Department of continuous professional education graduation paper

1. Presentation is a context that offers plenty of examples. It can be live-action, visual, printed, verbal, audio, animated, or a combination of several forms. For instance, here’s a strip story with many instances of third person singular verbs in present statements (from WL-E 3G: Chapter 4 / Work, Part One, p. 58). This particular presentation consists of 8 frames (panels) on the subject of “Job Searches.” The captions tell the story of “Helena’s Uncle Stephen,” who's lost his job and tries to cope with the situation: 
Because Stephen often argues with his boss, she fires him. He files a claim for unemployment benefits. He doesn’t collect any. He gets no pension and doesn’t receive Social Security. He asks his union for help. Here reads classified ads. He types letters of application and sends out his resume. He has excellent qualifications. He goes out to look for employment but seldom has an interview. He doesn’t attend school or courses. 
Depending on its form, users can watch a presentation, view its pictures for clues to meaning, read it silently or aloud, hear it read by others, “act it out,” or use any non-threatening, fun modes that work.
2. Comprehension comes next. It can be checked in many different, natural, direct ways. For instance, an instructor, helper, or self-teacher can use familiar grammar and vocabulary to ask comprehension questions about presented material. For beginners, perhaps the first of these should elicit yes/no or one-word answers (Examples: Does Stephen have a job now? [No.]. Yes or No: He tries to get unemployment benefits, but can’t. [Yes.] Who does he ask for help? [His union rep.]). Later, the questions could evoke the targeted grammar, in this case third-person singular verbs. (Examples: Why doesn’t Stephen have a job anymore? [He argues with his boss. She fires him.] What does he do first, second, next, . . . ? [He files for unemployment benefits. He lives on his savings. He asks his union for help. He reads ads. He types letters.]
Finally, the best “comprehension test” may be a summary or retelling of material in learners’ own words. 
3. Explanation of grammar points may or may not be necessary or helpful, depending on participants’ “learning styles.” It can come in various forms, the simplest of which is a “Grammar Box,” perhaps with Review, titles like “Statements with Third Person Singular Verbs,” labeled sentence elements, and aligned vocabulary as examples. This typical visual is from WL-E 3G: Chapter 4 / Work, Part One, p. 59. It uses parts of sentence examples from the preceding presentation, “identifying” their functions by their placement in a “chart.” Other kinds of explanation may be (printed) lecture, call-outs pointing to things they explain, aural speech evoked by clicks, references to articles. etc. users may or may not want to talk about the grammar; identify elements as “Subject,” “Verb,” “-(e)s Ending,” or the like; or repeat the “rules” in their own words. Even better, they may want to propose comparable sentences, preferably within the context of the subject matter. Most important is the “assimilation” of the grammatical pattern, along with a sense of being able to use it when it applies in appropriate situations. In their heads, learners can also “play with” the model sentences, substituting other vocabulary, making “transformations” from singular to plural, from affirmative to negative, from statements to questions, etc.