19. Suggestions 2.Grammar teaching doesn't have to be a mere display of forms and rules. Ideally, teachers and students should be actively involved in the co-construction of the grammar lesson. This can be done through the use of other techniques rather than elicitation. Ruth’s Ideas: -Problem framing: setting a problem-solving task for the learner. -Providing data: giving sufficient examples to help the learner. -Focusing attention: drawing learners’ attention to key features of data. -Asking leading questions: using questions to guide the learners to a solution. -Making connections: referring to and building on what the learners already know. -Giving feedback: providing messages on the state of the learners theory building -Recapping/summarizing.
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24. Planning: Grammar Lesson Checklist Instructions: Tick on your answer(s) PRESENTATION How will I get all my students’ attention? Will I use any material to help my students understand the grammar point? Will/did I use any of the next strategies while explaining the grammar point? Elicitation comprehension checks confirmation checks Asking leading questions Making connections (old-new) Giving feedback
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