I stage – (Presentation): the aim is - presentation of the grammatical phenomenon and creation of an orientation basis for further formation of a habit.
Different ways of introducing a grammatical phenomenon to pupils:
- Inductive (practical) - from the partial to the general. From a speech pattern: pupils come to understand it independently, perform grammatical acts by analogy, by means of imitation.
- Deductive (theoretical-practical) –time-line. It implies some theoretical explanation. Explanation can be either very detailed or short. Detailed explanation is given only in some specific cases (if a certain Gr. phenomenon is completely strange to the mother-tongue and, thus, it is impossible to learn how to use it correctly without full understanding
There are exist different kinds of short-formulated rules:
· Explanation rules (e.g. the Pr. Ind. Tense is used to denote…..);
· Instruction rules (no particle “to” after modal verbs);
· Scheme rules:
I, we, they was read + ing
She, he, it were listen+ ing
· Operation rules with language units.
e.g. Change the sense by adding Participle One: He does – he is doing.
How to introduce a grammatical structure to pupils:
Step 1.State the subject (in its functional aspect;
Step 2.Introduce a grammar structure in connected speech/ a situation/ a text;
Step 3.Check up understanding of a Gr. structure (by means of translation into the mother-tongue or of laconic answers to the teacher’s questions);
Step 4.Explain the meaning and some peculiarities of formation (preferably with the help of instructions;
Step 5.Phonetic drill of a new gram. Structure which is organized in imitation exercises with a speech task (not a formal one);
Step 6. Summing up: the teacher’s conclusion, remarks about the pupils’ activities.
II stage (focused practice) –formation of speech grammatical habits by means of their automatization in oral speech. It is at this very stage – dynamic stereotype is formed. The basic type of ex. is drill ex-se of communicative character, e.g. combination ex-ses:
- Transform the statement into a question;
- Make up a sentence using key words;
- Enlarge the idea, develop the idea;
- Answer the question to the picture;
- Complete the sentences/story;
- Fill in the crosswords…..
III stage (communicative practice) – adaptation of speech grammatical habits to various language activities. At this stage speech (communicative) ex-ses in R., Wr., Sp. and Aud. are to be used.
Speech ex-ses may be conducted by the teacher or may be not:
- Telling a story about….using the language material under study;
- Make up a dialogue after the model (text-centered);
- A talk/discussion on the basis of the text;
- Work with a film-strip;
- A topic-centered monologue/dialogue on the topic;
- Translation.
Evaluation of pupils’ achievements in grammar can be done through tests.
Tests in grammar may involve:
- Filling in the blanks;
- Opening the brackets;
- Transformation (make it negative, change into the plural);
- Extension (if the weather keeps fine….);
- Completion;
- Making statements on the picture/sentences/words given;