[SIZE=“1”][SIZE=“1”][SIZE=“2”]As we know presentation of new grammatical point which is going to be taught to the learner/s is indeed helpful and a part of the teaching method in ESL and EFL, but, don’t you think as time goes by, it won’t be as much interesting as it’s been in the earlier time of teaching? Because after a while, say about four or five sessions, student would know that before staring the lesson they are to be exposed to a presentation of introducing the current lesson’s grammatical point in a routine way.
How can one deliver this presentation of introducing the grammatical point of the lesson to the learners so that they maintain their enthusiasm and interest to listen to and not goes for the birds?
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It sounds like you have a very predictable routine of teaching.
That is not particularly good and leads to boredom.
Switch it up - give them a few sentences and see if they can figure out which is correct and then present the grammar rule after they have “played the game”.
Give them some funny examples of bad grammar and explain how this totally changes the meaning (“You look hot!” vs “You look warm.” or “Bob just passed away.” vs “Bob just passed by.”)
As I have often mentioned, before entering a classroom I yell in my head, “It’s showtime!” and enter the room as if I am about to perform in front of a crowd in an arena! Lively, energetic and always with something to kick off the class - a stupid joke, a puzzle on the board, a riddle - something to get people thinking right off the bat. I have to assume my students are tired and don’t really want to be here - but I make the class entertaining and make them smile and think and forget the outside world during class time. Get them to stand up and write thing on the board, have contests with trivia questions (appropriate to their language level), have them work in groups, do role-playing games - all of this can be done and STILL get those grammer points across.
Yes, the nuts and bolts of grammar can be tedious, but if you make it seem like the most exciting thing since the invention of the iPad, they will think so too!
BTW, as a teacher I never sit down. I walk all over the place - across the room, behind them, next to them…keep those eyes moving, keep the class moving, keep the energy high and always keep them involved by singling them out and asking questions. You can teach the driest of material and still make it seem exciting.
You shouldn’t be presenting the grammar as grammar. Explicit grammatical explication should came afterwards, following thorough contextualization of meaning and function. Once you get a grasp on this idea, you won’t be at a loss for ways to engage the students. Remember: You’re not teaching grammar; you’re teaching language, and grammar comes up as just one part of that.
Yes, you are right. Thank you. I will think about what you said. That’s really helpful.
And as an example, would you please let me know how would you present ( very briefly ) the following grammatical point:
Noun phrases:
my dog is the thing (that) I’d miss the most.
My mom’s cooking is something (that) I’d really miss. one thing (that )n I’d be worried about is the language.
I did this:
I visited my student ( a private class), and started smiling and showing that I’m happy. Then the student asked me if there was any good news for me that I was happy. I replied yes, I’m going to take a short trip abroad and …
then the student became keen to listen to the whole story and I explained that, You know what is the **thing I’d miss most? **, then the student said no and wanted to know what it was, … then after a while I asked the student what is **the thing he would miss most **if he wanted to move to another country? And other questions like that.
One-on-one classes are a bit trickier, but I had lots of those.
For those, you find out what that person’s interests are - travel, work, movies? Then you work those into your lessons.
Bring a new “project” every week with one of their interests, and have them re-write something, or learn the vocabulary, or compare one with the other. Pictures help, as well as real-life articles from the internet.
It makes it far more fun to learn if, for instance, you don’t say, “Bob buys pencils every week for his office.” and instead use your student’s interest and say, “Bob buys paint for his sailboat every summer.” (Assuming you have a student who likes to sail his boat.)
Plus, custom designing text and vocabulary for the student makes it more relevant so they can begin to use the language immediately.
You can just as easily teach the basics of English using any hobby/work related vocabulary as you can using the silly generic subject material in most books.
However, one-on-one gets tricky with longer lessons (over an hour), so you might want to plan to watch a (short) video clip, or build some model, or do something that requires passive learning as a bit of a break to the routine. Again - movement, variety and enthusiasm - key to keeping focus and keeping interest high.
Acutally, these are adjective clauses, but still, you have the right idea. Adjective clauses are called upon as a way to (further) define general terms. One way in particular that they do this is allow “front-loading” a general term. “Front-loading” is putting simpler or more familiar information toward the beginning of a sentence:
Instead of:
I’d really miss my mom’s cooking.
We can say:
My mom’s cooking is one thing…that/which I’d really miss.
Why do we do this? Two reasons. By first identifying the cooking as “one thing” with the copular construction, we give it promninance and priority. Second, with the adjective clause we further define why it has that priority. So the two functions are to give prominance and to define.
Another example:
A: Did you see that amazing pompadour?
B: What in the world is a “pompadour”?!!
A: A pompadour is a hairstyle that goes up real high from your forehead.
B: Oh, I see.
The general, familar information (hairstyle) comes in the beginning, and the details of the definition come towards the end, where they’re easier to remember and process.
So you can use situations such as this as good contexts for presenting this type of language, especially in conversational functions, which is really important:
A history quiz, for example:
A: Who was Thomas Edison?
B: He was the person who invented the light bulb.
Or extended definitions regarding personal beliefs:
A: What is “true love”?
B: I think “true love” is something that you can never predict. What do you think?
By the way, I said “noun phrases” because this is what exactly written here in this Course Book at the top of the grammar section:
Noun phrases
These noun phrases contain a relative clause
The language is one thing (that) I’d be worried about. one thing (that) I’d be worried about is the language.
My mom’s cooking is something (that) I’d really miss.
Thanks for your time and sharing your experience, I appreciate that.
Yes, the whole thing all together is a noun phrase–the difficult part is the relative clause (an adjective clause, in this case).
Reza, you have an extremely difficult job, and I don’t envy you at all. In effect, you are expected to teach these business people a vast degree of language competency in a very short period of time. Really, what they are asking of you is–for all practical purposes–not really possible. So whatever you accomplish is a blessing which they should be happy for. I can see by your concern and care that with you they have a great teacher!
Do you mind if I ask what organization you are working for? Where have they gotten their curriculum? What kind of clients do they have?
Well, actually I do not teach at any institutes / organizations, I’ve an office job as an office assistant. I tutor as a moonlight job after leaving the office. And, Yes I should confess that teaching [ Not only Language ] is a difficult job because you are not simply expected to know the subject you are teaching, but to know the reasons why this is right and that is wrong.
I know that I may not sound qualified to teach, but I do believe teaching doesn’t necessary need to be fully perfect at something, and it requires to be very good at the points or areas you are teaching. Through this teaching process I’ve learned a lot.
And, my students are not only business people who wish to do business. They are office assistants, students who wish to pass IELTS and Engineers.
I made an example of those Business people in my earlier notes, because they are the majority.
So far, they are showing a good progress and they are pleased with the classes, since each time I visit them, they say they learn something new. After all If they do not feel that they are learning they wouldn’t spend their money . Who would?
