SEVEN BAD REASONS FOR TEACHING GRAMMAR AND TWO GOOD ONES

Krystel Morales
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Krystel Morales
Created by Krystel Morales 8 months ago
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SEVEN BAD REASONS FOR TEACHING GRAMMAR AND TWO GOOD ONES
1 they are divided into
1.1 bad
1.1.1 reasons
1.1.1.1 because it´s there
1.1.1.1.1 but
1.1.1.1.1.1 the grammar points may not all be equally important for everyone
1.1.1.1.1.1.1 it is important to choose grammar points relevant to student´s needs
1.1.1.1.1.1.1.1 designed for students with
1.1.1.1.1.1.1.1.1 different purposes
1.1.1.1.1.1.1.1.2 different environment
1.1.1.1.1.1.1.1.3 different native language
1.1.1.1.1.1.1.1.4 different problems
1.1.1.1.1.1.1.2 the book plays a very important role
1.1.1.2 It´s tidy
1.1.1.2.1 vocabulary is vast and untidy
1.1.1.2.1.1 systematize in
1.1.1.2.1.1.1 pronunciation
1.1.1.2.1.1.1.1 is a system of
1.1.1.2.1.1.1.1.1 phonemes
1.1.1.2.1.1.1.1.1.1 allophones
1.1.1.2.1.1.1.1.1.1.1 syllable structure
1.1.1.2.1.1.1.2 according to
1.1.1.2.1.1.1.2.1 Tom McArthur
1.1.1.2.1.1.1.2.1.1 is that part of a student which is the same at the end of a language course as at the beginning
1.1.1.2.1.1.2 grammar
1.1.1.2.1.1.2.1 can be presented as
1.1.1.2.1.1.2.1.1 limited series of tidy things which students can learn, apply in exercises, and tick off one by one
1.1.1.2.1.1.2.1.1.1 learning grammar is a lot simpler than learning a language
1.1.1.2.1.1.2.2 semantic fields
1.1.1.2.1.1.2.2.1 superordinates
1.1.1.2.1.1.2.2.1.1 hyponyms
1.1.1.2.1.1.2.2.1.1.1 notional/functional categories
1.1.1.3 it´s testable
1.1.1.3.1 test
1.1.1.3.1.1 shows
1.1.1.3.1.1.1 whether students are learning and whether teachers are teaching properly
1.1.1.3.1.2 is time-consuming and dificult design and administer
1.1.1.3.1.3 grammar = short cut
1.1.1.4 grammar as a security blanket
1.1.1.4.1 grammar can be
1.1.1.4.1.1 reassuring and comforting
1.1.1.4.2 good grammar doesn´t mean a studen is fluent
1.1.1.5 it made me who I am
1.1.1.5.1 past generation overvalue grammar
1.1.1.6 you have to teach the whole system
1.1.1.6.1 grammar
1.1.1.6.1.1 is
1.1.1.6.1.1.1 an acucumulation of different elements
1.1.1.6.1.2 teach
1.1.1.6.1.2.1 taught by
1.1.1.6.1.2.1.1 a subsystems
1.1.1.6.1.2.1.1.1 asking for
1.1.1.6.1.2.1.1.1.1 how much of this do the students know already from their native language?
1.1.1.6.1.2.1.1.1.1.1 how much of the rest is important?
1.1.1.6.1.2.1.1.1.1.1.1 how much of that have we got time for?
1.1.1.6.1.2.1.1.1.2 to try to teach the whole system is to ignore all this questions
1.1.1.7 power
1.1.1.7.1 teacher will always have upper hand on complex grammatical knowledge
1.1.1.7.1.1 pedagogy reflects
1.1.1.7.1.1.1 societal values
1.1.1.7.1.1.1.1 strict grammatical drills
1.1.1.7.1.1.1.1.1 mirror
1.1.1.7.1.1.1.1.1.1 authoritarian societies
1.1.1.8 the results
1.1.1.8.1 student
1.1.1.8.1.1 able
1.1.1.8.1.1.1 conjugate all verbs
1.1.1.8.1.1.1.1 rules
1.1.1.8.1.2 not able
1.1.1.8.1.2.1 use the language in helpful contexts
1.1.1.8.2 knowledge
1.1.1.8.2.1 is
1.1.1.8.2.1.1 strictly declarative
1.1.1.8.2.1.1.1 lacking in impicit knowledge
1.1.1.8.3 self-esteem issues in language use
1.2 good
1.2.1 comprehensibility
1.2.1.1 key to succesful communication
1.2.1.1.1 know hor to build and use certain structures
1.2.2 acceptability
1.2.2.1 grammatical correctness
1.2.2.1.1 is equal to
1.2.2.1.1.1 more comprehensibility
1.2.2.2 a person who speaks badly may not be taken seriously
2 what to teach
2.1 depend on
2.1.1 circumstances
2.1.2 learners´aims
2.2 the points of grammar that we need

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