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Implicit and explicit knowledge

 Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort.

 Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious ways.

 Learning and acquiring (second language acquisition theory)

2-queston: Describe the system of exercises for teaching grammar. Give examples.

PART 4 TYPES OF EXERCISES FOR THE ASSIMILATION OF GRAMMAR

1.1 Recognition exercises

These exercises are the easiest type of exercises for pupils to perform. They observe the grammar item in structures (sentence patterns) when hearing or reading. Since pupils only observe the new grammar item the situations should be natural and communicative. For example:

- Listen to the sentences and raise your hands whenever you hear the verbs in the Past Simple.

Mike lives in Pushkin Street. I lived there last year. Ann gets up at 7 o'clock in the morning. She got up at half past seven yesterday. Etc.

It is desirable that sentences formed should concern real situations and facts.

Pupils listen to the teacher and raise their hands when they hear a verb in the Past Simple. The teacher can see whether each of his pupils has grasped the sentence.

- Read the sentences and choose the correct form of the verb. The following sentences may be suggested:

I (go, went) to school yesterday.

Tom (takes, took) a bus when he goes to school.

She (got, gets, gets) up at 7 o' clock every day.

Pupils should read the sentences and find the signals for the correct choice of the form. Since the necessary form is suggested in each sentence they should only recognize the one they need for a given context.

Recognition exercises are indispensable as pupils retain the grammar material through auditory and visual perception. Auditory and visual memory is at work.

1.2 Drill exercises

They are more completed as they require reproduction on the part of the pupils. In learning a foreign language drill exercises are indispensable. The learners cannot assimilate the material if they only hear and see it. They must reproduce it both in outer and inner speech. The more often they say it the better they assimilate the material. Though drill exercises are those in which pupils have only one difficulty to overcome, they should also be graded:

- Repetitive drill. Pupils pronounce the sentence pattern after the teacher, in imitation of the teacher, both individually and in unison. For example:

Teacher: They are dancing in the park.

Class: They are dancing in the park.

Individuals: They are dancing in the park.

Or pupils listen to the dialogue and say it after the speaker.

-Is Ann dancing now?

-No, she isn't.

-What is she doing?

-She is watching television.

Attention is drawn to the correct pronunciation of the sentence pattern as a sense unit, as a statement (sounds, stress, and melody).

- Substitution. Pupils substitute the words or phrases in a sentence pattern. For example:

The children are dancing in the park.

The children are dancing in the garden.

The children are dancing in the street.

The children are dancing in the yard.

The children are dancing in the hall.

The children are dancing after classes.

The children are dancing at the party.

A pupil substitutes a phrase, the rest may say it in unison. Then they are invited to replace the word dancing with other words.

They are singing in the park.

They are working in the park.

They are walking in the park.

They are playing in the park.

They are running in the park.

They are talking in the park.

They are watering flowers in the park.

They are planting trees in the park.

They are helping the workers in the park.

The use of a particular verb is stimulated with pictures (or a Russian word). Quick revision is achieved with a small expenditure of effort. In this way they review many words and phrases. As pupils have only one difficulty to overcome the work does not take much time. Or pupils are invited to replace the words in the dialogue with those given in columns (see the dialogue above).

There is one more advantage in performing this type of exercises--pupils consolidate the grammar item without thinking about it. They think of the words, phrases, but not of the form itself, therefore, involuntary memory is at work.

- Completion

Pupils complete the sentences the teacher utters looking at the pictures he shows. For example:

Teacher: Look at the picture.

Mike is ... ... .

Pupil: Mike is getting up.

Class: Mike is getting up.

Teacher: Mike is ... ... .

Pupil: Mike is dressing.

Class: Mike is dressing.

Attention should be given to the use of is in this exercise. The teacher should pronounce Mike is ... to prevent the typical mistake of the pupils (Mike dressing). This is essential structural element of the tense form of the Present Continuous; Russian-speaking pupils, however, do not feel any necessity to use it.

- Answering the teacher's questions

For example:

Teacher: Is Mike getting up?

Pupil: Yes, he is.

Teacher: Who is getting up?

Pupil: Mike is.

Teacher: What is Mike doing?

Pupil: He is getting up.

Drill exercises may be done both orally and in written form. Pupils perform oral exercises during the lesson and written ones at home. For example, they ate told to write five or seven sentences on the model given.

During the next lesson the work done at home is checked orally. In this way pupils have practice in pronunciation while reading their own examples, and in auding while listen-ing to their classmates.

1.3 Creative exercises (speech exercises)

This is the most difficult type of exercises as it requires creative work on the part of the learners. These may be:

- Making statements either on the picture the teacher shows, or on objects. For example, the teacher hangs up a pic-ture and asks his pupils to say or write three or five statements in the Present Continuous.

- Asking questions with a given grammar item. For example, pupils are invited to ask and answer questions in the Past Indefinite.

- Speaking about the situation offered by the teacher. For example, one pupil gives commands to perform this or that action, the other comments on the action (actions) his classmate performs.

Pupil 1: Go to the door, Sasha.

Pupil 2: Sasha is going to the door.

Pupil 3: Open the door.

Pupil 4: Sasha is opening the door.

- Speaking on a suggested topic. For example, a pupil tells the class what he did yesterday.

- Making dialogues using the grammar item covered.

- Telling the story (read, heard).

- Translating into English.

Participating in free conversation in which pupils are to use the grammar item they have learned. E. g., pupils have learned sentence patterns with the impersonal it.

Through these questions pupils are stimulated to speak about the weather and use the grammar item they have learnt.

All the exercises of the creative type are designed for con-solidating grammar material pupils need for hearing and speaking.

All the exercises mentioned above are designed:

- to develop pupils' skills in recognizing grammar forms while auding and reading English texts;

- to accumulate correct sentence patterns in the pupils' memory which they can reproduce whenever they need these patterns for speaking or writing;

- to help the pupils to produce sentences of their own using grammar items necessary for speaking about a situation or a topic offered, or writing an essay on the text heard or an annotation on the text read.

1.4 Grammar tests

A check on the assimilation of grammar material is carried out through:

- auding (if a pupil understands what he auds, he knows grammar);

- speaking (if a pupil uses the grammar item correctly, he has assimilated it);

- reading (if a learner understands what he reads, he knows grammar);

- tests.

Tests allow the teacher to evaluate pupils' achievement in grammar, that is, how each of them has mastered forms, meaning, and usage. Tests in grammar may involve: filling in the blanks; opening the brackets; transformation (e. g., make it negative, change into plural, etc.); extension (e. g., / like to read books -- I like to raid English bocks in our li-brary); completion (e. g., When I came home ...); making state-ments on the pictures given; translation.

3-question: Speak on the ways of presenting new vocabulary. Give examples.

Presenting vocabulary

Submitted by TE Editor on 5 February, 2004 - 13:00

This article looks at what needs to be taught when teaching vocabulary and ways to present and teach vocabulary.

· Introduction

· What a student may need to know about an item

· Ways to present vocabulary

· Alternative ways of teaching vocabulary

· Other things to consider

Introduction
With hundreds of thousands of words in the English language, teaching vocabulary can seem like a very daunting prospect. Remember though that the average native speaker uses around only five thousand words in everyday speech. Moreover, your students won't need to produce every word they learn, some they will just need to recognize. Selecting what to teach, based on frequency and usefulness to the needs of your particular students is therefore essential. Once you have chosen what to teach, the next important steps are to consider what students need to know about the items, and how you can teach them.
What a student may need to know about an item

· What it means
It is vital to get across the meaning of the item clearly and to ensure that your students have understood correctly with checking questions.

· The form
Students need to know if it is a verb/a noun/an adjective etc to be able to use it effectively.

· How it is pronounced
This can be particularly problematic for learners of English because there is often no clear relation between how a word is written and how it is pronounced. It is very important to use the phonemic script in such cases so the sts have a clear written record of the pronunciation. Don't forget also to drill words that you think will cause pronunciation problems for your students and highlight the word stresses.

· How it is spelt
This is always difficult in English for the reason mentioned above. Remember to clarify the pronunciation before showing the written form.

· If it follows any unpredictable grammatical patterns
For example, man-men / information (uncountable) and if the word is followed by a particular preposition (e.g. depend on )

· The connotations that the item may have
Bachelor is a neutral/positive word whereas spinster conjures a more negative image.

· The situations when the word is or is not used
Is it formal/neutral/informal? For example, spectacles/glasses/specs. Is it used mainly in speech or in writing? To sum up is usually written whereas mind you is spoken. Is it outdated? Wireless instead of radio.

· How the word is related to others
For example, synonyms, antonyms, lexical sets.

· Collocation or the way that words occur together
You describe things 'in great detail' not 'in big detail' and to ask a question you 'raise your hand' you don't 'lift your hand'. It is important to highlight this to students to prevent mistakes in usage later.

· What the affixes (the prefixes and suffixes) may indicate about the meaning
For example, substandard sub meaning under. This is particularly useful at a higher level.

Which of these areas you choose to highlight will depend on the item you are teaching and the level of your students. Now it's time to think about how we can get the meaning across.

Ways to present vocabulary
There are lots of ways of getting across the meaning of a lexical item.

· Illustration
This is very useful for more concrete words (dog, rain, tall) and for visual learners. It has its limits though, not all items can be drawn.

· Mime
This lends itself particularly well to action verbs and it can be fun and memorable.

· Synonyms/Antonyms/Gradable items
Using the words a student already knows can be effective for getting meaning across.

· Definition
Make sure that it is clear (maybe check in a learner dictionary before the lesson if you are not confident). Remember to ask questions to check they have understood properly.

· Translation
If you know the students' L1, then it is fast and efficient. Remember that not every word has a direct translation.

· Context
Think of a clear context when the word is used and either describe it to the students or give them example sentences to clarify meaning further.

Again which you choose will depend on the item you are presenting. Some are more suitable for particular words. Often a combination of techniques can be both helpful and memorable

Alternative ways of teaching vocabulary

· Give your students a few items of vocabulary and tell them to find the meaning, pronunciation and write an example sentence with the word in. They can then teach each other in groups.

· Prepare worksheets and ask your students to match words to definitions.

· Ask students to classify a group of words into different categories. For example, a list of transport words into air/sea/land.

· Ask students to find new vocabulary from reading homework and teach the other students in the class.

Other things to consider

· Review the vocabulary you teach through a game or activity and encourage your students to do the same at home

· Encourage autonomy in your learners. Tell them to read, watch films, listen to songs etc and note the useful words

· Have a section of your board for vocabulary items that come up as you are teaching. Use different colours for the word / the phonemics / the prepositions / the part of speech

· It is a good idea to teach/learn words with associated meanings together

· Encourage your students to purchase a good dictionary and use class time to highlight the benefits of one

· Teach your students the grammatical names for the parts of speech and the phonemic script

· Always keep a good dictionary by your side in case a student asks about a word you don't know

· If you don't and have never heard of the word, tell the student you will check and get back to them. Do get back to them

· Give extra examples sentences to the students if they are unsure and encourage them to write the word in an example sentence (maybe for homework)

4-question: Describe the system of exercises for teaching vocabulary. Give examples.

System of exercises: Semantization of vocabulary: demonstration, definition, translation

Primary consolidation: recognition, drill

Speech preparatory exercises: differentiation, identification, imitation, contextualization

Communicative usage: dialogues, games, role plays

Cloze Exercises Crossword puzzles Find the pairs Find the words Hangman, Puzzles Matching Multiple choice Opposites Paraphrasing Learning with Pictures Pronunciation Quiz Word formation

5-question: Speak on the ways to present new pronunciation material. Give examples of exercises for teaching pronunciation.

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