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Grammar Teaching Activity - Coggle Diagram

- - - - Initiate a scavenger hunt on a specific concept.
        For example, the teacher ask students to find a sentence that uses an attribution tag with correct punctuation.
      - Teachers will guide this activity to keep the class well paced
      - Set a timer and give each group who finds an example a point for this game.
      - Students can look through a common text or choice reading books.
- - - - This low-prep activity facilitates a lot of interaction in a short amount of time and gets students up and out of their seats. It is highly recommended.
      - . First, ask several students, “What are you gonna do after class?” (or this evening, this weekend, tomorrow, etc.) to model the exercise and make sure students understand how gonna is used.
      - :check:ACTIVITIES
        
        :pencil2: 1. Divide the class into two groups of equal numbers. (If you have an odd number of students, participate in the activity yourself to make the groups even.) Students form two lines facing one another.
        
        :pencil2: 2. Students ask the student facing them, “What are you gonna do after class?” The student answers, “I’m gonna ___. What are you gonna do?” The student answers, “I’m gonna ___.” Then one line shifts position so that each student has a new partner. (The person at the end of the moving line moves to the beginning of the line.
        
        :red_flag: Variation
        The Moving Circle. Students form two concentric circles. The inside circle faces out, and the outside circle faces in. After each exchange, the outside circle shifts position; the inside circle remains stationary.
        
        :pencil2: 3. Students exchange the same information with their new partners. (Having students recite the same lines with each partner, like actors in a play, keeps the activity–literally–moving along. The activity doesn’t get boring because students hear new information from each partner.) Then they shift positions again.
        
        :pencil2: 4. The students in the moving line continue to interact with new partners and then move on. The activity concludes when the students in the moving line are back in their original positions.
- - - - :check:To practise comparative and superlative adjectives, ask learners to make three panel illustrations as examples of the different forms (e.g. small / smaller / smallest).
        
        :check:This activity also works with other grammatical items that can be shown in three parts, such as going to/present continuous/present perfect (he is going to bake a cake / he is baking a cake / he has baked a cake). Or positive / negative / question forms (I have one sister / I don’t have any brothers / Do you have any siblings?)
    - - :check:After eliciting or providing contextualised examples of a grammatical item, ask learners to draw examples that are true for them, using contexts from their own lives and experiences.
        
        :check: Integrating drawing activities into language learning classes allows greater opportunity for learners to get to grips with language. Activities like the above make learning more personalised, more engaging, and more memorable.
- - - - Ask learners if they’ve heard it before, and don’t overload them with tasks at this point; simply let them enjoy the music
    - - Here are a couple of examples of the types of questions you can ask:
        
        For John Lennon’s wonderful ‘Jealous Guy’:
        
        ‘What is a ‘jealous guy’?’
        
        ‘What are three things a jealous guy might do?’
        
        ‘What kinds of jealousy are there?’
    - - This time, you should give learners the chance to read the lyrics to the song. At this point you might do one or more of the following activities:
      - Learners can just read the lyrics while they listen. They can possibly highlight unknown words for later discussion.
      - You can make a lyric worksheet as a gap fill; learners fill in the gaps as they listen.