Автор: Empire-of-English | Категория: Teaching Ideas | Дата: 09-03-2017
In the situational presentation language is introduced through a context that the teacher has created (using board drawing, pictures, objects, etc.)
Basic plan of actions for making a context-build grammar presentation (shown by the trainer):
1. Establish the context
The teacher draws a picture of a country house and a rich man (pictures can be used instead) holding dollar bills. He/she asks the students to tell her about him and his life. (He is rich. He lives in a big house.)
The teacher adds more and more pictures one by one (Rolls Royce, a four-poster bed, a swimming pool) and elicits more statements about his life. (He drives a Rolls Royce. He sleeps on a four-poster bed. He has his own swimming pool.) He/she checks that all students are clear about this context.
2. Establish the meaning of the target item
The teacher changes the main character (the rich man) for a poor man who looks like a beggar, and draws thought bubbles around all the objects on the board. He/she also adds an interviewer and establishes that the man went bankrupt seven years ago and now he is being interviewed about his past life.
The teacher asks concept checking questions (CCQs):
Does he have this big house now? — NO
Does he drive his Rolls Royce? — NO
Does he have his own swimming pool now? — NO
Does he sleep on a four-poster bed now? — NO
Is he a poor person now? — YES
Did he do and have all these things in the past? — YES
Can you make sentences describing his past life?
At this point the students might start making sentences in Past Simple because by this time they are already familiar with this grammar tense. If they don’t know the target structure “used to”, the teacher gives it himself/herself as an example and then the students continue on their own.
He used to have a big house. (The teacher writes the first sentence on the board).
He used to drive a Rolls Royce.
He used to sleep on a four-poster bed.
He used to have his own swimming pool.
Note that the meaning comes first, before the students meet the target form. If the students are facing difficulties with pronunciation, the teacher gets the students to repeat the sentences after him/her (drilling technique) and corrects any problems that might occur.
3. Generate more sentences from the context
The teacher adds more pictures to the “interview” (a jet, a beautiful wife, kids). He/she elicits further sentences using the target structure.
He used to own a jet (CCQ: Does he own it now? — NO)
He used to have a beautiful wife. (CCQ: Does he have a wife now? — NO)
He used to have kids. (CCQ: Does he have kids now? — NO)
4. Recording in notebooks
The teacher recaps sentences made so far and invites the class to help her/him construct a substitution table which they can then copy into their notebooks.
5. Moving on to practice stages
Now that the class has met a number of examples of the target language and has had a chance to repeat the sentences, the teacher moves them on to practice activities.
Watch a short video here: