Fun with Grammar: Communicative Activities for the Azar Grammar Series, by Suzanne W. Woodward, offers more than 200 communicative, task-based games and activities that add a whole new dimension to grammar classes. Each chapter has four-skill activities and full-page reproducible worksheets.
The activities below are divided into ones with no or minimal resources, ones with easy-to-find resources like dice and flashcards, ones which need photocopiables (all already or soon available on the internet for free, mainly on Usingenglish.com), and ones using technology such as webquests. If an activity can work in more than one way, it is described in the first of those sections and then briefly mentioned in the other one(s).
Films and video clips are great tools for students who do not enjoy reading. The instruction can start by watching a short segment of the film and then providing a transcript. After that, you can highlight the grammar structures and watch them again to hear how they are used in authentic communication. Speaking activities can include a role-play with a specific grammar structure. Writing activities can include creating a storybook, blog post, or even a vlog.
Contextualized grammar teaching develops analytical skills in our students, which helps them comprehend and incorporate the language rules. By learning grammar contextually and by using the grammar-discovery approach with our students, we ultimately create autonomous, 21st-century learners.
English language learners can become discouraged with what they perceive as the endless memorization ahead of them, so English teachers can help by introducing fun activities for learning and reviewing irregular verbs. When one of our subscribers asked us for some ideas for irregular verb activities, I was only too happy to share my five favorites. Please add to the list and share your favorite activity in the comment section below!
Designed for use with the Azar Grammar series, though many activities are stand alone. Organized by topic (with appropriate level and estimated time allocation) includes paired and group activities and reproducible worksheets.
Short units provide introductory level grammar instruction with activities covering verb tenses, modals, imperatives, auxiliary and phrasal verbs, word order, conjunctions, clauses, determiners. Answer key included.
Short units provide comprehensive intermediate level grammar instruction with a variety of activities covering verb forms, modals, passive voice, articles, relative clauses, phrasal verbs., includes irregular verbs, and more.
Surveys are one of my all-time favourite ESL activities. They are extremely versatile and can work with just about any topic or grammatical point. The way it works is that students have to circulate around the class, talking to their classmates to find someone who answers yes to one of their questions.
Jackie is the author of more than 60 books for English teachers and English learners, including Business English Vocabulary Builder and 39 No-Prep/Low-Prep ESL Speaking Activities for Teenagers and Adults. She loves to share her ESL games, activities, teaching tips, and more with other teachers throughout the world.
Even students with the bestattention spans have a difficult time listening to a 20-minute lecture in theEFL class. Nowadays, students of all ages expect and desire quick changes fromone activity to another. That means that you should avoid keeping to talk for morethan ten minutes on any grammar lesson. Keep things interesting for you andyour students by planning quick changes in topics and activities when possible throughoutyour grammar class.
Grammar books often have many greatexercises to help your students practice and master grammar rules, but theclassroom may not be the best place for doing all these exercises. Whenpossible, assign most of these exercises for homework after telling yourstudents how to do them, and use classroom time for more interactive,communicative activities. You will get your students to practice with fullenergy in the classroom, and keep the less energetic assignments for homework.
When you follow a certain syllabusin a textbook, you will find you offer the same activities for your studentsday after day, unit after unit. This makes your students feel bored, so youshould create different types of activities with every grammatical rule youteach, and to engage your students, try to meet their learning styles in yourteaching. When your students are using discussion, research, presentations andother means to learn and practice grammar, they will stay more interested inwhat you and their fellow students have to say.
This is a great activity that I use to get students moving around the classroom and speaking to each other in the target language using reflexive verbs along with reflexive pronouns. Student ask each other when they do certain activities (wake up, go to bed, wash up, etc) and record answers. I provide students with a question sheet as well as an answer sheet ( which includes times to use in response to questions). All information is presented with pictures to avoid translation. A follow-up activity requires students to ask about another person so that a different reflexive pronoun is also used. Students have a lot of fun with this communicative activity.
Japanese Language Post Beginner will cover all four language skills (speaking, listening, reading and writing). It will introduce the three sets of Japanese characters, grammar and vocabulary at the pre-intermediate level of Japanese language, such as numbers, location words, verbs in present and past tenses, adjectives etc through a lot of fun communicative activities in class. It also covers useful expressions for daily life such as shopping, ordering at a restaurant, asking for directions, talking about weather, booking a flight / hotel room etc. Japanese Language Post Beginner is taught through a series of classes focussed on different aspects of language learning. As offered in the University's Hybrid Model, the majority of activities are provided asynchronously, and they require a lot of individual study. The teaching activities will follow this pattern on a weekly basis: - The Conversation and Grammar class covers the Conversation and Grammar section of the textbook. This is the main class for the course, and the class will be offered synchronously and asynchronously. (LO1, 2,5) - The Reading and Writing class covers the Reading and Writing section of the textbook, including kana and kanji characters. This class will be offered mainly asynchronously. (LO1,3,4) - The Workbook class covers the Workbook of the textbook. This class will be offered mainly asynchronously.(LO1,3) - The Oral class focuses on developing speaking skills including pronunciation and useful phrases in real situations. This class will be offered mainly asynchronously, with an optional short 1-to-1 weekly session. (LO1,2) - The Language Application class mainly covers the group project work and other useful skills for learning Japanese such as how to type Japanese characters and online dictionaries. This class will be offered mainly asynchronously. (LO2,4,5) There will be regular homework assignments throughout the semester. You are also expected to do a set of group work with peer feedback element. Be sure to read the additional class delivery information before enrolling on this course.
JPN 101 - Elementary Japanese I Mastery of elementary level of Japanese Grammar, sentence structure and vocabulary, an overview of Japanese culture and customs. The class emphasizes communicative activities such as role-plays and interviews. 10 hours per semester of lab required. (Offered every year.) 3 credits
The Uyghurs are one of the oldest Turkic-speaking peoples of Central Asia. Their language is closely related to Uzbek, with which it shares a common ancestor. Modern Uyghur is spoken by about 11 million people in Xinjiang and 2 million people in Central Asia and elsewhere. This textbook offers beginning students a thematically organized and integrative approach to the Uyghur language that emphasizes communicative activities, step-by-step development of linguistic skills, and elements of Uyghur culture. A multimedia DVD includes audio that helps develop listening and speaking skills and videos filmed in different regions of Xinjiang, China.
Don H. raised a matter that concerns many foreign language educators,that of administrative evaluation of FL teachers. I raised this questionon a K12 admin list and responses were very interesting. First, only acouple FL teachers replied. Second, administrators replied and most saidthey felt able to evaluate the teachers. If I were asked to evaluate ateacher of advanced math or even beginning physics/chemistry, I honestlydo not feel that I would have anything constructive to add to what wasalready occurring. I suspect this is true of administrators who evaluateteachers of FL. Many administrators who are talking about reform, restructuring,performance assessment, etc., are unaware of the fact that our disciplinehas been ahead of the ballgame for quite some time. This makes me wonderabout their understanding of such issues as notion-functional syllabusvs. grammar-translation syllabus. How can they guide, encourage, offersupport without knowing the methods issues, let alone the languages weare using. Using \"friendly critics\" from the universities asevaluators might raise the level of professional discussion and may provideteachers with some worthwhile suggestions. How do other FL teachers feelabout this I know for many of us it is threatening because we no doubtmake mistakes. Patricia Vigini email@example.com 59ce067264