Teaching English Grammar

1. Teaching English Grammar Melissa McDonald October 28, 2010

2. Introductions ETA & My Experiences Orhei, Moldova Fulbright ETA 2010 Union College BA in Political Science & Anthropology American Center, Moscow Diverse academic background

3. Today’s Seminar Goal: to learn new techniques and methods for teaching English grammar Methods: -resources for methods and some examples -helpful pointers -group exchange of ideas -application of the methods

4. Introduce Yourself Hello, my name is __________. I teach English at _________ (school) in the town of _________ in the region of ________. I teach _________ (number) classes a day. I feel _______ about this seminar today.

5. Present Simple Activity Getting to know you games Repetition of key words and phrases every day Visual Aids in the classroom

6. Real World Activities Small groups exchange ideas Write down 3 specific grammar points For each grammar point work together to create “real world” activities for students Share with the entire group Discuss importance

7. Grammar Games Discuss value of grammar games -fun, engaged learning, attention keeping Play a game-Double or quits Resources for more games: See your pamphlet or search EFL Grammar Games

8. DOUble or Quits In Halloween day students candy bags are full with candy. Children where costumes and walk around neighborhoods collect candy. There are many scary stories said during Halloween time. Popular Halloween costumes is ghosts and witches. Never ate candy that isn’t rapped.

9. Presenting material Present at the beginning of the week Apply the grammar in games, homework, text reading, activities REPETITION!

10. SILENT Technique Grammar is something often acquired and not memorized Students are actively responsible for their own learning. Students discover grammar rules by themselves Through games, texts, and dictations students may learn grammar without being told exactly what to know Students need to develop skills for what is right or wrong and it gives them confidence

11. Communicative Approach Students memorize structure easier than memorizing grammar terms/techniques Teach students when to use a specific part of grammar instead of spending time on names HOW DO YOU DO IT not WHY For example: “might have” Grammar which has been learned is used through communications.

12. Questions??