DIFFERENT TYPES OF EXERCIZES FOR DEVELOPING GRAMMAR SKILLS
Hey are based on situations, sentence patterns, dialogues, verses, songs. they are important, because students try to pronounce new grammar item in the flow of speech.
They are of different types:
· Substitution exercises. They provide the content but the structure of all sentences is the same, so it’s easy for the students to practice it.
· Transformation exercises. the aim of these exercises is to divide the structure into constituent parts and to transform it into a new form.
· Paraphrasing, filling the gaps, completing. In all of them the content is given.
3) Concept questions.
hey can be used at both stages (introduction, practice). Their aim is to check whether the students have grasped the meaning of the language kind. These questions should be:
· simple/short. They should require yes/no/one word answer
· they should be meaningful and lead students to understanding
· there should be a large amount of such questions.
· they should be spread around the class
· They can help to overcome language interference, because there’s a contrast of grammar forms in 2 languages.
· They provide opportunity to focus only on form, because the context is established
· They make students to use a specific grammar forms.
· They have a lot of difficulties for students and distract attention, because we should think of meaning, gr. form, vocabulary, structure, style, and spelling.
· they break English-speaking situation at the lesson.
They are possible in monolingual class. if we want to use these exercises we should follow some requires:
· The amount of sentences for translation should be limited
· They should be built up like a substitution table
· the teacher should give a comparative analysis of grammar items in 2 languages before giving the exercise.
· There should be sentences like those given in translation in texts or in other exercises, so that students may use them as keys and check their own sentences.
5) Exercises in combining.
Here different grammar items are combined in order to express one’s feelings in oral speech. It’s necessary to provide a situation for such exercise. Students may have different support – visuals (pictures, photos) or verbal (sentence patterns, key words). The amount of the support depends on the level of students’ proficiency and their ability to work creatively.