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Chapter 6


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Chapter 6

  1. 1. Chapter 6 TeachingtheLanguageSystem
  2. 2. • Study: is a repetition, explanation and practice that is part of a controlled practice phase of the lesson sequence
  3. 3. • Personalization happens once the students’ attention has been drawn to the language in question. Used to talk about their lives
  4. 4. • There are two different approaches to introduce students to an specific aspect of language: deductive and inductive approach
  5. 5. The deductive approach• Students are given explanations of GRAMMAR rules, and then, based on explanations or rules they make phrases and sentences using the new language
  6. 6. The inductive approach• (the other way around)• Produce language• Instead of studying rules, students study examples of language and try to work out those rules (practice) (fluency)
  7. 7. • For example: find examples of past tenses and say how and why they are used• Sequence engage- activate- study
  8. 8. • Students can use monolingual learners’ dictionaries activities or computer purposes to develope vocabulary
  9. 9. Explaining meaning• A way to explain the meaning of something is to show it• Ex: point a book to learn the word ‘book’• For actions use mime• Superlatives: use arms• Facial expressions: happy, sad …
  10. 10. • We can use pictures to explain situations and concepts• Diagrams• Time lines (present perfect continuous tense)
  11. 11. • If we cant’ show something in one of the ways mentioned above, we can describe the meaning of the word• For example: nasty is the opposite of nice• For a better understanding use CHECK QUESTIONS
  12. 12. • We also can demonstrate word and sentence stress by beating time with our arms. We can show intonation patterns by ‘drawing’ the tune in the air
  13. 13. • Students may find gestures and graphics sufficient, but others like to see written explanations or diagrams on boards or projectors
  14. 14. • Example:• IF+had+past participle: would+have+past participle
  15. 15. Practice• We teachers ask students to practice. While practicing we can correct if they have mistakes. This passes from short term memory to long term memory
  16. 16. • Short term memory is when things are stored as long as needed in a human’s life• Long term memory is for the things that we want to ‘keep’ (id’s, passwords…)
  17. 17. • Practice grammar• Repetition