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Grammar Teaching Activity - Coggle Diagram
Grammar Teaching Activity
Humaidi Bin Abdul Mutalib
Games
Scavenger Hunt
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
Students can look through a common text or choice reading books.
Set a timer and give each group who finds an example a point for this game.
Object
(Make parts of speech signs.)
Cut out the large letters and break your class into group by parts of speech.
Hang up their creations as part of your classroom decor.
Have each group fill the letters with definitions and examples of their assigned part.
:!: DRAWING (NURUL AZIRA BINTI HAIRUDDIN)
.
In the English language classroom, drawing is an engaging and effective way for learners to record, evaluate and explore language. Here are some simple drawing activities to try with your learners.
:pencil2:In this activity, learners (individually or in groups) illustrate the ‘story so far’ for a reading or listening text. .
When learners record vocabulary or lexical chunks in their notebooks, ask them draw a picture to represent the language. Learners can then compare and discuss their drawings and why they chose to represent the language in this particular way.
:pencil2:This is particularly effective with longer reading texts which might be encountered over more than one lesson, as the drawings can be revisited to remind learners of the content of the text
:check:ACTIVITY
:pencil2:Mini grammar stories
: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?)
:pencil2:My Grammar
: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.
:!: SONG (NURUL AZIRA BINTI HAIRUDDIN)
Songs can be an effective way to introduce or reinforce a grammar topic.
In informal speech, gonna is often used instead of going to in future-tense sentences. (It is important to tell students that gonna is not used in writing; it is the way going to is pronounced.
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
: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.
: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.
