1) Read the following poem by Scott Thornbury. How can you relate it to the ideas he introduced in "Uncovering Grammar"? Explain and provide concrete examples. https://scottthornbury.wordpress.com/2013/04/07/g-is-for-grammar-lesson/
2) Modify the lesson plan below according to Thornbury's views on the teaching of grammar. You may adapt any of the activities and/or tasks in "Uncovering Grammar". https://www.google.com.ar/url?sa=t&source=web&rct=j&url=http://www.fed.cuhk.edu.hk/~etenet/P4_Every_day.pdf&ved=0ahUKEwj836Pm1obXAhXKFJAKHb4oBKkQFggfMAI&usg=AOvVaw3b-YcrMh02eQ9M0Lo9tzWE
Answer the following questions based on the text "What is the history of reading and writing?" 1) Find examples of fixed expressions, semi-fixed expressions and collocations. 2) Think of a possible teaching context and plan three activities to present the new vocabulary. You may use or adapt any of the sample exercises in chapters 6 and 7. 3) Based on your experience wirking with the text proposed, What would you say are the pros and cons of this approach? Do you agree with the following statement by Thornbury (p.11): "Lewis offers us a prospect of a journey, even an exciting one, but it is a journey without maps". Discuss your answers in pairs.
1) He is criticizing traditional approaches to teaching grammar since they do not provide students with the necessary tools to communicate using the language. As it can be perceived throughout the poem, students are told they are going to learn the rules, the teacher labels each of the tenses, she only provides examples out of context and students are tested at the end of the lesson.
ReplyDelete2) First of all, I would change the objectives of the lesson. They would be: talking about what we do or someone else does every day. In this way, I think grammar would be dealt from a more meaningful point of view for students.
In the presentation stage, I would use a video as a warmer to revise the necessary vocabulary that will be needed to read a text later. Such text will be read by students and the teacher will ask questions to elicit the use of simple present tense inductively.
Practice:
a. Consciousness-raising activity (for activity 1): teacher will write 5 sentences on the bb. She will mime in order to represent what she does every day. Students will have to guess and choose the correct sentence.
b. Grammaring task (activity 2): students will be divided into two groups. They will be asked to throw a dice and take a card from the box with the number they get. Once they have four cards, they will be asked to write a full sentence on the bb expressing what somebody else does every day.
c. Grammar emergence task (to replace activity 3): students will be asked to complete a chart with words from the text used in the presentation stage. They will have to identify daily routines and adverbs of frequency.