TOPIC 1: Basic Principles Of Teaching Grammar In Context
11/17/2016TOPIC 1:Basic Principles ofTeaching Grammarin ContextTeaching Grammarin ContextCWP004 PDP-Sat mode (Semester 1 2016)Defining GrammarDefining Grammar Grammar is ‘a description of the structure of alanguage and the way in which linguistic unitssuch as words and phrases are combined toproduce sentences in the language. It usuallytakes into account the meanings and functionsthese sentences have in the overall system ofthe language’Richards, Platt & Weber, 1985, p.125 Grammar refers to the ‘structural organization oflanguage’Larsen-Freeman, 2003, p.34 i.e. how words are formed (morphology) andhow words they are combined (syntax) - amorphosyntactic view of grammar, e.g.:I have / We have / He/She has / They have 3Defining Grammar4Defining Grammar ‘ what the morphosyntax of traditionalgrammar overlooks are the thousands onthousands of patterns that make up a speaker’sknowledge of a language, such as:The importance of Can I come in?COLLOCATION Did you have a good time? Hove some more.The role ofCONSTRUCTIONS in I’m simply amazed’language use Grammar is ‘the way a language manipulates andcombines words (or bits of words) in order to formlonger units of meanings’Ur, 1988, p.4 ‘The grammar of a language is the description of theways in which words can change their forms and canbe combined into sentences in that language’Harmer, 2007, p.125Larsen-Freeman, 2013, 25861
11/17/2016GoalsGrammar and ‘Grammaring’ Grammar as a skill or dynamic process ‘Grammaring’ (Larsen-Freeman, 2003) – abilityto use grammar accurately, meaningfully andappropriately ‘This means that, for students to overcome theinert knowledge problem, they must practiseusing constructions to make meaning underpsychologically authentic conditions, where theconditions of learning and the conditions of useare aligned (Segalowitz, 2003)’ To provide a different perspective on grammarteaching To provide hands-on activities to experiencedifferent methods of grammar instruction To provide examples of how the input from thesessions can be applied/ adapted to LOCALtextbooksLarsen-Freeman, 2013: 264A 3D grammar framework:Questions a teacher should askwhen teaching grammarA 3D grammar frameworkFORM/STRUCTUREFORMHow is it formed?8Morphosyntactic,lexical, phonemic& graphemicpatternsMEANINGWhat does itmean?MEANING/SEMANTICSLexical &grammaticalmeaningUSE/ PRAGMATICSSocial contextLinguistic discourseco-textUSEWhen and Why isit used?910What is the alternative?How is grammar often taught? OUT OF CONTEXT:Taught separatelyForm-focusedDeductive explanationsUse of metalanguageSentence-level contextMechanical/RepetitiveKnowledge (and memorization) basedMeaningless (topics, contexts, examples,activities)BoringTEACHING GRAMMAR IN CONTEXT (TGIC): Integrated with Reading/Writing, Speaking/ListeningBalanced focus on form, meaning and useText-level contextNoticing patterns and formsInductive thinking requiredMeaningful (topics, contexts, examples, activities, tasks)Practice comprehension, awareness of patterns, using targetlanguage Sometimes fun Grammaring! ‘The fifth skill’ - the ability to use grammaraccurately, meaningfully, and appropriately.2
11/17/2016TGICPRINCIPLES AND APPROACHES1.2.3.4.5.6.7.Adopt Authentic TextsAdapt raisingInductive AnalysisTask-based ApproachText-based ApproachLanguage Arts ApproachSome Pedagogical Suggestions1. Encourage learners to explore the relationship betweenform, meaning and use.2. Provide opportunities to explore the relationship betweengrammatical choices and discoursal contexts.3. Use appropriate input and personalise teaching materials.4. Use heterogeneous, open-ended exercises (Ur, 2009).5. Use student-centred self-discovery activities.6. Use songs, video clips and games.7. Build on students’ prior knowledge and cater to theirlearning needs and interests. 14PRINCIPLE-BASED ACTIVITIESfor TEACHING GRAMMAR INCONTEXT (TGIC)1.2.3.4.5.6.7.8.9.Building Up TextsBreaking Down TextsDictoglossDictocompEchoing TextsComparing and ContrastingCrossing Out and Adding InSequencingGames and Participatory Activities What meaning is made? I arrive at 8 o’clock tonight. Future meaning: simple present tense!KEY CONCEPT: Grammar MakesMEANINGExample 1: THE FUTURE TENSE The Simple Future Tense is used to talk about an action whichwill happen in future. Simple future verbs are used when the action has not yettaken place: I will arrive tomorrow at 8. I will kiss my boyfriend when I see him. Going to can also be added to the main verb to make it futuretense: I am going to go to work tomorrow. Present continuous tense: Use the Present Continuous to express the idea thatsomething is happening now, at this very momentWhat meaning is made? I’m arriving at 8 o’clock tonight. Future meaning I’m arriving at 8 o’clock tonight. Future meaning: present continuous tense! Look at John! He’s laughing his head off atsomething. Temporary transient present reality The problem with John is that he’s always laughinghis head off when he should be serious. Habitual, not temporary actionAdapted from Harmer, 20073
11/17/2016 I’m arriving at 8 o’clock tonight. Present Continuous Tense Look at John! He’s laughing his head off at something.What meaning is made? The problem with John is that he’s always laughing his head off when heshould be serious. I’m sitting there drinking my latte when suddenlythis little bird lands on my head. I’mthinking wow what are the odds? Historical present: to make the story more dramatic Temporary transient present reality Habitual, not temporary action I’m sitting there drinking my latte when suddenly this little bird landson my head. I’m thinking wow what are the odds? Historical present: to make the story more dramaticCONCEPT 1Grammar Makes MeaningIn contextFor a purposeNot solely rules.Concept 2: Meaning-focusedText-based Grammar Teaching A focus on meaning causes learners to THINKabout language Thinking learning Grammar choices depend on context andpurpose. FOR EXAMPLE:I am in thebathroom.Context Husband and wife at home; the phonerings one of them shouts . “I am in thebathroom”What meaning ismade?In what contextmight someone saythese words?Focus on context/text“There are few grammar choices madeby speakers or writers that are strictlysentence level and completely contextfree.” Verbs and verb phrases following preposition must takethe gerund form Reflexive pronoun objects must agree in person, numberand gender with their subjects Determiners must agree in number and noun type(count/mass) with their head nouns.Concept 3: Unless internalised,grammar knowledge is not useful SLA theories state that the following conditions areneeded for language learning to occur: Comprehensible input (i 1) Noticing Comprehensible stretched output Internalization Practice/ USE / automatization / internalization(Celce-Murcia, 2002, p. 121)4
11/17/2016Concept 4: Vocabulary knowledge and teaching Knowing a word includes:Sound, Spelling , Meaning, Use,Grammar function, Connotations,Collocation, Related Words, Chinese Knowing a wordLearning Activities Activity 1: Grammar and meaning Activity 2: Vocabulary learning andteaching Application to a local textbook Activity 3: PWIMusing a wordinternalisationGrammar and MeaningCreate a context to create meaning The dog has eaten the meat. The dog should have eaten the meat. A dog must have eaten the meat. Dogs eat meat.p.5What is being communicated here?What is the intended meaning?Grammar and MeaningDifferences in meaning? (p.6) The window was broken She broke the window. Difference in form (grammar) used? What is the difference in meaning being communicated?Comprehensible OUTPUTGrammar and MeaningDifferences in Meaning Where is Stella? She is in the kitchen. Where is Stella? She was in the kitchen.5
11/17/2016Grammar and MeaningDifferences in Meaning The tsunami killed hundreds of people. Hundreds of people were killed by thetsunamiSo far . Grammar makes meaningEffective grammar learning Grammar knowledge is internalized Grammar knowledge is automatized This happens through A LOT OF OPPORTUNITIES TOgrammar to make meaning for a purpose in context which requires THINKING.USE theVOCABULARY LEARNING ANDTEACHING Not a focus onSTUDENT-FRIENDLY DEFINITIONS Focus on Meaning and Text when teachinggrammar Not the sen level! Provide opportunities to USE the language Multiple chances to use the language not just One and Done!Traditional and Student-Friendly DefinitionsTraditional DefinitionsDazzling: Bright enough to deprive someone of sight temporarily.Climate: The prevailing weather conditions of a particular region.Contagious: Transmissible by direct or indirect contact; communicableStudent-Friendly DefinitionsDazzling: If something is dazzling it is so bright that it is hard to look at. After lotsof long, dark winter days, sunshine on a sunny day is dazzling.Climate: Climate is the usual weather of a place. “Virtually all effective vocabulary instruction islikely to include a definition. And not anydefinition will do” (Graves et al. 2013, p. 57).Student friendly:Longer, written in complete sentences, doesnot contain words more difficult than that beingdefined.Student Friendly? An ambulance takes sick people tothe hospital. A vehicle equipped for taking sickor injured people to and fromhospital, especially in emergencies.Contagious: A contagious illness is an illness that you can get by touching people ofthings that have the illness. The flu is a very contagious illness.6
11/17/2016Student Friendly?“Competition” (Longman Elect 6B) The activity or condition of striving to gain or winsomething by defeating or establishing superiorityover others. The act or process of trying to get or winsomething (such as a prize or a higher level ofsuccess) that someone else is also trying to get orwin : the act or process of competing A competition is when you are trying to get or winsomething (like a prize) that someone else is tryingto get or win.Pronunciation Pupils need to hear a new word inisolation as well as in discourse context sothat they can notice the sounds at thebeginning and end, the stress pattern ofthe word, and the syllable that make upthe word.“Quick Rich” Explanation (p.8) State the context from which the word comesWrite the word on the board (or show on PPT)Chunk the syllables up and say the wordHave the students say the word 3 times after youTell them (and write) what word class the word is andother words of the same familyShow / explain what the word meansGive examples of useGive collocation (if any)Relate to other (easily confused) words, if anyBring the word back to the contextInteractive VocabularyTeaching: An Example Anita Archer Notice the strategies she uses (L1 class)https://www.youtube.com/watch?v fr7yRYegjb8Page 9Principles into Practice Teach words in context. Promote deep processing (via multiple channels) Connect words (old with new, semantic fields) Provide frequent and multiple exposures Teach independent vocabulary learning strategies Teach students how to store words learnt Provide opportunities for incidental learning ofvocabulary wordshttps://www.youtube.com/watch?v DC0HNtvxuRgPICTURE WORD INDUCTIVEMODELEmily Calhoun (1999) PWIM uses pictures containing familiar objects, actions andscenes to draw out words from children’s listening and speakingvocabularies. PWIM helps learners add words to their sight reading vocabulary,as well as their writing vocabulary. Learners can also discover phonetic and structural principlespresent in those words.What might this look like in your own classroom?https://mmegc.wordpress.com/tag/pwim/7
11/17/2016PWIM: STEPS Ask students what they see. Label the picture. Read and review. Have students repeat. The words are categorized and read as a class over a series ofdays. Identify common characteristics: nouns, verbs, adjectives,similar beginning consonants, rhyming words etc. Lead class to give the picture a title. Get students to think about the information and what theywant to say about the picture. Focus on CONTEXT Ask class to generate sentences using the words. Then, depending on the grade level, the sentences arecategorized and formed into paragraphs. Teacher MODELSwriting sentences to form a good paragraph. The students then write paragraphs (if applicable). Read and review. pstorey@eduhk.hkNoticing Language in ContextThe teacher’s next step: “We worked really hard on our phonics and highfrequency words. I used the sticky notes to showhow changing the initial consonant makes a newword that rhymes. face -race-lace, house -lousemouse, kid, hid ,lid, did ” NOTE: Your photograph should be a living document.Writing Titles “We worked a lot on titles. Titles are a good lead into main “ We read a lot of books to see how realauthors started sentences so that not all ofour sentences would start with THE”.idea and determining importance. We studied differenttitles of published books. I brought in stacks ofbooks and students had to compare and figure out inductivelywhat kind of title the stack represented. We looked at oneword titles, question titles, titles that start with the,repeating titles and titles with alliteration. We usedthe sentences to help us write class and individualparagraphs”.Key Points ‘Grammaring’ involves MEANING and USE as well asFORM Grammar is not (only) about rules. Grammar makes meaning! Get students to think.Topic 2: Get students to use the language.The Reconstruction Strategy Give students lots of practice; lots of opportunities topractice the form in context for a purpose.BUILDING UP TEXTS andEXPLORING GRAMMAR THROUGH THEM Build bridges8
11/17/2016Reconstructing Noticing and Practising Helping students notice how grammar is used in particular contextsby deconstructing and reconstructing a text together Select or write a short text containing the target grammaticalfeature(s) Read it to them several times, and ask them to dictate it backto you as you write it up on the board Practise it, gradually removing parts of the text until studentscan recite it from memoryA: I’m so excited about this vacation. I haven’t had a vacationin ages. I just long to get away from the noise and the airpollution.B: Yeah. Let’s do something really different this time.A: Hey, this looks good. I’d like to go scuba diving, maybe inThailand, or somewhere.B: I don’t know. I don’t really like scuba diving.A: Really? I adore scuba diving.B: It sounds dangerous. I don’t mind swimming at theswimming pool, but actually I’ve never enjoyed swimmingin the sea. I prefer lying on the beach with a cold drink. Ihope to get a good tan this year.A: Stop being so lazy. Don’t you want to try something newand exciting? Believe me, once you start scuba diving, youwon’t be able to stop.Example 2:NEW WORDS Beach Volleyball Shore SplashingExample Target structure: non-finite verbs (Verb ing vs. Infinitive) for‘feeling’, ‘wanting’; ‘starting’ and ‘stopping’ (feeling & wanting): love/hate/adore doing// want/long/would like to do (starting & stopping) started/went on/finished/stopped doing vs.started/stopped to doworksheetVerb inglikeadoredon’tmindenjoypreferstopstartto Verb‘d likewanthopelonglikepreferstarta) Some verbs (e.g. ‘like’, ‘adore’) are about feelings, theycan always take –ing; some can take either –ing or to verb.b) Some verbs (e.g. ‘would love’, ‘want) are about wantingthings. They can only take to verb.c) Some verbs (e.g. ‘stop’, ‘start’) are about beginning andfinishing things. They can always take –ing. some cantake either –ing or to verb.VERBSDoing verbsam standingis shiningare playingare sittingare chattingis splashing In present continuoustense To describe whatyou are doingBeing verbsFeeling verbsisisfeelslove In simplepresent tense In simplepresent tense To describethings asthey are To describe howyoufeelfeelyou9
11/17/2016Pair workA different day at the beachI am standing on a beach. It feels warm. The sun is shining. Thesky is so blue. The sand is so soft. Some teenagers are playingbeach volleyball. Three old ladies are sitting on their beach chairs.They are chatting happily. The water is splashing against theshore. I really love this place.CHANGE all to present continuous. What happens to the meaning? sIt is not avery goodday Write your own story“A Day at the Beach”Write. Be sureto underline allthe verbsPage3BUILDING UP TEXTS andEXPLORING GRAMMAR THROUGH THEM:Continue with the strategyAdaptingLocalTextbooks Repeat the story together. Begin taking away language. Repeat the entire story using visuals only. Ask the students to put the words intocolumns in a worksheet.Page 6The PointWhat we did . Students are required to pay close attention toverbs in terms of meaning and form. Students also practice the verb form in contextand from memory (with visual prompts). This allows the teacher time to listen and corrector provide feedback on form/ pronunciation etc.Our focus was on . Ways of using texts to focus students’attention on how verbs make meaning intexts. The same verb may make different meaning suchas connecting the subject to an adjective orshowing an action (e.g. look). Ways of adapting local textbooks using thisstrategy.10
11/17/2016Language Arts ActivitiesTOPIC 3:TEACHING GRAMMARTHROUGHLANGUAGE ARTSUsing songs in the ESL classroom:the power of music to contextualise grammarPRIMARY LEVEL ‘Motivation for second language learningusually comes through pleasure andenjoyment’ Key emphases in the Curriculum Guide: elements of fun or playing with the language take on roles and use make-believe to act outsituations singing to encourage risk-free language playCDC English Language Curriculum Guide (Primary 1-6) 2004Language Arts ActivitiesACTIVITIES Language arts activities seek to exploit the potential thatEnglish offers for pleasurable experiences and thedevelopment of language awareness. Activities that give expression to real and imaginativeexperiences, not only help learners work towards theLearning Targets in the Experience Strand, but alsoprovide opportunities for language practice and use.CDC English Language Curriculum Guide (Primary 1-6) 2004Learning English throughPoems and SongsACTIVITIES Appreciating song lyrics Identify the language features of song lyrics Re-write song lyrics Understand and appreciate the musicalgenre Songs as ‘issues’ and themesLearning English throughPoems and SongsSECONDARY LEVEL To develop learners’ ability to: understand and appreciate a range of poems and songs respond and give expression to the imaginative ideas,moods and feelings expressed in poems and songsthrough oral, written and performative means understand how the English language works to conveythemes and evoke feelings in poems and songs, andapply this understanding to their learning and use ofthe languageCDC Curriculum & Assessment Guide (Secondary 4 – 6) 2007What songs?AS A TEACHER OF ENGLISH: What kind of songs would you use in class? What would you use them for? What would the purpose be?PRIMARY LEVEL11
11/17/2016Songs as social issues Loss/bereavement:SECONDARY LEVEL ‘Tears in Heaven’ Facing death, looking back: ‘Seasons in the Sun’ Running away from home: ‘She’s leaving home?’Songs as stories Puff the Magic Dragon A Boy named Sue (and many other country songs likeit) In the Ghetto (Elvis) Cat’s In the Cradle (Harry Chapin) Stan (Eminem) Barry Manilow (Copacabana) American Pie (Don McLean) Billy Don’t be a Hero (Paperlace / Bo Donaldson)If I Were a Boy . Is she happy with boys? Give an example (a noun phrase) What does she want boys to do? Use a verbUsing songs to focus on Grammar in Context: Second conditionals Articles Other grammatical forms (your choice)What do you notice? How is the secon
Teaching Grammar in Context CWP004 PDP-Sat mode (Semester 1 2016) TOPIC 1: Basic Principles of Teaching Grammar in Context Defining Grammar Grammar is Za description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language. It usually
Topic 5: Not essential to progress to next grade, rather to be integrated with topic 2 and 3. Gr.7 Term 3 37 Topic 1 Dramatic Skills Development Topic 2 Drama Elements in Playmaking Topic 1: Reduced vocal and physical exercises. Topic 2: No reductions. Topic 5: Topic 5:Removed and integrated with topic 2 and 3.
Timeframe Unit Instructional Topics 4 Weeks Les vacances Topic 1: Transportation . 3 Weeks Les contes Topic 1: Grammar Topic 2: Fairy Tales Topic 3: Fables Topic 4: Legends 3 Weeks La nature Topic 1: Animals Topic 2: Climate and Geography Topic 3: Environment 4.5 Weeks L’histoire Topic 1: Pre-History - 1453 . Plan real or imaginary travel .
AQA A LEVEL SOCIOLOGY BOOK TWO Topic 1 Functionalist, strain and subcultural theories 1 Topic 2 Interactionism and labelling theory 11 Topic 3 Class, power and crime 20 Topic 4 Realist theories of crime 31 Topic 5 Gender, crime and justice 39 Topic 6 Ethnicity, crime and justice 50 Topic 7 Crime and the media 59 Topic 8 Globalisation, green crime, human rights & state crime 70
Topic 1: Biological Molecules Topic 2: Cells, Viruses and Reproduction of Living Things Topic 3: Classification and Biodiversity Topic 4: Exchange and Transport Topic 5: Energy for Biological Processes Topic 6: Microbiology and Pathogens Topic 7: Modern Genetics. Overview of assessment Assessment is 1 hour 45 minutes.
11 Topic #8: Accounting Basics31 12 Topic #9: Financing 35 13 Topic #10: Financial Models39 14 Celebration Of Knowledge #342 15 Topic #11: The Sales Role45 16 Topic #12: Business Development48 17 Topic #13: Negotiating50 18 Topic #14: Tactics, Strategy and Grand Strategy53 19 Celebration Of
1 week Stocks, Sauces, and Soups Topic 1: Stocks, Sauces, and Soups 1 week Communication Topic 1: Communication 1 week Management Essentials Topic 1: Multicultural Workplace Topic 2: SMART Goals 2 weeks Fruits and Vegetables Topic 1: Fruit Cooking Lab Topic 2: Vegetable Preparation Lab 1 week Serving Your Guests Topic 1: Importance of
Topic 1.1 Analyse different types of crime 2 Topic 1.2 Explain the reasons that certain crimes are unreported 16 Topic 1.3 Explain the consequences of unreported crime 24 Topic 1.4 Describe media representation of crime 34 Topic 1.5 Explain the impact of media representations on the public perception of crime 42 Topic 1.6 Evaluate methods of .
Floristry FL5 Basic Principles of Floral Design Floristry: Basic Principles of Floral Design FL5.6 KEY Basic Principles of Floral Design Evaluation Fill in the Blank: Emphasis Rhythm Unity Harmony Proportion Balance 7. Balance refers to the visual stability of the arrangement. 8. Color is the easiest way to create emphasis. 9.
