Презентація " Teaching new language"

Teaching new language Irina Plotnicova Khrystynivka secondary school Khrystynivka Cherkasy region

Content: 1. Inductive or deductive? 2. What does the approach look like? 3. Why use the inductive approach? 4. Why use the deductive approach? 5. Storytelling in teaching new language. 6. Conclusion

When we decide to present new language items to learners explicitly, we can use two underlying approaches for the differing techniques deductive and inductive.

In this paper, we study the effects of gender, birth order and sibling characteristic on the schooling outcomes of Egyptian children. Our analysis shows that large gender and rural-urban differentials exist in schooling attainments. 1. Also/while/because our finding that gender and birth order have strong effects on educational attainment is consistent with previous findings, our study differs in that it specifically examines the extent to which gender differentials are affected by birth order, rural/urban residence and household structure. Interestingly, first-born male children from rural and extended households are found to have adverse schooling outcomes. 2. Whereas/for example/because a first-born male child from an extended household is for times less likely to have age-appropriate schooling, possibly. 3. However/because/as a result male children in extended households are with drawn from school to assist the household financially. 4. Despite this/although/moreover our finding that there is an inverse relationship between the number of children and schooling attainment generally would reinforce the fact that resource constraints affect male as well as female children. 5. Although/consequently/however the adverse effects of sibling size are somewhat mitigated if the older siblings are sisters

Match upper pictures to lower pictures.

Present perfect continuous This woman has been running along the running track for half an hour. This woman has been painting the room since early morning. These people have been going for a roller coaster all day.

Why use the inductive approach?

It moves the focus away from the teacher as the giver of knowledge to the learners as discoverers of it. It moves the focus away from rules to use. It encourages learner autonomy. It teaches a very important skill – how to use real/almost-real language to find out the rules about English. It can be particularly effective with low levels and with certain types of young learners. If we use authentic material as our context, then learners are in contact with real language, not course-book English. We can exploit authentic material from a wide range of sources to present our target language. The rules and structures students discover are often more valid, relevant and authentic than in a deductive approach. The action of discovery helps learners remember. It reflects the acquisition process that children learn by. This kind of task is stimulating and motivating for many learners. This approach naturally encourages more communication, as learners need to discuss language together. We are able to respond better to the needs of our learners. We can support and encourage new learning styles and strategies.

Why use the deductive approach?

It can meet student expectations. It may be easier. We can control the level of input language more. We can control our learners’ understanding of rules more. It may be a more efficient use of time. It can be designed to meet the needs of more learning styles. It is used by many course-books and it fits in better with many syllabus structures.

Storytelling in teaching new language

For example: How was the house in the story different from your house? Could you describe the characters? What happened when …? What do you think happened…? Why do you think …..? What would you do if …?

Once a poor man dug the ground  And what he found was nothing Again the poor man dug the ground  And what he found was a box  Again the poor man dug the ground  And what he found was a key  With the key he opened the box  And what he found was a mouse’s tail  And if that tail was longer, this tale would be longer.

Long, long ago in a village in China there lived a fool called Li. One day Li won 300 yuan in the gambling house. He was very happy so he went to find a place to store the money. He found a great place – the ground! He buried the money in the ground but he was afraid that someone would steal his money. So he thought up a plan. He found a piece of paper, wrote on it and fixed it to the ground. It said ‘300 yuan is not buried here’. Li had a neighbour called Gao. Gao knew that Li had this money and he wanted to steal it. He found the note and dug up the money. When he had finished he found a piece of paper, wrote on it and fixed it to the ground. It said ‘Gao didn’t steal 300 yuan’.

Conclusion The inductive approach may be more attractive to us as teachers but does it support our students’ learning fully? The deductive approach may be more controllable but does it give our learners the opportunity to develop their strategies and learning styles?

Bibliography www.cambridge.org Jeremy Harmer (2007). How to teach English. Person Education Limited Duff, A. and Maley, A. (1990). Literature: Resource books for teachers. Oxford: Oxford University Press. Ellis, G. & Brewster, J. (1990). The Storytelling Handbook for Primary Teachers. London: Penguin. Reilly, V. & Ward, S. (2003). Very Young Learners. Oxford: Oxford University Press. Wright, A. (1995). Storytelling with Children. Oxford: Oxford University Press.