Chapter 7 Learning-Teaching-3rd-Edition-2011-by-Jim-Scrivener

Summary Chapter 7 Learning-Teaching-3rd-Edition-2011-by-Jim-Scrivener
Espacio de la práctica II

1. CHAPTER? N
TEACHING

GRAMMAR ©

Prácticas Docentes II
Patricia Martín

:
Ludmila Vittorio
1

2. War 8
i
GRAMMAR? $)

3. To Teach the grammar of a foreign
language the text defines grammar as
our internal database as to what are

possible or impossible sentences.

5. There is a such difference between presentate a
lecture for 60 minutes and a class where someone
help you to understand via process of questioning
and looking at suggested reference material. It
could be differentiate in three cathegories:

1) Explanation (What the theacher tells the learner) y
2) Guided discovery (Teacher helps the learner to à

tell himself)

3) Self-directed discovery (The learner tells
himself)

6. TEACHER EXPLANATION

7. This is what learners do when studying alone
without a teacher or in a class where the tutor's
role is primarily to "facilitate" the learner's own

self-direction.

The educator need to guarantee that the
students have adequate experience to be able to
work out their own particular objectives and
learning strategies as well.

8. Allow the students to create their own
disclosures and explanations. Tasks at the correct
level will attract regard for intriguing to language
issues.

The teacher role in guided discovery to select
appropriate instructions, help, feedback and
explanations, manage structure the lesson so that
all learners involved and engaged and draw the
most possible from the activity,

Guided discovery is demanding on both teacher
and learner, It requires imagination and
fexibiility.

9. The key is ask good questions that encourage the
learners to notice language and think about it.
The teacher would be likely to ask questions that:
+ Reflect on and articulate reason for their reasons,
+ Return to the text and find textual evidence that
supports their choice,
+ Draw attention to the specific language in the text.
+ Focus on how the language item is formed.
+ Build on earlier answer and questions a picture of
the language item.
+ Ensure that all learners are grasping the issues.

10. QUESTIONS
n=

11. QUESTIONS ABOUT FORM

+ What word goes in this space?

« How many words are therein the
sentence?

+ How do you spell that?

+ Is that a verb?

12. QUESTIONS ABOUT FUCTION

« Is this formal or informal?

+ Where do you think they are
speaking?

+ How does he feel?

13. + Put these words in the right order.
+ Fill in the spaces.

+ Change this into the past simple tense.

+ Writing this sentence once again, with the
exactly same meaning, but only utilizing
seven words.

14. + Write down some of the sentences
you heard.

+ Why did you use that sentence?

+ Where was the problem?

+ Which of those two sentences is
correct?

15. + Is this possible?
+ What will the ending be in this

example?

+ Why is that incorrect?

+ Can you think of another word that
could go here?

16. + Mark all the prepositions.
+ Mark the main stress in the sentence.

+ How many auxiliary verbs are there?
+ Cross out any unnecessary words

17. « Which sentence do you prefer?
+ What might help you remember this?

+ What mistakes are you likely to make
with this?
«Is the same in your language?

18. CONTEXT AND SITUATIONS

« This is Paul. Where does he work? Tell
me what he does every day.

« Jo's got a full diary. What's she doing
tonight?

« Look at this picture. What's going to
happen?

« If] throw this pen at the picture on
the wall, what'll happen?

19. The real learning experience is when learner:
try to use the language themselves.

In order to give students intensive oral or
written practice, you can use activities designed to
restrict the language needed and require to the
utilization of the target items.

Confined yield exercises are characterized by
their foucs on a restricted choice of language,
limited options for communication; a focus on
precision. Typical restricted activities are oral drills,
written excercises, elicited dialogues, and
grammar practice activities/games.

22. automatise" tasks from day
t we become better at de
ctice

learn to say a difficult sentence

language, it may be convenient rehearse it slowly

and carefully

y many times

23. VARIATIONS OF DRILL

24. ‘Variations om a drill
1 Repeat the grammar item on its own.
2 Repeat the grammar item in a phrase sentence,
3 Repeat the intonation pattern (as hummed music, no words),
4 Repeat the grammar tem with exaggerated attention o intonation,
5 Repeat only the stressed syllables ina sentence (get the rhythm), then
Jater‘put back’ the missing syllables.
6 Repeat sentence, building it up bi by bit staring with the first words) /
syllables),
7 Repeat by ‘backchaining’ (ie build up the sentence bit by bit, starting at
the end rather than the beginning)
8 You give opening of sentence, students complete it,
9 You give part of sentence, students complete it,
10 You introduce sentence by repetition, then say new word that must be
substituted within it
11 You introduce sentence by repetition Students must respond with a
follow-on reply’
12 You introduce sentence by repetition, then give an instruction for
transformation of sentence (eg ‘Change to the past perfect’),
B ‘amy mene wh rg og verd regar) students put it

14 You yah (hy words pire) dns cont
acompte semence.

15 Vr ques ous re Sets esp rue
sentences al using he same

16 Vire or ed hote (€ ane) Un eon

abouti al using the same grammatical item.

25. Variations on the variations
Allthe above an be further varied by doing ther. N
1 as a whole cas (choral!)
y 2 asa hall/ quarter of aclass À
y 3 as an individual in front ofthe whole class
| 4 as individuals around the lass (pasing th baton) N
4 $ as an open pair (everyone else can hear) next to cach other |
4 6 as an open pair across the room |
| 7 astwo hahesof the clas speaking to each other asi they were pir \
| (imal / female this side / that de) |
| 8 asclosed groups |
| 9 as closed pais e private, simultaneously) |
| 10 Joudly

23 mingling
24 changing:

> 21 with intonation for specific moods
à 22 walking around (separately)
places
À | 28 taking om the teacher rl (once any individual els established)

26. * Substitution drill
allowin

ittle more

+ Transformation d

e teacher. Fl
the post office. Stude
+ True sentences: The
s. There i
mple

udent: I'm going to pla

27. DIFERENTS
WAYS
OF USING
PRINTED
EXERCISE

28. ELICITED DIALOGUES

29. SPLIT SENTENCES

30. Run a quiz for two or more teams. Use
differents resources such as the board.
The first group to complete it wins a

point.

31. the students for a leght of time, and then hide it, Then, the
teacher read out some true and false questions about the
picture. In teams, the students discuss and give their
answers and are awarded points.

32. The teacher or a student describe a
picture while other students, who

haven't seen it, try to draw it from the
instruction.

33. MIMING AN ACTION

34. work
WO exa
« Start a story by saying one sentence in the past
nple tense. The students continue the
sentence each
et of different ma
ch the students look a
out a pre-written selectior

ıdents match the verbs to

oice and then invent a comp

including the verb. Finally, whe
of these invent other detai

present orally t

35. The teacher turns current grammar items
into a questionnare does not contain fully
written out questions. Give them the "bones"

of the questions so that the students need to
think and make the sentences themselves. Even
better, get the students to write the
questionnaire.

36. The teacher prepares a mix of correct and incorrect
sentences. Pupils working in groups with an assignated
amount of money. The tutor reads out sentence. The
students must decide if it is correct or not. Then, they offer

"money" on the sentence as in "auction". They buy correct
sentences, When all sentences have been auctioned, reveal
what each is worth, nothing for incorrect, variable amounts
of good ones.

37. BOARD GAME

39. À Y TOTAL PHYSICAL RESPONSE

its
»