Exploratory task 4.3

"Two steps forward - one step back" means that the "meaningful drill" usually comes after the "functional drill". Instead of proceeding further to fluent communication tasks, the cyclical logic prompts the return to the "formal drill" again to reinforce the knowledge through language analysis. Plan the steps of teaching a grammar item and implement the cyclical logic "two steps forward - one step back"

Three-phase framework of grammar teaching

A macro three-phase framework for teaching grammar PPP (presentation-practice-production). Presentation of the new material can be done with rules and examples (deductive approach), texts and situations, language observations and rule formulations (inductive approach). Practice of the target grammar is done in the drill-like or more creative exercise such as “communication games”. The third stage is production of grammar-focused learners' utterances in communicative settings (Byrne, D. 1996).

At every stage of teaching grammar (presentation, practice, production) the work is organised in the micro three-phase framework. E.g. if presentation stage is rule induction, then the micro three-phase framework can be illustration of the language in a communicative situation, followed by the interaction of the learners in discussing the language examples and, finally, induction of the grammar rule through observation and discussion (I-I-I framework by McCarthy and Carter, 1995).

If presentation stage is deduction of examples from the rule, the three phases can be explanation of the rule by the teacher, exemplification of the rule by the learners using their own language illustrations, explication i.e. “rediscovery” of the grammar rule by the learners based on their own examples.

During the “practice stage” the three-phase framework can include pre-task (introduction to the topic and to the task), task cycle (doing the task and reporting on the results) and language focus (reflections on the language that was used in the task and further practice) (Willis. J. 1999).

An alternative framework is fulfilment of the task (e.g. writing a story with a certain grammar focus), focusing on the target grammar (analysing the grammar structures used in the task) and facilitation of further learning in follow-up activities (FFF framework).

“Grammar production” stage can be taught in the following three phases: pre-activity (motivating the learners for the activity, preparing for the language and general knowledge activation) while-activity (performing communicative task) and post-activity (focusing on the language and giving further tasks).

Exploratory task 4.4

The task for the learners is: "Imagine that you are in the Zoo watching the monkeys and exchanging your comments. Imagine also that monkeys are watching you and exchanging their comments about people: "Look! This girl is making faces!" The grammar subject of this activity is Present Progressive (upper intermediate level). Design the pre-activity phase of this task. How are people similar to and different from the monkeys?

Pre-activity

Micro-teaching 4.1

Compose or choose from a course-book and run a grammar activity with pre-activity, while-activity and post-activity phases. After micro-teaching with your peers, reflect on how the activity went on and what you would like to change in the future.

• Pre-activity (reviewing grammar rule, preparing for the language, preparing for the ideas)

• While-activity (doing the task)

• Post-activity (focus on the language, integrating with other material, setting a further task)

Indicate the following:

Goal of instruction (e.g. teaching to express future actions in conditional clauses “if”)_________________________________________________________________