In the previous article (17) The TEFL Centre talked about how grammar should be seen as something ephemeral, whose ultimate purpose is only as a teaching aid.
At the top of the whiteboard (WB), have the ‘in situ’ language sample which comes from the presentation approach chosen e.g.
‘What are you going to do this weekend?’
‘I’m going to go to the park.’
The tables should be elicited from the students onto the WB to establish the logic behind the word order.
Put pronouns, auxiliaries etc. in different colours help the students see the patterns that the structure uses.
After eliciting the first grid of affirmative sentences, before putting up the second and third, show the students how they can go from left to right taking each word at a time to create correct sentences. Drill them (drilling techniques in article 19) and then have them working in pairs to practice forming sentences. The ways in which to do this are discussed later (see article 20).
It is recommended that the affirmative is presented first because the pronoun-auxiliary order is easier to control. Later however, the question forms will need to come first to create a question-answer based activity.
Note that these grammar summary tables used in TEFL training are almost certainly to be found in the textbook already, but we believe there is reinforced learning if the structure is elicited (making the student think) rather than simply being placed in front of the student.
Posted on May 19th, 2017