Didaktika cizích jazyků - přednášky

Presentation Practice Production

Learnability - natural order of acquisition

• The way how people learn things, how steps go one after another

• They can’t learn present perfect before present simple

Complexity

• The difficulty of the grammatical structure

Prescriptive rules – you always have to do that one way

Descriptive rules – you don’t say: you have to do it like that, you describe how it is usually used

Pedagogical rules – the teacher simplifies the rules for students (when learning present continuous, the teacher will use “now”, later he will say that we can use present continuous for future)

Eliciting – it is getting information from students

I have never seen it. – What do I mean by the sentence? Do you know what “seen” is? Is it infinitive? Is it a new word or just some word in different form?

Covert grammar teaching - teaching to a communicative syllabus, dealing with grammar questions when they arise in the course of doing communicative activities.

• Communication - Auidolingual method

• Direct method

• Grammar isn’t important

Overt grammar teaching – teaching to a grammar syllabus and explicitly presenting the rules of grammar. Using grammar terminology.

• My lesson is based on grammar, I teach it explicitly

Clarification - refers to the point in your lesson where you want the learners really to focus on a piece of grammar, i.e. to see it, think about it and understand it, to become much clearer on its form, meaning and use.

• It is explanation of teacher

Restricted output – Designed by their focus on limited options for use of the language - limited options for communication, focus on accuracy; typical restricted activities:

• Restricted to present simple – Do you go to the cinema? Do you watch movies? Do you eat popcorn in cinema? – Nicol likes cinema. Nikol eats popcorn there.

Authentic output – Different structures, but the topic is the same – topic: cinema (Have you ever been to cinema? Do you like cinema?...)

Inductive teaching

• Rules learners discover for themselves

• BUT they can come up with wrong rule

Deductive teaching

• They are told rules

Drill

• Every structure should be drilled a little bit

• Students will memorize it

• The main aim of drill is accuracy and automatisation

• Drilling is connected with behaviourism

• Disadvantages – teachers aren’t strict enough

Repetition drills

Teacher: He´s going to open the door.

Students: He´s going to open the door.

Teacher: He´s going to drive the car.

Students: He´s going to drive the car.

Substitution drills

Teacher: He´s going to drive a car

Students: He´s going to drive a car

Teacher: bus

Students: He´s going to drive a bus.

Teacher: taxi

Teacher: He´s going to eat a cake.

Students: He´s going to eat a cake.

Teacher: coffee

Students: He´s going to drink coffee.

Teacher: film

Students: He´s going to watch a film.

Rehearsal – training

Minimal pairs

• I have been to the cinema. X I was in the cinema. → children won’t see the difference, they are not used in the context, it is for the older students