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“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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Bog'liq Maqola 3 (207-211-bet)“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
422
I practise and drill the sentence orally before writing it on the board (positive,
negative, question and short answer).
I then focus on form by asking the students questions. E.g."
What do we use after
'if
'?" and on meaning by asking the students questions to check that they have
understood the concept (E.g."
Do I have lots of money?
" No. "
What am I doing?
"
Imagining.)
When I am satisfied that my students understand the form and the meaning, I move
on to the practice stage of the lesson. During this stage of the lesson it is important
to correct phonological and grammatical mistakes.
Practice
There are numerous activities which can be used for this stage including gap fill
exercises, substitution drills, sentence transformations, split sentences, picture
dictations, class questionnaires, reordering sentences and matching sentences to
pictures.
It is important that the activities are fairly controlled at this stage as students have
only just met the new language. Many students' books and workbooks have
exercises and activities which can be used at this stage.
When teaching the 2nd conditional, I would use split sentences as a controlled
practice activity. I give students lots of sentence halves and in pairs they try and
match the beginnings and ends of the sentences. Example: "
If I won the lottery,
"
…. "
I'd travel around the world.
" I would then do a communicative follow up
game like pelmanism or snap using the same sentence halves.
Production. Again there are numerous activities for this stage and what you choose
will depend on the language you are teaching and on the level of your students.
However, information gaps, role plays, interviews, simulations, find someone who,
spot the differences between two pictures, picture cues, problem solving,
personalisation activities and board games are all meaningful activities which give
students the opportunity to practise the language more freely.
When teaching the 2nd conditional, I would try to personalise the lesson at this
stage by giving students a list of question prompts to ask others in the class.
Example:
do / if / win the lottery?
Although the questions are controlled the students are given the opportunity to
answer more spontaneously using other language items and thus the activity
becomes much less predictable.
It is important to monitor and make a note of any errors so that you can build in
class feedback and error analysis at the end of the lesson.
Conclusion
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