“NOAA chart 25664 1976” via Wikipedia Commons is licensed under Public Domain; Rope and anchor images by Gina Asalon are licensed under CC BY 4.0 © 2017 by World Learning. Navigating the Grammar Boat PPT for the AE E-Teacher Program, sponsored by the U.S. Department of State and administered by FHI 360. This work is licensed under the Creative Commons Attribution 4.0 License, except where noted. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning

There is no single recipe or formula for immediate success There is no single recipe or formula for immediate success. However, there are a number of factors that can help us make the right decision for an individual group of students learning English in a specific place at a specific time. “NOAA chart 25664 1976” via Wikipedia Commons is licensed under Public Domain; “Scroll 5” by Firkin via openclipart is licensed under CC0 1.0 This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning

Quantity does not automatically bring about a better quality: Input should definitely be shorter than output.  Students need to use language in order to learn it; longer input leaves less time for them to engage in learning. Don’t teach things that are easy Keep it simple first, then expand. “NOAA chart 25664 1976” via Wikipedia Commons is licensed under Public Domain; “Minot’s ledge light” by johnny_automatic via openclipart is licensed under CC0 1.0 This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning

Keep in mind: You can arrange them in any order depending on the structure you want to present, lesson objective, your students, etc. It is crucial to vary your approach – sticking to one and the same order all the time inevitably leads to make your presentations If you follow the same pattern all the time, students are more likely to switch off and stop paying attention. “NOAA chart 25664 1976” via Wikipedia Commons is licensed under Public Domain; “Viking ship” by johnny_automatic via openclipart is licensed under CC0 1.0 This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning

Give examples in context, use visuals, use timelines, use formulas, use videos, mime, etc. Approach the same pattern from many different learning angles. “NOAA chart 25664 1976” via Wikipedia Commons is licensed under Public Domain; “Fish hook” by Firkin via openclipart is licensed under CC0 1.0 This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning

If you plan for a first encounter with a grammar structure, attend to its core meaning. When you meet someone you like, you don’t disclose your entire life straight away. “NOAA chart 25664 1976” via Wikipedia Commons is licensed under Public Domain; “Titanic sinks!” by j4p4n & “Flock of Seagulls Silhouette” by GDJ via openclipart is licensed under CC0 1.0 Rather, you present information that you consider most relevant for that person. It’s the same with grammar: start from the most relevant point for your students. You don’t have to tell them the entire truth all at once! This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning

Present grammar in context Present grammar in context. Isolated, decontextualized examples are likely to be quickly forgotten. Use catchy, memorable examples - more likely to stay in students’ short-term memory longer and allow them time to transfer them to their long-term memory. Such examples are easier to recall! Personalize – ask students to use the target structure to say something about themselves. “NOAA chart 25664 1976” via Wikipedia Commons is licensed under Public Domain; “jumping fish” by johnny_automatic via openclipart is licensed under CC0 1.0 This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning

Involve students in explanations. Check what they know Involve students in explanations. Check what they know! You can always fill in the missing gaps. Engage students in discovery. Start from easy things, make sure that they are successful. ‘Scaffold’ them with guiding Socratic questions – that supports their noticing. Provide input and output opportunities for students that are beyond the sentence level—they need to encounter and use the language not only in context or a situation, but also within written and spoken discourse (paragraphs, stories, discussions, conversations). “NOAA chart 25664 1976” via Wikipedia Commons is licensed under Public Domain; “pirates” by johnny_automatic via openclipart is licensed under CC0 1.0 This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning

practice needs to be consistent and slow learning a language is acquiring a new skill (therefore, practice is a crucial element of language learning process) practice needs to be consistent and slow practice should be related to a clear goal, to be purposeful practice needs to be balanced and varied “NOAA chart 25664 1976” via Wikipedia Commons is licensed under Public Domain; “planet with spyglass” by johnny_automatic via openclipart is licensed under CC0 1.0 This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning

practice tasks need to be scaffolded (to progress from simple ones to harder ones) good practice activities are engaging, personalized, meaningful and memorable to students Practice activities can be sequenced in many ways. Their sequencing will depend on many factors, such as the students’ proficiency level, the difficulty of a grammar point, when it is to be taught during the semester or course. “NOAA chart 25664 1976” via Wikipedia Commons is licensed under Public Domain; “Simple Scuba Diver” by j4p4n via openclipart is licensed under CC0 1.0 This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning

Students will need several encounters with a grammar point before they are able to use it automatically. Don’t forget to make these subsequent encounters varied, engaging and more demanding that the initial ones. “NOAA chart 25664 1976” via Wikipedia Commons is licensed under Public Domain; “pointing hand” by johnny_automatic via openclipart is licensed under CC0 1.0 This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning

“NOAA chart 25664 1976” via Wikipedia Commons is licensed under Public Domain; “Rowboat scene” by OpenClipart via Pixabay is licensed under CC0 This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning