1. Grammar: Teaching Page Karin s ESL PartyLand Teaching Grammar. We ve created this page to provide resources, lessons, and ideas on teaching grammar. You http://www.eslpartyland.com/teachers/nov/grammar.htm

Karin's ESL PartyLand Teaching Grammar Home Teachers Discussion Chat ... Tense Review We've created this page to provide resources, lessons, and ideas on teaching grammar. You'll find loads of printable materials for classroom use. We also have a discussion forum where you can share your lesson ideas. What is an board race and can you adapt this activity for use with different grammar structures? To find out the answer, click here Dis Discussion Lesson Exchange Stop by PartyLand's Lesson Exchange discussion forum for ESL teachers. Add your own idea about how to teach listening and speaking or read other teachers' postings. Back to Top agq Lessons Conditionals Unreal Conditionals Handout a classroom handout with examples, explains second and third conditional sentences. Find Your Partner: Second Conditional a matching activity with directions. Question Cards: Unreal Conditionals a set of conditional questions. (If you wanted suggestions on how to use card sets, you would look at Ideas for Using Conversation Card Sets Scrambled Sentences: Unreal Conditionals See Ideas for Using Scrambled Sentences for activity suggestions.

2. Lin - Teacher's Tips: Online Grammar Teaching And Learning (I-TESL-J) Teacher s Tips Online grammar teaching and Learning. There is a need to consider if the online resources merely test or teach students grammar items. http://iteslj.org/Articles/Lin-OnlineGrammar.html

The Internet TESL Journal Teacher's Tips: Online Grammar Teaching and Learning Caroline Ho Mei Lin homlc [at] am.nie.ac.sg National Institute of Education Nanyang Technological University (Singapore) Originally Published in 'Society for Reading and Literacy (Singapore) News magazine', 3rd quarter 1997, Vol. 9 No. 3, p.11-12 The access to a wide range of resources The ease and speed of getting information to large numbers of students The attractive layout and graphics The links to numerous other sites The students getting feedback without teachers having to mark their work These may easily entice and attract teachers to the Internet (or Net) with its plethora of resources and teaching materials. Not only is the amount of information accessible on the Net extensive but the rate of growth of the Net since its inception has been unbelievably rapid. Indeed, the Word Wide Web (or Web) with which the Net is most commonly associated has itself grown since 1993 with the introduction of the graphical web browser software. The number of pages on the Web has doubled on the average of every 3 to 5 months since then. It is no wonder then that the growth of the Web is regarded to be `unparalleled in the entire modern history of spoken and written communication' (Maddux, 1996, p. 64). Grammar Resources on the Net The available resources for grammar on the Net can broadly be categorised into two main types: information-based and teaching resources. These are sites which provide: information on grammar items including lists of grammar items, Frequently Asked Questions (FAQ) on correct grammatical usage, online grammar clinics/help centres/forums inviting questions with responses assured and also explanations of grammar rules with appropriate examples and teaching resources including lesson plans, worksheets and activities, tasks or exercises.

3. Sysoyev - Integrative L2 Grammar Teaching: Exploration, Explanation And Expressi A method of integrative grammar teaching, consisting of three major stagesexploration, explanation, and expression (EEE), is proposed. http://iteslj.org/Articles/Sysoyev-Integrative.html

The Internet TESL Journal Integrative L2 Grammar Teaching: Exploration, Explanation and Expression Pavel V. Sysoyev sysoyev [at] pvs.tambov.ru The Tambov State University (Russia) Abstract This paper addresses the issue of L2 grammar teaching to ESL students with the focus on form and meaning. A method of integrative grammar teaching, consisting of three major stages (a) exploration , (b) explanation , and (c) expression (EEE) , is proposed. To illustrate how each of these stages function, several experimental lessons were conducted. The paper describes and discusses the lessons themselves, their rationale, and their implementation of the proposed method. An evaluative questionnaire conducted after the experimental lessons, shows that students preferred to learn L2 grammar using the EEE method , as opposed to form-based or meaning-based only approaches. Introduction In learning an L2 grammar, students face a dilemma. On the one hand, students need to know the rules, as that is what they are tested on at schools. On the other, with a number of foreign visitors, or living in an L2 country there is a good need for communication in an L2. That is why there is a need to look at the ways of combining form and meaning in teaching foreign languages.

4. Grammar Teaching And Writing Skills The Research Evidence All that the early research seems to show, therefore, is that it is possible to teach grammar in such a way that children learn nothing; but this is hardly http://www.phon.ucl.ac.uk/home/dick/writing.htm

Grammar teaching and writing skills: the research evidence Richard Hudson (dick@ling.ucl.ac.uk) Dept of Phonetics and Linguistics, UCL, Gower Street, London WC1E 6BT [Published in Syntax in the Schools, 17:1-6, 2001] 1. Historical background One of the reasons given for this major change of teaching policy is the beneficial effect of grammar teaching on the children's writing; but this has inevitably invited criticism from those who believe that the earlier research has proved this effect to be a myth. The status of the research evidence is clearly an important issue, and even an urgent issue given that the policy is already being implemented (on a massive scale). What, then, does the published research really say about the effects of grammar teaching? 2. The present survey The following report is based on a small-scale attempt to find the answer. Because of time constraints I have regrettably not been able to check all original sources, so my conclusions must be treated with caution; but I think the overall conclusions are sufficiently robust to at least merit serious consideration. The bibliography has grown out of a wide range of sources, including some responses to a query that I broadcast over a number of email networks. I should like to thank the following for their contributions:

5. Grammar Teaching Theme Studies. Language Arts Based Teaching Theme Units Grammar Grammar Theme. Writing Ideas That Worked! Clip Art, Images, Photos. Awesome http://teachers.teach-nology.com/themes/lang_arts/grammar/

Best Sites Curriculum Daily History Downloads ... Professional Development Enter your email address for FREE weekly teaching tips! Theme Categories: Computers Countries Language Arts ... Grammar Grammar Theme Writing Ideas That Worked! Clip Art, Images, Photos Awesome Clipart for Kids DisneyClipart Kids Domain - Clipart Susan's Free Animations ... TMBFree Resource Materials Daily Language Review, Grade 3 Geopack Reading Games Standard Deviants TV: English Grammar Downloads Grammar Expert Plus Grammar Slammer Vocabulario Word Pilot 2000 Sites For Background Information Good Grammar, Good Style Grammar Lady Online Rules of English Grammar Stufun.com Hands On Activities Classroom Theater Games for Memory Work, Drill, and Review

6. Task-based Grammar Teaching - EFL, ESL The following lesson plan follows Jane Willis’ flexible taskbased learning framework* to teach the grammar point used to. Lesson http://www.onestopenglish.com/english_grammar/grammar_task_based.htm

Free Resources Professional Support Jobs Lesson Share ... Home Welcome to Grammar and Vocabulary Grammar main page Grammar teaching Vocabulary Ask the authors grammar and vocabulary help Task-based grammar teaching by Lindsay Clandfield Introduction One approach to teaching language that has attracted a lot of attention over the past twenty-five years is a task based approach to learning and teaching. In task-based approaches, the focus of classroom activities is on the task, and ultimately on meaning (for more on Task Based Teaching and Learning, see the Methodology section ). In Jane Willis’ flexible model for task-based learning, learners begin by carrying out a communicative task, without specific focus on form. After they have done the task, they report and discuss how they accomplished this, perhaps listening to a fluent speaker doing the same task. Only at the end is there a specific focus on features of language form. The advantage of the task-based approach, according to its advocates, is that during the task the learners are allowed to use whatever language they want, freeing them to focus entirely on the meaning of their message. This makes it closer to a real-life communicative situation.

7. New Perspectives On Grammar Teaching In Second Language Classrooms New Perspectives on grammar teaching in Second Language Classrooms is a welcome addition to the ongoing discussion of how to best teach grammar in ESL/EFL http://www-writing.berkeley.edu/TESL-EJ/ej21/r9.html

Vol. 6. No. 1 R-1 June 2002 Return to Table of Contents Return to Main Page New Perspectives on Grammar Teaching in Second Language Classrooms Mahwah, New Jersey: Lawrence Erlbaum Associates ISBN 0-8058-3955-0 Pp. 288 US $29.95 (paper) Our ESL department has been recently trying to write new/revised course objectives for its three grammar elective classes. What we initially thought to be a routine task turned into an extended and often spirited debate about the role of grammar in ESL programs, what sorts of structures should/should not be taught at certain levels, why students can't seem to use grammar effectively in writing even when they've studied it very diligently, why so few grammar books provide enough contextualized analysis of "real usage" in spoken and written discourse, etc. New Perspectives on Grammar Teaching in Second Language Classrooms is a welcome addition to the ongoing discussion of how to best teach grammar in ESL/EFL contexts. The anthology is divided into three sections: the role of grammar in language teaching, specific practices in the grammar classroom and some current research on grammar structures. The authors, including such well-known lights in the field as Jack Richards, Sandra Fotos, Diane Larsen-Freeman, Peter Master, come from a range of perspectives and backgrounds, reinforcing the variety of teaching theory and practice in play today. A common theme throughout is the importance of second language acquisition research on how grammar is perceived and taught. The traditional notion of grammar as some idealized set of principles to master contradicts a more organic, language-as-unique-human-behavior view where the "givenness" of grammar how it is actually used in spoken and written discourse should take precedence over the "logic" of grammar with its emphasis on isolated rules, definitions, hierarchies and strictures. Another idea with strong currency here is the role of the learner in second language grammar acquisition and how he gains awareness of usage through self-analysis, positive feedback, contextualized practice and what Rod Ellis ("Methodological Options in Grammar Teaching Materials") refers to as the learner's "inbuilt syllabus."

8. TESOL Publications: Case Studies $23.00 (member $17.00). grammar teaching in Teacher Education Dilin Liu and Peter Master, Editors This volume documents ways in which teachers face their http://www.tesol.org/pubs/catalog/casestudies.html

Home Search What's New? Communities ... FAQs Case Studies Browse the Catalog by Subject Browse by Author Browse by Title/Price Browse by Title Browse Online Documents Order Publications Online Request a Printed Catalog Printed Order Form -Assessment -Audio Materials -Bilingual Education -Bookshelf Bargains -Case Studies -Dialogue Journal Writing -Directories -K-12 Corner -New Ways -Professional Development -Professional Papers -Reading and Writing -Research and Theory -Satellite Broadcasts -Speaking and Pronunciation -Standards -Teacher Education -Technology -Video/Workshop Academic Writing Programs Ilona Leki, Editor The chapters in this volume explore the international role of written English in the academic context and clearly demonstrate how writing is integrated in all aspects of academic communication in English. Writing from all over the world, the authors address how teachers of nonnative-English-speaking students can bring educational content and life experience into academic writing programs and, in turn, how TESOL can be included in mainstream academic programs. The 12 innovative programs described differ in context but share basic assumptions about how best to teach L2 writing. These programs assume that important intellectual development can occur in L2 writing classrooms.

9. Grammar Teaching 4 The use of grammar exercises isn t shameful. If we teach students a specific skill, they need to practise it. Then, after a short http://geoffbarton.co.uk/files/english/grammar_teaching.htm

Today is: Some people have only to hear the word 'grammar' and a lost world is evoked of bright red telephone boxes, village cricket and obedient children with scrubbed cheeks. Others argue that formal grammar teaching is crudely authoritarian, renders our students passive victims, and anyway makes no difference to their writing ability. This is usually as far as the grammar debate gets - a stagnant and unwholesome blend of nostalgia, prejudice and myth. It also inevitably unleashes a set of unhappy polarisations - structure versus creative writing; teacher control versus student-centredness; correctness versus appropriateness. An example. One of the recurring arguments against formal grammar teaching is that decontextualised exercises do not work. The Bullock Report of 1975 lambasted grammar drills like these: Change all words of masculine gender to feminine gender in "Mr Parker's father-in-law was a bus conductor"; and: add the missing word in "As hungry as a....", "As flat as a...". It is an easy target. But who said grammar teaching had to be like that? Why assume that developing students' explicit knowledge of grammar can only be accomplished by resurrecting exercises from long-buried textbooks?

10. Structure Of English And Grammar Teaching Techniques At National University the necessary foundation and sense of grammar and (b) to give them practical and immediately applicable techniques they can use to teach grammar to their http://www3.nu.edu/schools/contEd/courseTemplate.cfm?Course=1692

11. Cold Days, Good Grammar: Teaching In Siberia WorldTeach Ad. Cold Days, Good grammar teaching in Siberia Article by Jessica Jacobson Photos by Simon Richmond/Lonely Planet Images, Jessica Jacobson http://206.245.174.113/mag/05-03/siberia.php

Work Abroad Study Abroad Travel the World... Independent advice for Volunteer Abroad Language Schools Africa, Americas traveling the world ESL/ Teach Abroad Internships Abroad Asia, Australia, ... Europe Cold Days, Good Grammar Teaching in Siberia Article by Jessica Jacobson Photos by Simon Richmond/Lonely Planet Images, Jessica Jacobson It was my first day teaching high school in Aginsk, Siberia, and eight pairs of dark eyes stared up at me from wide Buryat faces. I opened the textbook to where another English teacher told me she'd left off and asked a girl named Serzhena to read. "Under the political guidance of the Communist Party of the Soviet Union the Komsomol teaches the younger generation to live, work, and struggle for the triumph of Communist ideals. The aim of the Komsomol is to build communism." "Is this interesting for you?" I asked them. I sighed with relief. By our next meeting, I'd replaced the textbook with stories such as Frankenstein and Gone With the Wind, adapted versions for English learners that the children were wild about. You mean we can actually read something interesting in English?, their shy, smiling faces seemed to say. Suddenly, many of them developed a renewed interest in this required class. FEET ON THE DESK, BUT NO CHEATING

12. Teach Canada - Teacher Supplies Teaching Supplies School EnglishSmart Grammar 6 Code1894810023 Price $7.95 Quantity in Basket none. and Microsoft Internet Explorer browser so that only Teach Canada s computers can http://www.teachcanada.ca/Merchant2/merchant.mvc?Screen=CTGY&Category_Code=EngSm

13. TGC It aims to evaluate principles of grammar teaching within a broadly communicative approach, to take an indepth look at some problem areas of English grammar http://www.ials.ed.ac.uk/teach/tgc.html

Welcome to IALS Institute for Applied Language Studies University of Edinburgh Home Contact us Summer Programme Teachers' Courses ... Social Programme Summer 2004 Grammar and Communicative Teaching Dates: 5 July - 23 July Fee: Length: 3 weeks/60 hours Requirement: 2 years' relevant teaching experience Class size: maximum of 14 but sometimes classes may be combined for specific training activities The Course The course focuses on the following issues: the place of grammar within a communicative approach areas of English grammar that present problems for learners recent developments in the techniques and methods of teaching English grammar. Course Objectives Gammar and Communicative Teaching is intended for practising teachers of English who are particularly interested in the teaching of grammar . It aims to evaluate principles of grammar teaching within a broadly communicative approach, to take an in-depth look at some problem areas of English grammar, and to allow participants to review their own teaching practices. Participants The course is intended for native and non-native speaker teachers of English with at least 2 years' teaching experience.

14. LINGUIST List 12.2683: Hinkel & Fotos, Grammar Teaching Part II Classroom Approaches to grammar teaching This section contains several suggestions for how to teach grammar in a way that highlights its dynamic http://www.linguistlist.org/issues/12/12-2683.html

LINGUIST List 12.2683 Sat Oct 27 2001 Editor for this issue: terry@linguistlist.org What follows is another discussion note contributed to our Book Discussion Forum. We expect these discussions to be informal and interactive; and the author of the book discussed is cordially invited to join in. If you are interested in leading a book discussion, look for books announced on LINGUIST as "available for discussion." (This means that the publisher has sent us a review copy.) Then contact Simin Karimi at simin@linguistlist.org or Terry Langendoen at terry@linguistlist.org Directory Richard Watson Todd, Review of Hinkel and Fotos, New Perspectives on Grammar Teaching in Second Language Classrooms Message 1: Review of Hinkel and Fotos, New Perspectives on Grammar Teaching in Second Language Classrooms Date: Fri, 26 Oct 2001 13:37:46 +0700 From: irictodd@kmutt.ac.th Subject: Review of Hinkel and Fotos, New Perspectives on Grammar Teaching in Second Language Classrooms Mail to author Respond to list Read more issues LINGUIST home page ... Top of issue

15. Pedagogical Grammar Peter Master. PUBLICATIONS. Books 2003 grammar teaching in Teacher Education with Dilin Liu. 1984a To teach or not to teach grammar, CATESOL News 16,112. http://www2.sjsu.edu/faculty/pmaster/RESEARCHpedgram.html

Pedagogical Grammar Peter Master PUBLICATIONS Books Grammar Teaching in Teacher Education with Dilin Liu. (Alexandria, VA: TESOL), vi + 183 pp. Systems in English Grammar: An Introduction for Language Teachers (Englewood Cliffs, NJ: Prentice Hall Regents), viii + 488 pp. Chapters The power of context in language teaching and learning Grammar teaching in teacher education (pp. 137-149). Alexandria, VA: TESOL. 2001 Inanimate subjects with active verbs in scientific research articles. In Hewings, M (Ed.). Academic writing in context: Implications and applications. Papers in honour of Tony Dudley-Evans (pp. 169-181). Birmingham, UK: The University of Birmingham Press. 2000 Grammar in Content-Based Instruction. In Kasper, L. (Ed.) Content-Based College ESL Instruction . Mahwah, NJ: Erlbaum. New Ways in English for Specific Purposes (pp. 253-254). (Alexandria, VA: TESOL). 1995 Consciousness raising and article pedagogy. In Belcher, D. and Braine, G. (Eds.) Academic Writing in a Second Language: Essays on Research and Pedagogy (Norwood, N.J.: Ablex Publishing Co), pp. 183-204. New Ways in Teaching Grammar (Alexandria, VA: TESOL, Inc.), pp. 104-5 and 122-23.

16. Business English Exercises And Quizzes business context). SITES FOR TEACHERS. News. grammar teacher. Kickstart Your Life Will make you feel good, however bad your day! How to http://www.better-english.com/exerciselist.html

Business English Exercises Business Grammar Exercises Business Vocabulary Exercises Business Easier Exercises ... Kickstart Your Life Will make you feel good, however bad your day! How to Deal with Aggression At home, at school, on the street A fantastically helpful ebook for under $15 Click here for more details Click here to see some good Internet marketing training videos Click here to improve your memory Students Warts? Moles? Students - Bad Breath ... Holiday Holiday Holiday HELP FEED THE HUNGRY! In loving memory of Mabel Brown 1925-2000 Learn English grammar and vocabulary. Improve your reading, writing, comprehension and pronunciation. Learn English for just $27 a month with our COMPLETE online course. We are so confident you will LOVE OUR ENGLISH-ENGLISH-ENGLISH LESSONS, that you can have one LESSON FREE.

17. ELT Forum - The Library Thornbury, S (1999) How to Teach Grammar Pearson Education Ltd. Ellis, R. (1998) Teaching and research Options in grammar teaching (TESOL Quarterly 32/1). http://www.eltforum.com/lib_grammar.html

The Library Grammar - is there any point in studying language? Have you read an interesting article or extract from a book that you would like to include in this list? Send in your suggestion and we can add it to our dynamic bibliography. General Batstone, R (1994) Grammar. Oxford University Press Collins, P (1998) English Grammar Pearson Education Ltd. ISBN: 582 80977 Greenbaum, S (1994) An Introduction to English Grammar Pearson Education Ltd. ISBN: 582 03957 6 Leech, G (1991) A Communicative Grammar of English Pearson Education Ltd. ISBN: 582 08573 X Leech, G (1987) Meaning and the English Verb Pearson Education Ltd. ISBN: 582 30531 4

18. Association For Modern German Studies Occassional Papers. German grammar teaching in crisis? 27 35. Jonathan West What grammar and how to teach it to post-A level students, pp. 36 - 45. http://k1.ioe.ac.uk/lie/amgs/occass/paper4.html

news + events conferences publications gfl-journal ... links Occassional Papers German grammar teaching in crisis? Content: Frank Shaw: Wozu Grammatik? , pp. 6 - 12 Derek McCulloch: What follows the revolution? , pp. 13 - 17 Elisabeth Lazarus: German grammar teaching in crisis? , pp. 18 - 26 Susan Myles: , pp. 27 - 35 Jonathan West: What grammar and how to teach it to post-A level students , pp. 36 - 45 Gillian Donmall: Making a silk purse out of a sow's ear: a 'language awareness' approach to grammar , pp. 46 - 60 Philip Payne: , pp. 61 - 72 news + events conferences publications gfl-journal ... home If you have any comments about this website, please the webmaster Last updated on March 15 , 2004

19. 21st Century Online How to Teach Grammar By Scott Thornbury Paperback Longman ISBN 0582339324 HOW to Teach Grammar explores different grammar teaching techniques to help you http://www.21stcentury.com.cn/article.php?sid=8609&thold=0&mode=&order=0

20. Linguistics Association Of Great Britain Now grammar teaching has been reinstated as an essential component of language teaching thanks to the revised National Curriculum (1999). http://www.lagb.org/a1/a1c.htm

Linguistics at school Last updated 7th January 2002. Handout for a discussion led by Dick Hudson at the September 1998 meeting of the Linguistics Association of Great Britain, and subsequently updated. The LAGB has reacted to these developments by creating an Education Committee 1 Background to language teaching in UK schools 1.1 L1 English the death of traditional grammar in English in most schools. `Should traditional grammar be ended or mended?' (Chomsky: Educational Review 1969 - pro mending). Now: `The overwhelming majority of teachers in the UK concede that attention to grammar and to the forms of language has been neglected.' (Carter 1996) Worse still, most teachers know very little about language structure. Positive developments: Official acceptance of non-standard dialects and dialect vs accent. General acceptance of linguistics as important (but hard!). Language Awareness (and the Association for Language Awareness ) - acceptance of need for KAL (Knowledge About Language) and small-scale experiments in teaching it. `Oracy' - acceptance of spoken language as important.

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