SHARIFAH

TUTORIAL TASK 1 (23.07.2012)

Q1State the disadvantages of ded!tive a""#oa!h.
i. Beginning the lesson with a grammar presentation may be off$"tting for
some learners, especially younger ones.
ii. Younger learners may not a%&e to nde#stand the !on!e"ts or encounter
grammar terminology given.
iii. rammar e!planation encourages a teacher"fronte#, transmission"style
classroom, so it will hinde# &ea#ne# invo&ve'ent and inte#a!tion
imme#iately.
iv. $he e!planation is se&do' as 'e'o#a%&e as other forms of presentation
%for e!ample, #emonstration&.
v. $he #e#uctive approach encourages the belief that learning a language is
simply a !ase of (no)ing the #&e
Q2 Is the ded!tive a""#oa!h sita%&e fo# *ong &ea#ne#s+
Yes, because it e!plaine# very clearly how to un#erstan# the teaching or how to use this
grammar before giving the e!amples. 'e#uctive approach can save time to learn other
grammar %verbs,noun& in short time. If they (now the rule first, they will be sure of what #o in
the ne!t step.
Q3 ,&a#if* the advantages and disadvantages of ind!tive a""#oa!h
Advantages -isadvantages
i. )earners are traine# to be
familiar with the rule #iscovery*
this coul# enhance learning
autonomy an# self"reliance.
ii. )earners+ greater #egree of
cognitive #epth is ,e!ploite#-.
iii. $he learners are more active in
the learning process, rather than
being
iv. simply passive recipients. In this
activity, they will be motivate#.
v. $he approach involves learners+
pattern"recognition an# problem
solving abilities in which
particular learners are intereste#
in this challenge.
vi. If the problem"solving activity is
#one collaboratively, learners
get an opportunity for e!tra
language practice.
.. $he approach is time an# energy"
consuming as it lea#s learners to have
the appropriate concept of the rule.
/. $he concepts given implicitly may
lea# the learners to have the wrong
concepts of the rule taught.
0. $he approach can place emphasis
on teachers in planning a lesson.
1. It encourages the teacher to #esign
#ata or materials taught carefully
an# systematically.
2. $he approach may frustrate the
learners with their personal learning
style, or their past learning e!perience
%or both& woul# prefer simply to be
tol# the rule.
SHARIFAH
Q. Se&e!t anothe# g#a''ati!a& a#ea that )o&d se the sa'e te!hni/e.
Discovery techniques - students are given examples of language and told to find out how
they work-to discover the grammar rules rather than be told them . At the most covert level ,
this simply means that the students are exposed to the new language , with no focus or fuss ,
some time before it is presented .At a more concsious level , students can be asked to look at
some sentences and say how the meaning is expressed and what the differences are between
the sentences.
4 types of activity involves preview ,matching techniques , text study ,and problem !
solving.
e.g. "#$%&'($ A$D "()* +present continuous tense,
-ome of the confusion about .nglish arises because of the mismatch between form
and the function . "or example , most teachers of .nglish know that the present continuous
tense +e.g. he is running , they are eating their lunch , is used to describe actions taking
place now , in the present. what then , is it being used for in these examples /
He's meeting her at two o'clock tomorrow afternoon.
Imagine the scene , exactly one year ago . It is two o'clock on a wendnesday afternoon .
I am standing near the old factory ...
He is always complaining !
All these sentences use the present continuous tense , but they do not refer to the
present . &he first one is referring to a future arrangement , the second one is actually a story
about the past , and the third one i referring to a repeated habit . &he same form +present
continuous , can be used to mean many different things the form has many functions
&he situtation is further complicated by the fact that the same meaning + or at least similar
meanings , can be expressed by using many different forms . 'f we think of a situtation in
the future , for example , we find that it can be expressed in many different ways.
I'll see her tomorrow
I'll be seeing her tomorrow
I'm seeing her tomorrow
I'm going to see her tomorrow
I'm to see her tomorrow
I see her tomorrow.
SHARIFAH

All of these grammatical constructions are different , and they all represent fine
differences in meaning . &he second sentence suggests that the meeting tomorrow has been
definitily arranged , whereas the third sentence perhaps suggets that it is a plan , though not
yet a definite arrangement . &he last sentence implies that the arrangement is official.
Q0 Te1t std*2 !on!ent#ate on g#a''a# se in a te1t. i.e. &oo( at the )a* &angage
is sed$o# )hat (ind of &angage sed
I saw a film once , The Swimmer , with Brt !ancester .In it he was an "merican
ad#ertising man who mind had slipped ot of the present.He thoght he still had wife and
children and a hose , bt it was all goneThe film began with a golden late smmer
afternoon . He trned p atthe swimming pool of some friends who hadn't seen him for a
long time .They looked at him strangely , he wasn't part of their present time anymore
.$hile he was there it occred tohim hat there were so many swimming pools in that part of
%onnectict that he cold almost swim all the way home .So he went from pool to pool ,
pblic and pri#ate , swimming across &airfield %onty meeting people different bits of his
life whilst swimming home as he thoght . "nd where#er he went people became angry and
distrbed , he didn't belong in their present time , they didn't want him in it ."t the end of
the film he was hddled in the doorway of the empty locked hose that had been his while
rain came down and he heard the ball going back and forth on the empty tennis cort and
the #oices of his dogters who were gone. 'ora and I saw the film together. After the
students have done comprehension exercises and discussed the extract , the teacher can ask
them to look at the following sentences
In it he was an "merican a#ertising man whose mind had slipped ot of the present
He trned p at the swimming pool of some friends who hadn't seen him for a long time .
"t the end of the film he was hddled in the doorway of the empty locked hose that had
been his .
&hey can then be asked to identify the verb +in each sentence , that refers to time0 events
before the film and the verb +in each sentence , which refers to time0 events during the film .
%learly the past perfect forms the 1before the film 1 verbs and the past simple verbs are
1during the film1 verbs
Q3 4hat a#e the "#e$#e/isites %a thing re3uire# as a prior con#ition for something else
to happen& needed )hen e'"&o*ing the te!hni/e ("#o%&e' so&ving te!hni/e)
SHARIFAH
As students move from beginner levelsof .nglish through to intermediate and beyond ,
yheir level of .nglish allows us to encourege them to analyse its properities .*ore
importantly perhaps , students can look at areas of grammar rather than small detail 2 in the
future , for example rather than 3ust one future form such as going to . (ne way of getting
students to do this is to set up a problem and ask students to solve it. &he problem can be ,
for example , that six sentences use the same structure , but it has six different meanings
-what are they / (r the problem concerns typical mistakes that students make - how can
they be corrected / &he three examples we shall look at here show how , in solving such
problems , students become awere of how the grammar of .nglish works.
4, ")(* 5A6- &( 7)A**A)
..................................................................................................
8(5 D( 6(# ).".) &( "#&#). &'*.
A-tudy these examples
4 7oodbye.'1ll see you tomorrow.
9 :ook at those big black clouds it is going to rain
; 5e bought our tickets yesterday . 5e are leaving at 4 o1clock this afternoon
4 <eth may come to stay with us next weekend.
= &he weather might be better if we wait until >uly
? (ur boat leaves -outhampton at 4@ am next *onday and arrives in $ew 6ork next
"riday evening
< $ow write the numbers of the examples above below the appropriate heading
the speaker is sure the speaker is not sure
.............................................................................................................................
'n this extract , we assume that students already have some knowledge of the various ways
of expressing the future . 5hat is important is to get them to see the differences of meaning
and use .&his exercise asks them to study the future in terms of how sure the speaker is of
the future