Teaching lexics to the pupils b1 (10-11 classes) contents introduction chapteri. Teaching grammar in context

TEACHING LEXICS TO THE PUPILS B1 (10-11 CLASSES)
CONTENTS
INTRODUCTION ………………………………………………………………..3
CHAPTERI. TEACHING GRAMMAR IN CONTEXT………………………..5
1.1.Teaching function: Greeting……………………………………………………8
1.2.Background and Definition……………………………………………………11
CHAPTER II. LESSONS HAVE COMMUNICATIVE AIMS……………….15
2.1.Teacher Acts as a Facilitator in the Learning Process………………………….18
2.2. Teaching Lexics to the mad Pupil……………………………………………..23
CONCLUSION…………………………………………………………………..25
USED LITERATURE…………………………………………………………...26
INTRODUCTION
The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.
Example
Practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication.
In the classroom
Classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learner-centred, and there may be use of authentic materials.
Teaching Function: Greeting
For example, imagine the following dialogue is on the first page of the textbook.
-Hello! My name is Susanne. What’s your name?
-Hi! I’m Harumi.
– Hi, Harumi, Nice to meet you.
– Nice to meet you, too.
– Where are you from?
– I’m from Japan.
What do you think the functions of these sentences are? Let’s review. There is ‘greeting’ in Hello, Hi, Nice to meet you. You will be teaching how to greet someone for the first time informally or neutrally. There is also introducing oneself by saying one’s name and asking for the listener’s name in My name is Susanne. What’s your name? I’m Harumi. And then, you will continue teaching asking and answering about origin with the question Where are you from? and the answer I’m from Japan.
What is the grammar involved in these exponents or sentences?
The verb be in the present form: My name IS Susanne. What’S your name? I AM Harumi.
And, the preposition ‘from’ when asking and talking about origin. So, from the grammatical point of view, you will be teaching:
Subject + is/are/am+ name
Wh- questions: What + IS + (noun)?
Where+ is/are + subject+ from? Subject+ am/is/are+ FROM + (country).
From the functional point of view, you will be teaching greetings, introductions and asking and answering about origin.