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Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
Teaching the Language System
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Teaching the Language System

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  • 1. Chapter 6<br />TeachingtheLanguageSystem<br />
  • 2. Study: is a repetition, explanation and practicethatispart of a controlledpracticephase of thelessonsequence<br />
  • 3. Personalisationhappens once thestudents’ attention has beendrawntothelanguage in question. Usedtotalkabouttheirlives<br />
  • 4. There are twodifferentapproachesto introduce studentstoanspecificaspect of language: deductive and inductiveapproach<br />
  • 5. Thedeductiveapproach<br />Students are givenexplanations of GRAMMAR rules, and then, basedonexplanationsor rules theymakephrases and sentencesusingthe new language<br />
  • 6. Theinductiveapproach<br />(theotherwayaround)<br />Produce language<br />Instead of studying rules, studentsstudyexamples of language and try toworkoutthose rules (practice) (fluency)<br />
  • 7. Forexample: findexamples of past tenses and sayhow and whythey are used<br />Sequenceengage- activate- study<br />
  • 8. Students can use monolinguallearners’ dictionariesactivitiesorcomputerpurposestodevelopevocabulary<br />
  • 9. Explainingmeaning<br />A waytoexplainthemeaning of somethingisto show it<br />Ex: pointanbooktolearntheword ‘book’<br />Foractions use mime<br />Superlatives: use arms<br />Facial expressions: happy, sad …<br />
  • 10. We can use picturestoexplainsituations and concepts<br />Diagrams<br />Time lines (presentperfectcontinuous tense) <br />
  • 11. Ifwecant’ show something in one of thewaysmentionedabove, we can describe themeaning of theword<br />Forexample: nastyistheopposite of nice<br />For a betterunderstanding use CHECK QUESTIONS<br />?<br />
  • 12. Wealso can demonstrateword and sentence stress bybeating time withourarms. We can show intonationpatternsby ‘drawing’ the tune in the air<br />
  • 13. Studentsmayfindgestures and graphicssufficient, butothersliketoseewrittenexplanationsordiagramsonboardsorprojectors<br />
  • 14. Example:<br />IF+had+pastparticiple: would+have+pastparticiple<br />
  • 15. Practice<br />Weteachersaskstudentstopractice. Whilepracticingwe can correctiftheyhavemistakes. Thispassesfrom short termmemorytolongtermmemory<br />
  • 16. Short termmemoryiswhenthings are stored as long as needed in a human’slife<br />Long termmemoryisforthethingsthatwewantto ‘keep’ (id’s, passwords…) <br />
  • 17. Practicegrammar<br />Repetition<br />

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