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Linel Lamberty nieves<br />November 25, 2009<br />Edpe 4245<br />Chapter 6Teaching the Language System<br />
Teaching Specific Aspects of Language<br />Deductive Approach – when we give students explanations or grammar rules and then based on this, the students make phrases and sentences using the new language.<br />(engage-study-activate)<br />Inductive Approach – in this approach instead of going from the rules to the examples, we go to the examples and the student tries to figure out the rules. <br />(engage-activate-study)<br />
Explaining Meaning<br />One of the clearest way of explaining the meaning of something is by showing it.<br />Showing the object<br />Mime<br />Body movements<br />Facial expressions<br />Pictures<br />Diagrams<br />Timelines<br />Describe the meaning of the word<br />Using check questions<br />Translate words or phrases<br />
Explaining Language Construction<br />Stress – demonstrated by beating time with our arms.<br />Intonation pattern – demonstrated by “drawing” the tune in the air.<br />Written explanations:<br />Ex. If + had + past participle -> would + have + past participle<br />The use of flash cards<br />Cuisenaire rods (small blocks of wood)<br />
Practice and Controlled Practice<br />When something is practiced more than once it passes from our short-term memory to our long-term memory.<br />Repetition – going over new words, phrases, and grammar over and over again.<br />Controlled practice:<br />1st stage- choral repetitionor semi-choral<br />2nd stage- nominating <br />3rd stage- murmuring<br />4th stage- freer practice (for higher levels)<br />
Examples of Language System Teaching<br />Teaching grammar<br />Explain and practice, discovery approach<br />Teaching pronunciation<br />Using different intonation patterns or stress phrases, punctuation exercises, songs and chants<br />Teaching vocabulary<br />Explain and practice and flashcards, vocabulary trees and diagrams <br />Teaching language functions<br />Back-chaining – building up phrases from the end<br />
Mistakes, Slips, Errors and Attempts<br />Mistakes are divided in three categories:<br />Slips– mistakes that students can correct themselves after being pointed out.<br />Errors– mistakes that they can not correct by themselves and that need explanation.<br />Attempts– mistakes that students make when they try to say something but they still do not know how to say it. <br />False friends – are words that sound the same but have different meaning.<br />Developmental errors – this is something that occurs naturally as they develop the knowledge of the language learned. And as a consequence these students make incorrect assumptions about the language and how it works.<br />
Correcting Students<br />Correction <br />Instant and intrusive correction is not recommended immediately when a student is reading or participating in a speaking or reading activity.<br />Correction must be treated carefully.<br />Peers <br />Echoing <br />