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Teaching Grammar - Coggle Diagram

- - - - Everyone has a sort of mental list of possible patterns of English which allows us to communicate and be understood.
  - - - You need to be informed about these; and focus their attention on them with exercises, explanations, drills, games, questions, etc.
    - - You need to give many opportunities for this with encouragement and feedback, eg. speaking & writing tasks.
    - - You need to provide texts, exercises, techniques that help learners notice those specific items.
    - - You need to offer speaking and writing tasks that allow them to make use of all the language they know.
    - - In class you as the teacher need to include lots of reading and listening activities which include realistic texts a little above the student’s current language level (comprehensible new language).
    - - You need to pay attention to how learners record items & do revision tasks.
- - - - Use
- - - - Our brains need to 'automatise' tasks;
        Need to 'rehearse' the sentence with its grammar and pronounciation.
        Should be challenging rather than 'too easy' and boring.
    - - Insisting on accurate pronounciation, ryhtm and stress.
    - - Substitution drills
        Substituting a language item with another.
        He's going to eat the cake.
        coffee
        He's going to drink the coffee
      - Transformation drills
        Student transforms the sentence based on the teacher's model and information. Sentence to another kind of sentence.
        Teacher: He's opening the cake tin.
        Student: He's going to eat the cake.
        Teacher: He's standing beside the swimming pool.
        Student: He's going to swim.
      - True sentences
        The student is giving real information in the drill just like in real-world communication
  - - - How to make it interesting:
        Tic-tac-toe; Students perpare the questions for the other team; Special rules with penalties, 'jokers' etc.
- - - - Offer:
        
        Appropriate examples for analysis and discussion
        
        Tools to help clarify meaning, e.g.: timelines, substitution tables
      - Ask learners to:
        
        Analyse sentences from texts
        
        Reflect on language they have used
        
        Analyse errors
        
        Hypothesise rules
      - Ask questions that focus on:
        
        The context (context questions)
        
        The form
        
        The meaning (concept questions)
      - Set problems and puzzles concerning the language item
      - Help them to stay focused if they get sidetracked
      - Raise their awareness as to what they have learnt
- - - - Very successful, especially at low levels
      - Learners are not required to use the language themselves until they want to and feel ready
    - - TBL is a general term for some more variations on the 'exposure-test-teach-test' lesson structure
      - Lessons are centred round a task, the learners have to do a particular assignment
      - This task will usually be 'real world' rather than 'language focused'
      - Learners give a report back on how they did the task' and a 'Preparation of the report' stage
    - - Activities that promote ‘noticing’
      - Clarification: guided discovery
      - Authentic exposure
    - - Authentic exposure