Teaching lg structures

Grammar: the way words are out together to make correct sentences

WHAT DO WE INTRODUCE:

1. what lg means

2. how lg is used

3. what the grammatical form of the new lg is

4. how it is said or written

THE PRESENTATION OF MEANING AND USE:

1. showing what the new lg means

2. showing how it's used

3. being interesting for Ss

4. 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:

1. the Ss' world

• physical surroundings(limited)

• the classroom

• school

• institution

• Ss' life (unlimited)

• facts about them, families, friends

• facts about their experiences

2. the outside world:

• stories

• different situations

• examples of lg

3. formulated information:

• timetables

• charts

• notes

TYPES OF GRAMMAR PRACTICE (from accuracy to fluency)

1. awareness

2. controlled drills

3. meaningful drills

4. guided, meaningful practice

5. (structure-based) free sentence composition

6. (structure-based) discourse composition

7. 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

1. lead-in

2. elicitation

3. explanation

4. accurate reproduction

5. immediate creativity

1. lead-in:

• introduction of context/ meaning

• presentation of the new lg structure

• song

• presentation text

2. elicitation:

• the T tries to see if the Ss can produce the new lg

• If they can we skip other stages immediate creativity

3. explanation:

• how the new lg is formed

• techniques:

• explaining statements

• explaining question forms

• using hands and gestures

4. 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?')

5. 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 should be seen as a positive act

• techniques:

• 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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