Hello teachers!
I'm summarising a book which is about teaching methods.
I guess there are millions of errors.
Please check those to right one!
Thanks in advance!


13. Teaching grammar

There are two main ways teaching grammar. One way is both planning grammar teaching in advance and relying on the coursebooks which can help us teach grammar. The other way is teaching grammar as a result of other work. In other words, it has done as a peripheral activity. In this chapter, we will look at the various different ways to teach grammar. We will look at the range of activities which satisfy not merely efficiency but also appropriacy. Lastly, we will discuss grammar books and their usages.

A. Introducing grammar

The following 1 to 4 examples are activities which represent a range of possibilities for introducing new grammar.

Ex1) It's making sentences using the present simple in the third singular. First, the teacher holds up a number of flashcards which are about a specific job. Then make sentences contained present simple for the each pictures. It consist of three affirmative and three negative sentences. Then make students guess what kind of job is. Once students are confident with these sentences, the teacher asks them to think of one profession and make 6 sentences. Now, they can do activities guessing what profession is being described.

Ex2) It's using texts which contained what the students are being taught (past simple irregular verbs). While the students read the text, they come across the past tense form of certain verbs. Then, make them write these past tense verb forms down in the blanks which are shown their phonemic symbols.

Ex3) This is aimed to show the differences between reporting speech and reporting things that were said in the past. Draw two people on the board. One is holding a phone and smiling whose name is Jack. The other is just standing. Give student information that Jack is talking to a girl who met in the school canteen. Then, ask the students what Jack tells his friend while taking on the phone. The answers might be in the present form such as ' She says I'm really nice'. In this process, make sure that the student understand how 'you' changes to 'I'. The teacher now tell the students that Jack is back home and he was spurned by the girl. He is telling to his mother that 'She said I was really nice' which is past form. The teacher can write both past and present forms on the board to help students.

Ex4) Here, the language which the students were going to study was embedded in the texts which they read. Make student read the story first. After confirming that they are fully understood the story asking comprehension questions, ask them make bad or insensible statements using the story. Then, get students to come up to the board and write the sentences so that the sentences including 'Should have p.p.' or' Shouldn't have p.p'.(especially here.)
Ellisa:
This is a very long passage, and your other post seems to be even longer.
The editor at this web site makes it difficult to make corrections to long passages. Also, many teachers do not want to devote a long time working on a single post. If you post only one paragraph at a time, then different teachers can work on them and you will get your corrections faster.
EllisaHello teachers!
I'm summarising a book which is about teaching methods.
I guess there are millions of errors.
Please check those to right one suggest corrections to my sentences.!
Thanks in advance!


13. Teaching grammar

There are two main ways to teaching grammar.(or you can say "ways of teaching grammar". The word "teaching" is a gerund, and must be used as a noun. In this example, it is object of the preposition "of")
One way is both planning grammar teaching in advance and relying on the coursebooks which can help us teach grammar. The other way is teaching grammar as a result of other work. In other words, it is has done as a peripheral activity. In this chapter, we will look at the various different ways to teach grammar. We will look at the range of activities which satisfy not merely efficiency but also appropriacy (not a word; you can use the adjective forms - a range of activities which are efficient as well as appropriate). . Lastly, we will discuss grammar books and their usages.

(You need to be consistent in using imperative versus declarative sentences)

A. Introducing grammar

The following 1 to 4 examples (, numbered 1 to 4,) are activities which represent a range of possibilities for introducing new grammar.

Ex1) It's making sentences using the present simple in the third singular. First, the teacher holds up a number of flashcards which are about a specific job. Then (? subject - the students )make sentences in contained present simple tense for the each pictures. It consists (or The exercise consists of) of three affirmative and three negative sentences. Then (? subject - the teacher )makes the students guess what kind of job it is. Once students are confident in with these sentences, the teacher asks them to think of one profession and make 6 sentences. Now, they can do activities guessing what profession is being described.

Ex2) It's using texts which contained (present tense) what the students are being taught (past simple irregular verbs). While the students read the text, they come across blanks that they must fill in with the past tense form of certain verbs. Then, (? subject - the teacher )makes them write these past tense verb forms down in the blanks and also write them phonetically using which are shown their phonemic symbols.

Ex3) This is aimed to show the differences between reporting direct speech and reporting things that were said in the past. The teacher draws Draw two people on the board. One, whose name is Jack, is holding a phone and smiling whose name is Jack. The other is just standing. The teacher gives the Give students the information that Jack is talking to a girl who he met in the school canteen. Then, the teacher asks the students what Jack tells his friend while taking on the phone. The answers might be in the present form such as ' She says I'm really nice'. In this process, the teacher makes sure that the students understand how 'you' changes to 'I'. The teacher now tells the students that Jack is back home and he was spurned by the girl. He is telling to his mother that 'She said I was really nice' which is past form. The teacher can write both past and present forms on the board to help students.

Ex4) Here, the language which the students are were going to study is was embedded in the texts which they read. The teacher makes the students read the story first. After confirming that they are fully understanood the story by asking comprehension questions, the teacher asks them to make bad or insensible statements using the story. Then, the get students to come up to the board and write the sentences. so that The sentences have to use the modal auxillary "should," such as ncluding 'Should have p.p.' or' Shouldn't have p.p'.(especially here.)

what a wondeful corrections!
I missed a number of subjects!!!!!
I'll bear in mind!
Thank you!