Semple lesson Yew totesen grammar rom enamels data Js simply orgnised in such a way co as ta enable the learners #0 ormvlate the rule for themselves (Step 9) Exalntion ‘The E-factor: Using actions to conrey the meaning of grammatical ieems ie highly eins, nce equieslineinthe wy of praca, by by-pisingeplaaton or tans ofr iret rt eo the teers Lengo receing expuies ~ hen ihe doectct of the Disst Mth. Moreores proponents of Tort Ptysacal Response cin tat [ascertain pone ts bs lnguige aoquiton than inearlfhrin omar Ar the some see the aMvence of the res astocied with the nesure (0. price coret ttn aes wht thought to be he i ion ee second-language laming, However, there xe only fied ange o Unggeege Hert thet lend heruckes co phcel demonstration sod das enact, pests being an eos cane, Other we epee tions of place, demnonstratives (ein dhuicl, prcrent progressive (Ean {Salting ) and sach fnetonsl ae ae Commande quer ual fen ‘Theilescation of or sub cee nay resi costrabengeuiy ‘The Afuetor White many students respond positively to sci with» performance component ya aporecints the so-calied right to be silent, Tere eather ws may Bid sh Simone approach somenbat inate snd react negatively TPR actvties ae probably best used as ne of secs Siffrent procedures rather than being deed extusvey and ate paticlaly ‘sinle e younger lexners or beginner, For adel eters some aleance ‘xphnacion ofthe saovale underying his approach sighs be a good ies. Realia ithe eechnical erm forany rea objects dat a clouursom for teaching purposes. Thus, a word fail {diferent Fits could be taugie by using picture ‘aug ing reall is Inehis presentaion the teacher veer rweicicecimples ofthe present simple in x Regimes as sup sop fo tea anergy gine re 7owt ach 6 se Sup Vegi er» Seren te sy ete ye fe thes jnaz, we Yale Tie hus Fe ues & Such He news dese He plays ihe autor Me tens Pent 6 gees sommes, i ene of een Be pv a Step The teacher then asks the sunfents individually to wtite a skies of Seatencat abot 4 peton in the cs. The reacher mentors the veniece= iwtting stage. proving vocabulary where needed, wid. suggesting impeotemente lish sede tehsil out thet sebtence, wile te ose students guess who isbeing described. I ss uc cin ay a he de teinelationy and hey ca coma gtr fonge cf MENG tht aM Serio. In thi example he tescher ses Teal objet Co engage tudes Intern na pice of dewtive ose [Step 1). One prcblem hers i that seidents tay lack the necessary wocbulir to exqcere tei Gductiony This tay tue the tenchor to pre-tsca the ames ofthe indie bjece {cihcogh Wier toe going to paonde ther with the verbs they wil need). With 1 monolingea elas, allomsng the ssadents tm const biltasal Actionaciee i 1 pombe Atsmatvely the teaches shnply cut Sty L Sort ot the point Wen the students gw inte port and poids the Socalare at ep The lpgvage-vus singe (Seep 3 uy ave more or tee ace of geamaccalterminalagy.scording tothe teacher seer ofthe cis: The-eero ia ul beg feve the ule onstaedan ng Ime erghtn te Sth on the sain thatthe copes rae theSample lesson ( 4 How te tach grammar Har es reaing abvious, and that there are sufficiene examples forthe students to shock oat the ale Om... sufficiently varied ring of ubjcts deat fiom thease of approach ha lec eal, eh i pepe coped 1 of cfBency. real objects engnge stvdemsinterens and hence Ip etn problem is tha there i only & Hmited moter of gramratical ainsctasn that lend thematves fe this approsch, At higher lvly for crample. the sane feton could be adopted co tick the fanguage of Soesone east scr glo be probly ie joes, be ele esi tng 00 gyn Wape object ca tu io ond eee to wench she age of pear pton 1 ol ie a fe ea wand heat [TRE contents of torconeh weekend bag could be cued vw feach ete he resent perfect (She fen fo fe arb e State Ene (Br ong 0 ae 4 pln And 3 fill shopping big i an obsiows choice for teashing the ihguige of quarts, eg, Bows macdP a tow mony? However the aranges infers af egaying the eenea tention have wo bebalnced ‘gaint the ello invoked mn preparion ‘The factor: dl aes ay he way of se feat a us ‘back tothe primary dasiroom, 29 the apprapriacy of ming celia ned Fo ‘Be carefully considered, Ac lower levels and fr younger learues,howevet. i tea very direct way af dealing with meaning, an enpacialy ene ther 2 pvotdem-esiving element, is quire compatible with serbost langoage Iearing fame ors war designed to overcume wore athe horesomings mentioned above of eying rlely on damonsration, armel, ‘hat only a nited natiber of saaetores lend thence so this apps, ‘Hy offering the lentner a contest, i also avoids the problems inte in ‘ether enessive explanation or translation Byes bas fa & stiguing) te teacher incndcs chat se eA Se dons & ugh map ef Aust, placing nett ie pcrare os lotrel dre Seb She cts Mea a to hu thee pict oe conmetedeabishing ‘he sioaton that An as decided tocve ares the Acslion det fhe tote Seca ert pra wld ‘eed nae for sol ajuiney Student sugges forename tha Ady euldnerdamnop aspate wheal te wer seavelingcongorion eo, 2 Mine aii feo on The teicher elect some of there des and itt hem ina scomneon the bath none oe ney igo of hero 9how lo Texh Gramma To Ap this kendo joureeyy you shel take ate wat rot rave dine ‘dss the pee fot raid the wet scasen Sep? “Th eecher then explains thst Andy made no peeparstion. Me Git wake imap, he did tke wae, he veld sone, ee. She ass he student to Tesagine what hoppened Using their eas se well rer ow, she conseracts the llowing stony: Andy set got lat, gx ety hist, et of inst ‘the (roving hinveicke behind), poe eepped by sodden Mod water ct “The ple set ou in ene of hit te cotldn Sind im Besaze he had undone his vehicle and ee note. The tescheecheths these fits by slg one oo shen to recount Seep} “The teacher asks the cls: Hel bat do yu is of And icing answers Jike He sour apie Teacher: Wy? Af this point, students ry venture sentences, He He wok abe a map. Hlving the established the ‘dea of slisapproral of yas ations, the teacher models the ventence: oul hace linlor st map, fepesting it two or thies times. The stodents repeat the sentence in unin and then idividualy. The teacher reminds the states ‘af the concept of dsupprova by asking Did be cake a mapt (Me). Heche a igead a (No) So..? The students respond: He sul dave tatoo mah She then repent this process using the example of traveling alone, slicing, modelling, dyiling, and soncept-shecking the sentence: #e ‘Moulin bace onsen. Fucther prompting elicits example sentences, such as, a chouldve taken wate. He shuld nave fet sca Ar suategic points the teacher recaps the sentences thar have been generat using the wards on the board as prompt, So fa shag his Sten writes onthe boas Seep ‘The teacher then cleats the board and writes up te fltow’ng ele should have Faken sonter shade" hase auch above,Es Maw26 tse ramon ca ea She asks students, working in pits, to add further sentences abot the sinutlon ro che ule. Tndéidual stdgnte read sentences aloud from the table and the teacher emsind them ofthe pronation of fowl ose Heston. Sueps ‘The teacher then asks stents to imagine che dioger when the plie finaly find Ans She writes dhe along exchange oa the board Tetcs: You shale akon a my Bly Chea D shoul atm York Srudent,-workng in pai continde iting the logue along the same Tins, uid thon proc shud, king ith tea tobe the pac oer ne An “The above cramp represents a type of grammar preseration proeae chiki which ees ope be me varinione For expe the stanton Gp 1) tan be risodbced wing boud-drewing, mice pleas sevoal photos or vden, Arsenate che situation sould emerge oof GSe the mea have ead or atenedtorThe ponte tha however it canblished, the situation generaten several camples of the targeted 5) elctiag some ofthe content of the pretentation tbe each ars both ta inva te armen ope ately i the eter, wed to onto te ‘eveoping cndertding af Gout the sunton and the tcget langue. “Likewie Some teachers might chore not fo dll the came seorenees ‘Grept) bur abet Se sens sendy ston shevnn the bel ihat the ment and physical demande af immetiae poduction ditece ate fom the bea work isoved in weldag cut the ule The of examplet of the targeted fem ie at the teachers sce Hops ee day hr wy te rete he lated of eh by pthc ing core Bat th nr ‘Stine and this sonly the prtsentotion age fou fv samples aa Sues are probly sient “Tn decision owthhold the rita fom (aati Step) isbsted on the ‘ie inert fone Auioieguatien ~ chat the Wren ome Tighe Snterkere withthe cneetpromuncation, Heme i ely shat loere Zee guing to make spesigscand ematciee anja. ad erbaps the sore the hen ave dea eh ahe eter Alba ite geeralreie pk Sp emu an eile oe wen Br a She shen which sugges tinh of ee dation, MoE Iepgood fia tovnidihel dhe writen for too ong bie dha nthe example wo ater ade BY be yeacher to cia simian of the ale She olen intend om epentcheckr af sede a a = =oHowto Tach Grama a tnderstanding of should Roce dane. Nevertheless, this is no guatintce that Jearners wil formalare the correct le. licting a saterent of the rae (. that should have fs used tp eiticse past actions) might alps bar sis wl ‘depend on the learner comand of terminology ta meonelingval elas ‘sanibation of ene or wo of che exargles conld be elicited insesd Situations contest permite preentiticm of a wide range of eis therefore more versatile than the T-nm-walling school sf pescortion, which ee cyan hac be Semonrted hear fom. Futharmore, the sation trves a 4 eu of controling the long andthe clr is mening. A hasan tine the enced "opis prove the esncte wit si fo induction o he rl or. ‘Stacens Gane solved in the developreel ofthe presentation m wel in adhing the grarnarreblers hi ales i lene dey an 4 tational irimnat explanation, Mécoer hesitation if we chosen, ky tobe roe removable than asaphe pcan: All ge tons eaggee ne ‘hie ggroach ate high neem offen [Bat there arc aso problems, 4 wat suggested eacics, Whatif the students dont ge the ile? By chat if they get the wrong eve? Wel hve icon certo explain ran these Wout if the sans tre Eragsummnarpremmaon tral fenders are nthe ereng mee hey fe slikly the kindof copie work involved the induchon of sommes “Ts Kind of esention as nex more time han an explanation, Time spent on presetting language is inevitably ame spent at the expense of ngigepncice abd asguble tit what nse otsent aced (pec st anteemeate lel anf ben) sk ut the presentation of rer bu Spperteniter fo pve thew Thurthe gneve sno lve pons ns of i economy. An ao reyes source teacher who NOt Sly fe ble to core up snort sh gunerte several strssal erica ensenos fr wi hae is the meat ne tn) 0 ree She peasury nsw ile ‘Chee fsa det from the ewe ot thi approach Tea awe The popularity of this King of presentation owen Joe so the fir ar fe dopenses wth the need for either teanslaion OF explanaten, “Tesnalation and explanation sere fr ang ime apsocgeed with radiiona ‘rasimision-ssle teaching, sd tvarsltion fw af course not feasible with suktlingual classes. Whife may of the resereasons ahowt (rntlaion and planation have been eaasesed fee the prvioes chapter the atayional ppreecntation is sil popuby, and is parsculrly appropiate with younger fearers and with clan of beginners, Homever, given itt relative eficienc, ie should probably be wed equviuely wi fears whe sre ia 2 huey, or who are a a evil whee lengthy and chaborate presenrations| eer sametuhae piteniing,