Hello,

I haven �t been a member for so long yet. but I could notice that this is a very interactive community of teachers and researchers of knowledge surrounding the language of English. 

I have an issue, and I am looking for some help, so I �ll cut to the chase.

I have a student who is not willing to learn English grammar, he says he finds it boring to learn about and apply the rules. however, he likes speaking in English, he makes many mistakes confusing tenses and conjugation. it is my utmost duty to correct his mistakes but also teach him how never to make them again, but he is very stubborn and doesn �t want to learn these grammar rules. so I am asking for your help to provide me with a smart and efficient method to indirectly make him learn tenses rules and apply them.

 

P.S: this is a very serious issue for me.I �ll also appreciate any attempt to help me sort this out. I �ll be forever grateful to anyone.  

Get him to watch �Friends �. There �s some good advice on this link. 

Learn English with �Friends �.  

 

Or, short clips like  Mr Bean

Some good tips on here: 

 

Pass off learning as a memory test. So, get him to watch a short clip and then ask him to repeat what happened and in the correct order... 

 

I agree with correcting his mistakes.... only to a certain extent.  I would never stop a student in full flow; instead, make a mental note of the main errors and introduce the corrections as naturally as you can. For example, if he says, �I been to the doctor �s yesterday �... you say... �Oh, so you went to the doctor �s yesterday? Just tell me that again � ... Etc. 

 

Can you keep away from any negative comments and only give positive feedback when he gets something right? (Difficult as that may be!)... So, introduce a reward system, maybe. 

 

This boy sounds very difficult! Good luck! 

I also have this problem.

 

I prefer playing games with students where they repeatedly have to use the correct phrase.

Its much more effective and fun than a full on grammar explanation.

After a game I would go through the grammar since they have more of an interest in what exactly they have been saying. 

Or as Cunliffe says, dont stop  a student in full flow, but make a note of his mistakes and pass it to him after the lesson to think about. For example, you want to say this, but you said this.