Point out that you yourself never write seriously without a dictionary at hand. Discuss the use of margins, indentation of paragraphs, and other aspects of the format of a well-written paper. Error-analysis exercises focus on the target structures of a chapter but may also contain miscellaneous errors that are common in student writing at this level e. Error-analysis exercises are challenging, fun, and a good way to summarize the grammar in a unit.
If you wish, tell students they are either newspaper editors or English teachers; their task is to locate all the mistakes and then write corrections. Point out that even native speakers have to scrutinize, correct, and revise their own writing. This is a natural part of the writing process. The recommended technique is to assign an error-analysis exercise for in-class discussion the next day. Students benefit most from having the opportunity to find the errors themselves prior to class discussion.
These exercises can, of course, be handled in other ways: seatwork, written homework, group work, or pairwork. In these exercises, students can work in pairs, in groups, or as a class. Interactive exercises may take more class time than they would if teacher-led, but it is time well spent, for there are many advantages to student-student practice. When students are working in pairs or groups, their opportunities to use what they are learning are many times greater than in a teacher-centered activity.
Obviously, students working in groups or pairs are often much more active and involved than in teacher-led exercises. Pairwork and group work also expand student opportunities to practice many communication skills at the same time in that they are practicing target structures. Students will often help and explain things to each other during pairwork, in which case both students benefit greatly. Pairwork and group work help to produce a comfortable learning environment. In teacher- centered activities, students may sometimes feel shy and inhibited or may experience stress.
They may feel that they have to respond quickly and accurately and that what they say is not as important as how they say it — even though you strive to convince them to the contrary. When you set up groups or pairs that are noncompetitive and cooperative, students usually tend to help, encourage, and even joke with one another.
This encourages them to experiment with the language and to speak more often. Walk around the room and answer questions as needed. The group can answer individually or chorally, depending on the type of exercise. Vary the ways in which you divide the class into groups and choose leaders.
If possible, groups of students work best. You, the teacher, conduct the oral exercise. You can always choose to lead an oral exercise, even when the directions specifically call for pairwork; exercise directions calling for group or pairwork work are suggestions, not ironclad instructions. Modify or add items spontaneously as they occur to you.
Change the items in any way you can to make them more relevant to your students. For example, if you know that some students plan to watch the World Cup soccer match on TV soon, include a sentence about that. Omit irrelevant items. Sometimes an item will start a spontaneous discussion of, for example, local restaurants or current movies or certain experiences your students have had.
These spur-of-the-moment dialogues are very beneficial to your class. Being able to create and encourage such interactions is one of the chief advantages of a teacher leading an oral exercise. Discussion of Meaning Exercises Some exercises consist primarily of you and your students discussing the meaning of given sentences.
Most of these exercises ask students to compare the meaning of two or more sentences e. You must take an English course. One of the main purposes of discussion-of-meaning exercises is to provide an opportunity for summary comparison of the structures in a particular unit.
Basically, the technique in these exercises is for you to pose questions about the given sentences, and then let students explain what a structure means to them which allows you to find out what they do and do not understand.
You can summarize the salient points as necessary. Students have their own inventive, creative way of explaining differences in meaning.
You will need to gauge how many times to replay a particular item. In general, unless the exercise consists of single sentences, you will want to play the dialogue or passage in its entirety to give your students some context. Then you can replay the audio to have your students complete the task.
It is very important that grammar students be exposed to listening practice early on. Native speech can be daunting to new learners; many say that all they hear is a blur of words. Students need to understand that what they see in writing is not exactly what they should expect to hear in normal, rapidly spoken English.
The sooner your students practice grammar from a listening perspective, the more confidence they will develop and the better equipped they will be to interact in English.
There are 97 listening exercises in the text, all marked with a headphone icon. They reinforce the grammar being taught — some focusing on form, some on meaning, most on both. You will find an audio tracking list at the back of the student book to help you locate a particular exercise on the CD. The listening scripts for all the exercises are also in the back of the student book, beginning on page Pronunciation Exercises A few exercises focus on pronunciation of grammatical features, such as endings of nouns or verbs and contracted or reduced forms.
It is not necessary for students to learn the complete phonetic alphabet; they should merely associate each symbol in an exercise with a sound that is different from all others. The purpose is to help students become more aware of these final sounds in the English they hear to encourage proficiency in their own speaking and writing. The most important part of most of these exercises is for students to listen to the oral production and become familiar with the reduced forms.
Initially, it can sound strange for students to try to pronounce reduced forms; because of their lack of experience with English, they may be even less understandable when they try to produce these forms. Language learners know that their pronunciation is not like that of native speakers; therefore, some of them are embarrassed or shy about speaking.
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Get the item you ordered or your money back. Features clear, concise explanations of structures. Learn More — opens in a new window or tab International postage and import charges paid to Pitney Bowes Inc.
Report item — opens in a new window or tab. May 16, Ductai marked it as to-read. A Practical English Grammar 4. People who viewed this item also viewed. Learn more — opens in new window or tab. Unlike any other grammar book, this book teaches us how the English language works. This is not only a grammar book to pass your exam but also to realize the English language.
After studying this wonderful book you will be able to use English in your day to day activities. English grammar is the way in which meanings are encoded into wordings in the English language.
This includes the structure of words, phrases, clauses, and sentences, right up to the structure of whole texts. The book is so easy to understand that no one can explain it in words. Everything is explained with real examples.
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