Professional Documents
Culture Documents
N o teb o o k :
C reat ed :
2 PPG
21/05/2013 8:40 PM
U p d ated :
21/05/2013 11:10 PM
They often learn indirectly rather than directly taking every information around them
rather than focusing on the precise topic being taught
Their understanding comes from explanation as well as from what they see and hear and
interact with.
They have a limited attention span; unless activities are extremely engaging, they can get
easily bored, losing interest after ten minutes or so
Descriptive grammar
Descriptive grammars describe how people use spoken and written language, and the
Inductive approach - also known as discovery method. The students are first given a
number of sample sentences containing the target forms and then the teacher guides the
students into deriving the rule for themselves.
The two approaches should not be seen as separate but rather as complementary
Grammar in Isolation
Involves learning grammar which is presented out of context.
Learners are given isolated sentences, which they are expected to internalize through
exercises involving repetition, manipulation, and grammatical transformation.
These exercises are designed to provide learners with formal, declarative mastery of
the language in which they are able to explain rules of using the form of the language
Grammar in Context
Involves teaching grammar in relations to the context of the situation the utterances are
usually used.
Learners are given the opportunities to explore grammar in contex
Meaning, Use, Form (MUF) framework
MEANING
There are two aspects of meaning.
First, what is literal or essential meaning of the word, phrase, functional expression or
grammar structure?
Second, what does it mean in the context its being used in?
USE:
When or why is the vocabulary, functional expression or grammar structure used? The words,
Songs can trigger emotional and affective connections to the target language and
culture.
Songs are a good way to teach in an "Edutainment" way because they incorporate all
the language skills:
(1)
Listening (to the song) - Following the song to determine words.
(2)
Reading (following the lyrics to determine the words)
(3)
Writing (filling in the blanks)
(4)
Speaking (singing the song) Kind of songs
How to use songs?
Classic gap-fill
Spot the mistakes
Comic strip
Order the verses
Discussion
Translation
Chants
Grammar chants can be a lot of fun to use in classes.
Using a chant is pretty straight-forward. The teacher (or leader) stands up in front of
the class and 'chants' the lines.
Remember that through the use of repetition and having fun together (be as crazy as
you like) pupils will improve their 'automatic' use of the language
STORIES
Stories are excellent resources for grammar teaching for several reasons:
Children, adolescent and adults all love stories & this generate positive attitude to the
lesson for which the story acts as a framework.
Stories provide a context for several grammatical structures.
A story can provide contexts for real use of English (variety of emotions and
issues).
Circle Story
Question Story
Retelling Stories
NURSERY RHYMES AND POEMS
Since poetry is often spoken, repeated, dealt with, and considered, it acts as an effective tool
for practicing a specific grammatical structure
In the selection of a poem, the teacher should first consider the grammatical structure to be
presented, practiced, or reviewed, then the level and the age of the students, next the theme
and the length of the poem and its appropriateness to the classroom objectives
GAMES
1.
Games are a welcome break from the usual routine of the language class.
2.
They are motivating and challenging.
3.
Learning a language requires a great deal of effort. Games help students to make and
sustain the effort of learning.
4.
Games provide language practice in the various skills- speaking, writing, listening and
reading.
5.
They encourage students to interact and communicate.
6.
They create a meaningful context for language use
What kinds of games work best?
Which skills do the games practice?
What type of game is it and what is its purpose?
Does the difficulty level of the game match with the students' ability level?
Does the game require maximum involvement by the students?
Do the students like it? Do you like it?
What specific vocabulary or grammar are you introducing or practising with this game?
Can you keep control of your class and play this game?
What materials do you need for the game and can you obtain these easily?
What controls, if any are needed, will you have in place to ensure the children are on
track?
When to Use Games?
As short warm-up activities or when there is some time left at the end of a lesson.
However, a game "should not be regarded as a marginal activity filling in odd moments when
the teacher and class have nothing better to do" Lee (1979:3).
Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be
used at all stages of the lesson, provided that they are suitable and carefully chosen.
Games also lend themselves well to revision exercises helping learners recall material in a
pleasant, entertaining way
EXAMPLES OF GAMES
Board games
crossword puzzle
Hangman
PUPPETS
Why and how should teachers use puppets in their class?
To catch the attention of children.
Use a puppet (or a set of puppets) to act out various grammar concepts.
DIALOGUES AND PLAYS
facilitate conversation
PRINCIPLES OF SELECTION
Be meaningful
Be purposeful
Have a social function
Provide plenty of practice
Use multimedia approach
Provide variety
Encourage active participation
Challenge Boxes containing enjoyable and demanding activities can be kept in every
classroom for students to use when they have finished their work.
Questionnaires to teachers
Identification
Through academic achievement
Through behavioural aspect
Diagnosis of deficiencies
Learning of concepts: His concept(s) related to a particular topic or formula is
clear.
Application of knowledge: He may not be able to apply the learned knowledge
different situations
Causes:
not
in
What is a lesson?
A learning event in which all the activities are pre-orchestrated to serve one central
pedagogic aim
Have a beginning, a middle and end, though these stages are called by different names.
(pre, while, post)
Why is Lesson planning important?
Requires the teacher to keep many things in mind simultaneously
Teacher has to do work that can be done before a learning teaching session begins
and work that can be done in the classroom
Early planning enables the teacher to get the software and hardware necessary for
implementing his/her plan.
Lesson plan act as a record of work done