Teaching lg structures
Grammar: the way words are out together to make correct sentences
WHAT DO WE INTRODUCE:
a. what lg means
b. how lg is used
c. what the grammatical form of the new lg is
d. how it is said or written
THE PRESENTATION OF MEANING AND USE:
a. showing what the new lg means
b. showing how it’s used
c. being interesting for Ss
d. providing the background for lg usage
Context: a situation or body info which cause lg to be used. The best way of presentation of the new lg structure.
TYPES OF CONTEXT:
a. the Ss’ world
- physical surroundings(limited)
the classroom
school
institution
- Ss’ life (unlimited)
facts about them, families, friends
facts about their experiences
b. the outside world:
stories
different situations
examples of lg
c. formulated information:
timetables
charts
notes
TYPES OF GRAMMAR PRACTICE (from accuracy to fluency)
a. awareness
b. controlled drills
c. meaningful drills
d. guided, meaningful practice
e. (structure-based) free sentence composition
f. (structure-based) discourse composition
g. free discourse
THE IMPORTANCE OF MEANING
- very important: check if th Ss understood the new structure
- techniques:
info checking: asking q and saying sth
immediate creativity: to produce sentences on Ss’ own
translation: to translate sth
A GENERAL MODEL FOR INTRODUCING NEW LG
a. lead-in
b. elicitation
c. explanation
d. accurate reproduction
e. immediate creativity
a. lead-in:
- introduction of context/ meaning
- presentation of the new lg structure
song
presentation text
b. elicitation:
- the T tries to see if the Ss can produce the new lg
- If they can à we skip other stages à immediate creativity
c. explanation:
- how the new lg is formed
explaining statements
explaining question forms
using hands and gestures
d. accurate reproduction:
- ss repeat and practice the new lg str
- focusing on accuracy (corectness)
choral repetition
Individual repetition
Cue-response drills (are when a teacher gives a cue (or STIMULUS) such as ‘question … where …’ , NOMINATES a student, and the nominated student offers a RESPONSE such as ‘Where’s the station?’)
e. immediate creativity:
- Ss try to use the new structure
- the T and Ss can see if the Ss have really understood the meaning, use and form
PPP
presentation: meaning, form, use
practice: controlled (drills)/ semi-controlled/ guided actvs
production: focus on meaning - free communicative actvs
SHOWING INCORRECTNESS (ac. Accurate reproduction)
- that a mistake has been made
- showing incorr. Should be handled with tact and consideration à should be seen as a positive act
denial: “it’s incorrect”
echoing: repetition of what a student has just said
expression: face expr/ gestures
questioning: “is that correct” - asking other Ss
repeating: “repeat please”
- who correct:
peer-correction
T-correction
Self-correction
DISCOVERY TECHNIQUES
- asking Ss to discover how the lg works (on their own) on the basis of listening or reading task:
inductive: from tasks to rules
deductive: from rules to tasks
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Ylayda