Grammar lessons can be long and quiet. Students copy rules and forget them. A better order is simple: show the language, use it, name it, then use it again.
Show it first
Give two examples. Let students hear the pattern before you explain.
I have a dog. She has a cat. They have a car.
Ask: what is the same?
Use it
Students make their own sentences with the pattern.
I have a bike. My brother has a phone.
Name it last
Now give the rule a name. Students already know it, so the name sticks.
This is "have" and "has".
Practise in a situation
Use the pattern in a real moment.
Pack a bag. Tell your partner what you have.
Keep it short
Ten minutes of grammar, then speaking. Not thirty minutes of rules.
One rule per lesson
Do not teach the whole tense. Teach one useful piece.
Words to remember
- pattern — a shape you can use again
- explain — to make something clear
- example — one case that shows the rule
- situation — what is happening at that time
Questions & answers
Q: Should I explain in English or the students' language?
Try English with examples first. Use their language only for a quick check.
Q: What if students ask for more rules?
Give one more example, not one more rule. Examples teach faster.
Q: Are grammar exercises useful?
A few, after speaking. Not a page of them.
Q: How do I check understanding?
Ask students to use the pattern about their own life.
Q: How often should I review grammar?
Every few weeks, inside a speaking task.