Effective ways of teaching grammar at secondary school

Or pupils listen to the dialogue and say it after the speaker.

– Is Ann dancing now?

– No, she isn’t.

– What is she doing?

– She is watching television.

Attention is drawn to the correct pronunciation of the sentence pattern as a sense unit, as a statement (sounds, stress, and melody).

B. Substitution. Pupils substitute the verbs or phrases in a sentence pattern.

For example:

The children are dancing in the park.

The children were dancing in the garden.

The child was dancing in the street.

C. Completion. Pupils complete the sentences the teacher utters looking at the pictures he shows.

For example:

Teacher: Look at the picture.

Mike is ... ... .

Pupil: Mike is getting up.

Class: Mike is getting up.

Teacher: Mike is ... ... .

Pupil: Mike is dressing.

Class: Mike is dressing.

Attention should be given to the use of is in this exercise. The teacher should pronounce Mike is ... to prevent the typical mistake of the pupils (Mike dressing). This is essential structural element of the tense form of the Present Continuous; Russian-speaking pupils, however, do not feel any necessity to use it.

Drill exercises may be done both orally and in written form. Pupils perform oral exercises during the lesson and written ones at home. [19, 83]