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To invite the learners to pick specific grammar features out of a stream of live speech is a powerful form of grammar presentation. In this technique the students ‘present’ the grammar to themselves. They go through a process of realization which is lot stronger than what often happens in their minds during the type of ‘grammar presentation’ required of trainees on many teacher training courses. During the realization process, they are usually not asleep.

Guess my grammar

|Grammar: |Varied+question form |
|Level: |Elementary to intermediate |
|Time: |55 minutes |
|Materials |None |

In class

1. Choose a grammar area the students need to review. In the example below there are adjectives, adverbs and relative pronouns.
2. Ask each student to work alone and write a sentence of 12-16 words (the exact length is not too important). Each sentence should contain an adjective, and adverb and a relative pronoun, or whatever grammar you’ve chosen to practise. For example: ‘She sat quietly by the golden river that stretched to the sea’.
3. Now ask the students to rewrite their sentences on a separate piece of paper, leaving in the target grammar and any punctuation, but leaving the rest as blanks, one dash for each letter. The sentence above would look like this:

--- --- quietly -- --- golden ----- that --------- -- --- ---.

While they are doing this ask any students who are not sure of the correctness of their sentence to check with you.
4. Now ask the students to draw a picture or pictures which illustrate as much of the meaning of the sentence as possible.
5. As students finish drawing, put them into groups of three. One person shows the blanked sentence and the drawing, reserving their original sentence for their own reference. The other should guess: ‘ Is the first word the?’ or ask questions ‘Is the second word a verb?’ etc. The student should only answer ‘yes’ or ‘no’. As they guess the words, they fill in the blanks.
6. They continue until all the blanks are filled and then they do the other two person’s sentences.

Note

Groups tend to finish this activity at widely different speeds. If a couple of groups finish early, pair them across the groups, ask them to rub out the completed blanked out sentences and try them on a new partner.

Acknowledgement

Ian Jasper originated this exercise. He’s a co-author of Teacher
Development: One group’s experience, edited by Janie Rees Miller.

Puzzle stories

|Grammar: |Simple present and simple past interrogative forms |
|Level: |Beginners |
|Time: |30 minutes |
|Materials:|Puzzle story (to be written on the board) |

Preparation

Ask a couple of students from an advanced class to come to your beginners group. Explain that they will have some interesting interpreting to do.

In class

1. Introduce the interpreters to your class and welcome them.
2. Write this puzzle story on the board in English. Leave good spaces between the lines :

There were three people in the room.

A man spoke.

There was a short pause.

The second man spoke.

The woman jumped up and slapped the first man in the face.

3. Ask one of the beginners to come to the board and underline the words they know. Ask others to come and underline the ones they know. Tell the group the words none of them know. Ask one of the interpreters to write a translation into mother tongue. The translation should come under the respective line of English.
4. Tell the students their task is to find out why the woman slapped the first man. They are to ask questions that you can answer ‘yes’ or ‘no’.
Tell them they can try and make questions directly in English, or they can call the interpreter and ask the questions in their mother tongue.
The interpreter will whisper the English in their ear and they then ask you in English.
5. Erase the mother tongue translation of the story from the board.
6. One of the interpreters moves round the room interpreting questions while the other stays at the board and writes up the questions in both
English and mother tongue.
7. You should aim to let the class ask about 15-25 questions, more will overload them linguistically. To speed the process up you should give them clues.
8. Finally, have the students copy all the questions written on the board into their books. You now have a presentation of the main interrogative forms of the simple present and past.
9. After the lesson go through any problems the interpreters had-offer them plenty of parallel translation.

The solution

The second man was an interpreter.

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