Hi everyone! I’d like to teach #7 Second Conditional for things that are very improbable.

Hi everyone! I would like to teach the 4th grammar point – Be going to + base form for future plans 🙂

Hi everyone, I would like to teach #2 Present perfect simple for life experience.

I will do #1 the present simple:)

Well, after watching the video for the task; I have decided that it would be better doing #8 Modal verb “can” for ability. Sorry about that!

I did this task with my husband who is learning English, so he is the perfect person to help me with this. I taught him the present simple for everyday habits. I feel like this went overall pretty well. I did everything in order, and I wrote it all out before hand so that I knew exactly what to say and what to write on the board, and I felt like I was clear. He understood the sentences and the meaning. This was a good lesson because he struggles with the difference between the present continuous and the present simple. With that being said, he did a great job, and I think it was a helpful mini-lesson for both of us!

I practiced this task with my husband, he speaks and understands English but has no idea what a noun is, verbs and even less modal verbs. It was a good opportunity for me to practice how to teach grammar points and for him to learn.
I started with the two sentences written on the board then tried to elicit from him “what do these two sentences have in common?” he found that they were both using “can”.
What is it? is it a noun? a verb? an adjective? He picked that it is a verb, I added the precision “a modal verb” (wrote it on the board)
Then I asked him “What do we use can for?” He struggled a bit with this question. I then tried and asked “when we use “can”, does it mean we are able to do it? it is possible to do it?
I managed to elicit from him that we use can to express ability (wrote it on the board)
Then I managed to elicit the form from him and wrote it on the board.
I used CCQ’s to assess his understanding related to the two sentences on the board:
Am I obligated to run? NO
Am I able to run 10km in 45min? Yes
Does Jamie know how to swim? I corrected myself for this one as we actually don’t know this in “Jamie can’t swim yet” (He might know but be injured or he is learning). I said, “Is Jamie able to swim now?” No

I found it was a good practice exercise. I learnt that I could explain a grammar point clearly and readjust my questions.

I did this task with my boyfriend today. I tried to explain to him be going to + base form for future plans.
I wrote on the board two sentences that were given and I asked him to read them and then to tell me what similarities he sees between both sentences. He saw that in both there was “going to” and I tried to guide him a little bit saying “okay, what else? maybe something before or after?”. He noticed that both sentences had also time mentioned and quite fast understood the function of the sentence.
I let him tell me what is the structure of the sentence and wrote it down on the board. Then he told be about the function and I wrote it again on the board. I started CCQs giving him right or wrong structured sentences. Then I ask him to give me two examples more. I almost forgot the Drilling part so I did it at the end rereading the sentences we were working on. He understood when we’re using the “be going to” form and I hope he will use it in his future conversations.
I really liked this practice task it will definitely help me with my future lessons – especially with explaining the grammar to students in a better and clearer way without giving them too much information and letting them think.

For this task I taught “Be going to + base form for future plans.” I practiced it with my daughter. It was a good experience because it felt closer to a real class situation.

I started by writing the two model sentences and asking her if the sentences were talking about the past, present, or future. From there I elicited that it was about the future and explained that we use “be going to” when we talk about plans. I also tried to drill the pronunciation, especially the contractions like “I’m going to.”

One thing I noticed was that eliciting takes more time than just explaining the rule. Sometimes it is tempting to give the answer directly, but when she figured it out herself it seemed to help her understand the structure better. The CCQs were also useful to check if she really understood the meaning.

Overall it was a useful exercise and it helped me understand that teaching grammar is not just about explaining the rule, but guiding the student to discover the structure step by step.