Practical tools for learning and teaching grammar

 shepherds pie 
etc.
Each answer forms the object of the sentence. To ensure that 
the lesson is remembered, the students might each write a sentence 
telling of something they would not like to have – the sentences to 
be read out. For example: 
I would not like 
snake’s eggs
.
I would not like 
squashed toad
.
Mediums and learning aids
Use a variety of mediums. Students enjoy writing on the board, 
writing on concrete with chalk, and making charts. Charts drawn 
on large sheets of project card can be laminated, then written on 
with erasable whiteboard markers.
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GrAMMAr for eVerYone

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Kinetic activities
Miming, acting skits and charades are all useful activities for 
reinforcing grammar concepts. They can be composed and 
performed in groups or acted spontaneously. These are important 
for kinetic learners and create memorable lessons.
Learning games
Much practice can be given by using containers from which 
students pick cards or pieces of paper. These could be printed with 
words or questions to be used and scored in numerous ways.
Wall charts/posters
These are always helpful and most effective when students make 
them themselves or help to make them. For example:
a. 
Singular 
Object 
Plural
Object
 
subject 
 
subject 
I 
me 
we 
us 
you 
you 
you
you
he/she/it 
him/her/it 
they 
them
b. 
Adjective 
Noun
wise 
wisdom
wide 
width
hot 
heat
c.
Few
(a number you can count) 
Less
(some you can’t count)
eggs 
rice
people 
sand
slices 
rain
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prActicAl suGGestions

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GrAMMAr for eVerYone
Handouts
Use handouts with discretion. Ask yourself whether they will 
really have a learning outcome or are they just providing ‘busy’ 
work. They can be useful additions to student information, 
providing examples, summaries and reference material, but for 
maximum learning, discussion activities and constructing their 
own sentences and charts is important.
The end product of instruction should be greater knowledge 
and increased skill. For example, in teaching about adjectives the 
students need skill in using adjectives effectively in their own 
creative sentences. Circling words and filling in blanks provides 
little opportunity for the development of the imagination or 
improvement in writing expression – which should be the end 
product of successful teaching.

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II
The parts
of speech