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Chapter 7: Teaching Grammar - Coggle Diagram
Chapter 7: Teaching Grammar
Grammar practice activities and games
split senzences
grammar quiz
memory test
picture dictation
miming and action
growing stories
questionaries
grammar auctions
Other ways to grammar
alternative building blocks
Exposure-Test-Teach-Test
Test-Teach-Test
Teaching startegies for Begginers
TBL (Task-Based Learning
Text starts
TPR (Total Physical Response)
100% exposure (authentic exposure)
Key questions concerning grammar:
What are possible component parts of a grammar lesson?
How can I provide relevant input for learners?
How can I analyse form, meaning and use for teaching purposes?
How can I help them learn and memorise it?
How do people learn it?
How can I help them practise?
What is grammar?
Defining it:
Moment-by-moment structuring of what we say
Exercises about tenses
Rules about sentence formation, tenses, verb patterns, etc.
Note: Learning rules from a grammar book by heart ≠ understanding grammar!!
Our internal ’database’ of possible and impossible sentences
Restricted output: drills, exercises, dialogues and games
Drills
Repetition Drills
Teacher uses error awareness, correction techniques
Level of challenge should be kept very high
Simple repetition of selected sentences
Substitution drills
Transformation drills
True sentences
Elicited dialogues (4-10 sentences)
Clarification
Guided discovery:
teacher help the learner to tell him/herself
Ask good questions
Concept questions (focus on the meaning)
Context questions (focus on the context)
Questions that focus on the form
Teacher explanation:
he/she tells the learner
Helpful tips:
Prepare explanations when lesson planning
Let the students to encounter the problem first, then give explanation
2 minutes of focused explanation (keep it short)
Grammar Clarification Activities
:
Explanation - Lecture about construction of conditional sentences.
Guided Discovery - Students discuss and make example sentences.
Self-directed Discovery - Students decide how they want to learn about something (going to library or learning centre)
Self-directed discovery:
learner tells him/herself
Helpful tips
Learners should agree with the working method
Danger of abdicating your real responsibilities
Learners should have sufficient information and experience
To learn a language item, learners need to:
understand
the form, meaning and use of an item
Form
= how the pieces fit together
Use
= typical situations, conversations, contexts in which they are used
notice
specific items when they are being used ( eg. in conversations, stories..)
try things out
in a safe environment
have opportunities
to practise new language
use the new language when speaking and writing
to communicate in different contexts
be exposed
to a lot of language while reading/ listening
remember
items
Present-Practise
Teacher first
presents
, introduces, explains, clarifies, inputs the language point → it is understood → Teacher give learners a chance to
practise
, using it themselves
It is one
basic teaching sequence
used around the world with classes of all types
Learning
Understanding
Memory
Reflection
Noticing
Preparing to speak or write
Practise / Production / Output
Restricted output
Authentic output
Presentation/ Input / Clarification
Clarification
Restricted exposure
Authentic exposure
(the same as listening or reading skills work)
One possible example:
SITUATIONAL PRESENTATION
Language is introduced via a context that the teacher has created ( e.g. using board drawings)
There are different structures used for Present-Practise!!
BALANCE
SPEND MORE TIME ON PRATICE, NOT PRESENTATION!
up-here knowledge in the head → knowledge in use