By J. Haycraft
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Prompts of this kind are also valuable because they bring variety, and you 42 An Introduction to English Language Teaching accustom the student to react in English to different things around him, whether written, spoken or seen. F u rth er rea d in g 1 Reference books on English G ram m ar: Close, R. , A University Grammar o f English Workbook, Longman, 1974. Close, R. , A Reference Grammar for Students o f English, Longman, 1975. Alexander, L. , Close, R. , O’Neill, R. , English Grammatical Structure, Longman, 1975.
This brings out an essential point in the whole attitude to grammar: it is there to be used as the speaker wants. We can also bring in ‘look/smile/laugh at’, here as indicating, a sense of direction, without movement, towards the person or thing, you laugh/smile/ look at. Having taught and consolidated this first stage as a definite rule, we can then get on to another concept. Place (Movement) Here ‘at’ can no longer be used as it does not describe movement. We can replace it by ‘to’. To Onto /T Into This again is a definite rule, although ‘Put it on the table’ is probably more common than ‘put it onto the table’.
If students have consistent problems with a structure, get them to write out a relevant table and repeat as many sentences as An Introduction to English Language Teaching 40 possible at home. Go over it beforehand in class, though, making sure that they can pronounce the sentences correctly. In order to situationalise to a greater extent, you can have both a question and answer, but keep them short and simple. Here, we are practising the use of ‘don’t/doesn’t’ in negative sentences: He She "“ ■{S S L , doesn’t like I We They don’t coffee.