Questions for discussion and practical tasks

1. What role does grammar plays in teaching a foreign language to young learners?

2. Describe two main ways in presenting grammar structure: deductive and inductive.

3. Specify three stages in presenting grammar: presentation, practice, production.

4. Give examples of some techniques for teaching grammar.

5. What is the value of using songs and games in teaching grammar?

6. What are the main principles of teaching vocabulary to young learners?

7. Specify techniques for presenting, practicing, consolidating and revising vocabulary.

8. Give examples of production tasks for teaching vocabulary.

9. Say how grammar and vocabulary are taught in secondary schools (use any standards textbook). Speak on the following techniques and resources for presentation:

-explanation,

-realia,

-modeling,

-pictures,

-time lines,

-matching,

-charts,

-dialogs,

-texts,

-writing,

-songs,

-poems,

-games,

-story telling,

-role play

10. Look at the table and identify the grammar item. Say, how you will present it to the students.

He lives in Paris	can’t we?
We don’t speak French	was he?
He can play tennis well	do we?
They are sleeping now	doesn’t he?
David wasn’t at home at five	aren’t they?

11. Think of the ways of presenting the meaning of the following words:

to display a picture; ugly; to laugh; to fold the arms; to be hungry; lazy; to be exhausted; driver; to sneeze; impossible; to reply; to give up smoking; to be absent; magazine; tiny; weather; frosty; below/above zero; to be covered with snow; to take a holiday; stay at a hotel; shark; shout for help, elbow, star, odd number.

12.Look at the table and identify the grammar item. Say, how you will present it to the students.

Surprise party

When I reached my house at seven

Max was playing the guitar

Jane was sitting on the table

Eating pickles from a jar

Mark was sitting at the piano

Playing sonatas for Louise

And my parrot Paul was singing

All the tunes and melodies

Bob was sleeping under the table

He couldn’t even stay awake

And my dog was in the kitchen

Eating up the birthday cake.

Lesson 4 Formation of the basics of intercultural communication

Plan

1. Teaching reading to young learners

2. Teaching listening to young learners

1. Teaching reading to young learners

  A reading lesson consists of three parts: pre-reading, while-reading, post-reading.

Pre-reading can create confidence in learners and draw their attention. During this step the activities must be light and interesting. For example:

-learners look at the cover of the book and the pictures and make predictions about the content of the book or a story

-teacher introduces the new vocabulary

-teacher tells a story almost similar to the one in the book

-teacher brings in realia and acts out part of a story. Students make guesses

At the while-reading stage :

-the teacher reuses the vocabulary map, teaching learners to use words in different contexts,

-students list one sequence after another, making a story chain

-students identify grammar items

At the post-reading stage students can draw, imagine, do pole-play..

Reading involves various sub-skills similar to the ones in listening:

-reading for detail (intensive reading)

-reading for gist (skimming)

-reading for special information (scanning)

-predicting content

-inferring  meaning from content and context

Some typical techniques are:

1)Read and complete – The Ss read a text and use the information to

complete a list, a table, a chart or a picture.

2) Read and correct – The Ss correct mistakes in a text.

3) Read and draw – the Ss read a text and draw what is described.

4) Read and guess – the Ss read a text and guess what is described./Some riddles were read/

5) Read and match – The Ss match the information in a text with other reading texts or pictures.

6) Read and reorder – The Ss read a text in muddled order and number the sentences or paragraphs in the correct order. Or they physically reorder sentences on separate stripes of paper.

7) Read and sort –Two texts mixed together. The Ss have to sort them out.

The main stage of each activity has six basic steps:

-Put up the text.

-Set the skimming or scanning task.

-Set the read and respond task.

-Give the Ss time to read the text individually

-Let the Ss compare their answers in pairs.

-Go to the answers with the whole class and discuss them.

Many of the follow-up activities are aimed at extending the Ss’ vocabulary. Some ideas are:

-Wall poster- Ss own work displayed on the wall /projects/

-Reading cards – short texts+ activities –a kind of lending library