GRAMMAR SENSE [EXTRAS].pdf

Additional materials to help support

your teaching.

Teaching Techniques

Read experts' tips for teaching grammar in your classroom and

for using Grammar Sense with your students.

Tests and Answer Keys

Photocopiable chapter tests to use with your class.

Answer Keys are also provided.

Tapescripts

Student Book Answer Keys

The complete answer keys for Student Books 1, 2 and 3.

Grammar Sense

Teaching Tips

Our experts offer invaluable advice.

General teaching techniques for the grammar classroom and for advice on how to use

Grammar Sense.

• General Teaching Techniques for the Grammar Classroom

• Presenting the Form Sections in Grammar Sense

• Presenting the Meaning and Use Sections in Grammar Sense

Presenting the Form Sections in Grammar Sense

EXAMINING FORM EXERCISES

One of the most challenging aspects of teaching grammar is finding clear and concise ways

to present new forms to students. The Examining Form exercise in each chapter is a series

of inductive tasks in which students work on identifying the target structure and its most

important structural features. In these exercises, students are asked to return to the reading

text in the Grammar in Discourse section of the chapter, and follow the steps to recognize

or systematically analyze key aspects of the form (such as the number of different parts in

a structure, the addition of suffixes, word order, agreement, and so on). This serves as an

introduction to the structural features illustrated and explained in the Form Charts, which

students may then consult to check their answers.

FORM CHARTS

In chapters with particularly challenging structures, you may need to help students work

through and internalize the information in the Form Charts before they start on the form

exercises. The following is a compilation of some of the most successful techniques for

guiding students through this section. Choose appropriate techniques based on your teaching

style, class size, class level, and students’ previous experience with the grammar point. Most

importantly, vary the techniques you use to accommodate the different learning styles of your

students—some students may prefer to read and discuss every example in the chart before

moving on to the exercises, while others may need to study the material less intensively.

Whole Class Techniques

1. After students have finished the Examining Form exercise, ask them to close their books.

Elicit examples of the target grammar from the reading text by asking questions that will

produce the target grammar. When possible, personalize your questions. For example, to

elicit possessive pronouns, hold up a book and ask, Whose book is this? with the aim of

eliciting responses such as It’s his. It’s mine. When students answer, write their responses

on the board. If a student gives an incorrect response (e.g., It is her. ), you should still write

it on the board. Incorrect answers are as valuable as correct ones, because they can be used

to focus students’ attention on the structure. Likewise, if a student answers correctly but

uses a different structure than the one you wish to focus on (e.g., It’s her book. ), write this

answer on the board and ask if anyone knows an alternative response (e.g., It’s hers. ) . Wr i te

students’ responses on the board, then have them open their books to the Form Charts and

find sentences that use the same structures as those on the board.

2. To focus more closely on the various parts of a structure, copy the chart headings onto

the board, or construct other types of contrastive charts (e.g., - s /- es /- ies ,or singular/plural,

etc.). Elicit examples from the reading text to illustrate each point, or ask students to create

their own examples. Have individual students come to the board and fill in the charts. Then

ask the rest of the class to decide if their examples are correct or not, and to explain why.

3. After students have finished the Examining Form exercise, ask them to silently review

the Form Charts for a few minutes. Assess their understanding of the charts by asking

questions about the form. For example, for Yes/No questions in the present tense, you

might ask Where is the subject? What word does the question begin with? How many Yes/No

question forms are there? In this way, you will be able to judge whether students have fully

understood the form of the target grammar.

Presenting the Form Sections in Grammar Sense

Pair or Group Work Techniques

1. Divide students into pairs or small groups. Assign each group a Form Chart and ask

them to read and study the information. Then ask each group in turn to present the form

in their chart to the rest of the class. Students can use their own example sentences to aid

their presentation, in addition to those provided in the book.

2. Divide students into pairs or small groups. Write two correct sentences and one incorrect

sentence on the board. (Make sure the error is one of form , not meaning and use.) Tell

students that one sentence is incorrect. Ask them to work together to identify the incorrect

sentence by looking at the Form Charts. Some students may know the answer without

using the charts, but ask them to point to the information or example in the chart that

shows why it is incorrect. This insures that they know how to interpret the charts.

Presenting the Form Sections in Grammar Sense

Presenting the Meaning and Use Sections in Grammar Sense

EXAMINING MEANING AND USE EXERCISES

Once students have grasped the form of a given structure, the next challenge is to find creative

and engaging ways to help them understand the meaning and use. The Examining Meaning

and Use exercises do just this by offering carefully constructed examples, often in the form of

minimal pairs, and asking students to use contextual cues to draw inferences about key aspects

of meaning and use. These inductive tasks serve as an introduction to the features of meaning

and use that are further elucidated in the Notes that follow.

MEANING AND USE NOTES

Students need to read and absorb the Meaning and Use Notes before starting the exercises.

What follows are some techniques for helping students work through the Meaning and

Use Notes. Regardless of the technique you choose, it is important that you have a clear

understanding of the scope of the Meaning and Use Notes before you present them. In

some instances, a particular structure may have multiple meanings and uses, but the

chapter will not address all of them. In Levels 1 and 2, certain meanings and uses of

structures are omitted to avoid overwhelming the students with too much information,

while in Level 3, basic meanings and uses may be de-emphasized in order to focus on

more complex issues.

Whole Class Techniques

1. Give students an opportunity to read and ask questions about the Meaning and Use Notes.

Check their understanding by writing several original sentences on the board and asking

them to match the meaning and use in each sentence to the Meaning and Use Notes. With

more advanced students you can include a few incorrect sentences among the examples and

have students identify correct and incorrect meanings and uses. Before you do this, be sure

you have a firm grasp of the meaning and use you are focusing on so you can clearly

explain why the examples you provided are correct or incorrect.

2. If there are several Meaning and Use Notes, or if you think students will find the content

challenging, have them read and demonstrate their understanding of one Note at a time.

Once they have read the Note, elicit sentences that demonstrate the meaning and use of

the Note they just read. For example, to elicit sentences with used to when talking about a

situation that was true in the past but is not true now (Student Book 2, page 65, Note 1A),

have students talk about something they did when they were younger but don’t do today.

This should elicit sentences such as I used to eat a lot of candy. I used to play baseball every

summer.

Pair or Group Work Techniques

1. Divide students into pairs or small groups. Assign each pair or group a Note and ask

students to study it. Then ask each pair or group to present their Note to the rest of the

class. Students can create their own example sentences to aid their presentation, in addition

to those provided in the book. Again, be sure you fully understand the meaning and use in

question so you can tell students whether their examples are correct or incorrect and, most

importantly, why they are correct or incorrect.

Presenting the Meaning and Use Sections in Grammar Sense

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