kafedrasi

Printable Study Forms

These study forms are designed to support your various activities when teaching similar grammar structures. They provide helpful information in a chart format.

LESSON 7: GRAMMAR EXERCISES, ASSIGNMENTS, TASKS, TESTS
Aim: to introduce students to a language awareness raising approach to teaching grammar


Objective:

• 
  to raise students’ awareness of some typical drawbacks of discrete grammar activities
  
• 
  to raise students’ awareness of the relationship between form and meaning
  
• 
  to give students an opportunity to develop some principles of a language awareness approach.
  

Activity 1 Traditional activity
Objective: to raise participants’ awareness of some typical drawbacks of discrete grammar activities
Time: 15 min
Materials: flipchart/board
►Procedure:
-☺ (3 min) Ask students to remember the previous lesson on Teaching Grammar.
Say that you would like them to explore other ways of teaching grammar. Ask them to do the following activity:
Make up a sentence using the following words: a, read, I, book.
Write these words on a flipchart/board
(Key: I read a book.)
What tense form is this?
(Key: Present or Past Simple)
Using the above sentence as a model, transform it into Present Continuous, Past Continuous, Present Perfect and Past Perfect.
(Key: I am reading a book. I was reading a book. I have read a book. I had read a book.)
- ☺☺☺ (5 min) Tell them to reflect on the activity and discuss it in four groups of five asking the following questions written on a flipchart/board:
~ What is the focus of the activity?
~ What could students learn from such an activity?
~ How does the activity link grammar form with meaning?
~ How important is context in this activity?
~ To what extent is this activity focused on accuracy of grammar forms?
-☺(5 min) Invite some random responses from the groups and accept participants’ views.
- ☺(2 min) Establish that while this activity apparently focuses on tense forms of the verb ‘to read’, it does not actually teach anything new, does not provide sufficient context and does not establish any link between form and meaning. Say that such activities are often counter-productive as they condition students NOT to think about meaning and to approach language mechanically.
- Tell participants that the given examples, although grammatically correct, hardly fit any natural communicative context.
-Say that you would like them to transform this activity into a few meaningful contextbased grammar tasks.