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Exploratory task 2.1Read the following interactional chat and analyze on-line amendments in the grammar chain of the utterances: A. There's a nice new postcard a nice well I don't know how new it is it's been a while since I've been here of a sunset a new one B. It was on it was John Forgan who took that one C. Yes it's really lovely this years' the Anderson's house D. I watched that film last night remember that did you see it E. You just saw the ashassina assassination and the man got shot him they was were following all the things and all that (after G.Brown and G.Yule. 1997)
Input reading 3 Warming-up discussion Produce a list of your favorite and most successful techniques of teaching grammar
Types of grammar activities Grammar activities can be of the following types: induction of the rules, deduction from the rules, structure-based substitution, completion and transformation drill, text-based drill, meaning-based drill, context-based drill, communication-game drill, simulation drill and testing. Induction of the rules(using examples and drawing generalities about grammar) as well as deduction from the rules(using rules to generate examples) are fairly traditional ways of instruction that are used according to the learners' cognitive style. Manipulations with grammar structuresare also often used in course-books and lessons. Grammar activities can have the format of a "pen-and-paper" exercise.
Exploratory task 3.1 Pen-and-paper exercise can take the form of "writing from notes". You are facing a busy day, which is full of commitments. Write a brief summary of your obligations, choices and alternatives for the day looking at your notes (notes have been done for you). Subject: modal verbs "must", "have to", "can", "should", "ought to", "need", "be to". Reflect on the activity after you have done it with the peers.
Grammar drill Grammar drill is a teaching/learning activity, which emphasizes rote learning, memorization and automation of language. Grammar drill does not necessarily have to be a meaningless mechanical task. An effective alternative is the "meaningful drill", in which the learners repeatedly use identical language in order to develop the necessary skill, but every time they use the structure, they convey a certain communicative message. E.g. the teaching task can be to organize a contrastive drilling activity of the structures "used to do something" and "are used to doing something". For this purpose the learners are given the pictures of the kitchen equipment in the eighteenth century and of the twentieth century. They produce phrases like "People used to grind meat in the meat grinders. Now people are used to buying minced meat at the supermarket" etc. The learners can elicit from the pictures about 10-12 identical phrases necessary to reinforce the required grammar skill.
Date: 2015-12-11; view: 1247
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