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Four phases of language teaching: Guess who
Transcript of Four phases of language teaching: Guess who
Guess Who: Kooky Creatures
Is it a boy creature? (yes, it is / no, it isn’t)
Is it a girl creature? (yes, it is / no, it isn’t)
Is it blue? (yes, it is / no, it isn’t)
(yellow, orange, pink, purple, green etc.)
Does he have three eyes? (yes, he does / no, he doesn’t)
Does she wear blue clothes? (yes, she does / no, she doesn’t)
Does he have hair? (yes, he does / no, he doesn’t)
Does she have four teeth? (yes, she does / no, she doesn’t)
Start with practicing the structure;
For example, ask one pupil questions about another pupil: "Is she a boy?" and teach the pupil to answer "no, she isn't". "Does he wear a red shirt?" "Yes, he does". Repeat this as many times as necessary! The answers should come quickly and naturally!!
pupil takes over
the creature is not pink
Phase 1: Introduction.
Warm up activity
In this case; a song
Fase 2: Input of language
(children listen and point)
Teacher hands out the sheets with the funny creatures. Teacher describes one creature, the pupils try to point at the right one.
Phase 3: Practice the language needed in phase 4.
Practice the structures needed in class. Start by reading the Q&A out loud and then pick pupils who feel confident first.
Phase 4: Free communication
In this phase the pupils work in pairs, each asking questions to find out which creature the partner has chosen. This is free communication because you, as a teacher, are not in control of their communication!
In this lesson, there are several ways to get to phase 4; free production of language. You can play the game with the whole class; the pupils ask you questions to find out which creature you've chosen. Or a pupil takes your place and you help him/her.
The four phases of language teaching (vierfasenmodel)
the modern version
the real life cast
You get your class involved in the (new-) theme and into English. Or you repeat the language they've learned in the previous lesson. The pupils listen and focus on the lesson to come.
Steps to take in the introduction phase:
1. What do they know already?
2. Motivate them for the subject/theme/goal
3. Repeat what they've learned
4. Use strategies (look at the illustrations, use last week's word web)
New language is introduced to the class that builds upon what they already know.
Steps to take:
1. Listen to/read new input (language)
2. What words and lines did you hear/read? What does it mean? How do you say them? How do you use them? Use illustrations etc. to demonstrate
3. Focus on the new words
4. Offer the new dialogue and practice the dialogue with your class
Phase 3: Practice the new language
Step 1: pupils practice with the given dialogue and given permanent notions
Step 2: pupils think of and practice the variable notions
Step 3: practice strategies
Step 4: guide pupils from reproductive to productive use of the language!
permanent notions & variable notions
The permanent notion is the part of the sentence that does NOT change. The variable notion is the part of the sentence that can change.
Does your creature have....?
of the sentence answers the question:
do you want to say/ask?
There are different notions thinkable for the same function.
Example: when the function is '
asking questions about the creatures looks'
then the notions could be;
1. Does he have brown hair? - yes, he does/no, he doesn't
2. Has he got brown hair? - yes, he has/no, he hasn't
The teacher has to decide what notions to use in that lesson!
Phase 4: transfer
Your goal should always be: communication! All phases have led up to this one; your pupils are going to communicate in English based on a given situation. They should know enough words and sentences to have a creative conversation!
1. speaking assignments
2. when they can; writing assignments
3. teach them strategies, fillers etc. to speak in a natural manner
4. evaluate the process together!
The English Greenhouse, email@example.com