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https://docs.google.com/document/d/15T1fgeiAZu8VGeFpZAfR17bKUz0da_Yvj2LTu0pUtSw/edit

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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1. Presenting grammar points in meaningful context:
- Teacher brings in personal experience, uses the grammar point to talk about his own life and other studnents
> Pique interest of students, grammar point is useful
2. Checking students' understanding:
Students open their books:
+ Focus on grammar chart, teacher models pronunciation
+ Do an exercise and teacher checks the answers
3. Providing guided practice:
- Teacher sets up modeling activity between teacher-student
- Students work in pairs, practice fluency
4. Providing communicative practice:
Students go around the classroom and asks other people
> Use the grammar point to communicate, talk about real things in their life

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1. Present grammar points in meaningful context: bring in own experience → grammar has meaning → useful in communication → peak interest
open book → focus on the grammar chart, model pronunciation

2. Check for student’s understanding → exercise, watch as they write responses, listen as they practice

3. Provide guided practice: make S understand the focus of the practice, model what S are going to do (S-T,S-S) before let S do pair work
→ S centered practice → T get out of the way, let S practice to develop fluency → T monitor, observe the fluency

4. Provide communicative practice: talk to others, no right or wrong answer

⇒ understanding → controlled, fluency → real communication

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1. Present grammar points in meaningful contexts
Start with teacher’s personal experience → arouse students’ interest in grammar point
2. Check students’ understanding
T lets Ss do practice in the book, circulate to watch Ss do, listen to their response to check understanding
3. Provide guided practice (student-centered practice)
Goal: fluency
T give model to make sure Ss comprehend the focus of the practice
T lets Ss work with partners → Ss develop their fluency, T circulate and mornitor, observe Ss fluency
4. Provide communicative practice
Ss move around, asking other Ss to gather information → no right/wrong answer
T invite Ss to write on the board their partners’ information → use grammar point to talk about real things in life, real communication

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1. grammar is very important

he teaches present and past  and ask the student about his present and past jobs.

and request others to repeat

The best way to check the students’ s understanding is to circulate to watch them as they write responses and then listen to them as the practice grammar points

2. Provide guided activities → fluency

before we turn students om pair work we have to make sure that they have very clear models for what they are expected to do

the guided practice is the student centered  practice where students are working with partners the goal for teacher is get out of the way to ley students practice develop fluency  and also enable the teachers again to circulate and monitor the students to observe their fluency
3. provide communicative practice

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Teaching Grammar Communicatively
1. Present grammar points in meaningful contexts
- Begin with a personal experience from the teacher to pique students' attention in a grammar topic.
2. Check the students' comprehension.
- Teacher allows students to practice in the book, circulates to observe what they are doing, and listens to their responses to ensure that they comprehend.
3. Provide guided practice (student-centered practice)
- Fluency is the goal.
- Teacher provide a model to ensure that Ss understand the practice's goal.
- Teacher let students work with partners to improve their fluency, T circulates and monitors students fluency.
4. Provide opportunities for communication practice.
- students wander around, gathering information from other Ss; there is no right or incorrect solution.
- Teacher invites Ss to write their partners' information on the board, using grammatical points to discuss real-life situations and communication.

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Goal: understand -> controlled -> free practice
1. Present grammar in a meaningful context
- Set up the grammar by presenting his own experience using the grammar (talk about his life, other students...)
Eg: I am a teacher. I was a piano teacher.
What is your now? What was your job in Mexico?
2.  Check for students' understanding.
- Open the book to look at the grammar & do the filling gap exercise
- Listening to check the answer
3. Controlled practice
- Goal: fluency -> ss could use grammar automatically, comfortably
- Modeling well before let Ss do pair work
- Ss centering: work with each other
4. Communicative activity
- What was your job before? (table) -> unexpected answer -> interesting
- Move from practice to real-life situation

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Bring YOUR story, use grammar to tell YOUR story (Tenses) => pick their interest Present - Past
1. Open book: focus on the grammar chart on the front page: Present grammar in meaningful context
2. Ex Check for ss understanding => IMPORTANT to see if ss understand, HOW: circulate around the class
3. Provide guided practice: goal is FLUENCY => want ss to use it automatic
+ before do the practice, check again if they understand
+ do the model -> make sure they know how to do it with partners
=> FOCUS ON SS, teacher goes around
4. Provide communicative practice: culmination activity (reach its highest)
+ put into the real context: no right, wrong answer

Understanding => controlled practice => real communication

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The rule: Controlled practice > free practice
Goal: Develop fluency in grammar structure
1. Present grammar point in meaningful context
-Use yourself or student's context as example, ask them question about theirselves
2. Check for student's understanding
- Ask them question
- Go around to check their paper
> make sure they understand the points
3. Guided practice:
- Develop fluency
- Teachers give clear model and expect students' result
- Student-centered:
4. Communicative activities :
- free practices
- Apply grammar for real communication

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1.      Use grammar to talk about oneself -> using grammar in a meaningful context (daily life)

2.      Use study book: teach on the grammar part and ask a student to do an example on the exercise à all class doing exercise in textbook à give an answer, check if student understand à give more exercise

3.      Guided practice. Goal: Fluency (automatic -> easy, comfortable in using)

-        Nature: student focus practice, the teacher is not involved but can observe and monitor

-        Before begin: teaching check grammar focus, give a model to make the sure students understand the activity

-        Practice with a partner

4.      Communicative Practice

-        Fill in a survey chart, make students practice and create their own language

-        Check if students make correct sentences and review grammar focus by asking a pair to show their work

Overall: learning grammar by talking about real things in life, real conversations.

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Goal: present the grammar to comprehend
=> controlled practice -> freer practice: develop fluency with grammar structure

1. Present grammar points in meaningful context
- T set up grammar with personal experience
=> establish the fact this grammar point is very useful for communication => Pique learners' interest
- Ss try to make sentences

Open the book: focus on the grammar chart at the top of the page => T model pronunciation

2. Check for Ss understanding
controlled practice -> T circulate to watch Ss writing responses

3. Provide guided practice - Student centered => fluency
=> for ss to use the grammar point automatically, easily and comfortably
=> make sure ss understand the focus of the practice
- T model what ss are expected to do
- Ss work in pairs and practice
- T circulate and monitor Ss + observe fluency

4. Provide communicative activity (the culmination of the lesson)
- Ss freely walk around and communicate
- There are no right or wrong answers in communicative activities and Ss enjoy talking to each other.

MOVE from understanding to controlled practice to fluency to real communication => Grammar talk about real things

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https://docs.google.com/document/d/1HH824adyi3UgJdWtljuSJqkAQd7TCaUttsTqN1By29k/edit

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-          Grammar: give Ss a handle on the language, help them be reflective, and help with fluency

-          Goal: comprehend the main points, then practice, start with more controlled then freer, to develop fluency with grammar structrure

-          Setting up grammar with personal experience -> grammar has meaning -> grammar is useful in communication -> peak the Ss interest

-          Book: focus on grammar structures, model pronunciation

-          Exercise: check if the Ss are understanding -> circulate to watch the Ss when they write responses, listen when they practice grammar -> very important for others activities that follow

-          Guided practice: fluency goal -> use the grammar automatically, easily and comfortably
Make sure Ss know the focus of the practice
Model what Ts expect from Ss -> modeling T-S, S-S a lot
S centered practice
Goal: Ts get out of the way, lets Ss practice, develop fluency -> Ts circulate and monitor again

-          Communicative activities: Ss can freely walk around and communicate
No right or wrong answer
Point: move, from understanding to controlled practice to fluency, then real communication

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1. Present grammar points in meaningful context

Ts give a clue that the grammar point they are talking about has meaning

Ts use the grammar point to talk about their own life or different Ss in the class → the grammar point is useful so it will pick the Ss’ interest.

For example: Ts identify Ss’ jobs and make full sentences about them

Once Ss open the textbook, try to focus on the grammar chart in the book.

2. Check for Ss' understanding

Ts move to the first exercise to see if Ss understand the grammar chart.

Ts watch Ss as they write down the responses and then listen to them as they practice.

If Ss aren’t grasping the main grammar point, they are not able to complete the other activities that follow.

Ts could have some Ss to go to the board to do the exercise.

3. Provide guided practice.

Guided practice is for Fluency. After this practice, Sss are supposed to use the grammar point automatically and easily, and understand the focus of the practice.

Ts model what they expect Ss to perform before moving them to pair work.

Ts get out of the way and let Ss practice with their partners to develop fluency.

Ts circulate and monitor Ss to observe the fluency.

4. Provide communicative practice.

There are no right or wrong answers in communicative activities and they enjoy talking to each other.

Goal: move from understanding  → controlled practice  → fluency  → real communication

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1. Present grammar points in meaningful context
use experience, their own story => interest

circulate stds, watch them write the response, later listen to them

2. check your understand (controlled practice)

+ practice in the book, circulate students and listen to their response
3. guided practice (std-centered practice):
+ before stds practice, make sure stds understand & focus the practise => take an example

=> modeling activities to stds takes log time (before stds practise => make sure they understand what they are going to do)
4. communicative activities (culmination of the lesson)

+ Hope stds use grammar to talk about real things in their life

# data[].attributes.body
Goal of the lesson: present the grammar to comprehend the main points and the practice: controlled practice → fluency →  real communication practice. → develop fluency with the grammar structure

Step 1: Present grammar points in meaningful contexts

→ use personal experience → engage the students into the lesson, make them feel that this is useful

Ex: jobs at the present and in the past → ss make their own sentence, then other ss make sentences about that person

Step 2: Check for students’ understanding

→ ss do exercises in the book → enable the teacher to check students’ comprehension

→ best way to check ss understanding: circulate and watch ss write responses and listen to ss practice the grammar points.

--> important to check students’ understanding because if students are not grasping the main grammar point, they can’t be successful in the following activities

Step 3: Provide guided practice

The goal is fluency

→ make sure the ss understand the focus of the practice before practicing with their peers

→ setting up activities modelling: teacher-ss, ss-ss → clear understanding what ss expected to do

Step 4: Provide communicative practice (the culmination of the lesson)

students move around, asking other ppl to find information → students like this because there’s no right or wrong answer

# data[].attributes.body
Goal of the lesson: present the grammar to comprehend the main points and the practice: controlled practice → fluency →  real communication practice. → develop fluency with the grammar structure

Step 1: Present grammar points in meaningful context

→ use personal experience → engage the students into the lesson, make them feel that this is useful

Ex: jobs at the present and in the past → ss make their own sentence, then other ss make sentence about that person

Step 2: Check for students’ understanding

→ student do exercises in the book → enable teacher to check students’ comprehension

→ best way to check ss understanding: circulate and watch ss write responses and listen to ss practice the grammar points.

it’s important to check students’ understanding because if students are not grasping the main grammar point, they can’t be successful in the following activities

Step 3: Provide guided practice

The goal is fluency

→ make sure the ss understand the focus of the practice before practicing with their peers

→ setting up activities modelling: teacher-ss, ss-ss → clear understanding what ss expected to do

Step 4: Provide communicative practice (the culmination of the lesson)

students move around, asking other ppl to find information → students like this because there’s no right or wrong answer
- teacher invites students on the board to write the information they got from their friend

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1. Present grammar points in a meaningful context (describe personal experience of the teacher, sts )

2. Check sts’ understanding ex1, model pronunciation, and model the first sentence before they practice grammar points ( in the top of the page)

3.Guided practice -> student-centred practice

the goal is fluency, check sts understanding by some pictures in their books

4. Free Practice (Communicative activity) - Sts write about their job before and now, make a small survey with 2 sts to fill the column

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-       The goal of grammar lesson: present the grammar to comprehend the main points and move to practice (controll -> free practice) -> help them develop fluency in the grammar structure

1.     Presenting the grammar points in meaningful contexts

1st thing: bring in T’s own personal experience

Ex: Now, I am a E teacher

Before, I was a piano teacher

-       Using grammar point to talk about T’s life, T’s wife, other students in class

=>show : grammar: useful communication; pique interest in the grammar point

ex: ask ss about his/her job now and before and let ss make sentences about these ss

2.     Check ss’s understanding

-       ss open the book, 1st thing: focus on the grammar chart on the book. T model the pronun

-       Do exercise and teacher circulate to check answers: Open the book and do the filling gap -> Listen to check answer

3.     Controlled practice (fluency in grammar -> ss could use grammar automatically and comfortably)

-       T model first with ss ( T-ss)

-       Let ss practice in pair (ss-ss)

4.     Provide communicative practice

-       SS go around and ask other ss about their jobs and write them in the chart

# data[].attributes.body
Goal : present the grammar to comprehend the main points and the practice: controlled practice → fluency →  real communication practice → develop fluency with the grammar structure

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
Step 1: Present grammar points in a meaningful context.
use experience to link to the grammar point. For example, use the grammar point to talk about job, life & students
Eg  I am a teacher
Step 2: Check for students' understanding
Students do the exercises in the book
Students listen to the teacher to check the answer
Step 3: Provide guided practice
Focus on fluency
->Ss could use grammar automatically and comfortably
Teacher model what Students are expected to do
Then Students practice with each other
Step 4: Provide communicative practice
Students walk around the class and communicate
There's no right or wrong answer -> students enjoy talking with each other

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https://docs.google.com/document/d/1lGZW9PXg3_Wt4c81Om0R8PLE42AH_lwu2XaqCtcirzM/edit#

# data[].attributes.body
https://docs.google.com/document/d/1bcvihhfAl4gO5sI4pn2tB0C7TSKI39PslIvVs9P6n2k/edit?usp=sharing

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Step 1: Review the vocabulary that will be used throughout the lesson.

Step 2: Count syllables

→ build awareness of multisyllabic words through listening and kinesthetic movement (tap the arm / the table)

→ important step: build awareness of syllables and learn how to listen for and count syllables before integrating word stress

Step 3: Make students aware of word stress

→ T models pronouncing the word with stress → ask the ss to identify which syllable is strong and which one is weak

Activity 1: Word stress with rubber bands

→ build awareness and help ss produce correct stress pattern

→ kinesthetic nature support physical control over the production of word stress

Activity 2: Show the stress pattern: incorporate visual elements

→ manipulate syllable markers → recognize the number of syllables and stress pattern

→ repeat the word + tap marker → visualize word stress pattern

Activity 3: Word stress grid: learner group vocab according to word stress patterns

→ draw stress pattern + humming technique

→ less controlled practice: ss do their own work

→ T check accuracy, provide answers
O | Oo
job | childcare
Ooo | oOo
dishwasher | provider

# data[].attributes.body
https://docs.google.com/document/d/1eyL-thETkb3srJPHpuo9sRKsld9_W3uWpZqICUDCWSk/edit

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1. review vocabulary that will be used throughout the lesson

2. Counting syllables (tap your arm/table)

=> build awareness of multisyllabic words through listening and kinesthetic movement => integrate word stress

3. Word stress with rubber bands

Ss stretch rubber band on the stressed syllables of the vocabulary words => produce the correct stress pattern

=> highly controlled production activities

=> build awareness of correct pattern words and develop physical control over word production

4. Show the Stress Pattern ( +a visual element as learners manipulate syllable markers)

Use the syllable markers representing the number of syllables => Visualize word stress pattern as they produce them verbally

5. Word Stress Grid

Ss group the vocab words according to their word stress patterns

=> less controlled than the previous activity ( the learners work independently after the teacher gives instruction and model the process)

Teacher would walk around the room and check learners’ comprehension along with give them feedback if needed

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https://docs.google.com/document/d/1zvHVkZMtGVOoKJPXX3McgnV6pRGzQFoKmDYsyWSDWH0/edit?usp=sharing

# data[].attributes.body
https://docs.google.com/document/d/1Yhs6v54mxny6zflfdeGVCiSeTKrO1TEn1eyyGsd0T4Y/edit?usp=sharing