DVD OBSERVATION: TEACHING GRAMMAR [T-T-T]

ANSWER KEY

LEAD-IN

1. How does Catherine get the students interested at the start of the lesson?

Asking real questions

Establishing the context via questions and elicitation
Using students’ names
Personalizing the context

TEST #1

2. Before students do the first ‘test’, what does Catherine do when giving instructions?

Pre-teaching ('warn')
Show handout
Using the context
Pointing
Anticipating 'some sentences'
Miming the task (e.g. 'circle ... ')
Informing that 'more than one answer is possible'
Asking
Checking understanding of instructions (e.g. 'What are you going to do?', 'Is one answer possible or more?')

3. As the students are working on the ‘test’ alone and then in pairs, what is Catherine doing? Why do you
think she’s doing this? Write down some examples of what she says.

Monitoring closely (to observe/assess)

Guiding students
Encouraging peer teaching:
'You explain why this is correct...'
'Try and explain why it's different ... '
'Remember more than one is possible.'
'Think about the tense.'
'When did this happen?'
'Explain to Greta why it's correct.'

TEACH

4. After the students have finished, how does Catherine keep the students involved in the clarification?

Checking only the first answer

Asking questions to check understanding of the first example
Asking learners to check the other examples again in pairs
Asking learners to work on the FORM in pairs
Monitoring again and teaching as she monitors
Being inclusive when practicing pronunciation

5. Catherine focuses on meaning, form and pronunciation in a systematic way. Write down some of what she
 says.

Questions to check understanding of MEANING

‘Did he take his wallet?'

'Did I think it was a good idea?'
'Can I change it?'
'This is advice. Is it advice before or after?'
Etc.

Questions to elicit FORM

'What's the name of this?'

'What's should?'
'Continue ... '
Etc.

Techniques to raise awareness of PRONUNCIATION

Modeling and practising whole sentences

Modeling and practising stressed words in isolation
Highlighting contractions
Highlighting weak forms/schwa
Using choral and individual drills
Correcting
Eliciting and highlighting pronunciation features on the board

TEST #2

6. Students have a handout to work on now. What does Catherine do and say to make it clear what they
have to do?

Showing handout
Stating the number of questions (6 questions)
Highlighting an example
Pointing at the key words
Reminding that there is a one to one correlation between key words and gaps

7. Then Catherine checks the answers with the students. Apart from that, what other feedback does she
give?

Giving praise
Correcting pronunciation
Providing alternative answers

FREER PRACTICE

8. Students have an activity with cards now. What does Catherine say and do to make the task clearer?
What kind of feedback does she give at end of the task?

Encouraging learner to extend

Monitoring and assisting as necessary
Noting errors for later
Language-related feedback
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