- •2. The Noun. The Case. The Article Determination. The Category of Case of the Noun
- •5. The Periodization of the History of English
- •6. Extralinguistic and intralinguistic factors.
- •7. Establishment of the Spoken Standard
- •8. Communicative types of sentences. The Simple Sentence.
- •9. Listening comprehension skill
- •10. Main phonetic changes within the historical context.
- •Quantitative:
- •2 . Qualitative:
- •12. The Verb. Non-finite forms.
- •13. The Noun. Main characteristics
- •14. Developing reading skills
- •15. Classification of English consonants
- •17. Vocabulary development within the historical context.
- •18. Classification of English vowels
- •19. Developing writing skills
- •21. Varieties of the Spoken English
- •23. Developing speaking skills
- •25. The subject-matter of phonetics and phonology
- •26. Teaching phonetic, lexical, grammatical skills.
- •27. Productive and non-productive ways of formation
- •28. Language skill control.
- •30. Lesson
26. Teaching phonetic, lexical, grammatical skills.
Grammar is central to the teaching and learning of languages.
The goal of gr instruction is to enable students to carry out their communicative purposes. This goal has 3 implications: students need overt instruction that connects gr points with larger communication contexts; students don’t need to master every aspect of each gr point, only those that are relevant to the immediate communicative tasks; Error correction is not always the instructor’s first responsibility.
Overt gr instruction
Adult students appreciate and benefit from direct instruction that allows them to apply critical thinking skills to lang learning. Instructors can take adv. of this by providing explanations that give students a descriptive understanding of each point of grammar.
Teach the gr point in the TL or the students 1 lang or both. The goal is to facilitate understanding. ●Limit the time you devote to grammar explanations to 10 minutes, especially for lower level students whose ability to sustain attention can be limited. ●Present gr points in written/oral mode to address the needs of students using different learning styles.
Traditional model( gr for gr’s sake)
Teach the regular –ed forms with its 2 variants
Hand out a list of irregular verbs
Do pattern practice drills for –ed, do substitution drills for irregular verbs.
Communicative model (gr for comm.’s sake)
Distribute short narratives about recent events
Teach the regular –ed forms, using verbs which occur in the text, teach the irregular verbs which occur there as well
Students read the narrative, ask questions; they can work in groups.
Teaching vocabulary
To know a lang means to master its structure and words. Thus, vocabulary is one of the aspects of the lang to be taught at school. The problem is what words and idioms pupils should retain. Principles of selecting voc-ry. The words should be:
Frequently used in the lang
Easily combined
Unlimited from the point of view of style
Included in the topic discussed
Valuable from the point of view of word-building
Word frequency is an example of purely linguistic approach to word selection. It is claimed to be the soundest criterion because it is completely objective. It is derived by counting the number of occurrences of words in texts.
Steps of learning voc-ry
The teacher gets his students to listen to the word in a authentic-sounding dialogues.
Teacher gives time to study what the meaning is
Discussion of the meaning
Teacher provides phonological model
Teacher provides use of the word in a natural way
Students repeat
Teaching phonetics. First of all, the teacher’s pronunciation must be ideal, because the students hear it all the time and adopt his/her style. The teacher should present to the class authentic speech recorded on tape
(e.g. native speakers’ monologues, discussions, interviews). Besides, the teacher should adopt an individual approach to each student and try to correct individual pronunciation mistakes by giving homework exercises (e.g. tongue-twisters).