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Teaching Grammar Creatively

Teaching Grammar Creatively 2nd Edition offers 55 complete lessons covering a wide range of grammar structures, learner levels, and age groups, designed to stimulate the imagination, humour and creativity of your students.Each lesson is divided into two self-standing main sections:

Teaching Grammar Creatively

A few weeks ago we introduced you to the basic principles of how to teach grammar. The key idea behind the basics of teaching grammar relies setting a clear context, introducing the target form and then providing practice and production opportunities for your students. This week we look at some alternative ways to deliver grammar lessons - some which you may be familiar with, some of which you may not. Why not try some out and see how you and your students respond? This is part 1 of our How to teach grammar creatively series, so be sure to watch out for part 2 in the coming weeks.

James worked at EfA as a CertTESOL and DipTESOL trainer and digital content manager. He holds a Cambridge DELTA, Trinity TYLEC and a postgraduate diploma in teaching (secondary). He has made multiple contributions to English language teaching publications, including the English Australia Journal, The British Council and the International House Journal of Education and Development, which you can read here.

Games and activities are the perfect time to revisit and emphasize grammar points with very little effort on your part and a lot of fun for the students. For example, mad libs are a perfect way to revisit the difference between nouns, verbs, adverbs, and adjectives, without feeling like a dry review.

Stories are amazing teaching tools, too. After reading a story, challenge students to identify examples of grammar points that you have recently taught, or to pick out sentence structure and patterns that are used frequently throughout the story.

Split into two main sections, the first looks at creative ways of exploring grammar and includes more than forty ideas that can be implemented into the classroom. This section can be used as a quick resource or the whole sequence can be followed to ensure students are investigating, exploring and having fun with grammar.

Creative Approaches to Teaching Grammar is a truly practical guide that is a must read for anyone teaching grammar to years 5,6,7 and 8. With plenty of ideas to implement into the classroom it encourages students to take ownership of their own learning and progress.


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_OC_InitNavbar("child_node":["title":"My library","url":" =114584440181414684107\u0026source=gbs_lp_bookshelf_list","id":"my_library","collapsed":true,"title":"My History","url":"","id":"my_history","collapsed":true,"title":"Books on Google Play","url":" ","id":"ebookstore","collapsed":true],"highlighted_node_id":"");Teaching Grammar Creatively with CD-ROM/Audio CDGünter Gerngross, Herbert Puchta, Scott ThornburyCambridge University Press, 19 Jul 2007 - Foreign Language Study - 267 pages 1 ReviewReviews aren't verified, but Google checks for and removes fake content when it's identifiedTeaching Grammar Creatively is a practical new resource book that offers a variety of lessons and activities for everyday use in English language classes. It aims to stimulate students' imagination, humour and creativity and increase the effectiveness of grammar practice. The book offers more than 50 complete lessons covering a wide range of grammar structures, learner levels, and age groups. Each lesson is divided into two main sections: Language Awareness Activities and Creative Grammar Practice. The Language Awareness Activities are designed to introduce and provide initial practice of items that may still be unfamiliar to students. The Creative Grammar Practice section provides ideas for a deeper and more personalised familiarisation with these items, always with an element of individual creativity. Each lesson ends with the creation of a learner text - a permanent and original record of the grammar, in the form of a story or a poem for example. What people are saying - Write a reviewReviews aren't verified, but Google checks for and removes fake content when it's identifiedUser Review - Flag as inappropriatenice

Love, Teach teaches secondary English and writes about it at You can follow her on Facebook or on Twitter, where you are highly encouraged to tag her in a picture of you dressed up as one of her grammar examples.

Also, the problem was not in grammar but in the way it was being taught, most of thetime grammar was about parsing or diagramming. Adding to that, teachers may have nosubject knowledge about grammar nor any idea of how to teach it creatively; publishers alsostepped in it to fill the gap. They look they do not have background knowledge of how toapproach grammar because they do not know how English language works and this has anegative impact on student literacy outcomes. Some publishers feel happy to sell hundreadsof grammar workbooks in order to make teachers feel insecure. Many exercices even in thetextbooks consist of out-context grammar exercices which urge children to underline nouns,verbs and circle the adjective and that could be a time wasting work which results a shallowknowledge gained by students.

Despite the fact that most teachers have knowledge about what methods, approachesand different techniques are used to teach grammar, the level of the student in this modulereveals a defisiency in both spoken and written skills. Regardless the fact that grammar playsan important component in the Algerian schools (Middle and Secondary schools). It isadmitted that grammar use of first year students at university is far from satisfactory. Such an

relation to the language skills. Besides, it represents the creativity in teaching and how toreach to the level of creativity in teaching grammar. The second chapter that is the practicalside describes the research tools (questionnaires to both teachers and secondary schoolstudents and an interview) and the research design to be used. It concerns with the analysis ofthe questionnaire and the interview and an example of how to teach grammar creatively. Thethird chapter deals with the interpretation of the results and the pedagogical recommendationsof how could a teacher be creative in teaching grammar with a suggested activity to remedythe target situation.

grammatically correctly "(p. 98). Thus, despite the fact of how grammar was treated in theteaching field, however, it seems that it imposed itself and proved its importance and we maysay that grammar has significance in teaching English. Therefore, it is necessary to possess agood command over the language.

When it comes to teaching grammar (grammatical structures), we ought to integratelanguage skills which are listening, speaking, reading and writing. Here when we teach, weshould be getting the learners recognise the structure whether in a spoken or written form; atthe same time, the student should produce a meaningful sentence in a context and know whento use it.

Basically, language skills are devided into receptive skills which are listening andreading and the productive skills which are speaking and writing. It should be noted that theintegration of language skills in grammar will improve those skills themselves especially inwriting; the student will be able to produce a well-structured formed sentence and accomplishdifferent levels of discourse analysis. In reading, the student will be able to recognise thewritten forms, evaluate and understand different texts. So, grammar provides an effectivenessof the text and an insight into the meaning too.

1.4. The Inductive Approach: It is more to student-centred where the student will be more involved in the lesson.Inductive approach is very effective because it requires students to process and analyse data.This approach is also known as the bottom-up method. Students, especially those withoutrecent educational backgrounds, such as adult learners, they are considered as beginners oftenlearn more readily using this method. You teach grammar through a discovery process,allowing students to discover how the rules function over the course of various exercises. For

example, teaching the past tense, the teacher divides his students into groups of five studentsthen he distributes each group with twenty small pieces of paper with an action verb writtenon each of it. Ten of the words are past tense and the other ten is present tense. Students arethen required to divide the past tense from the present tense at the same time they need tomake sentences for all the words. After that, the teacher checks whether it is right or wrong.

Clearly, grammar is considered as a set of rules for combining words to expressmeaning which requires having a communicative grammatical competence which is theability to use and understand a structure in a variety of situations spontaneously. That is whyteachers aim to treat grammar as a means of communication. It is recognised that the view oflanguage as communication could not easily be adequately contained in the form-oriented,sentence-based linguistic of the time (Candlin, 1978, p. vii). At the same time, Allen andWiddowson claim that the language should be presented in such a way as to reveal itscharacter as communication (1976, p. 59).

It seems that language is not just concerned with the grammatical knowledge but inpresent day society it is perceived as a means of communication; this does not mean thatgrammar should be dismissed but it means that grammar should have a great deal of attentionin language teaching (Yalden, 1987). Lately, in this teaching methodology, grammar is taughtcommunicatively. Brown (2001) mentions that grammatical patterns are matched to

Another fun and interactive way to get your students practicing comma rules is with grammar challenges. Like comma escape rooms, these prompt students to use their grammar skills to solve a puzzle or an escape room-style task. There are a few different grammar challenges I use that focus on commas specifically. One of them is the commas in a series grammar challenge, which you can grab for FREE by clicking the image below. 041b061a72


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