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Critical thinking: systems: - Coggle Diagram
Critical thinking: systems:
Grammar
Use more inductive (guided discovery) approach
More freer/free practice (!)
But it does it always mean critical thinking?
NO
Implementing a lot of LOTS)
Ways to implove:
Inductive reasoning
Ask open-ended questions to help students reflect on the rule:
Which modal verbs have similar meanings?
What's the difference between?
What does the choice of ... depend on?
Why can't I say...?
Comparative analysis
A: they've been painting the kitchen
B: They've painted the kitchen
What's the difference in meaning, if any?
Make the context clearer, so it illustrates the difference
Create situations
Rearranging word order
Word order mistakes often result from L1 interference?
Compare L1 and L2 structures:
Он очень любит это - He likes it very much
I with my friend went to the party
On the table lies a book
Rephrasing and reformulation
I like playing football
How else can you say that?
How could you say the same thing with 'prefer', 'fond of', 'fan' ect
Think of 3 more ways to say the same thing using other words
Identifying and correcting mistakes
Teacher corrects all errors in a writing
Teacher highlights all the errors in a writing for the student to correct
Teacher helps the student to notice, analyse, and correct the mistakes
Use assessment criteria
2 more items...
Use grammar codes
Lexis
Words operate at four levels
Semantically (meaning)
Grammatically (part of speech and form)
Syntactically (position in a sentence
Contextually (how words are used with the appropriate register)
Checking the knowledge of a word
meaning
word form/spelling
pronunciation
example sentence (use)
MFPU/MPFU
how do we teach vocabulary?
Introducing MFPU (presentation / elicitation)
Check MFPU
Practice (controlled - semi-controlled - freer - free)
Feedback
Comparing false friends
Make students elicit
Idiomatic/non-literal meaning?
Semantic boundaries (boots/shoes)
Connotation
Collocation restraints
Register
Look at the translation?
What differences can you spot between the sets of words?
Build logical connections (semantic networks)
words from the same word family
synonyms/antonyms
Hypernym
Hyponym
Chair, table and bed
are furniture)
Meronym
2 more items...
Furniture
(chair, table, bed)
Look at the following lists of lexical items. What is the relationship between each one?
(winter, spring, summer, autumn)
Compare words (synonyms, near
synonyms, antonyms)
Consider collocations (how words go
together)
Consider colligations (grammatical aspect
of words)
Consider connotations (emotional, social,
and cultural aspects of words)
Understand literal and figurative uses of words
words
Use translation for analysis
Build semantic networks and analyze the
connection b/w different words
Pronunciation
Most pronunciation patterns need to be remembered rather that understood
How pronunciation patterns (sentence stress, tones, sense)?
How to distinguish between short and long sounds, and how influences meaning)?
How to avoid ambiguity in one's own pronunciation?
Compare accents!
Try to say it with ... accent
Analyse what problems speakers of different L1 have?
Learner english (Swan, Smith)
Where mistakes come from? (Overgeneralisation, L1 interference)
How the meaning changes with the change of stress?
She's
hoping
to get a taxi to the station
She's hoping to get a
taxi
to the station
She's hoping to get a taxi to the
station
How we usually mispronounce?
knife / cucumber/comb/break/risen/through
Replace each utterance with another tone
How will it sound like?
Will it change meaning or attitude? (polite or rude?)
Say sentences to each other and check if your partner sounded appropriately