WARNING:
JavaScript is turned OFF. None of the links on this concept map will
work until it is reactivated.
If you need help turning JavaScript On, click here.
Este Cmap, tiene información relacionada con: Tema 45, teachers still need to be able to draw quick pictures anddiagrams when they are needed for example we can show pictures of people getting off, onto, out of, into cars, buses, etc. We can draw happy and sad faces, or rain or snow. But we can mime these things, too, just as we can mime people sleeping, having a shower, making a cup of coffee or frying an egg., Stories can be used to Contextualise new language, 45. INTRODUCING NEW LANGUAGE 2 . Ways of introducing new language, we can tell the students a STORY (and use pictures to illustrate it, if we want) now We ask the students to imagine if things had been different, using the THIRD CONDITIONAL. For example, If Mary's alarm had gone off, she wouldn't have got up late. If she hadn 't got up late, she wouldn 't have run out of her door, etc., extremely useful for introducing language at lower levels, as the following few examples like We can teach POSSESSIVE PRONOUNS (mine, his, yours, etc.) by describing a lost property office. The students are told what colours certain people like so that when they hear that there is a blue purse in the office, they can say It's hers., Pictures, objects and mime Even in a technological age teachers still need to be able to draw quick pictures anddiagrams when they are needed, Introduce language at pre-intermediate level, for example, we can draw two faces on the board (or show two people on the screen). We can then pretend to be each of the characters, one by one. We can stand in front of each picture in turn and elicit a dialogue as in the following example:, Ways of introducing new language by Situations, SITUATION (Dr Meera's daily life) to introduce the PRESENT SIMPLE using PPP (44) Situations like this are extremely useful for introducing language at lower levels, as the following few examples, extremely useful for introducing language at lower levels, as the following few examples like We can teach can and can't by talking about someone in prison (He can't go to thecinema, he can exercise for one hour every day, etc.)., Situations we use a SITUATION (Dr Meera's daily life) to introduce the PRESENT SIMPLE using PPP (44), Dialogues can be used to Introduce language, Learning by doing is especially Useful for students at low levels. Using GESTURES and movement, we can get our students to follow instructions such as Stand up! Sit down! Go to the window! Open the window.' etc. They can then start giving instructions themselves. This way of doing things, first suggested in the 1970s, is called TOTAL PHYSICAL RESPONSE (TPR), Alternatives to introducing new language ???? All the ways of introducing language in this unit are appropriate for grammar teaching or for a more LEXICAL APPROACH, where we introduce vocabulary, lexical phrases, etc., for example in the teaching of language functions, extremely useful for introducing language at lower levels, as the following few examples like We can teach the WILL FUTURE with an imaginary visit to a fortune teller (the fortune teller can say You will meet a handsome stranger, etc.)., Contextualise new language for example we can tell the students a STORY (and use pictures to illustrate it, if we want), Alternatives to introducing new language ???? We can change the sequence of PPP and put the production stage at the beginning (rather than at the end) of the sequence. This was once amusingly called the DEEP-END STRATEGY - like throwing people in at the deep end of a swimming pool to teach them to swim! In other words, we can put the students in situations where they have to use language - and then, later, teach them the language they couldn't manage, or which they used incorrectly. Some people call this procedure TEST-TEACH-TEST. It has the advantage of making the students need to use the new language, and so it helps them to see what they need to learn., extremely useful for introducing language at lower levels, as the following few examples like We can teach PREPOSITIONS OF MOVEMENT by describing an adventure trail (Run to the tree. Climb up the rope ladda: Walk along the wire, etc.)., Texts they read (or listen to) a text and then study some of the language they find there., Ways of introducing new language by Dialogues