Larry Lynch shares his ideas for making grammar teaching interesting, pleasant, or at the very least, painless...
Grammar. The very mention of the word strikes fear into the heart of the
staunchest language learner. Many English EFL and ESL teachers also feel the pit
of their stomach churn at the thought of preparing and giving a grammar lesson.
But what are we to do? If lexis and vocabulary are the building blocks of
language, then certainly grammar is the mortar or structure that holds them
together. Teaching it and learning it are therefore inescapable. The only thing
to do then is to make it as interesting, pleasant or at least as painless as
possible. Here are some ideas to help you do just that.
1. Use Grammar Games
Both learners and teachers alike love to use games in the English EFL ESL classroom. So, make extensive use of games to teach and reinforce critical grammar points. What, you say you don't know any grammar games? Or perhaps you'll quip that you don't have a good stock of them so you can't count on regularly employing them for use in your classes? Au contraire! They abound on English teacher websites, commercial publications and in the minds and hearts of your colleagues worldwide. If you have a good game to share, post it on an ELT forum or TEFL materials / activities website. Create your own based on popular games you're familiar with. Use pursuit and turn-taking games, card games, board games or TPR-based games to get maximum involvement of your learners. Actually, you should get in there too. Don't be a lazy butt.
2. Use movie and video clips
"Go ahead, make my day." Now who was it exactly that first said that? Yes, yes I'm sure you know. Now change it to other verb tenses. Change it to a question. Change it into different question forms. Make it imperative. You get the idea. "I'll make him an offer he can't refuse." If you don't know the initial speaker of that line, three slaps with a wet noodle for you. What verb tense is there? Now change it into different forms.
Watch a three to seven minute clip from a movie scene or video. Write down what grammar forms you hear. Then have the class do it. Does everyone agree? No? What are the different forms they come up with? What's correct? Go back, watch the clip again and check. Do it until you're satisfied.
3. Use Audio-only Segments
Now it's getting tougher. Listen to an audio clip. A commercial, story, dialogue or news segment. From where? The radio, cassettes, TV, CDs / DVDs, etc. Note the grammar points used. Can you change any of them? How? Why? What does the change do to the meaning? Does it become formal or informal? Imperative? Humorous? Don't forget to have the learners practice and deliver these short dialogues aloud. (Everybody wants to be Dirty Harry or the Godfather) My learners like scenes from "Matrix" and "Frantic" with Harrison Ford. James Bond film scenes rate highly with my learners too. The ladies like to be Julia Roberts or Demi Moore from almost any of their flics. Angela Bassett and Sigourney Weaver frequently portray "strong women" with good dialogue strings and soliloquies which give the female learners character choices. It works for me and it definitely works for them.
Try it out for yourself. You'll see. Just remember to pick an interesting clip that's not too long. It must have snappy dialogue either between two characters or a quippy comeback on the part of one of them. You could even have the learners suggest some clips, programs and / or scenes to use.
So Bunky, don't let the term "grammar" strike fear into the hearts of your learners (or you) ever again. Work up some grammar - teaching activities using these techniques and grammar could become your - and their - favorite lesson type.
If you have questions, would like additional suggestions or guidance, please feel free to contact me at firstname.lastname@example.org.
Prof. Larry M. Lynch is an ELT Teacher Trainer, English language learning expert author and university professor in Cali, Colombia. He has published more than 350 articles and academic papers and presented at numerous EFL teacher training and TEFL conferences throughout North America, South America and Europe. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, email email@example.com.
Hi... what has been mentioned here is very interesting and I think it is helpful and can be effective if we use this in our classes. But as we know, most teachers find it difficult to explain grammar to students. Some find teaching grammar deductively is better and others find that teaching grammar inductively gives better results. I have found that the methodology of teaching grammar whether deductively or inductively differs according to the age of the learner. However, I would like to know more about which is the best way to teach grammar to adults - is it the deductive or inductive way?
Excellent range of ideas, and fires a rocket into complacency!
Wow! You made my grammar class smile - but why so late??! Congratulations - a GREAT article and MOST helpful.
What a great article. I am in the process of studying online for a TEFL diploma and despite having an O level in English Language and an A level in English Lit., have been mortified by the grammar sections. I have felt that teaching it would be a nightmare. This article has gone some way to dispelling that fear. Thanks to the writer and to Eslbase for publishing it.
I was absolutely horrified to read some of the comments about this article. How can anyone even consider teaching English as a foreign language unless they have a good grasp of grammar? One has to question just how much and how accurately their pupils are being taught. It should be a pleasure to teach grammar to foreign students and to know that you are providing the foundation for a sound knowledge of the language.
So you're "horrified" that people teach EFL without a good grasp of grammar? Calm yourself then - I have news for you dear. There are untold THOUSANDS, yes, thousands of "English teachers" who not only have no grasp of English grammar, but are "Zero" level in the English language itself. (Please do read Doreen's comment carefully.) How can one have a "zero level in English language" and an "A" level in English Lit.? (Let alone study for a TEFL Diploma?) That's what I'd like to know. Unfortunately, I also personally know of many "English teachers" who couldn't speak enough English to get across the classroom.
I agree every bit of the way
with your article! The hours I spend preparing teaching material in the form of
cards and interactive activities so that I can get the grammar across in a fun
way that involves every student pays off inside the classroom. If you are
prepared to put a little extra time into making the teaching aids (which can be
used over and over) to suit varying grammar demands, I just cannot resist the
fun of teaching grammar! Sorry, but I do enjoy watching my students use the
grammar thinking it is a 'game' they are playing!!! Tricked again!
I like your idea of using movies and picking small sections out of them. Is there an existing list of recommended movie clips for ESL teachers? And the clips that are useful for particular grammar points? Or can people who have used clips send their picks to your site for adding to such a list? I would really appreciate getting such a list and being able to utilise the clips. Much appreciated!
A very nice way to deal with the grammar issue without being boring.
Prof. Lynch, am I missing something here? Are you being ethnocentric? Were you making a joke about "zero" level in the English Language in regard to Doreen? It's obvious that she's from the UK and O (as in the letter of the alphabet) levels are a group of exams taken by high school students. I'm from Australia and we don't have O or A levels here but I'm still aware of the terminology used in different countries. I did like your article though.
The point which I was trying to make when writing my comment about this article (apart from finding its content helpful) was that despite having a grade A "O" level in English language etc. my technical knowledge of grammer is limited. I grew up in England, was educated in England and returned to college as a mature student to study English and still I find it intimidating. Whilst my grasp of the English language with all its inherent vagaries is excellent, I find myself, using Neumanns' four-point theorum, at the stage of conscious incompetence... am I alone in this?
My apologies for the misunderstanding about "O" levels. I'm in South America and these are not used. Whereever British English is not the norm, I think these terms will be misunderstood. I will address this with other EFL / ESL teachers who have commented about this. Thank you for your enlightenment on this.
Excellent article! Can I add one idea? I find this method very rewarding: I introduce the grammatical item to be learnt through a short text. I ask the students two or three comprehension questions, then I provide them with a chart and ask them to extract the form from the text themselves. They work in small groups and, believe me, they love the activity!
This article is very helpful especially the audio and video exercises - very essential for students. I am very thankful to Eslbase.
Excellent recommendations although I have been successful (up to now) with my private students, but I would like to print this article.
Some good ideas presented by the author. I would like to add one here. It is called Guided Discovery in which you just provide text and exercises to the students and in the end they know the Grammar taught themselves carefully elicited by the teacher.
Great refresher! I get stale
with ideas, I really like what you post. Hania - in answer to your question -
how would you like to learn a foreign language? If you have a limited number of
hours on a course you have paid a lot of money for, you are probably wanting to
maximise your learning in the classroom. Would you feel happy if you were left
every lesson to construct meaning from contexts set before you, or would it help
to have the teacher 'signpost' certain points? there are some fantastic grammar
teaching books available that help teachers know what to say when explaining
language points, as well as providing activities that give the students the
opportunity to use the grammar in a real life context.
My favourite referral book is Teaching Tenses by Rosemary Aitken, published by Longman. I think inductive learning is good to use, but not all the time, because as teachers we can't always be sure that the student has correctly understood the concept, although they may think they have understood it. I remember being in a language school where the Japanese teacher wanted us to learn a whole lot of particles (similar to prepositions, kind of), but she could not explain the concepts well, hoping that we would understand them from the context. In hindsight, I realise she needed to be able to ask specific questions to clarify our understanding. Cheers!
Hi, this was a very helpful article for me. I am in a English Training Teaching Program and now I'm going to do the practice (this is the final stage in the program) and I have always been afraid about how to teach grammar points, because in a classroom some students could have a very good level of English but some students not so, as a teacher you have to look for all the techniques to achieve the language, through games, videos or whatever is better for them. Even though I know that, it's been kind of difficult for me because I'm still too shy in my classes (because I had a chance to do some classes with young learners, adolescents). I'd like some tips how to be more outgoing and express what I want to explain, sometimes I think I can't express my emotion for teaching English but I also think it is just my feeling. I liked very much this article, I'm always looking for articles that can help me to learn how to do better English classes so if you now where can I find more helpful articles likes this please tell me.
My apologies for the misunderstanding about "O" levels. I'm in South America and these are not used. Wherever British English is not the norm, I think these terms will be misunderstood. I will address this with other EFL/ESL teachers who have commented about this. Thank you for your enlightenment on this. Prof Larry Lynch - The use of 'an' before the O should have been a clue to you! One of the simpler rules of the English language...
I really enjoyed reading this article. The three ideas given by Larry are nothing really complicated to use with students, and definitely are effective ones. I also enjoyed reading the comments from different teachers. It's great to see, many teachers are aware of the importance of teaching grammar, and finding out ways to facilitate its learning. As a consultant, I need to do classroom observation in different schools in my country, Guatemala. I find that there's a tendency to use inductive grammar teaching in EFL books. However, as I have discovered through reading several articles on Inductive teaching, the fact that a teacher is not a native speaker, nor has been immersed into an English speaking culture may cause problems, especially when it comes to providing a variety of clear, contextualized examples. Any suggestions on how to help teachers who are not native speakers?
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