DURING my english lessons I try to concentrate first in the selection of the material for my students. This is crucial as regards teaching, adolescents tend to be bored easily and this is something I take into account before planning a lesson. Basically we need to bear in mind an specific aim we want to show to the learners during our lesson.
As regards grammar, I do not take into account the idea of teaching grammar explicitly since I have to give my students to reflect upon in, trying to let them discover the rule by themselves (deductive grammar) so I try to teach it implicitly rather than explicitly. Activities related to grammar in connection with the topic chosen need to be clearly linked in order to prioritize the aims of the lesson, i.e. the material that the lesson contains is to show the learners the use of the "s" in third person singular, for example, I will try to guide them and make them understand by themselves how to deal with the grammar item, once they have produced their own examples, it is good to make students write or reflect about the rules for understanding third person singular (grammar aims) The selection of relevant activities will guide them about how to apply the rule correctly.
As regards vocabulary the use of visuals is useful when I present a new vocabulary item, where the learners will be ready to produce their own examples. Pictures or concrete material is also relevant to be mentioned as the learners have the opportunity to see and identify the new vocabulary item. The selection of good activities when presenting vocabulary is something we need to put an eye on this since the learners (especially adolescents) tend to be bored when they developed uninteresting actvitities. The idea of setting games in the classroom or group work is also useful since the learners get involved easily in the lesson itself and of course enjoy what they are doing. It is important to mention is the necesary interaction between teacher and learners, If the teacher takes this into account, the lesson will be successful.
Osvaldo
Source: Hedge, Tricia, Teaching and learning in the language classroom OUP (2000)
Points for discussion, Question (4)
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3 comentarios:
You certainly have many ideas to share, Osvaldo!
One question: why do you advocate students' producing the language before they have come across the rule for the generation of a given structure? In other words, if students can produce a given language form, do they need to verbalize the rule behind it, in your view?
Looking forward to hearing your answers on these issues!
Happy blogging,
Gladys
Dear gladys
Thanks for your comments on my answer. Yes you are right the students do not need to verbalize the rule, what I was trying to say in my work is that my students (and every student who study a foreign language) need to apply the grammar rules by interacting with their peers, that is to say to focus on this grammar rule thruogh communicative activities by which they will be able to master the rule and get profit from it through different situations that if they are connected with their own reality it will be better for them.
See you next
Osvaldo
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