Lecture Chapter 6: How to teach language presented content: Language study, how to expose ss to language, how to help Ss to understand language form, how to practice the language, why Ss make mistake. | Chapter 6: How to teach language Harmer, J.(1998). How to teach English. Longman study consist of Whatever level of Ss & however language organized in ESA sequences 4 things Ss need to do with ‘new language’ Be exposed to it Understand its meaning Understand its form (how it is constructed) Practice it 2. How to expose Ss to language? At any level, Ss opportunities: to see it to hear it before asking them to produce it a. Complete beginners Ss require language by hearing it first exposed to the spoken form first . The teacher holds up a pen, points to it and says ‘pen . look .pen . pen’ offering them a chance to hear the word Later, T holds up the pen & say ‘Listen . It’s a pen . It’s a pen It’s a pen. Later, still T starts asking ‘What is it?’ hearing what the question sounds like Ss need the reassurance of the written word b. Elementary Letting Ss have a chance to hear a dialogue (playing the cassette player, or CD player) Showing Ss a written version c. . | Chapter 6: How to teach language Harmer, J.(1998). How to teach English. Longman study consist of Whatever level of Ss & however language organized in ESA sequences 4 things Ss need to do with ‘new language’ Be exposed to it Understand its meaning Understand its form (how it is constructed) Practice it 2. How to expose Ss to language? At any level, Ss opportunities: to see it to hear it before asking them to produce it a. Complete beginners Ss require language by hearing it first exposed to the spoken form first . The teacher holds up a pen, points to it and says ‘pen . look .pen . pen’ offering them a chance to hear the word Later, T holds up the pen & say ‘Listen . It’s a pen . It’s a pen It’s a pen. Later, still T starts asking ‘What is it?’ hearing what the question sounds like Ss need the reassurance of the written word b. Elementary Letting Ss have a chance to hear a dialogue (playing the cassette player, or CD player) Showing Ss a written version c. Low intermediate Reading a text in which many examples of comparative adjectives used in a fairly realistic way d. Upper intermediate Ss read the printout from a computer in which many examples of ‘the word’ being used These examples are taken from a variety of sources (books, newspapers, ads .) 3. How to help Ss to understand meaning? Real objects, pictures and drawings Teacher’s mime, gesture & expression Listing, synonym/antonym, timelines & explanation (structures) Check questions to make sure Ss understand concepts Harmer’s techniques (1991) Vocabulary Visual aids Providing rich context Giving many examples Listing related words (synonym/antonym) Discovery techniques Numeration (general specific or vice versa) Harmer’s techniques (1991) Grammar structures visually (Teacher’s performance) through a situation discovery techniques/ problem-solving approach providing rich contexts, situations using students’ context (family/friend) Inductive and deductive approach 4. How to help Ss
