- Makhfuza Bakhodirova
- 11-11Chi 20
THE Questions - WHY should we teach grammar?
- HOW should we teach grammar?
- Deductive lesson (rule example)
- Inductive lesson (example rule)
- Should we use L1 or L2 to teach grammar?
Besides being the groundwork for good communication, grammar is useful to the learner in many different aspects. These include job opportunities, study opportunities, social skills, and a boost of confidence, plus more. - Besides being the groundwork for good communication, grammar is useful to the learner in many different aspects. These include job opportunities, study opportunities, social skills, and a boost of confidence, plus more.
The deductive and inductive method Principles Input Processing - Input processing is an approach to grammar instruction that guides learners to process what they see or hear.
- This approach helps learners connect language forms with their intended meanings.
- Learners must DO something with the input they see or hear.
Traditional approach - IP approach:
- input developing system output
- focused practice
-
- a) Learners see or hear input.
- b) They DO something with what they see
- or hear.
- c) They produce the word or structure.
-
Traditional / Input processing: A review -
- 1) Traditional approach:
- input developing system output
- focused practice
- 2) IP approach:
- input developing system output
- focused practice
NOTE - For BOTH the traditional approach and the input processing approach teaching grammar includes three main phases:
-
- 1) providing input
- 2) fostering learners’ developing language system
- 3) encouraging output
Structure: verbs with “ing” Topic: Leisure activities - Going to the movies
- Shopping at the mall
- Eating pizza at Mafiosa’s
- Watching TV
- Talking to friends
- Riding a bike
- Dancing at a club
- Hiking at Radnor Lake Park
- Reading a book
- Sleeping late
Four kinds of IP(input processing) activities: - 1) Binary options
- 2) Matching
- 3) Selecting alternatives
- 4) Supplying information
-
- **Reminder: Students are listening OR reading and DOING something with what they hear/see. They are NOT speaking.
1. Binary options - Indicate if you think the statements are TRUE or FALSE:
- TRUE FALSE
- I like eating pizza. _____ _____
- I enjoy going to the movies. _____ _____
- I do not like hiking. _____ _____
- I hate watching TV. _____ _____
- I really like reading books. _____ _____
- I do not like riding a bike. _____ _____
- I like hiking. _____ _____
- I love dancing. _____ _____
- (ORAL or WRITTEN input?)
2. Matching - I like …
- books.
- movies.
- music.
- nature.
- pizza.
- jokes.
- new clothes.
-
- (ORAL or WRITTEN?)
- I like …
- hiking.
- shopping.
- eating.
- laughing.
- reading.
- dancing.
- watching TV.
-
3. Selecting alternatives - When I have free time I enjoy
- ___ watching TV.
- ___ reading a book.
- ___ talking to friends.
- When I am hungry I prefer
- ___ going out to a restaurant.
- ___ cooking dinner at home.
- ___ getting fast food.
- When I go out with my friends we like
- ___ going to the movies.
- ___ sitting in a bar.
- ___ dancing in a club.
- (ORAL or WRITTEN?)
4. Supplying information - Fill in the blanks below and be prepared to share the information.
- Name ____________________
- I like eating _______________________________.
- I love drinking _____________________________.
- I enjoy watching ___________________________.
- I prefer reading _____________________________.
- I do not like going _____________________________.
-
Elicit the rule State the rule clearly - You can add “ing” to verbs.
- You can state preferences before the “ing” verb:
- I like going / I hate eating / I prefer dancing
- “ing” verbs are preceded by a helping verb:
- to be (I am reading)
- to like (I like shopping)
Guiding principles for input processing: - Use both oral and written input.
- Focus on meaning before form.
- Have learners DO something with input.
- Design activities that require both discrete (one answer) and open-ended (personal opinion) answers.
- Have learners state the rule as final phase of the lesson.
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