Or you could put just the sentences containing examples of the target language on the board or on a worksheet and ask students to identify what the sentences have in common. This could be as simple as asking the students to underline all the verbs in the text (so that you can then point out the fact that they’re all in the present perfect, for example). Again, the only purpose here is to shift the students’ focus on to the grammar. This stage does not to be complex or complicated. So in this stage, you’re essentially saying, “Oh, hey, actually-there’s some grammar in here we need to look at.” At this point the students probably still think it’s a reading or listening lesson. Remember that up until this stage of the lesson, you haven’t brought up the target language at all yet. “Analysis of examples from the text” sounds complicated, but it’s really just the point in the lesson where you shift the focus from reading or listening comprehension and context onto the grammar itself. This is the stage where you finally point out the target language. The students are being exposed to the grammar that they’re going to learn later- without necessarily even realizing it. But you really do want to think of it as “comprehension work” because you still don’t actually draw their attention to the grammar in this stage. This stage is often called “exposure to the target language” because it’s the first time in the lesson the students encounter the target language in context- remember, those examples are planted throughout the text. If the text is a dialogue, you could ask a few general questions about it, such as “What is the relationship between the speakers? How do you know?” There are many options here the point is that you allow the students to first focus on general comprehension of the text before bringing up the grammar at all. For example, you could ask them to read or listen to the text and choose the correct title from a short list of options. So first, give the students a simple task that will help them understand just the gist of what they’re reading or listening to. The students first need an opportunity to digest the main idea of the text before they’re ready to analyze the language within it. Just make sure you leave the target language intact!Īnytime you give the students something to read or listen to, it’s unfair to ask them to completely ignore the content and jump right to the grammar instead. Adapt, adapt, adapt! Cut that thing down and make it work for you. Is it longer than 200 words or so? Does it contain a lot of vocabulary you suspect your students don’t already know? If the answer to either of those questions is yes, consider this your official permission to take a hatchet to it. If you’re using a text you found in a course book or elsewhere, look it over with a critical eye. So if you’re writing the text yourself, make sure the vocabulary and structures you use (aside from the examples of target language you plant in the text) are nice and simple. That means you don’t want to have to devote any time to new vocabulary in the article or other complex grammar that isn’t your target language. This may seem obvious, but remember that in a grammar lesson, the main focus is the grammar you’ve set out to teach. If you’re teaching a lesson that’s anywhere from 45 to 90 minutes, you won’t want to spend much time dealing with the text itself- you’ll want to get to the grammar as soon as you can. You’ll want to make sure the text is short and fairly simple.
0 kommentar(er)
