How can I link grammar rules to real-world examples?
The challenge
The grammatical rules and structures we teach in class can sometimes seem rather removed from real-world communication and the example sentences can sometimes feel ‘made-up’ and inauthentic. All of which can lead to disengaged, unmotivated learners.
Bringing grammar to life
Using authentic examples from real-world texts can really help bring grammar points to life. That doesn’t have to involve lots of lesson planning around a long, authentic reading text. Short, sentence-length examples demonstrating a particular structure can provide either a quick 5-minute activity or the springboard for a wider lesson. Examples might include headlines or advertisements, or even signs you see in the street.
An example with verb + verb combinations
Lots of learners struggle with verbs that are followed by another verb either as an infinitive (to do) or an -ing form.
1. Look out for examples to bring into class, especially around topics that will engage your learners, or maybe make them laugh. Here’s an example of sign in a London station (suitable for B2+):
It says:
This escalator is refusing to escalate.
This has been escalated to an engineer who is on their way up (or down) to check it out.
Please use the lift.
2. Present the example in class with the main verb in bold and the following verb gapped out. You could give learners the verb in its base form or let them guess what verb they think will follow.
This escalator is refusing _______________ (escalate).
3. Look up the main verb (refuse) in the dictionary and get learners to identify the information in the example sentences that shows its typical grammar pattern.
4. Learners use the information to complete the gap in the sign with the correct form of the following verb.
refuse
verb [ I or T ]
UK 🔊 /rɪˈfjuːz/ US 🔊 /rɪˈfjuːz/
to say that you will not do or accept something:
He asked me to give him another loan, but I refused.
He's in trouble but he's refused all (my offers of) help.
1️⃣ [ + to infinitive ] On cold mornings the car always refuses to start.
[ + two objects ] The local council refused him planning permission to build an extra bedroom.
— Fewer examples
- They invited me to dinner and I thought it would be churlish to refuse.
- The management reserve the right to refuse entrance.
- 2️⃣ She's a strict vegetarian and refuses to eat any poultry or fish.
- 2️⃣ The managing director refused to divulge how much she earned.
- 2️⃣ He refused to say anything on the grounds that he might incriminate himself.
1️⃣ Grammar pattern
2️⃣ More examples of the pattern
Extension and follow-up
You could use this as the starting point for a discussion (in this example, discussing the play on the word escalate/escalator, why the sign is funny, whether they think it’s a good idea or just confusing, etc.) or you could select a handful of examples using different verbs and patterns. It could be a quick 5-minute filler or form part of a wider lesson.
Here are some verb + verb combinations you could choose for different levels.
| infinitive (to do) | -ing | preposition + -ing | |
|---|---|---|---|
| A1/A2 | want, need, decide, plan | stop, enjoy, finish | think of/think about |
| B1/B2 | expect, seem, fail, tend, refuse, agree, manage, appear, intend, afford, aim, struggle, prepare | keep, avoid, consider, risk, involve, report, recommend | end up, accuse (sb) of, forgive (sb) for, succeed in, ban from, charge with, carry on, give up |
| C1/C2 | seek, entitle (sb) | aim at, dedicate (sth) to |
With lower levels
The Cambridge Dictionary is suitable for strong A2 learners and above, so for lower levels the content might be too challenging. For these levels, use the dictionary to prepare your lesson, but just show appropriate examples and explanations in class. Choose simple, short examples.
apply + to do sth
With intermediate levels
This is the time when learners are really building and consolidating their core vocabulary, so there are plenty of patterns to choose from. This is a good time to introduce learners to using a monolingual learner’s dictionary. Guide them through the entry the first time and offer plenty of support so they become familiar with the format, and what to look for.
With advanced levels
Learners at higher levels still make errors with verb patterns. As they come across new vocabulary, they need to recognize which patterns the new verbs are used with. At this level, you can choose slightly longer and more complex examples. Below is a short extract from a news article about two astronauts who were stranded on the International Space Station:
Williams and Wilmore arrived at the ISS on 6 June last year, intending 1________ long enough to evaluate Starliner’s docking and operational capabilities and 2________ home no more than 10 days later. But a series of technical issues and safety fears led Nasa and Boeing 3_______ the capsule back to Earth empty in September, and 4_____ the pair’s stay.
Answers: 1. to stay, 2. return, 3. to send, 4. extend
Key patterns: intend to do sth, lead someone to do sth
Notice: When a following verb comes after and (in a co-ordinating clause), the to before the infinitive is optional; intending to stay … and (to) return; led Nasa and Boeing to send … and (to) extend. This is a useful point to highlight with learners.
Why it works
Bringing real-world examples into the classroom can provoke discussion and link to learners’ own interests, bringing the grammar rules to life. Showing learners how to find this kind of information in the dictionary helps them in the following ways:
The analysis, processing, and discussion involved makes the language point more memorable.
Learners develop key skills around analysing new language for themselves and how to use reference resources effectively to answer their own language questions.