Monthly Archives: January 2018

LINCS Discussion about Grammar (Handout Exercises)

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You don’t have to be a grammar expert to help your students with the grammar in their writing.

If you have been reading the LINCS discussion about grammar LINCS grammar discussion , you may have noticed that I had mentioned that I would attach here some handouts that you can print out and use with your students.  I’ll be updating these throughout this week.

Monday, January 15th handouts

For Units 4 & 6, some students have preferred to work on them individually and others in small groups.  Both styles have been effective.  At the same time, the teachers do not present the grammar lessons in a teacher-fronted style.  They merely read the title and then students start working on their own or in small groups.

For Unit 5, students are in groups of three (Students A, B, C) and each is given one of the worksheets.  Before starting, you may want to do the first two or three items together to make sure they understand the format.

The source of these exercises is The Grammar Review Book

For more details and exercises about an inductive approach to teaching grammar, see Inductive Grammar: Why are there commas in these sentences? Here are some clues. What’s the rule?

For more details about using “Grammar Group,” see Engaging grammar group activities (even for hesitant students)

Tuesday, January 16th handouts

This is an example of a lower-level grammar groups activity working with grammar terminology.  Unit 5 Grammar Groups

This is an example of an advanced-level grammar groups activity. Grammar Groups Activity 2 (advanced)

Unit 11 inductive clauses and conjunctions

Sample Grammar Terms Quiz




Want Your Students to Seem More Likeable? Research Says: Teach Them Follow-up Questions


(This posting includes a handout which you are welcome to use with your students.) Follow up questions

This could be one of the most useful researched-backed techniques that your students can learn.  If they want to make a positive impression on others during a conversation, they should ask a lot of questions, especially a lot of follow-up questions.

Karen Huang and her research team at the Harvard Business School analyzed more than 300 online and face-to-face conversations between people getting to know each other.  In one study, participants engaged in a 15-minute conversation with a randomly assigned person.  Some of the participants were told to ask many questions (at least nine) and others were told to ask few questions (less than four).  After the conversations ended, the participants told the researchers how much they liked their conversation partner.  The results showed that the people who asked more follow-up questions were considered more likeable.

A second study and activity for students continues below.

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