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Teaching grammar - Coggle Diagram
Teaching grammar
Restricted output
Defined by their focus on:
limited options for use of language
limited options for communication
focus on accuracy
Drills
= a chance to "get the student's mouths around the language"
Repetition drills not neccesarily "old fashioned"
our brains need to "automatise" tasks
can help with selecting the right form quickly
experimenting and playing with language iwthout being part of realistic communication
most productively demanding on accuracy :tada:
teacher's duty
clear indications
ecourage them to try multiple times
keep the level of challenge high
honest feedback
Factors that can vary drills
examples listed in the book
Types of drills
Substitution drills
Transformation drills
Students make their own sentences based on the info or model given by the teacher.
True sentences
The students give real info in their sentences.
Written exercises
concentrated practice of language items
Different ways of using a printed exercise
Listed in the book
Snap!: making printed exercises more game-like
Grammar practice activities and games
Activities designed to focus on the use of particular items of grammar.
Split stentences
Grammar quiz
Picture dictation
Miming an action
Memory test
Growing stories
Questionnaires
Grammar auctions
Elicited dialogues
Def.: short dialogues containing a number of exmaples of specific items to be practiced
Before the class
In class
Follow-on activities
Other ways to grammar
Test-teach-test
Practice (restricted output)
Clarification (guided discovery)
Lead-in
Practice (restricted output)
Total physical response (TPR)
Gestures and demonstrations quickly help learners, when they are given a large number of instructions (eg.: walk to the door)
Task based learning (TBL)
Exposure-test-teach-test
Lessons are centered round a task
Text starts
Authentic exposure
Activities that promote 'noticing'
Clarification:guided discovery
100% Exposure
'Picking up' the language by being exposed to it
Authentic exposure
What is grammar?
Facts and rules, testing
That's not learning or understanding grammar
Only useful if the student can transfer the knowledge into using the language
Information but also the active skill of using the language
To learn a language item:
Exposure, notice, understand, try using, remember
Clarification
Teacher explanation
Teacher tells the learner
Giving helpful explanation
Explanation as small component of lessons
Plan and prepare the explanation beforehand to make it easier to take in
Guided discovery
Teacher helps the learner to tell himself
Activities
Select appropriate tasks
Offer instructions, help, feedback
Structure the lesson
Socratic questioning
About form, function, use, rules, sentence analysis, discussions
Requires imagination and flexibility
Self-directed discovery
The learner tells himself
Teacher's role is to facilitate self-direction
Present-practice
Structure 2.
Restricted output
Learners work on oral practice
Learners work on written practice
Clarification: guided discovery
Learners read/listen to a text get a general understanding
Authentic output
Learners are given opportunity to practice the items (communicative activities)
Restricted exposure
Lead in: eg: showing pictures to the lesson topic
Structure 1.
Authentic output
Learners are given opportunity to practice the items (communicative activities)
Restricted output
Written exercise
Orral practice of examples
Clarification
Teacher clarification: eg.: explicit examples
Lead in: eg: showing pictures to the lesson topic