Quais são as maneiras eficazes de ensinar aos alunos de ESL o humor subjuntivo?

Before delving into the intricacies of the rules and forms of the subjunctive mood, it's essential to provide your students with a clear understanding of the concept and the purpose behind its usage. Illustrate the idea using examples from English or other languages familiar to your students, showcasing how the subjunctive mood expresses various attitudes or perspectives. Enhance comprehension by incorporating visuals such as charts, diagrams, or images that highlight the contrast between the indicative and subjunctive moods. For instance, utilize images depicting a sunny day and a rainy day to visually represent the difference between indicative statements like "It is sunny" and subjunctive expressions such as "I wish it were sunny."

Teaching the subjunctive mood using multisensory approaches can engage learner.Create coding exercises where students need to write programs or scripts that use the subjunctive mood. For example, they can create a program that generates sentences expressing wishes or hypothetical situations.

On teaching the subjunctive, I wouldn't present the grammatical rule, per se. Instead, I would present a task (a video / audio input) in which, say, two people are walking in the rain talking to each other. One of them says, "I didn't realize it was going to rain today." The other replies, "Me neither. I _________ I ___________ brought my umbrella along." Subsequent to the above, I would get all my intermediate ESL learners in pairs and ask them to do the role-play based on the above "script." So, I would try hard to "practise what I preach..." And I "preach" the following: (1) Get ELLs to interactively come to terms with grammatical formulations. (2) Get ELLs to learn grammar via Speaking based on authentic input. (3) Immediate feedback

The power of the context. No notion lives alone. They are all interwoven in the language. Therefore, contexts especially love songs for the highschool ones" wish you were here" etc This is the first step for me in familiarizing them with the concept. Then I proceed with the more abstract explanations.

As a sequel to my earlier piece on the subjunctive (which was incorrect), I'm presenting here a further note on how I teach the subjunctive: (1) I don't present the name or the grammatical rule at first. (2) I present the grammatical formulation in an interactive context, that ELLs practice in the spoken medium. (3) I present instant feedback. On presenting the audio/video input (Two people getting drenched in the rain and talking to each other): I present the following "script" - One of the two people says, "It's raining heavily." The other says, " I __________ I ___________ dry now!" After I get the ELLs to practice the dialog (with/without the correct forms), I provide the correct feedback: "I WISH I WERE dry now."