Many languages have noun cases. We don’t teach cases in English, but there definitely are some correlations between cases and English grammar. Maybe it would be a good idea to acknowledge some of the cases used in the students’ native tongue(s) and explain what English uses instead.
People break grammar rules all the time. Is that okay? Which rules can we break? In what situations is it okay to break rules? Are there rules to breaking rules? Here’s a look at which rules you can break in casual writing.
Here are some activities that you can use with your class to review vocabulary and grammar. There are quite a few to choose from, and each is customizable; use whatever is best for your class!
We generally teach the structure of a grammar point, and the usage follows. That works well enough for receptive skills, but for productive skills, it feels backward. Maybe we should try the reverse approach.
Learning a grammar point shouldn’t just be about knowing how to use it. How to use a grammar structure doesn’t matter until after they’ve determined what they want to say.
Is it better for teachers to focus on grammar or on vocabulary for elementary/intermediate students? Both are important, of course, but there’s only so much a learner can learn at a time.
Have you ever been asked, “How can you teach students English if you don’t speak their language?” I get that a lot. It’s not necessary to know the native tongue to teach English. Here’s why.
Using words is the most obvious way to communicate, but it’s not the only way. It may not even necessarily be the best way. Using alternate ways of communicating may be more fun or more effective.
We communicate not only by the words we say, but also by the way in which we say them. Tone and inflection can affect the meaning of a word or phrase. Here are some exercises on using your voice in different ways.
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