Topic: Language knowledge

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Topic Language knowledge

• General objectives
• Students will be able to teach vocabulary.
• Students will be able to teach grammar.
• Students will be able to teach pronunciation.

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Lesson OneTeaching Vocabulary

• Pre-task activities
• Step One elicit ways of students knowing the
  meaning of new words.
• Step Two the teacher sums up the ways of knowing
  new words.
• Step Three elicit ways of consolidating new
  words.
• Step Four the teacher sums up the ways of
  consolidating new words.
• While-task activities
• Step Four students teaching new words to their
  group members.
• Step Five students consolidating new words with
  their group members..
• Post-task activities
• Step Six students reporting their performances
  in their groups.

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Ways of presenting new words

• Realia
• Pictures
• Mime, action and gesture
• Contrast (Synonym or antonyms)
• Enumeration
• Explanation
• Translation
• Context clues
• Symbol
• Numerals
• Lexical sets
• Word formation

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Realia

• This is the word we use to refer to the use of
  real objects in the classroom. Thus the words
  pen, ruler, ball, postcard, etc. can be
  easily explained by showing students a pen or a
  ball or a ruler, etc. This is clearly
  satisfactory for certain single words, but the
  use of realia is limited to things that can
  easily be taken into the classroom.

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Pictures

• Pictures are clearly indispensable for the
  language teacher since they can be used in so
  many ways.
• By pictures we mean blackboard drawings, wall
  pictures and charts, flash-cards etc. Pictures
  can be used to explain the meaning of vocabulary
  items the teacher might draw pens, rulers and
  balls on the blackboard, or have magazine
  pictures of cars , bicycles , and trains stuck
  onto cardboard, The teacher might bring in a wall
  picture showing three people in a room which
  could be used for introducing the meaning of the
  sentence There are three people in the room.
  The same language could be introduced with a
  large street map (e. g. Theres a church in
  Green Street) . A picture can also be used to
  create a situation or context.

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Mime, action and gesture

• It is often impossible to explain the meaning of
  words and grammar either through the use of
  realia or in pictures. Actions, in particular,
  are probably better explained by mime. Thus
  concepts like running and smoking are easy
  concepts to explain if the teacher pretends to
  run, or takes a drag on and etc..

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Contrast (Synonym or antonyms)

• Sometimes a visual element (e.g. realia, picture,
  mime, etc.) may not be sufficient to explain
  meaning and contrast can be used. Thus the
  meaning of full is better understood in the
  context of empty, big in the context of
  small, etc. The meaning of the past continuous
  is often explained by contrasting it with the
  past simple, e.g. I was having a bathe when the
  telephone rang.

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Enumeration

• The word vegetable is a difficult word to
  explain visually. If, however, the teacher
  rapidly lists (or enumerates) a number of
  vegetables the meaning will become clear. The
  same is true of a word like clothes.

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Explanation

• Explaining the meaning of vocabulary items can be
  extremely difficult just as grammatical
  explanation can be , especially at elementary
  levels. It will be important, if giving such
  explanations, to make sure that the explanation
  includes information about when the item can be
  used. It would be unsatisfactory just to say that
  mate was a word for friend unless you also
  pointed out that it was colloquial informal
  English and only used in certain contexts. Do
  means to perform, but information would have to
  be given about what words it is used with(as
  opposed to make).

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Translation

• It seems silly not to translate if by doing so a
  lot of time can be saved. If the students dont
  understand a word and the teacher cant think how
  to explain it, he can quickly translate it.The
  big danger, though, is that not all words and
  phrases are easily translated from on e language
  to the other, and it takes a communicatively
  efficient speaker of both languages to translate
  well.
• Translation, then, seems a useful measure if used
  sparingly, but it should be used with caution.

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Context clues

• Techniques for guessing vocabulary from
  context include activating background knowledge
  from the topic of a text, obtaining clues from
  grammatical structure, pronunciation and
  punctuation, and using the natural redundancy of
  surrounding words. For example, the reader should
  be able to guess the meaning of workaholic in
  the following sentence My father was a
  workaholic. He worked so long and so hard that we
  rarely saw him.

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Symbol

• Hospital
• custom

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Numerals

• 257

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Lexical sets

• Cook fry, boil, bake, grill, stir-fry

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Word formation

• Formformation--formal

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Consolidating vocabulary

• Labelling
• Spotting the difference
• Describing and drawing
• Playing a game
• Using word thermometers
• Using word series
• Word bingo
• Word association
• Odd man out
• Synonym and antonym
• Using categories
• Using word net-work

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shop seller price
goods money client
receipt pay bargain
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Lesson TwoTeaching Grammar

• Pre-task activities
• Step One elicit ways of teaching grammar.
• Step Two the teacher sums up the ways of
  teaching grammar.
• Step Three elicit ways of consolidating new
  grammatical rules.
• Step Four the teacher sums up the ways of
  consolidating new grammatical rules.
• While-task activities
• Step Four students teaching grammatical rules to
  their group members.
• Step Five students consolidating grammatical
  rules with their group members..
• Post-task activities
• Step Six students reporting their performances
  in their groups.

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Ways of Teaching Grammar

• The role of grammar in ELT
• Grammar presentation methods
• Deductive method
• Inductive method
• Grammar practice
• Mechanical practice
• Meaningful practice
• Using prompts for practice

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Grammar presentation methods Deductive
method

• Rules ---examples----rules
• General---specific---general
• Abstract---concrete--- abstract

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Grammar presentation methods Inductive method

• Examples---rules---examples
• Specific---general---specific
• Concrete---abstract----concrete

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Grammar practice Mechanical practice

• Substitution drills
• Transformation drills

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Grammar practice Meaningful practice
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Grammar practice Using prompts for practice

• Using picture prompts
• Using mime or gestures as prompts
• Using information sheet as prompts
• Using chained phrases for story telling
• Using created situations

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Lesson Three Teaching Pronunciation

• Pre-task activities
• Step One elicit ways of pracitising sound,
  stress and intonation.
• Step Two the teacher sums up the ways of
  pracitising sound, stress and intonation.
• Step Three the teacher sums up the ways of
  pracitising sound, stress and intonation..
• While-task activities
• Step Four students pracitising sound, stress and
  intonation in groups.
• Post-task activities
• Step Six students reporting their performances
  in their groups.

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Teaching Pronunciation

• Realistic goals of teaching pronunciation
• Aspects of pronunciation
• Practising sounds
• Practising stress
• Practising intonation

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Realistic goals of teaching pronunciation

• Consistency The pronunciation should be smooth
  and natural.
• Intelligibility The pronunciation should be
  understandable to the listeners
• Communicative efficiency The pronunciation
  should help to convey the meaning that is
  intended by the speaker.

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Aspects of pronunciation

• Sounds
• Syllables
• Stress
• Intonation
• rhythm

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Practising sounds

• Focusing on a sound
• Perception practice
• Production practice

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Focusing on a sound

• Say the sound alone
• Get students to repeat the sound in chorus
• Get individual students to repeat the sound.
• Explain how to make the sound
• Say the sound in a word
• Contrast it with other sounds.
• Say the sound in meaningful contexts.

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Perception practice

• Using minimal pairs
• Which order?
• Same or different?
• Odd man out
• completion

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Production practice

• Listen and repeat
• Fill in the blanks
• Make up sentences
• Use meaningful context
• Use pictures
• Use tongue twisters

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Practising stress

• Using gestures
• Use the voice
• Use the blackboard

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Practising intonation

• Using hand or arm movement
• Using rising or falling arrows
• Drawing lines