I don’t bring an electric keyboard and toys to class to teach grammar rules. That’s the job of the “formal” English teachers. My job is to help kids practice speaking so that they learn how to actually use all of those rules that sometimes even native speakers don’t fully understand. If you don’t know how important that is, look here, or search Google for “Lexical approach”. Since my job is also to teach them to enjoy English as a spoken language, I want that practice to be interesting, varied and meaningful while creating a pleasant, non-threatening environment for everyone.
It’s sometimes hard to relate to sentences written in a textbook. However, students often have trouble creating their own sentences using a specific format.
Recently I was helping a group of weak students practice (again) the different forms of “to be”, an essential English verb that has no Hebrew equivalent used in common speech. This time I tried something new. Each student had to compliment another student. To make sure we included he, she and you, they had to say the sentence to the student and then tell us the same thing. Example – “You are strong. She is strong.” Sometimes they had something to say about more than one student – “They are good at art”.
Not only did students leave class likely to make fewer mistakes, they also had more reasons to feel good about themselves.