C) Read the following lesson fragments and match the fragment and the approach used in each case.
1. The Garden Path
2. The Deductive Approach
3. The Inductive Approach
A)
The teacher draws the students’ attention to a dialogue in their books.
Dialogue
- I live in London, and you? Do you live in Moscow?
- No, I don’t. I live in St. Petersburg. Do you like London?
- Yes, I do. And do you like St. Petersburg?
Teacher: Look through the dialogue and find examples of questions.
(Students give examples)
Teacher: Let’s look at two sentences form your dialogue.
(Writes up on the board: Do you live in Moscow? I live in St. Petersburg) So how do we make questions? What word do we use?
S1: “Do”
T: Right you are, we use “do” for questions. “Do” is the helping word, the auxiliary, it helps us to ask questions. Where do we place it in the sentence?
S2: First.
T: That’s right, and what goes next? …
B)
Teacher: Today we’ll look at how we can ask somebody questions. Look at the board. We have a sentence: “You live in London”. To make it a question, we need a special word, a helping word. It’s “do”. It goes first, before the subject, and then we have the rest of the sentence. (Writes on the board: Do you live in London?) Let’s say it all together.
(SS repeat)
T: Now let’s look at the dialogue in the book. In it Jerry and Masha ask some questions. Let’s listen and repeat.
C)
Teacher: Now you know how to ask questions, right? Let’s learn something about your classmates. I’ll say a phrase, and you’ll ask someone a question, okay? For example, I’ll say: “like music”, and someone will say, “Anya, do you like music?”, and she’ll answer “yes” or “no”. Is it clear?
SS: Yes.
T: - like football.
S1: Vasya, do you like football?
(T and SS practise for a while)
T: And now let’s see. Asya is not here, she’s ill. Let’s ask Masha some questions about Asya, they are good friends. Let’s try. “like music”.
S2: Masha, do Asya likes music?
T: No-no-no, that’s not right! Let’s look at the second dialogue in your book, and maybe then we’ll ask Masha questions.
Dialogue:
- And what about your brother? Does he live in London too?
- No, he doesn’t. He lives in Paris.
- Paris? That’s interesting! Does he like Paris?
T: So, what is different about questions in this dialogue?
S1: “Does”
T: That’s right. For questions with “he” and ”she” we have “does”….
Task 3. What do you think about the advantages and disadvantages of the deductive and inductive approaches? Read the text by David Nunan, one of the leading experts in teaching grammar, and fill in the table below. Add some ideas of your own.
So, which is better, deductive or inductive teaching? The answer is—it depends. It depends on the grammar point being taught, and the learning style of the student. (Some learners appear to learn more effectively through a deductive approach, others appear to do better through an inductive approach.) In my own teaching, I try and combine both approaches. There are times when I will introduce a grammar point deductively and other times when I use an inductive approach. I know which approach most of my students prefer - deduction, I suspect because it requires less mental effort. I prefer induction because I believe that it demands greater mental effort and that this will result in more effective learning in the longer term. The disadvantage of an inductive approach is that it takes more time for learners to come to an understanding of the grammatical point in question than with a deductive approach. However, inductive techniques appear to result in learners retaining more of the language in the long term.
Deductive Approach
Inductive Approach
advantages
disadvantages
advantages
disadvantages
Task 4. Read the information about the stages of grammar teaching and draw a diagram depicting the process:
