Awareness Learners should be encouraged to view a language as a complex living phenomenon and not just as a number of words arranged according to simple rules. Introduce the term ‘language awareness’

Aim:
to introduce students to a language awareness raising approach to teaching grammar

Objective:

• 
  to raise students’ awareness of some typical drawbacks of discrete grammar activities
  
• 
  to raise students’ awareness of the relationship between form and meaning
  

to give students an opportunity to develop some principles of a language awareness approach.
Reiterate the main points of the session: Say that grammar forms should be presented in context. The teacher should establish that the students understand the language point
and then unpack it with the help of thinking questions to make the language point clear. The next question can focus on the principles of language use. Give your own example:
Mrs Kurbanova has been using the same textbook in her classes for almost ten years. She thinks it’s time to try something new.

Developing students’ vocabulary

While English learners generally have the greatest need to expand their vocabulary, many non-English language learners—especially those from low socioeconomic communities—also have a limited vocabulary bank, so they can benefit from these strategies as well.
10 Ways to Teach Vocabulary to ELLs
Label everything in your classroom. 1.Speak to your students with rich vocabulary.Pre-teach key vocabulary. 2.Use text with rich vocabulary and images. 3.Play vocabulary games. 4.Sing songs.Teach prefixes and suffixes. 5.Use cognates.Introduce words in pairs. 6.Seize teachable moments vocabulary should be taught in context, not as isolated words; 7. vocabulary should be taught through English, avoiding word-for-word translation into mother tongue; 8. learners should be encouraged to work out the meaning of the unknown words; 9. there is a difference between active and passive vocabulary; 10. learners should be encouraged to analyze words and word combinations in a text. Elicit a few random answers. Summary Teaching vocabulary should be based on context and teachers should focus on exploring the relationship between words, phrases and the meanings they convey in different contexts. It is possible to design simple vocabulary tasks using authentic texts accompanied with thinking questions or other task types.

Deductive and inductive approaches to teaching grammar

These twoapproaches have been applied to grammar teaching and learning. A deductive approach involves the learners being given a general rule, whivh is then applied to specific language examples and honed through practice exercises. An inductive approach involves the learners detecting, or noticing, patterns and working out a ‘rule’ for themselves before they practise the language. A deductive approach starts with the presentation of a rule and is followed by examples in which the rule is applied. An inductive approach starts with someexamples from which a rule is inferred. Both approaches are commonplace in published materials. Some course books may adhere to one approach or the other as series style, whereas some may be more flexible and employ both approaches according to what the language being taught lends itself to. Most inductive learning presented in course books is guided or scaffolded. In other words, exercises and questions guide the learner to work out the grammar rule. The following course book extracts illustrate the two different approaches. The subsequent practice exercises are similar in both course books. Inductive learning is in option for language with salient features and consistency and simplicity of use and form. The basic forms of comparative adjectives, as shown above, is an example of this. . Conversely, teaching the finer points of the use of articles (a/an, the) inductively, for example, would most probably be problematic. The metalinguistic tools that the learners will need to accomplish the task is also a factor. However, the learner-centred nature of inductive teaching is often seen as advantageous as the learner is more active in the learning process rather than being a passive recipient. This increased engagement may help the learner to develop deeper understanding and help fix the language being learned. This could also promote the strategy of ‘noticing’ in the student and enhance learner autonomy and motivation. On the other hand, inductive learning can be more time- and energy-consuming and more demanding of the teacher and the learner. It is also possible that during the process, the learner may arrive at an incorrect inference or produce an incorrect or incomplete rule. Also, an inductive approach may frustrate learners whose personal learning style and/or past learning experience is more in line with being taught via a more teacher-centred and deductive approach. Many lessons can include both approaches.