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.UntitledGrammar: a way words are put together to make correct sentences.<<What do we introduce?>>We must show what lg means, how it is used, show what the grammatical form of the new lg is and how it is said or written<Presentation of meaning and useThe best way of showing Ss how the lg is used is to present it in context1.show what the new lg means2.show how it is used3.be interesting for students4.provide the bckgrnd for a lot of lg use<Types of contextCntxt: situation or body info which causes lg to be used1.Ss world- physical surroundings(limited[classroom, school])- Ss lives(unlimited[facts about families, friends, experiences])2.outside world- stories- situation- examples of lg3.formulated info(simulated or made-up[presented in form of timetables, notes, charts])<Presentation of structural form1.Form: e.g.How certain nouns become plural2.Grammatical pattern<The importance of meaning: It is very important to check if Ss understood new lg.-information checking: asking Q and saying incorrect sentences-immediate creativity: you ask Ss to create sentences on their own<Discovery techniques: give Ss a L/R txt or some e.g.of eng sentences & ask them to discover how lg works-inductive: learners generalize the rule thmslvs from examples before practising it-deductive: rule is 1st presented to the learners and then they go on to apply it in practise activities<<General model for introducing new lg>>1.Lead-in: the context and the meaning and use of new lg is demnstrated2.Elicitation: T checks if Ss can produce the new lg: if they can=T skips othr stgs & move to creativity3.Explanation: T shows how the new lg is formed- xpl statements- xpl question forms- Using hands & gestures4.Accurate reproduction: Ss are asked to repeat & practise a certain nr of models: the emphasis on accuracy RaTh meaning & use- Choral repetition: when explained we ask for repeat- Individual repetition: T nominate>S response>T feedback=Acknowledge, Show incorrectness- Cue-response drills*Showing incorrectness: we indicate to the student that mistake has been made(should be handled with tact, should be seen as a positive act)-repeating: ask S to repeat(Again! Repeat Please!)-echoing: we repeat what S just said-denial: we tell S that response is incorr-questioning: asking any S if it was corr-expression: gestures etc.*Using correction techniques-S corrects S; we ask sb else to give the correct response-T corrects S; if majority of class having same problem5.Immediate creativity: Ss try to use what they have just learned to make sentences on their own, Ss and T can see if Ss really understood the meaning & form<!PPP=presentation-practise-production1.Presentation of meaning, form, use2.Practise-form: controlled activities (diff kinds of drills)= T provides the form to be used-meaning, use & form: controlled, semi-controlled, guided activities3.Production: focus on meaning(free communic activities) [ Pobierz całość w formacie PDF ]
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.UntitledGrammar: a way words are put together to make correct sentences.<<What do we introduce?>>We must show what lg means, how it is used, show what the grammatical form of the new lg is and how it is said or written<Presentation of meaning and useThe best way of showing Ss how the lg is used is to present it in context1.show what the new lg means2.show how it is used3.be interesting for students4.provide the bckgrnd for a lot of lg use<Types of contextCntxt: situation or body info which causes lg to be used1.Ss world- physical surroundings(limited[classroom, school])- Ss lives(unlimited[facts about families, friends, experiences])2.outside world- stories- situation- examples of lg3.formulated info(simulated or made-up[presented in form of timetables, notes, charts])<Presentation of structural form1.Form: e.g.How certain nouns become plural2.Grammatical pattern<The importance of meaning: It is very important to check if Ss understood new lg.-information checking: asking Q and saying incorrect sentences-immediate creativity: you ask Ss to create sentences on their own<Discovery techniques: give Ss a L/R txt or some e.g.of eng sentences & ask them to discover how lg works-inductive: learners generalize the rule thmslvs from examples before practising it-deductive: rule is 1st presented to the learners and then they go on to apply it in practise activities<<General model for introducing new lg>>1.Lead-in: the context and the meaning and use of new lg is demnstrated2.Elicitation: T checks if Ss can produce the new lg: if they can=T skips othr stgs & move to creativity3.Explanation: T shows how the new lg is formed- xpl statements- xpl question forms- Using hands & gestures4.Accurate reproduction: Ss are asked to repeat & practise a certain nr of models: the emphasis on accuracy RaTh meaning & use- Choral repetition: when explained we ask for repeat- Individual repetition: T nominate>S response>T feedback=Acknowledge, Show incorrectness- Cue-response drills*Showing incorrectness: we indicate to the student that mistake has been made(should be handled with tact, should be seen as a positive act)-repeating: ask S to repeat(Again! Repeat Please!)-echoing: we repeat what S just said-denial: we tell S that response is incorr-questioning: asking any S if it was corr-expression: gestures etc.*Using correction techniques-S corrects S; we ask sb else to give the correct response-T corrects S; if majority of class having same problem5.Immediate creativity: Ss try to use what they have just learned to make sentences on their own, Ss and T can see if Ss really understood the meaning & form<!PPP=presentation-practise-production1.Presentation of meaning, form, use2.Practise-form: controlled activities (diff kinds of drills)= T provides the form to be used-meaning, use & form: controlled, semi-controlled, guided activities3.Production: focus on meaning(free communic activities) [ Pobierz całość w formacie PDF ]
