Serengeti

UNIT 3.

GRAMMAR AND INTRODUCING NEW LANGUAGE

(NB. The numbers in square brackets refer to notes in the Commentary.)
Approx. timing

Programme

Support Mats



00.00

Warm up activity.



00.10

What is grammar?

Discuss this question in small groups. [1]



00.20

Feedback discussion session. [2]



00.40

How important is grammar for teaching and learning a foreign language? In small groups, discuss the quotations on the Teaching of Grammar handout.


The Teaching of Grammar.


00.50

Feedback discussion session. [3]



01.10

What does the teacher need to do when introducing some new language? Consider this question in small groups.



01.15

Feedback discussion session. [4]



01.30

BREAK



02.00

How can you create a context when introducing new language? Discuss in small groups and make a list.



02.10

Feedback discussion session. [5]



02.25

Practical exercise in small groups.

You have to prepare a lesson on using the Present Continuous to talk about the future. (E.g. I’m seeing John on Friday.) How will you START the lesson? In other words, how will you create a context? [6]



03.00

Collect ideas from the groups and discuss.


03.30

LUNCH



04.30

Introduce the Workshop activity. [7]

In small groups, write a presentation sequence for one of the following language areas:

  1. Talking about ownership or possession.

  2. Expressing preference.

  3. Talking about personal routines.


Tell the participants:

a) Make sure you say what level the students are.
b) Write your presentation on a large piece of paper that can be displayed.


Put the following checklist on the board to help get them started again:

Questions to ask yourself:

  1. How much of the language should I teach and in what order?

  2. What context of use will I start with?

  3. How will I present the context?

  4. What is the first exchange I will present and practise?

  5. What is the second exchange I will present and practise?

  6. (If needed) What is the third………?





06.10

If possible, before the end of the session the groups should write up their presentation sequences on large pieces of paper, display them on the walls of the room and have time to look at each others’ work and discuss.