43387 (The English grammar), страница 4

When an inductive approach is used, a context is established first from which the target structure is drawn. So, the approaches described under Visual/oral contexts (p. 129), Texts (p. 130) and Short dialogues (p. 131) could be called inductive. When a deductive approach is used an example of a structure and the grammatical rule is given first and then the language is practised, as described under Giving or working out the ‘rule’ on p. 133.

What are the possible stages in a lesson using the inductive approach?

As noted above there are a number of variations on a theme, but this is an example of one way to proceed:

1. Create the context – with a text which has already been used for skills practice, with a dialogue, or with a short visual/oral context.

Example

This is an extract from a lesson introducing comparative adjectives via a visual context (pictures or drawings) to a class of low-level students:

The teacher shows a picture of a tall, thin man labelled Sam, and indicates by hand gesture that Sam is tall and elicits Sam’s tall. The teacher shows a second picture of an even taller, even thinner man labeled Tom and elicits Tom’s tall. The teacher then puts the two pictures side by side and says Sam’s tall and Tom’s tall, but Tom’s taller than Sam. The teacher can do the same for thin and introduce more pictures and adjectives – fat, short, etc.

If you set up the context through a picture or short dialogue, rather than using a text, you may want to ask some simple questions to make sure than the students have a general understanding of the context. In the example dialogue given on p. 132, for example, the teacher would need to check that the students understand that the people are at an airport, that one is the Customs Officer and the other is a traveler.

1. The situation should lead naturally to a sentence using the language to be taught – the model or target sentence.

Example

In the lesson presenting comparative adjectives above, the target sentence is Tom’s taller than Sam and other sentences can be generated using the pattern X’s …er than Y. You can then say the target language and/or write it on the board.

1. Check that the students have grasped the meaning of the structure. (See How can you check students have understood what is being presented? on p. 138.)

2. Practice saying the target language. Concentrate on the pronunciation. (See Section 3: Pronunciation.) Let the students repeat after you or from a model provided on cassette. They can do this together and then individually. (If the structure is one that is usually written but not spoken, this stage can be omitted.)

3. Give further practice. This is usually less controlled than the repetition practice and can involve pair work or group work.

4. Then write up^* the language structure. At this stage a clear record of what has gone on before is given. Try to make the record the students copy from the board as memorable and integrated as possible (not just a list of unrelated sentences). Whenever possible elicit from the students the language you write on the board. This serves as a further check that they understand and remember what you have presented. Name the structure/function using clear headings, and give information about the form and/or use where appropriate.

For example:

• note whether the words in the structure are nouns, adjectives, pronouns, etc;

• mark the sentence stress and intonation and note any contractions (see Section 3: Pronunciation);

• give the grammar rule (in this lesson: to make comparative adjectives of words of one syllable, add –er);

• note any special features of the spelling (if the word ends in a single consonant letter, double it: for example, fat fatter, thin thinner).

If you are using translation with a monolingual group you can also write up the translation, if appropriate. Give examples of the language item in sentences, perhaps in the form of a substitution table. If possible, try to make the examples personal and memorable for the students.

Example

I am (I’m)		Sonja.
You are (You’re)		Tomas.
Rick is (He’s)	taller than	his brother
We are (We’re)		our parents
On average Americans are (They’re)		Mexicans

Other means of helping to understanding to understand and remember the meaning can be added - by using ‘time-lines’, for example (see p. 138). Give the students time to copy the information in their note books or to make a note of where the information is recorded in their course book.

Whether you want to do more than this depends on the language item and the class. Further practice may be needed in the form of guided and/or freer practice, integrated into skills work – as part of the same lesson or on another day. You may also want to set some homework to practice the new language. In the lessons that follow you can try to build in activities that will re-activate the language item. Often students need a little time for the new item to ‘sink in’ – they may recognize it, but often delay putting it into active use.

What are the possible stages in a lesson using the deductive approach?

Again, there is no one way of presenting a structure using a deductive approach. However, one possible way of staging such a lesson is as follows:

1. Present the structure and explain the ‘rule’ in a way that involves the students.

Examples

In order to compare ways of talking about the future you could put two sentences on the board: I’m seeing her tomorrow and OK, I’ll see her tomorrow and ask the students to discuss the difference in the situation and the meaning.

With a function you could give the students a number of exponents and ask them to group them – perhaps according to degree of formality – and then discuss when and with which people you would use such expressions. For example, with requests – Open the window. Can you open the window? Open the window, would you? Do you think you could open the window? Would you like to open the window? I don’t suppose you could open the window for me, could you? etc.

1. Write up the language structure(s). (See Stage 6 in the inductive lesson above.)

2. Set up some activities so that the students can practice using the language in a meaningful context – perhaps in a role-play, a discussion or in a piece of writing. The practice can often be integrated into skills work.

How can you check students have understood what is being presented?

There are a number of ways you can check that the students have understood the meaning of a language item and the way it is used. It makes sense to check their understanding before any controlled practice – otherwise they may just be repeating parrot-fashion!

Visuals

In addition to illustrating meaning, visuals can be used to check understanding.

Examples

Students can be asked to choose the picture that best illustrates the meaning of a particular word or sentence; to put pictures in order to show a sequence of events; or to match pictures and sentences, as in his example which compares the past simple and the past perfect.

Which sentence goes with which picture?

They started the meeting when she arrived.

They’d started the meeting when she arrived.

Time-lines are graphic ways of illustrating the use of tenses. For example:

for six months

now

OctoberApril

We arrived

for a period of time

We’ve been here for six months.

sincenow

OctoberApril

We arrived

since a point in time

We’ve been here since October.

now

pastI rememberedI sent

then

I remembered to send him a birthday card.

now

pastI sentI remember

then

I remember sending him a birthday card.

You can check students’ understanding by asking them to select the correct time-line, to label or even draw time-lines.

Concept questions

Concept questions are questions you ask students to check whether they understand the meaning of a language item. If you consider the concept questions when thinking about the language you’re going to teach this should help you get the meaning clear in your own mind. Until you have had considerable experience you will need to write the questions in your lesson plan and have them to hand at the appropriate stage of the lesson.

They should be:

• simple and short. The language level should be below that of the students and certainly simpler than the language item you are focusing on. Try to design questions which only require a yes/no or a one-word answer from the students. One-word questions, for example – Past? and gestures such as a thumb over the shoulder to indicate the past together with a questioning expression are not only acceptable, they are preferable;

• in language that does not include the language being checked in either the question or in the answer. If students don’t understand what you are checking, then your question will be meaningless and will not guide the students towards understanding;

• varied and numerous. Often more than one question is needed for each aspect so that more than one student can be asked without the others picking up the ‘right’ answer from the first student. However, concept checking must be done efficiently – you’ve got to find a balance between asking too many questions and asking enough to satisfy yourself that the meaning has been grasped;

• asked often and spread around the class. It is not usually possible to ask all the students in the class, but if you make sure you ask at least one of the slower students, their answers should give you a good indication of how well you have managed to get the meaning across.

Examples

1. Past perfect to indicate an action that took place before another action in the past:

They had started the meeting when she arrived.

Was she there at the beginning of the meeting? (No)

Did they start the meeting before or after she arrived? (Before)

Did she miss the start of the meeting? (Yes)

Did she miss the meeting? (No, not all of it, just the beginning)

Was she late for the meeting? (Yes)

1. A polite request – a young man to a woman who is sitting near him in a restaurant:

Would you mind if I smoked?

Does the man want a cigarette? (Yes)

Does the man know the woman very well? (No)

Why does he ask her? (He is polite. He doesn’t want to upset her)

Does everyone like smoking? (No)

Is he asking before or after he has the cigarette? (Before)

How would you ask a friend the same question? (Is it OK if I smoke? etc)

(See also Section 2: Vocabulary for examples of ‘concept’ questions used to check the understanding of vocabulary items.)

Translation

This is only possible with monolingual groups but it can cut down on lengthy, laborious explanations – particularly at lower levels. You can check the students’ understanding by asking them to translate words or sentences. However, it is dangerous for students to assume that a word-for–word translation is always available. Often the connotation of a word which is looked up in a dictionary is not fully appreciated and consequently the word is used inappropriately. Also, you may not want students to get into the habit of translating every language item they meet.

Task 1.

Aim

To give practice in drawing ‘time-lines’ to illustrate the meaning of structures.

Procedures

1. Draw time-lines to illustrate the meaning of the following structures:

1. I’ve been here since four o’clock.

2. He was going round the corner when he lost control of the car.

3. This time next week we’ll be lying on the beach in Florida.

4. I’m using this office while mine is being decorated.

1. If possible, show your time-lines to a colleague, a high-level student, your supervisor, someone not in EFL for their comments.

Comment

Of the people who were shown your time-lines, who understood them easily, who had the most difficulty/ Why do you think this was?

Task 2

Aim

To give practice in writing questions to check that students understand new language.

Procedure A

1Write concept questions to check the understanding of particular language items. For example:

aI wish they’d come.