In this video we're going to talk about why
it's important to present new language in context.
Context can be as simple as presenting new language
in a short phrase or sentence. Take as an
example this exercise, where action verbs
are presented using full sentences with pictures.
And this presentation, where clothes
are used to complete the speaker's descriptions.
In both cases, the presentations require students to
write the new vocabulary into sentences
rather than label pictures with individual words.
Presenting language in context can also refer
to the wider context of a presentation.
For example, in this exercise, the target language
is used to complete a series of comments on photos
like those on Instagram or similar apps.
And in this presentation, the phrases about vacation activities
are presented as a series of vacation ideas on a website.
Rather than simply asking students to label pictures,
both of these exercises present the new language in contexts
that are familiar for them - it's their reality.
Context isn't limited to exercises, of course.
Videos are an excellent way of contextualising
new language as they combine both an audio
and visual context to the language.
And in the age of YouTube, video really appeals to teenagers.
So we've talked about two types of context,
but why is it important?
Let's take the example of a quiz.
The target language here is phrases connected with sleep.
By using illustrations to fill in the gapped sentences,
the students have completed nine statements about sleeping habits.
The difference is clear between this exercise, and
presenting the phrases in isolation. Here,
the students can see exactly how the phrases are
used with a familiar, known structure -
in this case, the simple present.
Presenting language in context is vital
because without it, students have no framework
within which to understand the new language.
Sometimes practice takes the form of decontextualised
individual sentences. That's ok - you
can add context to sentences by asking
students to imagine who is saying the sentences
and what the situation is. Ask questions like:
Where's the speaker? Who is she and who's he or she talking with?
How does he feel? Why?''
You can also personalize sentences to give them context
by asking students questions like: ''Where do you do this? When?''
Now students have an opportunity to immediately use the vocabulary
themselves - by answering the questions in the quiz -
a format which all students will recognize and enjoy.
The quiz format instantly makes the language more meaningful
and therefore more memorable.
Context naturally applies to teaching grammar too.
Look at these different contexts.
Each models a new structure using a context
that is familiar to students - whether it's a simple
text message conversation, a dialogue,
a short description,
or a puzzle.
Students then go on to complete grammar charts
using the language from the context exercise.
This is more effective than starting a grammar presentation
with the grammar chart because, as with vocabulary
presentations, context makes the new language
more meaningful and more memorable.