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Text-Based Approach, Test-Teach-Test, Context-Build

The document outlines three teaching approaches for language instruction: a text-based approach where learners read and answer comprehension questions, a test-teach-test approach that involves free practice followed by error correction, and a context-build approach that uses visuals to generate examples of target language. Each approach includes steps for checking understanding and highlighting language form. The document is based on methods from 'English Grammar' by Jim Scrivener.

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indabel2611
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115 views1 page

Text-Based Approach, Test-Teach-Test, Context-Build

The document outlines three teaching approaches for language instruction: a text-based approach where learners read and answer comprehension questions, a test-teach-test approach that involves free practice followed by error correction, and a context-build approach that uses visuals to generate examples of target language. Each approach includes steps for checking understanding and highlighting language form. The document is based on methods from 'English Grammar' by Jim Scrivener.

Uploaded by

indabel2611
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Approach 1: Text-based approach

• Learners read (or listen to) a text.


• Learners answer comprehension questions about information in the text.
• The teacher sets a task that allows learners to discover one or two examples of the target
language in the text, without necessarily saying what the grammar point is. The teacher
writes an example on the board.
• The teacher checks the meaning by asking concept checking questions.
• The teacher highlights the form of the target language.
• The learners do a controlled practice task to check their understanding of the form and
meaning.
Approach 2: Test-teach-test*
• Learners do a free oral practice task that encourages the use of the target language the
teacher wants to focus on in the lesson.
• The teacher listens to learners and notes down any errors they make in using the target
language.
• The teacher writes up errors associated with the target language on the board and elicits
corrections. 3 The teacher uses oral concept checking questions to check the meaning of
the correct language on the board (or a pre- prepared learner-centred task could be used).
• The teacher checks the form of the language at the board.
• The teacher asks learners to redo the original task or another similar task that also
encourages the use of the target language.
Approach 3 - Context-build**
• The teacher uses visuals and word prompts to build up a context that will generate examples
of the target language.
• The teacher elicits (or gives) an example sentence of the target language, perhaps writing it
on the board.
• The teacher uses oral concept checking questions to check the meaning of the target
language.
• Having checked understanding of the new language, the teacher highlights the form and then
rubs the example sentence off the board.
• The teacher writes up key words (prompts) on the board that are clearly connected to the
context. These are used to model and drill examples of the target language.
• The teacher elicits an example of the target language on to the board for a second time and
highlights aspects of pronunciation that have just been practised.

English Grammar by Jim Scrivener, Macmillan 2008

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