Teaching English

Pattern grammar points to a predictable relationship between
words and meanings

1. think about it (particular subject) 2. it takes about two hours (approximately) 3. i'm just looking about (spatial orientation)

Each of these meanings is likely to be found in association with particular sets of
words.

Phrasal verbs consist of a verb + a preposition or adverb and changing the original meaning of the verb.

Example: “To look up to somebody” → Literally: looking physically up to someone. Metaphorically: to admire someone (who is a role model for you/ an idol).

e.g. make up, give up, look after, ...

vocabulary typically refers mainly to single words and sometimes to tightly liked two- or three-word combinations (stock market,...

lexis: -vocab -collocations - chunks ->internal database -> recall and use quickly and not construct everything word by word.

practice is broken up into a number of short sessions over a longer period of time with ever longer pauses in between

memorize like 10 clothes in varying order (presenting, reviewing)

Total Physical Response: students respond to teachers instruction with physical action
e.g. sing and touch: Head, shoulders, knees and toes…

or: teacher says: point to the blackboard -> learners point to the blackboard

Pre-Task priming activities/mini-tasks

Recycling, clarifying and practising words and phrases to prepare the target task

Danger: Too many pre-tasks → no use of strategies necessary

TARGET TASK

Task

Planning a report

Reporting back

FORM FOCUS

Analysis: Guided discovery (C)

Learners analyse lexis: Phrases and words

Practise (R)

Practise activities

inductive: learners find out the grammar rules by themselves (at least to some extent)

deductive: teachers gives grammar input (explains the rules)

the learners find out a rule for grammar/language issue themselves or with only some help of the teacher.

After any self-discovery, learners need to be given the opportunity to compare their ideas with the “correct” version, so they can clarify remaining questions.

Useful tool when explaining tenses (grammar)

1^st exercise after a clarification - check if everybody is clear about new stuff and if they can apply it correctly.

Students shouldn’t be forced to produce new gramm. Structure too soon.

Filling in the correct form of the verb, Filling in name in a sentence so they realize the significance of the verbs.

participation of students in meaningful activities, we design them that they promote interest and interaction. (GAP)

lays emphasis on the design of tasks and the development of task-based teaching.

input skills: listening and reading. students should know 95% of the words given.

skills: speaking and writing. producing means learning differently thatn receiving. they should run into words they know.

concious attention to certain language features - learning those particular aspects of words. f.ex make a decision.

example of this learning: vocab, one side word on other side translation.

vocab ready for fluent use. 1. use language that students already know. 2 involve large quanitities of language use. 3. focus on communicating meaning. 4. push students to perform faster than usual.

(speed reading, repeated reading extensive reading ten minute writing

listening to text several times

listening to waht they0ve already read.

432 students give talk to learners with decreasing time to do

recording text and rerecording...

raise students awareness about the target language

ex: chosose two or three sentences from your text which include the grammar "used to"

students should understand the meaning of sentence.

explain rules. (used to + infinitive)

Students check text for more examples. point out: used to: talk about states and habis that continued for a period of time in the past.

Both focus
on form and focus on language are concerned with the correct use of the language but they differ in
that the first occurs in the context of a meaning-focused activity, while focus on form implies that
learners work on pre-selected forms outside the context of a communicative activity. This is the kind of
activity you would find in a grammar practice book for example.

In TBL focus on form is embedded in a context. Once learners have processed language for its meaning,
they analyse it, find out meanings of specific forms, regularities, similarities and differences.
Learners become active explorers of language by working out rules and principles for themselves. The
idea here is that information will be more deeply processed and stored if learners are given an opportunity
to work things out for themselves. Rather than simply being given the principle or rule

filling in the correct form of of the verb, filling in name in a sentence so they realize the significace of the verbs

choose between two answers, don't have to thinkt about correct form and spelling but can focus on meaning

help finding out whether learners have understood the meaning or form of a new structure.

take a string of words from a familiar text, remove many of the grammatical markers and ask learnes to restore them

write sentence, delete some words and then more words and students read text from memory.

take familiar text from coursebook which contains useful chunks, phrases, words, verb forms... delet words. "cloze marker".

recall activity. students focus on grammatical words and phrases by recalling a text.

learnes are required to reconstruct a short text by listening and noting down key words, which are then used as a base for reconstruction. 1. read text students do nothing. 2 read text students take notes of keywords. 3. in groups reconstruct.

practise listening, reading and writing. and use vocab.

Intercultural communicative competece

1. motivate and involve learners, making them curious about the other culture(s) and helping them to engage with other cultural practices;
    
2. help learners to become aware of and reflect their own cultural practices;
    
3. allow learners to discover and understand other cultural practices, changing perspectives in the process. During this process the integration of cultural knowledge can become necessary, either through other learners or the teacher;
    
4. make learners compare cultural practices, realizing similarities and differences. Learners evaluate their own and other cultural practices (critical cultural awareness), possibly developing their own (new) positions and creating (new) discourses/ products (coordinating perspectives, transforming practice).’

Speaking: Give learners the opportunity to repeat a speaking task. While repeating the task,
learners have more processing capabilities available. They are no longer concerned with what
they want to say and can focus more easily on how they say it. Their language might become
more complex.
You’ll get a similar effect if you give your learners preparation time for the speaking. They’ll
think about what and how they might want to say something and will then have more processing
capabilities when doing the task.
• Writing: Writing itself allows for more processing time. At the same time, writing often pushes
learners to use more accurate language because they don’t just talk about the here and now.
They need to use more precise language to ensure their readers can follow.

form focus

analysis: guided discovery (C)

learnesr uncover grammar. meaning 7 use and then form final round up.

Practise (R)

checking answers (Are the rules clear?) if not back to analysis

practise activities: - first receptive, include holistic exercises types, meaningful practise, personalised and information gap.