TEACHING GRAMMAR AND VOCABULARY

Калинина Е.А.,К.п.н., доцент кафедры

филологического образования

It Takes Two to Tango…English Idiom

Grammar-Translation The Direct Method Audiolingualism Communicative Language

Teaching (CLT)

“PRESENT-PRACTISE CYCLE”

1. LEAD-IN2. TEACHER CLARIFICATION3. RESTRICTED OUTPUT (oral and

written practice)4. AUTHENTIC OUTPUT

(communicative activities)

Basic Principles for Grammar Teaching:

Efficiency= economy +ease

Appropriacy

TWO MAIN APPROACHES:

A Deductive approach- rule-driven learning

An inductive approach- discovery learning

SITUATIONAL PRESENTATION

1. ESTABLISH THE CONTEXT2. ESTABLISH THE MEANING OF THE

TARGET ITEM3. INTRODUCE AND PRCTISE THE

TARGET LANGUAGE4. GENERATE MORE SENTENCES

FROM THE CONTEXT

CATEGORIES OF CLARIFICATION:

TEACHER EXPLANATION(T tells the learner)

GUIDED DISCOVERY (T helps the learner to tell himself)

SELF-DIRECTED DISCOVERY (the learner tells himself)

GUIDED DISCOVERY. THE TEACHER’S ROLE:

1. TO SELECT APPROPRIATE TASKS2. TO OFFER GOOD INSTRUCTIONS,

QUESTIONS, HELP, FEEDBACK3. MANAGE AND STRUCTURE THE

LESSON SO THAT ALL THE LEARNERS ARE INVOLVED AND DRAW THE MOST POSSIBLE FROM THE ACTIVITY

GUIDED DISCOVERY.TYPICAL QUESTIONS:

QUESTIONS ABOUT FORM: What word goes in this space? How many words are there in the

sentence? How do you spell that? Is that a verb?

QUESTIONS ABOUT FUNCTION:

Do they know each other? Is this formal or informal? Where do you think they are

speaking? How does he feel?

PROBLEMS AND PUZZLES:

Put these words in the right order. Fill in the spaces. Change this into the past simple

tense. Write this sentence again, with

exactly the same meaning, but only using seven words.

REFLECTING ON USE:

Write down some of the sentences you heard.

Why did you use that tense? Which of those two sentences is

correct?

SENTENCE ANALYSIS:

Mark all the prepositions. Mark the main stress in the

sentence. How many auxiliary verbs are

there? Cross out any unnecessary words.

CONTEXTS AND SITUATIONS:

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

Look at this picture. What is going to happen?

If I throw this pen at the picture on the wall, what will happen?

RESTRICTED OUTPUT:

Drills.(substitution drills, transformation drills, true sentences)

Elicited dialogues.

GRAMMAR PRACTICE ACTIVITIES AND GAMES.

SPLIT SENTENCES, GRAMMAR QUIZ, MEMORY TEST, PICTURE DICTATION, MIMING AN ACTION, GROWING STORIES.

HOW TO INTEGRATE GRAMMAR

The PPP modelPRESENTATION---PRACTICE----

PRODUCTION TASK-BASED MODEL TASK---TEACH---TASK

ESA

ENGAGE

STUDY

ACTIVATE

Indicate steps of teaching grammar.

What do you start with?What do you do next?

COMMUNICATIVE GRAMMAR.

WHAT IS IT?

Lexis include:

SINGLE WORDS, COLLOCATIONS, CHUNKS= MULTIWORD ITEMS

(SOMEONE YOU CAN TALK TO, ON-THE –SPOT DECISIONS)

STAGES OF LEARNING LEXIS:

Meeting new lexical items and understanding them and their use,

Practising using them, Memorising them, Recalling and using them.

Memory in Language Acquisition:

Encoding Storage Retrieval

PRESENTATION TECHNIQUES FOR LEXIS:

Gloves mime putting them onDisgusting mime and make a facial

expressionSwimming translate itCafé draw or show a flashcard or a picture Frightened tell a personal anecdoteWindow –sill point to the objectHope read out a dictionary definition

LEXICAL PRACTICE ACTIVITIES:

1. Matching pictures to lexical items,2. Matching lexical items to others

(collocations, synonyms, opposites)3. Using prefixes or suffixes to build new

lexical items from given words,4. Classifying items into lists5. Filling in crosswords, grids or diagrams,6. Filling in gaps in sentences,7. Memory games.

ACTIVITIES FOR TEACHING VOCABULARY MEANING INTERPRETATION: pictures,

gestures, context, synonyms, antonyms, descriptions, guessing, translation.

WORD REINFORCEMENT: associations, rating, recalling, transformation, combination

COMMUNICATIVE USE: context, drama, imaging, prose(cloze), poetry (cloze), story-telling, games.

MNEMONIC EXECISES: paired associates,rhyme, rhythm, location.

THANKS FOR ATTENTION!