by Simon Mumford different groups for their interpretations. Alternatively, put students in different groups and let them explain Age: Young adults, adults their interpretations of the diagrams to each other. Level: Intermediate Time: Approx. 45 min 5. Give out the key, which provide the solutions and Aim: to revise seven grammar points: past explanations. Allow time for students to read through continuous vs simple; definite / indefinite / the explanations and ask any questions they have. zero articles; modal verbs; contrasting with Note that students may have different interpretations although; defining vs non-defining relative that are equally valid. clauses; for vs since; embedded that clauses Key skills: speaking, reading, writing 6. Point out that there is no grammar structure provided Materials: one copy of the worksheet and key for for diagram 2. Put students in groups and ask them each student to think of a grammar point that would fit this diagram. They are not allowed to use the structures already Introduction used in the lesson, so suggest that they look in their coursebooks / grammar references to find a suitable Diagrams are frequently found in grammar books. Lesson Share TEACHER’S NOTES
grammar point. Ask them to write their explanation in
However, there is much more potential for presenting the space provided in the key. grammatical information in a visual way. This lesson illustrates seven grammar points with diagrams. 7. Hold a round-up session for students to report their Students should be familiar with these grammar points suggestions for grammar points for diagram 2, or let before doing this lesson. them swap worksheets and read each other’s ideas. Finding a grammar point to match the diagram is quite Procedure a demanding exercise, so give students credit for the 1. Draw the diagram below on the board. Explain that effort they make. Finally, give the solution provided this represents the sentence John was crying, so I below, but stress that there is no one correct answer, made him a cup of tea, sat down and listened to his i.e. students’ solutions may be equally valid. problem. Past simple (the boxes) is contrasted with past continuous (the arrow). • Possible solution for diagram 2: could, might, may. The inner circle is might, the middle circle, may, the John was crying, so outer circle is could. May has a similar meaning to might, but represents a greater possibility, and is therefore shown as a bigger circle. The same is true for I made him sat down listened to may and could. a cup of tea and his problem.
2. Give out the worksheet and explain that each of the
grammar structures in the table is represented by might a diagram. may 3. Put students in groups and ask them to match the structures and the diagrams. Point out that there are could five grammar points but six diagrams, i.e. one diagram is not used. Emphasize that different interpretations are D • TE DE E SI A L EB LO B
LESSON SHARE / Grammar / The shape of English grammar
H •P CA Match the grammar structures in the table to the diagrams below.
1 2 3 Although
Ø he was old, a/an
he was the active.
4 5 6
The place where I used to live He said
is beautiful. that for five years which I sold since 2006 he was sure That’s my old house, last year. that
which was it was wrong.
The tree was cut planted 100 on the hill, down. years ago,
Diagram 1 represents the three types of articles. The top level represents the zero article, e.g. I like cats (= all cats), the middle level, the indefinite article, e.g. I saw a cat. (= one cat, but not defined), and the bottom level, the definite article, e.g. I fed the cat (= the cat I own). As the articles get longer, they are further down the pyramid. The top of the pyramid is the most general, the bottom is the most specific. Diagram 3 represents the following sentence: Although he was old, he was active. The word although ‘drives’ the sentence, because it controls the two clauses. The clauses move in opposite directions, showing their contrasting Lesson Share KEY
meanings. Diagram 4 illustrates the difference between defining and non-defining relative clauses. The first sentence is defining. The clause is an important part of the sentence so it is shown as one block. For non-defining clauses, the information is not essential to the sentence, so it is separated by commas. This ‘extra information’ clause is shown as separate from the main clause in the diagrams. Non-defining relative clauses can come at the end of the main clause (as in the second sentence) or in the middle (as in the third sentence). Diagram 5 represents the difference between for and since. The arrows represents the time period from two different points of view: for starts from the present and looks back five years, since starts from a point five years in the past and looks forward to the present. Diagram 6 shows embedding. That clauses are embedded in other clauses, i.e. they are separate clauses which are part of a longer clause. The sentence has two that clauses. This diagram shows these at different levels. Diagram 2 has no explanation. Can you think of a grammar point that would fit this diagram? It must not be one of the forms already used in the lesson. Write your explanation below.
