loadingMaking a sentence using as many from the given words. ? Use meaningful context ? Using picture
? Use tongue twisters
6. Practicing stress: ? Using gestures:
By clapping hands or using an arm movements as if conducting music. ? Use the voice:
Raise the voice to indicate stress ? Use the blackboard:
Highlight the stress parts by underlining them or writing them on the blackboard.
Unit7. Teaching grammar
1. Different ways to presenting grammar ? The deductive method
Relies on reasoning, analyzing and comparing Disadvantages:
? It teaches grammar as an isolate one ? Little attention is paid to meaning ? Practice is more mechanical Advantages:
? It can be successful with selected and motivated students.
? It could save time when students are confronted with grammar rule
which is complex but which has to learn.
? The inductive method
? The teacher provide students with authentic language date and induces
the learners to realize grammar rules without any form of explicit explanation.
? Students are to apply the newly presented structure to produce sentences
with given visual aids or verbal prompts.
? The teacher may elicit the grammar rule from the students. ? The guided discovery method
? Students are induced to discover the rules by themselves but carefully
guided and assisted by the teacher.
2. Implicit knowledge and explicit knowledge
? Implicit knowledge: knowledge that is unconsciously existed in our mind,
which we can make use of automatically without making any effort. ? Explicit knowledge: our conscious knowledge about the language.
3. Successful practice ? Pre-learning
Practice is more effective when new language is clearly perceived and taken into short-term memory by the leaners. ? Volume and repetition
The more language the leaners are exposed to or perceived the more they are likely to learn.
? Success-orientation: ? Heterogeneity(异质性)
Practice should be able to elicit different sentences and generate different levels of answers from different learners. ? Teacher assistance ? Interest
4. Grammar practice:
? Mechanical practice
? Substitution drills
Mrs. Green has the largest house in town. (clean house/ green lawn/ pretty garden) ? Transformation drills
Change the following sentence into past tense. Now he lives in London. (last year. Paris)
? Meaningful/communicative practice
Rank the items on the left column according to the listed on the top. cheap healthy tasty Important Beer Water Fruit cigarettes Eg. I think beer is cheaper than fruit.
5. Using prompts for practice:
? Using picture prompts
? Using mimes (role play) or gestures as prompts ? Using information sheet as prompts
? Using key phrase or key words as prompts ? Using chained phrases for story telling.
Unit 8 teaching vocabulary
1. What does knowing a word involve? ? Knowing its pronunciation and stress
? Knowing its spelling and grammatical properties ? Knowing its meaning
? How and when to use it to express the intended meaning
2. According to Hedge, vocabulary learning involves at least two aspect of meaning: ? Understanding denotation and connotative meaning:
? Denotation meaning
It refer to those words that we use to label things as regards real objects, such as a name or a sign. ? Connotative meaning
It refers to the attitudes or emotions of a language user in choosing a word and influence of those on the listener or reader?s interpretation of the word.
For example, animal itself has a connotative meaning often related to friendship and loyalty.
? Understanding the sense relations among words
? Collocations
It is believed that teaching word collocations is a more effective way than just teaching one single word at a time. ? Synonyms, antonyms, and hyponyms
? Receptive/passiveand productive/active vocabulary
3. Ways of presenting vocabulary:
? Try to provide a visual or physical demonstration whenever possible ? Provide a verbal context to demonstrate meaning
? Use synonyms and antonyms and hyponyms to explain meaning
? Use word formation rules and common affixes to build up new lexical
knowledge.
? Pre-fabricated formulaic items: to teach vocabulary in chunks. Chunks refer
to a group of words that go together to form meaning.
4. Ways of consolidating vocabulary: ? Labelling
? Spot the difference ? Describe and draw ? Play a game
? Use word series ? Word bingo
? Word association
? Find synonyms and antonyms
? Categories
5. Developing vocabulary learning strategy ? Review regularly
? Guess meaning from the context ? Organize vocabulary effectively ? Use a dictionary
Monolingual dictionary should be encouraged than bi-lingual dictionary
? Students should be guided constantly to self-evacuate the effectiveness of the
strategy.