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.Teaching lg structuresTeaching lg structuresGrammar: the way words are out together to make correct sentencesWHAT DO WE INTRODUCE:lwhat lg meansllhow lg is usedllwhat the grammatical form of the new lg isllhow it is said or writtenlTHE PRESENTATION OF MEANING AND USE:lshowing what the new lg meansllshowing how it's usedllbeing interesting for Ssllproviding the background for lg usagelContext: a situation or body info which cause lg to be used.The best way of presentation of the new lg structure.TYPES OF CONTEXT:lthe Ss' worldllphysical surroundings(limited)llthe classroomllschoolllinstitutionllSs' life (unlimited)llfacts about them, families, friendsllfacts about their experiencesllthe outside world:llstorieslldifferent situationsllexamples of lgllformulated information:lltimetablesllchartsllnoteslTYPES OF GRAMMAR PRACTICE (from accuracy to fluency)lawarenessllcontrolled drillsllmeaningful drillsllguided, meaningful practicell(structure-based) free sentence compositionll(structure-based) discourse compositionllfree discourselTHE IMPORTANCE OF MEANINGlvery important: check if th Ss understood the new structurelltechniques:llinfo checking: asking q and saying sthllimmediate creativity: to produce sentences on Ss' ownlltranslation: to translate sthlA GENERAL MODEL FOR INTRODUCING NEW LGllead-inllelicitationllexplanationllaccurate reproductionllimmediate creativitylllead-in:llintroduction of context/ meaningllpresentation of the new lg structurellsongllpresentation textllelicitation:llthe T tries to see if the Ss can produce the new lgllIf they can we skip other stages immediate creativityllexplanation:llhow the new lg is formedlltechniques:llexplaining statementsllexplaining question formsllusing hands and gesturesllaccurate reproduction:llss repeat and practice the new lg strllfocusing on accuracy (corectness)llchoral repetitionllIndividual repetitionllCue-response drills (are when a teacher gives a cue (or STIMULUS) such as `question … where …' , NOMINATES a student, and the nominated student offers a RESPONSE such as `Where's the station?')llimmediate creativity:llSs try to use the new structurellthe T and Ss can see if the Ss have really understood the meaning, use and formllPPPlpresentation: meaning, form, usepractice: controlled (drills)/ semi-controlled/ guided actvsproduction: focus on meaning - free communicative actvsSHOWING INCORRECTNESS (ac.Accurate reproduction)lthat a mistake has been madellshowing incorr.Should be handled with tact and consideration should be seen as a positive actlltechniques:lldenial: “it's incorrect”llechoing: repetition of what a student has just saidllexpression: face expr/ gesturesllquestioning: “is that correct” - asking other Ssllrepeating: “repeat please”llwho correct:llpeer-correctionllT-correctionllSelf-correctionlDISCOVERY TECHNIQUESlasking Ss to discover how the lg works (on their own) on the basis of listening or reading task:llinductive: from tasks to ruleslldeductive: from rules to tasksl2
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