I do do it Tips tricks and techniques

I do do it!

Tips, tricks and techniques for bottom-up grammar instruction with a top-down goal. Presented by: Kris Mitchell

General Tips Ø Start Early • Set expectations • Establish a metalanguage • Establish a feedback methodology • K+1, Live vs written, speaking vs writing • Be prepared • Know your stuff • Mini-lessons

Determiners Research is key to the advancement of human knowledge. Some research is key to the advancement of human knowledge. All research is key to the advancement of human knowledge. This research is key to the advancement of human knowledge. A research is key to the advancement of human knowledge. Our research is key to the advancement of human knowledge. The research is key to the advancement of human knowledge.

General Tips Ø During Class • Keep grammar practice to a minimum • Choose more ‘meaning focused or driven’ examples/practice activities • Grammar as parts within a whole: Meaning units • Content/Context/Skills Driven Practice • Writing Tasks: Short Answer Questions • Live Feedback: Mini Lessons – Student Driven • Reinforce/Repetition

Teaching Tips Ø Streamline • Grammar is the same at all levels • Metalanguage • Level appropriate • Minimize Ø Position, Function, Meaning, and Message • As one! Ø Minimal Pairs, Noticing, and Substitution

Sub (aux) V (O/C) Sub (aux) I I do She does I I did I Verb (O/C) walk to school walks to school walked to school walk to school ran to school I am walking to school I am going to walk to school I will walk to school I has walked to school I should walk to school I might walk to school I used to walk to school I like to walk to school

Possible Activity: Noticing • • The student studies English. The student is studying English. The student studied English. The student has studied English. The student must study English. The student is able to study English. The student had been going to study English.