Deductive vs. Inductive Deductive vs. Inductive ApproachApproach

Lesson 3

The past perfect (deductive)T: The past perfect is formed from the past of the

auxiliary ‘have’, plus the past participle.T: For example, ‘everyone had left’, ‘the film had

started’.T: It is used when you are talking about the past, and

you want to refer to an earlier point in the past.T: For example, ‘We were late. When we got to the

cinema, the film had already started.’T draws a timeline. (past) _____b_____a____x___ (present)

T: We arrived at this point in time (a). But I need to refer to an earlier point in the past when the film started(b).

Deductive approach Advantages Disadvantages

+ time-saving+ learner

expectations & learning style (adults)

+ easier for the teacher

- dull & demotivating - teacher-fronted

(TTT)- less memorable- Language is about

knowing the rules.

John Wig is being interviewed by Harriet Brown, the Managing Director of a tour company. Mr Wigmore has applied for the post of Sales Director.Ms Brown: Who do you work for now, Mr Wigmore?Mr Wigmore: The National Bus Company.Ms Brown: And how long have you worked for them?Mr Wigmore: I’ve worked for them for five years.Ms Brown: How long have you been an area sales

manager?Mr Wigmore: Eighteen months.Ms Brown: And what did you do before joining the

Bus Company?Mr Wigmore: I worked for a chain of hotels as junior

manager. (Soars and Soars, 1986: 37)

Grammar questions:Explain why Mr Wigmore says: I’ve worked for (the Bus Company) for five

years. But I worked for a chain of hotels.

Is he still area sales manager for the Bus Company?

Does he still work for a chain of hotels?

Inductive approach Advantages Disadvantages

+ involvement, mental effort – memorable

+ Ss attentive & motivated

+ learner autonomy+ collaboration

- time-consuming, frustrating for students

- lesson preparation- learner

expectations

MicroteachingPresent and explain a grammatical structure

(inductive approach).Groups of five; 1 teacher + 4 students Time frame: presentation – 5 minutes;

self-reflection – 1 minute; peer/teacher trainer feedback – 1 minute

Teaching materials (board, marker; handouts; visual)

Presentation plan (download the grid from the wiki)Reflection paper (1-2 pages; deadline – 29.11.)

Microteaching groups

Reference books for practical workGrammar Practice Activities: A practical guide

for teachers, Penny Ur

How English Works: A grammar practice book, M. Swan & C. Walter

Grammar Games: Cognitive, affective and drama activities for EFL students, M. Rinvolucri

English Grammar in Use, R. Murphy

Presentation planDate: Duration: 5 minutesClass level:Presentation objective(s):

Table:TimeProcedures (ordered sequence of techniques)Possible problems and solutions Interaction Materials

time Procedures Possible problems and solutions

Interaction

Materials

3’ The pre-listening activityThe teacher asks students if they know who Sir Elton John is and if they like listening to him. Then the teacher asks two volunteers to say something they know about the lives and deaths of Princess Diana and Marilyn Monroe.

It might happen that the students know nothing or very little about the questions the teacher asks, and if so, he/she should provide them with the relevant information.

T-SS-SSSS-T

/

Questions on grammar presentation1. The structure itself. Was the structure presented in both speech

and writing, both form and meaning?2. Examples. Were enough examples provided of the structure in a

meaningful context? Are you sure the Ss understood their meanings?

3. Terminology. Did you call the structure by its (grammar-book) name? If so, was this helpful? Other terminology used?

4. Language. Was the structure explained in the Ss’ L1 or L2, or in a combination of the two? Was this effective?

5. Explanation. Was the information given about the structure at the right level: reasonably accurate, but not too detailed? Did you use comparison with the Ss’ L1?

6. Delivery. Were you speaking clearly and at an appropriate speed?7. Rules. Was an explicit rule given? Did you explain it/elicit it from

Ss?

Reflection paperThe strengths and weaknesses of your plan

(explain the approach and justify the choices made)

Your strengths and weaknesses as a teacherAny problems you encountered with your

presentation plan and how you were / were not able to resolve them

Any changes you would make in the plan or delivery based on your viewing of the recording / feedback you received from the observer / peers / teacher trainer

Microteaching - observationsDelivery (poise, volume, fluency, rate, gestures)

Content (too much, appropriacy, grammar books - terminology, use of examples/visuals)

Methods used

Opportunities for learner participation

Handling of questions and answers (naughty SS)

Microteaching sessionsMonday, 09/11 at 15:00

Monday, 09/11 at 15:45

Monday, 16/11 at 15:00

Monday, 16/11 at 15:45

Monday, 23/11 at 15:00

Monday, 23/11 at 15:45