In the previous article (18) the TEFL trainee could see how to present the target language (TL) grammar clearly. The student will now hopefully have assimilated the concept of the structure, as dealt with in the initial presentation, and also had the structure explained, giving a logical grasp of how the grammar works.
TEFL teachers need to be aware that a written exercise is to reinforce the manipulation of the structure and later drilling is to initiate the student in the correct use of the rhythm, intonation and stress.
First, let’s consider the written exercise which gives learners the following benefits:
The student focuses on a structure with more attention than if we omit this step.
The exercise often forces concept/accuracy errors that stand a good chance of developing and becoming ingrained if they're not detected early. It serves as a "check question" for form.
It gives extra confidence to the student when using the TL correctly from the outset.
It provides a good source of material from which to revise or go over any doubts that may develop. For example, the following lessons can recycle the same sentences in the exercise in warmers such as ‘whispers’, ‘dictation races’ or ‘mouthing’ (articles 7-9).
It allows the TEFL teacher to check that all forms of the structure are covered.
It gives the opportunity to focus on the most typical mistakes, and present the language in contexts where L1 interference may cause problems by wrongly transferring grammar principles borrowed from the mother tongue to the TL.
Posted on May 22nd, 2017