skanowanie0062 (6)

Keys to presentation (based on Harmer 1986, Harmer 1991):

•    forms should be presented in context — students should know who is speaking / writing to whom, why and under what constraints, it should be elear enough for leamers to have no difficulty understanding either the situation or what is the meaning of the new language,

•    the context should be a ‘whole text’, i.e., morę than one sentence, so that students understand not only what the new language means but also how it is used,

•    the emphasis should be on understanding the whole text, not just the target form,

•    the context should be authentic or at least as realistic as possible, moreover, it ought to be interesting for the students,

•    the context should relate the form to its functions, it ought to, therefore, specify enough information for ample amount of language use so that leamers make use of this information not only to repeat the presented model but also to produce their own examples.

The presentation of grammar can make use of (based on Harmer 1986):

—    the visual aids (charts, etc),

—    text for grammar presentation,

—    text for contrast,

—    dialogues,

—    mini-situations,

—    writing the structure on the board underlining the most important part,

—    teaching tenses — use of time lines (for examples of introducing tenses consult Cross 1992),

iir demonstration,

—    explanation.

Always a simple form should be used to present a new structure and not complicated examples or new vocabulary.

11.2.5.2. Isolation

This stage is optional, the teacher focuses on the target form - its sound and visual form. Teachers should avoid over-complicating the

issue, especially at elementary Ievels, unless exceptions or comparisons with the native language form facilitate the understanding. Teachers tend to oversimplify rules at this stage, they are presented as a complete entity when cyclical approach is taken, i.e., morę complex aspects of the rules are dealt with at a later stage. Explanations and comparisons should be madę simple for leamers to cope with at one go.

11.2.5.3. Practice

Practice can take many forms depending on the item or items to be taught. At this stage classroom activity should move from the emphasis on form through form + meaning to meaning. Teachers need to remember that it is the ability to use the form to express the required (by the learner) meaning teacher is aiming at. Thus there should be a natural progress in moving (ąuickly) from simple, uncontextualised sentences to discourse where the context is important. This is achieved by providing the meaning at early stages (based on Gough, Ch. 04.03.1994: Grammar):

stage 1: X wants to speak to Y and say Z - teacher provides the form X will use - FORM, and then asking the leamer to provide morę and morę of the meaning him/herself,

stage 2: X wants to speak to Y about Z - what does s/he want to say? Say it using the reąuired form - FORM+MEANING,

stage 3: you want to speak to Y/your partner about Z - what will you say? FORM+MEANING,

stage 4: leamer-based, they are to express themselves, they decide what they want to say - MEANING.

Teacher:	Leamer:
provides content and form	combines content and form
provides the content	provides form and combines with content
provides aim / task	provides form and content to achieve,y aim

125