Teaching the Language System

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Teaching the Language System

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

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