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A good Grammar Lesson
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| Teacher | Date: Saturday, 21.11.2009, 13:30 | Message # 1 |
 Lieutenant colonel
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| There are certain principles that we always should stick to when planning a grammar lesson. There are still some other principles which can be regarded or disregarded depending on one's teaching style. The most important principle that I use is 'grammar should be taught in a motivating communicative setting'. Another principle is 'integrated skills practice', i.e. practising the sa,e grammar point in various settings and speech forms. And still another one is 'analysis comes before practice'. What principles do you use to plan a grammar lesson?
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| Tatyana | Date: Friday, 27.11.2009, 17:05 | Message # 2 |
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| We use the third principle more often. What does the second principle mean? 
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| Teacher | Date: Tuesday, 01.12.2009, 10:48 | Message # 3 |
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Lieutenant colonel
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| The second principle "integrated skills practice" means that you provide extensive and intensive tasks and exercises in reading, writing, speaking, listening and translation aimed at a certain grammar point. E.g. if you do the Present Continuous tense form, you will never do it successfully if your students do not use it all of the five mentioned procedures. At the same time if your students don't have enough time to anaylize the grammar point and internalise it well, they will fail at doing practical tasks. Finally, no grammar skill will be consolidated if the students do not use this grammar to communicate personally relevant meaning, i.e. if they do not speak or write about something that is important for them.
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| Uchilka | Date: Monday, 25.01.2010, 20:52 | Message # 4 |
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| Giving informatiom about some new grammar tense, I always base on my students' real knowledge. I always compare them, analysing the forms. F.e., giving today the information about Past Continuous, I asked my students to remember evrything about Present Continuous and compare these two tenses (their differences and similarities).
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| Dubrovskaya | Date: Monday, 20.12.2010, 18:16 | Message # 5 |
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| I've come to the conclusion that to explain the difference even between the simpliest Present Simple, Past Simple and Present Progressive, to teach to use them in a proper way,you need a rather strict system in explanation. I mean it' s necessary to explain the form, the pecularities of usage using one and the same pattern.
My pattern usually has 4 points: 1) form of the verb (for Pr. Simple for ex. it is V/Vs)
2) forming (?) and (-) forms (do/does)
3) usage (regular? usual, repeated actions)
4) markers (usually, always...)
These 4 points are to be trained up to the self-acting (автоматизм), practically learned by heart in a way we used to learn the table of multiplicaton. Only then I can try to teach using these Tense forms with full understanding.
So, to my mind, motivation is surely good and necessary only when it is based on a very exact explanation and, may be, rather primitive drilling.
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| Teacher | Date: Monday, 11.07.2011, 12:09 | Message # 6 |
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Lieutenant colonel
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| I have also come to understand that it is really important that students learn to learn Grammar rules. I ooften ask my students to analyse a Grammar rule, repeat and re-explain it a few times. When we do grammar tests, we analyse every choice and look for grammar markers in the given contexts. That helps a lot. The first signal that my students have mastered a grammar rule is when they explain the rule and give their own examples.
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| OxanaUrmanova | Date: Friday, 04.11.2011, 23:25 | Message # 7 |
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| My experience proves that 'analysis comes before practice' and then much practice should come.
OxanaUrmanova
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