Obviously, students working in groups or pairs are often much more active and involved than in teacher-led exercises. Pairwork and group work also expand student opportunities to practice many communication skills at the same time in that they are practicing target structures. Students will often help and explain things to each other during pairwork, in which case both students benefit greatly.
Pairwork and group work help to produce a comfortable learning environment. In teacher- centered activities, students may sometimes feel shy and inhibited or may experience stress. They may feel that they have to respond quickly and accurately and that what they say is not as important as how they say it — even though you strive to convince them to the contrary. When you set up groups or pairs that are noncompetitive and cooperative, students usually tend to help, encourage, and even joke with one another.
This encourages them to experiment with the language and to speak more often. Walk around the room and answer questions as needed. The group can answer individually or chorally, depending on the type of exercise. Vary the ways in which you divide the class into groups and choose leaders. If possible, groups of students work best.
You, the teacher, conduct the oral exercise. You can always choose to lead an oral exercise, even when the directions specifically call for pairwork; exercise directions calling for group or pairwork work are suggestions, not ironclad instructions. Modify or add items spontaneously as they occur to you.
Change the items in any way you can to make them more relevant to your students. For example, if you know that some students plan to watch the World Cup soccer match on TV soon, include a sentence about that.
Omit irrelevant items. Sometimes an item will start a spontaneous discussion of, for example, local restaurants or current movies or certain experiences your students have had.
These spur-of-the-moment dialogues are very beneficial to your class. Being able to create and encourage such interactions is one of the chief advantages of a teacher leading an oral exercise. Discussion of Meaning Exercises Some exercises consist primarily of you and your students discussing the meaning of given sentences. Most of these exercises ask students to compare the meaning of two or more sentences e.
You must take an English course. One of the main purposes of discussion-of-meaning exercises is to provide an opportunity for summary comparison of the structures in a particular unit.
Basically, the technique in these exercises is for you to pose questions about the given sentences, and then let students explain what a structure means to them which allows you to find out what they do and do not understand. You can summarize the salient points as necessary. Students have their own inventive, creative way of explaining differences in meaning. You will need to gauge how many times to replay a particular item. In general, unless the exercise consists of single sentences, you will want to play the dialogue or passage in its entirety to give your students some context.
Then you can replay the audio to have your students complete the task. It is very important that grammar students be exposed to listening practice early on. Native speech can be daunting to new learners; many say that all they hear is a blur of words.
Students need to understand that what they see in writing is not exactly what they should expect to hear in normal, rapidly spoken English. The sooner your students practice grammar from a listening perspective, the more confidence they will develop and the better equipped they will be to interact in English.
There are 97 listening exercises in the text, all marked with a headphone icon. They reinforce the grammar being taught — some focusing on form, some on meaning, most on both. You will find an audio tracking list at the back of the student book to help you locate a particular exercise on the CD. The listening scripts for all the exercises are also in the back of the student book, beginning on page Pronunciation Exercises A few exercises focus on pronunciation of grammatical features, such as endings of nouns or verbs and contracted or reduced forms.
It is not necessary for students to learn the complete phonetic alphabet; they should merely associate each symbol in an exercise with a sound that is different from all others. The purpose is to help students become more aware of these final sounds in the English they hear to encourage proficiency in their own speaking and writing. The most important part of most of these exercises is for students to listen to the oral production and become familiar with the reduced forms.
Initially, it can sound strange for students to try to pronounce reduced forms; because of their lack of experience with English, they may be even less understandable when they try to produce these forms.
Language learners know that their pronunciation is not like that of native speakers; therefore, some of them are embarrassed or shy about speaking.
In a pronunciation exercise, they may be more comfortable if you ask groups or the whole class to say a sentence in unison.
After that, individuals may volunteer to speak the same sentence. The study of grammar is and should be fun and engaging. Some exercises in the text are designated as Games. Both of these activity types are meant to promote independent, active use of target structures.
The atmosphere for the activities should be relaxed, and not necessarily competitive. Praise correct usage of the structure. Depending on the level of your class, you may want to simply mark but not correct errors in the target structure, and correct all other errors yourself.
However, if development of writing skills is one the principal goals in your class, you will probably want the students to correct most of their errors themselves. Regardless of how you mark errors, tell your students that these writing exercises are simply for practice and that — even though they should always try to do their best — mistakes that occur should be viewed simply as tools for learning.
For example, after teaching perfect tenses you may notice students using past perfect more than they had previously, but not always using it correctly. This is natural and does not seem to be of any lasting harm.
View the students as experimenting with new tools. It is not necessary for students to learn the complete phonetic alphabet; they should merely associate each symbol in an exercise with a sound that is different from all others. The purpose is to help students become more aware of these final sounds in the English they hear to encourage proficiency in their own speaking and writing. The most important part of most of these exercises is for students to listen to the oral production and become familiar with the reduced forms.
Initially, it can sound strange for students to try to pronounce reduced forms; because of their lack of experience with English, they may be even less understandable when they try to produce these forms. Language learners know that their pronunciation is not like that of native speakers; therefore, some of them are embarrassed or shy about speaking.
In a pronunciation exercise, they may be more comfortable if you ask groups or the whole class to say a sentence in unison. After that, individuals may volunteer to speak the same sentence. The study of grammar is and should be fun and engaging. Some exercises in the text are designated as Games.
Both of these activity types are meant to promote independent, active use of target structures. The atmosphere for the activities should be relaxed, and not necessarily competitive. Praise correct usage of the structure. Depending on the level of your class, you may want to simply mark but not correct errors in the target structure, and correct all other errors yourself.
However, if development of writing skills is one the principal goals in your class, you will probably want the students to correct most of their errors themselves. Regardless of how you mark errors, tell your students that these writing exercises are simply for practice and that — even though they should always try to do their best — mistakes that occur should be viewed simply as tools for learning.
For example, after teaching perfect tenses you may notice students using past perfect more than they had previously, but not always using it correctly.
This is natural and does not seem to be of any lasting harm. View the students as experimenting with new tools. Praise them for reaching out toward what is new usage for them, even as you correct their errors. Grammar usage takes time to gel. Encourage risk-taking and experimentation; students should never be afraid of making mistakes.
In language acquisition, a mistake is nothing more than a learning opportunity. In Oral Work Students should be encouraged to monitor each other to some extent in interactive work, especially when monitoring activities are specifically assigned. You should remind them to give some positive as well as corrective comments to each other. Mistakes are a natural part of learning a new language. As students gain experience and familiarity with a structure, their mistakes will begin to diminish.
Being exposed to imperfect English in an interactive classroom is not going to impede their progress in the slightest. Encountering imperfect English is not going to diminish their own English language abilities, either now in the classroom or later in different English-speaking situations.
Make yourself available to answer questions about correct answers during group work and pairwork. If you wish, you can take some time at the end of an exercise to call attention to mistakes that you heard as you monitored the groups.
Another possible way of correcting errors is to have students use the answer key in the back of the book to look up their own answers when they need to.
If your edition of the student book comes without the answer key, you can make student copies of the answers from the separate Answer Key booklet. English is a vocabulary-rich language, and students actively want to expand both their passive and active vocabulary in English.
One way to review vocabulary, particularly vocabulary that you assume students are familiar with, is to ask them to give you the closest synonym for a word.
For example, if you ask students about the word optimistic, as a class you can discuss whether positive, hopeful, or happy is the closest synonym. This is, of course, somewhat subjective, but it is a discussion that will likely engage students.
Similarly, for a more advanced group, you can ask them for the closest antonym of a given word, and thus for optimistic students could judge among, sad, negative, and pessimistic, for example. However you choose to review optional vocabulary, most students will greatly appreciate and profit from your doing so. HOMEWORK The textbook assumes that students will have the opportunity to prepare most of the written exercises by writing in their books prior to class discussion.
Students should be assigned this homework as a matter of course. Whether you have students write their answers on paper for you to collect is up to you. This generally depends upon such variables as class size, class level, available class time, your available paper-correcting time, not to mention your preferences in teaching techniques.
Most of the exercises in the text can be handled through class discussion without the students needing to hand in written homework. The PowerPoints are also available for download at AzarGrammar. If you prefer that students not have the answers to the exercises, ask them to hand in the answer key at the beginning of the term to be returned at the end of the term.
Some teachers may prefer to use the Workbook for in-class teaching rather than independent study. The Workbook mirrors the Student Book. Each practice in the Workbook has a content title and refers students to appropriate charts in the Student Book and in the Workbook itself.
Workbook practices can be assigned by you or, depending upon the level of maturity or sense of purpose of the class, simply left for students to use as they wish. They may be assigned to the entire class or only to those students who need further practice with a particular structure. They may be used as reinforcement after you have covered a chart and exercises in class or as introductory material prior to discussing a chart in class.
In addition, students can use the Workbook to acquaint themselves with the grammar of any units not covered in class. Earnest students can use the Workbook to teach themselves. Each chapter contains a variety of short quizzes which can be used as quick informal comprehension checks or as formal quizzes to be handed in and graded. Each chapter also contains two comprehensive tests. Both the quizzes and the tests can be reproduced as is, or items can be excerpted for tests that you prepare yourself.
This computer-based program is keyed to the text and provides all-new exercises, readings, listening and speaking activities, and comprehensive tests. You can use this program concurrently with the text or as an independent study tool. With 03…. Sign in. Welcome, Login to your account. Login with Facebook Google Twitter Or. Forget password? Remember me. Sign in Recover your password. Material is presented in lexical sets and includes collocations and phrases to enable students to sound natural in their use of English.
We will explain how to improve your sentences, your paragraphs and your entire Task 2 essay in a way that will impress the IELTS examiners. Above all, we give you the grammar methods to quickly change your writing from normal, day-to-day English into Band 9 Academic English. Your email address will not be published.
Save my name, email, and website in this browser for the next time I comment. Grammar books Table of Contents 1. Oxford Living Grammar 4.
Longman Grammar Practice 5. Macmillan English Grammar In Context 6. Cobuild English Grammar 7. Test Your Prepositions 8. Grammar in Use book Series. The book has achieved excellent reader acceptance because of its accuracy and simplicity.
Grammar in use book series. Download links. Essential Grammar in Use with answers pdf book [Elementary]. Grammar in use intermediate student's book with answers [intermediate]. Grammar in use advanced student's book with answers [Advanced]. English Grammar series by Azzar.
Oxford Living Grammar. Each unit explains how the grammar works and the situations where you use it. The exercises use real-life situations to practise the grammar in context. Longman Grammar Practice.
0コメント