• Chapter 3, “15 Keys to ELL Grammar”
  
  - Key 5, “Count and Non-Count Nouns” (pp. 152–160)
  
  - Key 7, “Articles”, (pp. 179-184)
  
  - Key 8, “Pronunciation of –s and –ed” (pp. 185–192)
  
  - Key 12, “Modals” (pp. 224-231)
  
  - (Optional) Key 10, “Infinitives and Gerunds” (pp. 201–209)
  
  - (Optional) Key 11, “Phrasal Verbs” (pp. 210–223)
   

These “keys” present not only typical error patterns but also problems teachers and learners might encounter when introducing new, more complex language forms such as conditionals, modals, and phrasal verbs. As you read, consider which of these topics are appropriate for the age, proficiency level, and academic demands of your own learners.

Optional Readings

Gibbons, P. (2001). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann. 

• Chapter 2, “Classroom Talk: Creating Contexts for Language Learning” (pp. 14–39)
   
• “Glossary of Teaching Activities” (pp. 141–152)
  
  This book provides an excellent resource for ELL and classroom teachers, combining second language acquisition theory with practical activities designed specifically to help students meet the demand of academic language. While some of the activities seem to have an elementary focus, they can easily be adapted for secondary learners.
  
  These readings are included as optional reading for this week, since they can be helpful resources with which to complete this week’s assessments. They will be assigned as required reading during Weeks 4 and 5.

National Capital Language Resource Center. (n.d.). The essentials of language teaching: Teaching grammar. Retrieved November 29, 2012, from  http://www.nclrc.org/essentials/grammar/grindex.htm

This website, while produced for college-level world language instructors, contains helpful examples of instructional planning with a focus on grammar. Consider the site’s questions and prompts as you develop a K–12 lesson plan with a grammar focus.