Our suggestions of grammar teaching

1. Input (Exposure to grammar) a. Reading b. Listening

2. Language Focus (Explicit explanation) a. Pattern Drill b. Examples

3. Output (Communicative competence exercise) a. Speaking activity b. Writing activity

Input Lan-

guage Focus

Output

Passive Voice Story ‘Be ‘verb +

p.p. + by~

Speaking ‘Passive voice’ sen-tences through pic-tures

There is/There are~

Picture

There is +s-ing. noun~

There are + pl. noun

Speaking ‘There is(are)~, so~’ sentences through a word board

Com-pound

RelativeSong

Whatever~=No matter what~

However~=No matter how

Writing po-ems

"Haunted“

The house was built in the middle of the 18th century and some signs could still be found that it had once been a famous

meeting place for people who liked playing card games. By the time it was bought

by my aunt and uncle some two hun-dred

years later it had been owned by a long list of different people whose names are

recorded on the title deeds. As it is situ-ated by the sea, it became a favorite place for various members of the family to visit. It also had an added attraction —

it was haunted, at least so my uncle said.

Input of Passive Voice

Language Focus of Passive VoiceSubject+ auxiliary verb (be) + main verb (p.p.) Active: My mother washes my clothes Passive: My clothes are washed by my mother.

Subject + modal verb (will)+ auxiliary verb (be) + main verb (p.p.)

Active: My mother will wash my clothes Passive: My clothes will be washed by my mother.

We use the passive voice why:we want to make the active object more important.

we do not know the active subject.

Key Point• Short Explanation• More Examples• Personal Experi-

ence

Output of Passive Voice

Input of There is/There are~

Vincent's Bedroom at Arles by Vincent Van Gogh

Language Focus of ‘There is/ There are’

There is~~a table.~much water.~a little butter.~little oil.~all/most/some/no money.

There are~~two chairs.~many books.~a few cars.~few windows.~all/most/some/no friends.

Vs.

Output of There is/There are~ There ( ), so (

) e.g.) There is no money, so I `m sad.

Input of compound relative

No matter what -Boyzone-

Language Focus of ‘CR’ Compound Relative

  who/whom/what/which/where/how + ever = No matter + who/whom/what/which/where/how

.  No Matter What - Boyzone no matter what they tell us

no matter what they dono matter what they teach us

what we believe is true

no matter what they call ushowever they attack

no matter where they take uswe'll find our own way back

Output of Compound Relative-Writing a Poem-

The Reasons I Love YouI love you because you .

I love your .I love the way you .

I love the look in your eyes when you tell me .

No matter what .no matter how .

I love you because you make me .

But the main reason I love you is because.....You are !

Output of Compound Relative-Writing a Poem-

The Reasons I Love YouI love you because you you make me happy

I love your your smile .

I love the way you say my name. I love the look in your eyes when you tell me

you love me. No matter what my faults may be.

no matter how poor I am.I love you because you make me feel safe and secure.

But the main reason I love you is because.....You are you !

Summary

Ⅰ. Introduction of TESL-L articles

Ⅱ. Controversy of how to teach grammar

Ⅲ. Suggestions for effective grammar teaching (3 steps)

• Input• Language Focus• Output

Conclusion

Abandonment of mechanical explanation

Communicative grammar teaching

Development of interesting activities