Статья на тему System of exercises for grammar presentation and consolidation communicatively
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SYSTEM OF EXERCISES FOR GRAMMAR PRESENTATION AND CONSOLIDATION COMMUNICATIVELY
Костанайский гуманитарный колледж
Any language can be acquired if one develops four basic skills in that language i.e. listening, speaking, reading and writing. Listening and speaking are interactive processes that directly affect each other. Speaking is an expressive language skill in which the speaker uses verbal symbols to communicate, while listening is a receptive language skill, which involves the interpretation of those symbols into meaning. Writing is also expressive language skill in which the writer (student) uses written symbols to communicate, while reading is a receptive language skill which involves the interpretation of those symbols into meaning.(1, 81)
The Communicative Approach includes listening and speaking. Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. (2, 87) The communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. (2,146)
In case communicative grammar instruction is supported with a relevant system of grammar activities that allow students to practice new grammar items communicatively as well, teaching and learning grammar can lead to successful communicative competence formation.
That is why we tried to work out a system of exercises for grammar presentation and consolidation communicatively. It consists of three steps: primary consolidation, speech preparatory activities (exercises) and communicative usage.
In teaching, there are many theoretical approaches that have been developed to promote the students' success in learning new information. There are two main theoretical approaches for the presentation of new English grammar structures or functions to students: inductive approach and deductive approach. The more traditional of the two theories, is the deductive approach, while the emerging and more modern theory is the inductive approach.(3, 87)
That is why if you want to present new grammar material deductively you should do the following:
Give your students the rules of new grammar material
Give abandoned examples to illustrate each point
Follow a system of exercises to consolidate the new material
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