PRESENTING AND PRACTISING LANGUAGE

THE SUBJECT MATTER OF ELT Language Systems Lexis Grammar Function Phonology Language Skills Speaking Writing Productive skills Reading Listening Receptive Skills

Mainly skills or mainly systems? a. T writes a grammar exercise on the board which learners copy and then do. b. Learners read a newspaper article and then discuss the story with each other. c. Learners underline all past simple verb forms in a newspaper article. d. Learners chat with their teacher about the weekend. e. Learners write an imaginary postcard to a friend, which the T then corrects. f. Learners write a postcard to a friend, which is posted uncorrected. g. T says What tenses do these people use? Learners then listen to a recorded conversation. h. T says Where are these people? Learners then listen to a recorded conversation. i. T uses pictures to teach ten words connected with TV.

Mainly skills or mainly systems?

a. T writes a grammar exercise on the board which learners copy and then do.

b. Learners read a newspaper article and then discuss the story with each other.

c. Learners underline all past simple verb forms in a newspaper article.

d. Learners chat with their teacher about the weekend.

e. Learners write an imaginary postcard to a friend, which the T then corrects.

f. Learners write a postcard to a friend, which is posted uncorrected.

g. T says What tenses do these people use? Learners then listen to a recorded conversation.

h. T says Where are these people? Learners then listen to a recorded conversation.

i. T uses pictures to teach ten words connected with TV.

Demonstration Lesson

Presentation Mini-phases Set the scene using one of the techniques ( real objects or pictures, drawings, situations, mimes, stories, texts, listening passages, dialogues etc.) Model the new language, saying it two or three times. Ask students to practice the new language several times, first the whole class, then in groups, then in pairs.] Ask questions to check that students understand the meaning of the new words, structure or function. Write the new language item on the board, marking in the stress and checking the spelling with the students. If necessary, explain the grammar of the new language item. Ask students to copy the information from the board into their notebooks.

Set the scene using one of the techniques ( real objects or pictures, drawings, situations, mimes, stories, texts, listening passages, dialogues etc.)

Model the new language, saying it two or three times.

Ask students to practice the new language several times, first the whole class, then in groups, then in pairs.]

Ask questions to check that students understand the meaning of the new words, structure or function.

Write the new language item on the board, marking in the stress and checking the spelling with the students.

If necessary, explain the grammar of the new language item.

Ask students to copy the information from the board into their notebooks.

Features of Presentation Purpose To give Ss the opportunity to realize the usefullness and relevance of a new language item; To present meaning and form; To check understanding. Important features Clear, motivating, natural and relevant context; Model sentence(s); Concept checking.

Purpose

To give Ss the opportunity to realize the usefullness and relevance of a new language item;

To present meaning and form;

To check understanding.

Important features

Clear, motivating, natural and relevant context;

Model sentence(s);

Concept checking.

Features of Presentation Typical activities Build-up of appropriate situational and linguistic context for the new language; Listening and initial repetition of model sentence. Role of the T informant Type of interaction T-Ss (group) - T-Std (individual)

Typical activities

Build-up of appropriate situational and linguistic context for the new language;

Listening and initial repetition of model sentence.

Role of the T

informant

Type of interaction

T-Ss (group) - T-Std (individual)

Features of Presentation Degree of control Highly controlled – T provides model(s) Correction Important in order to ensure that Ss have correct grasp of forms Length and pace in the lesson Short, usually at the beginning

Degree of control

Highly controlled – T provides model(s)

Correction

Important in order to ensure that Ss have correct grasp of forms

Length and pace in the lesson

Short, usually at the beginning

Conveying meaning and checking understanding Realia and visuals Mime and gesture Give examples Explanation or definition Translation Concept questions Time lines 'Do you understand?‘ ‘OK?' ´Any question? ' Checking understanding

Conveying meaning and checking understanding

Realia and visuals

Mime and gesture

Give examples

Explanation or definition

Translation

Concept questions

Time lines

'Do you understand?‘ ‘OK?' ´Any question? '

Visuals Pictures to distinguish between similar objects e.g. cup / mug, lane / road / highway Checking understanding

Visuals

Pictures to distinguish between similar

objects e.g. cup / mug, lane / road / highway

Visuals Which sentence goes with each picture ? A) They started the meeting when she arrived. B) They’d started the meeting when she arrived. Checking understanding

Visuals

Which sentence goes with each picture ?

A) They started the meeting when she arrived.

B) They’d started the meeting when she arrived.

Time Lines Checking understanding

Time Lines

Concept checking Concept checking is checking the understanding of difficult aspects of the target structure in terms of function and meaning. Concept questions are one way of checking understanding, but are often used in combination with other methods, often visual, depending on the nature of the target language involved. Concept questions themselves are often difficult to construct since they involve clarifying function and meaning using simple language but not the target language itself.

Concept checking is checking the understanding of difficult aspects of the target structure in terms of function and meaning.

Concept questions are one way of checking understanding, but are often used in combination with other methods, often visual, depending on the nature of the target language involved.

Concept questions themselves are often difficult to construct since they involve clarifying function and meaning using simple language but not the target language itself.

Concept checking Apart from their classroom value, thinking of good questions also helps inexperienced teachers to understand the complexities of form, function and meaning, and to practise grading their language. Some basic tips for good concept questions are: Make sure the questions are simple and that no difficult language is required to answer the question. Yes/no questions, either/or questions and simple 'wh' questions are particularly effective; Don't use the new (target) grammar in your questions; Don't use unfamiliar vocabulary; Bring out basic concepts such as 'time' and 'tense' in your questions; Use as many questions as possible to check various aspects of the language and to cover as many learners as possible.

Apart from their classroom value, thinking of good questions also helps inexperienced teachers to understand the complexities of form, function and meaning, and to practise grading their language.

Some basic tips for good concept questions are:

Make sure the questions are simple and that no difficult language is required to answer the question. Yes/no questions, either/or questions and simple 'wh' questions are particularly effective;

Don't use the new (target) grammar in your questions;

Don't use unfamiliar vocabulary;

Bring out basic concepts such as 'time' and 'tense' in your questions;

Use as many questions as possible to check various aspects of the language and to cover as many learners as possible.

Concept checking Target sentence: If I won the lottery, I'd buy a new car Checking questions Have I won the lottery? No. Am I going to win the lottery? Probably not. Am I going to buy a new car? Probably not. Have I got a lottery ticket? Maybe. Is this real, or imaginary? Imaginary.

Target sentence:

If I won the lottery, I'd buy a new car

Checking questions

Have I won the lottery?

No.

Am I going to win the lottery?

Probably not.

Am I going to buy a new car?

Probably not.

Have I got a lottery ticket?

Maybe.

Is this real, or imaginary?

Imaginary.

Concept checking Target item: bed-sit Checking questions Is a bed-sit a room? Are there other rooms in the house? Can you sleep in it? Is it a room or a building? Is it cheap or expensive? Do you buy it or pay money every week or month? Who lives in it? How many people live in it? Do you only sleep in it? Can you cook a meal in it? Is it the same as a flat? Is there a bed-sit in this building? Have you ever lived in a bed-sit? Are their bed-sits in Goiania/Brazil?

Target item:

bed-sit

Checking questions

Is a bed-sit a room?

Are there other rooms in the house?

Can you sleep in it?

Is it a room or a building?

Is it cheap or expensive?

Do you buy it or pay money every week or month?

Who lives in it?

How many people live in it?

Do you only sleep in it?

Can you cook a meal in it?

Is it the same as a flat?

Is there a bed-sit in this building?

Have you ever lived in a bed-sit?

Are their bed-sits in Goiania/Brazil?

Concept checking Questions may be of different types: Yes/no questions. 50/50 chance questions. Information questions. Discrimination questions. Shared experience questions. Life experience/culture questions. Remember that the answers 'sometimes', 'it depends' and 'I don't know' can tell you as much as 'yes' or 'no'.

Questions may be of different types:

Yes/no questions.

50/50 chance questions.

Information questions.

Discrimination questions.

Shared experience questions.

Life experience/culture questions.

Remember that the answers 'sometimes', 'it depends' and 'I don't know' can tell you as much as 'yes' or 'no'.

Checking understanding Write up concept questions to check the understanding of the following: I remembered to send him a birthday card./ I remembered sending him a birthday card. Wellington boots (wellies) Would you mind if I smoked? Expressing preferences (like, hate, adore, can’t stand etc.) A calf

Write up concept questions to check the understanding of the following:

I remembered to send him a birthday card./ I remembered sending him a birthday card.

Wellington boots (wellies)

Would you mind if I smoked?

Expressing preferences (like, hate, adore, can’t stand etc.)

A calf

Practice Practice may be defined as any kind of engaging with the language on the part of the learner, usually under the teacher supervision, whose primary objective is to consolidate learning” (UR, 1988, p.11) In order to give students intensive oral or written practice on specific language points, we can use activities designed to restrict the language needed and that require the use of the target items. Practice usually begins with what is termed ‘mechanical practice’ - open and closed pairwork. Students gradually move into more ‘communicative practice’ involving procedures such as information gap activities, dialogue creation and controlled roleplays.

Practice may be defined as any kind of engaging with the language on the part of the learner, usually under the teacher supervision, whose primary objective is to consolidate learning” (UR, 1988, p.11)

In order to give students intensive oral or written practice on specific language points, we can use activities designed to restrict the language needed and that require the use of the target items.

Practice usually begins with what is termed ‘mechanical practice’ - open and closed pairwork. Students gradually move into more ‘communicative practice’ involving procedures such as information gap activities, dialogue creation and controlled roleplays.

Practice Controlled or Guided Practice It can be teacher-driven, peer-driven or from a tape/CD/video. It can be done individually, in open pairs, closed pairs, groups, or as a mingle.) Repetition drills Transformation drills Substitution drills Question-Answer Drills Chain Drills Information gap e.g. Find Someone Who Shadow reading/listening Flowcharts Stds have cards/ a list with ½ the dialogue/responses each and then use them to respond to each other

Controlled or Guided Practice

It can be teacher-driven, peer-driven or from a tape/CD/video.

It can be done individually, in open pairs, closed pairs, groups, or as a mingle.)

Repetition drills

Transformation drills

Substitution drills

Question-Answer Drills

Chain Drills

Information gap e.g. Find Someone Who

Shadow reading/listening

Flowcharts

Stds have cards/ a list with ½ the dialogue/responses each and then use them to respond to each other

Practice T: ‘He’s going to drive the car.' - everybody! Stds chorally: ‘He’s going to drive the car.' T: Bus. 'He’s going to drive the bus.' - everybody! Stds chorally: 'He’s going to drive the bus.' T: Taxi. Stds chorally: ‘He’s going to drive the taxi.' T: Lorry. Stds: ... T: He’s going to eat the cake. Ss: He’s going to eat the cake. T: coffee. Ss: He’s going to drink the coffee. T: Eliane. Ss: ... T: Make. Ss: ...

T: ‘He’s going to drive the car.' - everybody!

Stds chorally: ‘He’s going to drive the car.'

T: Bus. 'He’s going to drive the bus.' - everybody!

Stds chorally: 'He’s going to drive the bus.'

T: Taxi.

Stds chorally: ‘He’s going to drive the taxi.'

T: Lorry.

Stds: ...

T: He’s going to eat the cake.

Ss: He’s going to eat the cake.

T: coffee.

Ss: He’s going to drink the coffee.

T: Eliane.

Ss: ...

T: Make.

Ss: ...

Practice T: You are a stranger. Ask about places in the town. T: A hotel. Is there a hotel near here? Stds : Is there a hotel near here? T: a grocer’s shop Stds: ... T: a petrol station Stds: ... T: a jubjub T: a gimble T: an outgrabe T: You want to see a film. Stds: Is there a cinema near here? T: You are hungry. Stds: ... T: You want to buy a newspaper. T: You want to spend the night here.

T: You are a stranger. Ask about places in the town.

T: A hotel. Is there a hotel near here?

Stds : Is there a hotel near here?

T: a grocer’s shop

Stds: ...

T: a petrol station

Stds: ...

T: a jubjub

T: a gimble

T: an outgrabe

T: You want to see a film.

Stds: Is there a cinema near here?

T: You are hungry.

Stds: ...

T: You want to buy a newspaper.

T: You want to spend the night here.

Features of Practice Purpose To provide maximum practice within controlled but realistic and contextualized frameworks; To build confidence in using new language. Important features Framework provides guidance for utterances, reduces scope of errors; Clear and realistic prompts; Students’ talking time maximized.

Purpose

To provide maximum practice within controlled but realistic and contextualized frameworks;

To build confidence in using new language.

Important features

Framework provides guidance for utterances, reduces scope of errors;

Clear and realistic prompts;

Students’ talking time maximized.

Features of Practice Typical activities Drills; Line dialogues/picture boards Information and opinion gap activities Role of the T Conductor Corrector Type of interaction T-Ss - Std-Std (pair work)

Typical activities

Drills;

Line dialogues/picture boards

Information and opinion gap activities

Role of the T

Conductor

Corrector

Type of interaction

T-Ss - Std-Std (pair work)

Features of P r a c t i c e Degree of control Very controlled – Students have limited choice Correction Teacher, other students or self correction Length and pace in the lesson Depends on students’ needs and ability Follows presentation, or at beginning for revision

Degree of control

Very controlled – Students have limited choice

Correction

Teacher, other students or self correction

Length and pace in the lesson

Depends on students’ needs and ability

Follows presentation, or at beginning for revision

Production Freer Practice or Production Fluency-based Speaking Roleplays Debates Discussions e.g. questions to discuss before a text which is used to confirm, to follow on from a topic Games Describing activities with pictures/photos etc. e.g. describe and draw, find differences, story dominoes Problem solving activities

Freer Practice or Production

Fluency-based Speaking

Roleplays

Debates

Discussions e.g. questions to discuss before a text which is used to confirm, to follow on from a topic

Games

Describing activities with pictures/photos etc. e.g. describe and draw, find differences, story dominoes

Problem solving activities

Production Brainstorming – whole class, group, (also chain e.g. pass along and then compare/classify) Mini presentations – job-based, std talks etc. Decision making activities e.g. court, committee, election Setting up/designing a project e.g. new laws, space colony, robot, product, advertsing campaign “ Simulations” - carried out over a period of time Could be preparation for real life e.g. job interview.

Brainstorming – whole class, group, (also chain e.g. pass along and then compare/classify)

Mini presentations – job-based, std talks etc.

Decision making activities e.g. court, committee, election

Setting up/designing a project e.g. new laws, space colony, robot, product, advertsing campaign

“ Simulations” - carried out over a period of time Could be preparation for real life e.g. job interview.

Features of Production Purpose To provide the opportunity for students to use new language in freer, more creative ways; To check how much has really been learnt; To integrate new language with old; To practice dealing with the unpredictable; To motivate the students and give them confidence; Can be used for revision or diagnostic purposes. Important features Purposeful tasks; Students work together at their own pace; Clear instructions; Allowance of possibility of making mistakes

Purpose

To provide the opportunity for students to use new language in freer, more creative ways;

To check how much has really been learnt;

To integrate new language with old;

To practice dealing with the unpredictable;

To motivate the students and give them confidence;

Can be used for revision or diagnostic purposes.

Important features

Purposeful tasks;

Students work together at their own pace;

Clear instructions;

Allowance of possibility of making mistakes

Features of P r o d u c t i o n Typical activities Games Role plays Discourse chains Discussions Information and opinion gaps etc. Role of the T Monitor Adviser/consultant Encourager

Typical activities

Games

Role plays

Discourse chains

Discussions

Information and opinion gaps etc.

Role of the T

Monitor

Adviser/consultant

Encourager

Features of P r o d u c t i o n Type of interaction Std-Std (pairs, groups, mingles) Degree of control Greater element of freedom Correction Generally no interference from the teacher

Type of interaction

Std-Std (pairs, groups, mingles)

Degree of control

Greater element of freedom

Correction

Generally no interference from the teacher

References EVANS, D. A review of PPP . University of Birmingham, working paper. 1999. GRAHAM W. Concept Questions and Time Lines. Chadburn Publishing, 2006. HARMER, J. The practice of English language teachin g . Essex: Longman Group Limited, 1983. ________. How to teach English . Harlow: Longman, 1998. OLIVEIRA, E. C. de Reflexões sobre oportunidades de aprendizagem em aulas de línguas estrangeiras. (no prelo) SCRIVENER, J. Learning teaching: a guidebook for English language teachers. Oxford: Heinemann, 1994.

EVANS, D. A review of PPP . University of Birmingham, working paper. 1999.

GRAHAM W. Concept Questions and Time Lines. Chadburn Publishing, 2006.

HARMER, J. The practice of English language teachin g . Essex: Longman Group Limited, 1983.

________. How to teach English . Harlow: Longman, 1998.

OLIVEIRA, E. C. de Reflexões sobre oportunidades de aprendizagem em aulas de línguas estrangeiras. (no prelo)

SCRIVENER, J. Learning teaching: a guidebook for English language teachers. Oxford: Heinemann, 1994.