Our teacher started one of the lessons of the week with that question. Of course, being gossipy as we are, we were all ears, so the first of her objectives (grab our attention) was fulfilled. That is an important lesson for future teachers: turn to our lower instincts when it comes to gaining attention!
She told us a story of what had happened to her last summer. Of course, parts of the story sounded a bit fishy (being offered to become a gym trainer a having doubts about taking the job, when you are lecturing at university?), because we know that all she does is for a purpose, and not for the sake of just chatting, but it was quite close to something which actually could have happened to her. She did repeat and stress some of the things she said, so we got a few hints here and there, and afterwards, she asked us to tell each other what she had told us in small groups. Then, she made specific questions about some of the things she had said, until we gave her the five phrasal verbs she had used in her story.
We had another chance to experience a way to learn grammar in a real context, integrated in an meaningful activity. Of course, as we discussed, it is much harder to make up a whole "classroom situation" in which as a teacher you can "disguise" your didactic objectives and contents, so students will learn them feeling they are not "studying". That sounds very familiar to those of us taking the pre-school of pre-primary teacher education degree, because all the activities which a school teacher for ages 0 to 6 need to be meaningful to children first of all, because otherwise they will simply not do them. So, in a way, our teacher defends that the ways of doing which are common in pre-school should be extended to primary school as well (the minor we are taking is open to both pre-school teacher education students, and primary teacher education students), which I totally agree with.
iruzkinik ez:
Argitaratu iruzkina