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P1 T2C

Terms in this set (23)

It's useful to teach language functions [All exercises]
Because functional language has high surrender value for learners
Students need different exponents for the same function / upper intermediate students already have knowledge of basic exponents [All exercises]
Because students need different / more sophisticated ways of expressing the same function to deal with more complex situations / make them more native-like
It is Important to focus on style [Exercise 15]
Because learners need to be aware that language is appropriate to different situations / it's part of knowing the meaning / use of language / particularly relevant to this target language
Language should be learned as chunks rather than deconstructed / important to focus learners on collocations [All exercises]
Because pre-fabricated chunks will increase the speed of production / fluency reflects the way native speakers use lexis
It is important to focus on discourse / adjacency pairs / responses [Exercise 18]
Because requests on their own are not so useful / learners can both use them and respond to them / responses are part of the use
Inauthentic texts are useful for presenting language / it is important for target language to be contextualised / listening texts are a good way of introducing language items [Exercise 14]
Because the language can be controlled / there is no defective language / the examples of the target language will be clear / because context provides meaning / because it is similar to learning L1
It is useful to have a task which focusses on the meaning of the text even if the prime reason for the text is linguistic / learners need to understand meaning of a text before focusing on target language [Exercise 14]
It's important for learners to have opportunities to listen as this is often something which they need practice in / it encourages learners away from focussing too soon on language items / it might help activate their existing knowledge of the language. An initial focus on meaning provides a context for the language / ensures the learners process the text for meaning before they attend to the language and will encourage good listening habits outside the classroom.
It is useful to expose the learners to the language receptively before they produce it [Exercise 14]
Because learners may notice the language / it replicates what happens in real life
It is useful to focus on form / highlight problems of form through focused exercises / focus on accuracy [Exercises 15, 17 & 18b]
Because students will learn better if there is an explicit focus on points of difficulty / form they need to consider / makes students aware of what they are learning / many students expect an explicit language focus
It is useful for learners to use dictionaries / important to encourage learner autonomy [Exercise 17]
Because learners will not always have a teacher on hand to help them / because it forces them to take responsibility for their own learning / helps their learning outside the classroom
Visual stimuli / pictures are useful [Exercise 14]
Because they are engaging / appeal to visual learners / are a useful way of conveying meaning
It is useful for learners to do cognitively challenging tasks when focussing on the target language / to work out language patterns [Exercises 15 & 18a]
Because engaging with the language aids retention / allows the teacher to check how much learners know / it is motivating for the learners to check what they know and discover what they don't know
It is important that learners leave a lesson with their own written record of target language [Exercise 18a]
Because writing a record will aid memory / because teacher can check correctness of form student has recorded
It is valuable to categorise language according to meaning / function [Exercise 18a]
Because categorising language in this way makes it easier to focus on its use and appropriacy / helps learners store the language efficiently
Language should be contextualized (Grammar 1)
Because context helps with meaning / seeing it in its contexts of use helps acquisition / it is how it occurs in real life
Learners need a task to help them read a text (Read on 2)
Because without one, students will not focus on the relevant parts of the text / will not have a clear purpose / may block on unknown vocabulary
Using interesting / controversial / (semi-)authentic texts aids learning (Read on 2)
Because it is motivating / makes students want to engage with the text and therefore the language
Cognitively engaging tasks are useful (Read on 2 / Grammar 1)
Because learners are motivated by them (Read on 2) / because cognitive engagement encourages them to process the language forms and leads to greater retention (Grammar 1 / Read on 2)
Learners should work out their own rules for new language / guided discovery / an inductive approach is valuable (Grammar 1)
Because learners retain rules that they have worked out for themselves / are engaged cognitively with / aids retention
Explicit rules about the form and meaning of new language are useful / to focus on form (Grammar 1)
Because it appeals to analytical learners / gives students a clear record / conforms to students' expectations / if you focus learners explicitly on form when language is first introduced, it may help avoid errors/fossilization later on / it shows learners that accurate form is important as well as understanding the meaning of language
It is useful to move from receptive to productive work / input before production (Grammar 1 / Read on 2)
Reading examples of language written down gives learners confidence because they can see if before they have to produce it / helps with accuracy
Importance of progression in the level of challenge / PPP / scaffolding (Grammar 1 / Read on 2)
At pre-intermediate level, it is important that learners are given support when they are being presented with potentially new language / it gives them confidence if first they are presented with new language and then given opportunities for practice.
It is important to provide opportunities for controlled (written) practice (Grammar 1 / Read on 2)
It allows for learners to work at their own pace / allows the teacher to provide guidance because the learners are working in smaller groups
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