Introduce
Language:
vocabulary,
Grammar,
functions.
INTRODUCTION
With hundreds of thousands of words in the English language, teaching
vocabulary can seem like a very complicated . Remember though that
the average native speaker uses around only five thousand words in
everyday speech. Moreover, your students won't need to produce
every word they learn, some they will just need to recognize. Selecting
what to teach, based on frequency and usefulness to the needs of your
particular students is therefore essential. Once you have chosen what
to teach, the next important steps are to consider what students need to
know about the items, and how you can teach them.
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Ways to present vocabulary
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ILLUSTRAT
ION
➜ Very useful for more concrete
words (dog, rain, tall) and for
visual learners. It has its limits
though, not all items can be
drawn.
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MIME
This lends itself particularly well
to action verbs and it can be fun
and memorable.
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Synonyms/Antonyms/Gradable items
• Using the words a student already knows can
be effective for getting meaning across.
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DEFINITION
Make sure that it is clear (maybe check in a learner
dictionary before the lesson if you are not confident).
Remember to ask questions to check they have
understood properly.
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Translation
If you know the students' L1, then it is fast and efficient.
Remember that not every word has a direct translation.
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which you choose will depend on the item you are
presenting. Some are more suitable for particular words.
Often a combination of techniques can be both helpful
and memorable
Alternative ways of teaching vocabulary
• Give your students a few items of vocabulary and tell
them to find the meaning, pronunciation and write an
example sentence with the word in. They can then
teach each other in groups.
• Prepare worksheets and ask your students to match
words to definitions.
• Ask students to classify a group of words into different
categories. For example, a list of transport words into
air/sea/land.
• Ask students to find new vocabulary from reading
homework and teach the other students in the class.
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How to teach Grammar?
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PRESENT, PRACTICE PRODUCE (PPP)
A common starting point .
It's also a type of lesson that is reassuring for many
students in that little production is required of them
early in the lesson, yet much more is required of them in
later stages as they come to terms with the meaning and
forms you show them.
PRESENT, PRACTICE AND PRODUCE
1. SET A CLEAR STEPS
CONTEXT TO
PRESENT YOUR
TARGET
LANGUAGE
2. USE A
TIMELINE TO
PRESENT THE
CONCEPT
3. INTRODUCE
THE FORM AND
CONCEPT 4. HAVE
CHECK STUDENTS 5. SET PRACTICE TASKS AND
IDENTIFY THE PRODUCTION ACTIVITY
FORM IN WHERE THEY CAN PRACTICE
POSITIVE / THE ACQUIRED LANGUAGE
NEGATIVE / IN A FUN COMMUNICATIVE
QUESTIONS WAY. SURVEYS ARE GREAT
TO PRACTICE ALL FORMS
TEST, TEACH,
TEST
Learners are given the opportunity to practice the language
again, based on what they discovered during the clarification
or “Teach” phase.
Then, based on the problems seen, the teacher plans and presents the target
language.
Focusing on Meaning, Phonology and Form, the teacher prepares the TL in the
next phase of the lesson.
Learners first “try out” the language by completing a task or activity without
help from the teacher.
The teacher monitors for learners´ ability to use the target language (TL)
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TASK-BASED LEARNING
Pre Task
Language Focus
Introduction to the Task Cycle
topic and task. Students examine
The Teacher Students do the and discuss
explores topic with task and prepare to specific issues.
the class, helps report to the class
students to how they perform Teachere conducts
understand the task review exercises of
instructions and language learning.
preparation
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Functions
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Functions
A language function explains why someone says
something.
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There is a wide range of language functions. Here are examples of :
Disagreeing
• I wouldn't do that. I would...
• But if we...
• I'm afraid I have to disagree with you.
• I wouldn't do that. I would...
• But if we...
• I'm afraid I have to disagree with you.
Contrasting Ideas
• We'd love to stay for dinner, but we have got to get going.
• They decided to stay in the area, in spite of their problems with the
local residents.
• Despite the difficulties of a long journey, Peter decided to visit India.
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Making Complaints
• I'm sorry to have to say this but...
• I'm sorry to bother you, but...
• Maybe you forgot to...
Asking for Information
• Could you tell me...?
• Do you know...?
• Do you happen to know...?
Giving Advice
• If I were you, I'd work less.
• If I were in your position, I'd work less.
• If I were in your shoes, I'd work less.
Guessing
• He could be in the garden.
• It looks like a miniature motor.
• Perhaps he needs some time off work.
Using Vague Expressions - Being Imprecise
• It's kind of a bottle opener which can also be used to peel
vegetables.
• It's the type of place you can go to relax for a week or so.
• They're the sort of people that like going bowling on Saturday
evenings.
Saying 'No' Nicely
I'm afraid I can't go out tonight. I've got a test tomorrow.
I'd really rather not take a walk this
afternoon.
Stating a Preference
I'd rather go dancing. How does that sound?
Well, I'd prefer eating Italian. What do you
think?
Making Suggestions
• Why don't you / we go to the movies tonight?
• You / we could visit New York while you're / we're there.
Offering Help
• Are you looking for something?
• Would you like some help?
Giving Warnings
• Don't push so hard on that toy, or you might / will break it!
• Watch out! Be careful!
Demanding Explanations
• Can you tell me why...
• I don't understand why...
