Vocabulary and grammar presentation


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Vocabulary and grammar presentation

  1. 1. Vocabulary and Grammar Presentation pedagogía Psic. Julio Cabrales Nevárez Doff, Adrian (1993). Teach English. A training course for teachers. Trainer’s Handbook. Cambridge University Press. Great Britain.
  2. 2. Objectives <ul><li>To establish the importance of teaching the meaning of new vocabulary as well as the form, and showing how words are used in context. </li></ul><ul><li>To share techniques for showing the meaning of new words. </li></ul><ul><li>To share ways of showing the meaning of new structures as well as their form. </li></ul><ul><li>To help you think of your own situations and examples to present new structures. </li></ul>
  3. 3. Techniques for teaching NEW WORDS <ul><li>Say the word clearly and write it on the board. </li></ul><ul><li>Get the class to repeat the word in chorus. </li></ul><ul><li>Translate the word into the students’ own language. </li></ul><ul><li>Ask students to translate the new word </li></ul><ul><li>Draw a picture to show what the new word means. </li></ul><ul><li>Give an english example to show how the word is used. </li></ul><ul><li>Ask questions using the new words. </li></ul>Which are the most useful techniques? Can you think of any other techniques you could use?
  4. 4. Showing the meaning of words <ul><li>1. Real objects </li></ul><ul><li>Pointing </li></ul><ul><li>Showing </li></ul><ul><li>2. Picture </li></ul><ul><li>Drawing on board </li></ul><ul><li>Showing a visual </li></ul><ul><li>3. Body </li></ul><ul><li>Miming actions </li></ul><ul><li>Facial expressions </li></ul><ul><li>Making sounds </li></ul><ul><li>Exaggerated actions </li></ul><ul><li>4. Context </li></ul><ul><li>Making up situations </li></ul><ul><li>Presenting the word in a sentence or more </li></ul><ul><li>Synonyms </li></ul><ul><li>Antonyms </li></ul><ul><li>5. A combination of different techniques </li></ul>
  5. 5. Meaning in context <ul><li>market </li></ul><ul><li>clothes </li></ul><ul><li>noisy </li></ul><ul><li>look for </li></ul><ul><li>visit </li></ul><ul><li>happiness </li></ul><ul><li>impossible </li></ul><ul><li>You can buy food at the market </li></ul><ul><li>In the morning we put on our clothes </li></ul><ul><li>Students are often very noisy </li></ul><ul><li>I’m look ing for my pen </li></ul><ul><li>Last weekend I visit ed my uncle </li></ul><ul><li>He was full of happiness </li></ul><ul><li>Your plan is quite impossible </li></ul>What other techniques could you use (pictures, mime, more sentences, etc) to make the meaning of each word clearer?
  6. 6. Combining different techniques <ul><li>Look at these words. Decide exactly how you would present each one. If possible think of a variety of techniques: </li></ul><ul><li>Laugh </li></ul><ul><li>Absent </li></ul><ul><li>Cheese </li></ul><ul><li>Cold </li></ul><ul><li>Apron </li></ul><ul><li>Wall </li></ul>
  7. 7. Techniques for teaching STRUCTURES <ul><li>Look at each sentence. Identify the structure. Think of two or three more examples for each structure. </li></ul><ul><li>Shall I open the window? </li></ul><ul><li>He seems to be rich </li></ul><ul><li>Is there any tea? </li></ul><ul><li>I used to live in the country </li></ul><ul><li>She’s writing a letter </li></ul><ul><li>The room was so dark that I couldn’t see anything </li></ul>
  8. 8. Showing the meaning of a structure <ul><li>When we present a structure, it is important to: </li></ul><ul><li>Show what the structure means and how it is used, by giving examples; </li></ul><ul><li>Show clearly how the structure is formed, so that students can use it to make sentences of their own. </li></ul><ul><li>How? </li></ul><ul><li>Create situations in class </li></ul><ul><li>Use situations from outside the class </li></ul>
  9. 9. -er than not as... As... <ul><li>Teacher A </li></ul><ul><li>I talked about two buildings in the town (The post office is bigger than the bank) </li></ul><ul><li>Teacher C </li></ul><ul><li>I called a tall and a short student to the front and compared them (Ana is taller than María) </li></ul><ul><li>Teacher B </li></ul><ul><li>I drew lines on the board (Line a is longer than b) </li></ul><ul><li>Teacher D </li></ul><ul><li>I drew pictures of two men on the board and compared them (Hani is taller than Abdou) </li></ul>
  10. 10. Showing form and meaning <ul><li>As well as making it clear how a structure is used and what it means, it is also important to show how it is formed. There are 2 basic ways of doing this. </li></ul><ul><li>How? Some ideas... </li></ul><ul><li>Pattern structures </li></ul><ul><li>Highlight main structure </li></ul><ul><li>Get dictation from students </li></ul><ul><li>Emphasize time expressions </li></ul><ul><li>Use known people or objects </li></ul><ul><li>Try to use all variations of verb form depending on pronoun use </li></ul>
  11. 11. Written Structure presentation <ul><li>Discuss in team how you would fix this written presentation to make it clearer. Rewrite the sentences. </li></ul><ul><li>Past progressive </li></ul><ul><li>I was wating </li></ul><ul><li>My mom was cooking </li></ul><ul><li>It was sleeping </li></ul><ul><li>My father was talking </li></ul><ul><li>My sister was playing </li></ul>