Knowledge Transfer Project Grammar Teaching Resources For School Teachers

10m ago
9 Views
1 Downloads
7.15 MB
102 Pages
Last View : 1d ago
Last Download : 2m ago
Upload by : Lilly Kaiser
Transcription

Knowledge Transfer Sharing Grammar Teaching Resources for School Teachers Dr Lee Fung King Jackie Department of Linguistics and Modern Language Studies 24 May 2016 1

Should grammar be taught? Krashen (1993) argues that acquisition only takes place when learners are exposed to comprehensible input and that learning is limited to a few simple rules. J. Lee 2

Should grammar be taught? In ‘natural setting’ the amount of time and motivation devoted to learning is so great that there is no necessity for conscious planning of the learning process However, in a formal course of study, there is very much less time available, and often less motivation, which means that learning time has to be organised for optimum efficiency. (Ur, 1988: 5) J. Lee 3

Presentation/Practice of Grammar Items Past tense An Easy Approach to English Grammar (2001) J. Lee 4

Language Input Language Output Language Practice Decontextualised Homogeneous, mechanical isolated sentences; Grammar rules J. Lee 5

J. Lee 6

Knowledge Transfer Project: Grammar Teaching Resources for School Teachers (2015) Aims: 1. To give BEd(EL) students opportunities to apply their pedagogical learning at IEd to real practice 2. To provide useful grammar teaching resources for school teachers 7

Project Team 8

Participants 9 Year 4 (final year) BEd (English Language ) students 6 primary; 3 secondary Place of birth: 4 born in Hong Kong, 4 in China, 1 in Korea No of years living in HK: 3 for 4 yrs; 6 for 19-24 years Mother tongue: 6 Cantonese; 2 Mandarin; 1 Korean Field Experience: 6 full semester; 3 had two teaching practicums of shorter periods 9

Methodology 12 Meetings and 2 tryout lessons were conducted. 1st meeting: – completed a questionnaire about student teachers’ views on grammar teaching and learning – Followed by a group interview – Selected grammar topics for lesson planning and materials development 10

2nd - 12th meetings: – Took turns to present lesson plans and teaching materials; – Others gave comments; – Made revisions and presented the revised plans again for further comments. Presented lesson plan and teaching materials Received comments from team members. Revised the plan and teaching materials 11

12

12th meeting: – completed a questionnaire about participants’ learning in the project – Followed by a group interview to learn about their learning in depth 13

Pre-project Questionnaire 1. Do you think that grammar should be taught in schools? 2. Did you like the grammar teaching methodology used by your own English teachers at the primary and secondary levels? Will you follow their teaching approach? Why or why not? 3. What did you observe about grammar teaching in your placement school(s) during the FE? 4. What problems related to grammar teaching did you come across during the FE? 5. What are your comments about the grammar textbooks used in Hong Kong? 6. How should grammar be taught? 14

Summary 1. Do you think that grammar should be taught in schools? Yes. For communication, make meaning Know the norms 15

Summary 2. Did you like the grammar teaching methodology used by your own English teachers at the primary and secondary levels? Not satisfied – mechanical, repetitive, boring Form-focused Teacher-centred Might work for able students, but didn’t work for less able students 16

Summary 3. What did you observe about grammar teaching in your placement school(s) during the FE? Similar to how they learnt grammar in school – traditional, form-focused, boring, mechanical, repetitive Time is a major factor – tight schedule, many grammar items to teach Use traditional method – easy for classroom management Exam-oriented Meaning ignored 17

Summary 4. What problems related to grammar teaching did you come across during the FE? Designing appropriate and interesting contexts and activities Metalanguage needed 1st language influence (e.g. my vs mine) Students’ cognitive development Time 18

Summary 5. What are your comments about the grammar textbooks used in Hong Kong? Form-focused Not related to students’ daily lives, not authentic No context or inappropriate context Mainly written practice; oral practice lacking 19

Summary 6. How should grammar be taught? Provide appropriate contexts and inputs Deductive and inductive Fun Meaning-focused Application for communication 20

What does grammar teaching involve? 1. Grammar is a means to an end, but not an end. 2. Grammar teaching needs to be integrated into the teaching of speaking, listening, writing, and reading skills. 3. Grammar needs to be taught through engaging learners in meaningful and motivating activities. 4. Show how grammar is a resource for making and exchanging meanings in context. 21

Some Pedagogical Suggestions 1. Encourage learners to explore the relationship between form, meaning and use. 2. Provide opportunities to explore the relationship between grammatical 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 their learning needs and interests. 22

Grammar Teaching Resources for School Teachers http://ec-concord.ied.edu.hk/grammar/ J. Lee 23

Comparatives Senior Primary Junior Secondary Present tense Junior Primary Senior Primary Prepositions Junior Primary Junior Secondary Present progressive Junior Primary Senior Primary Junior Secondary Adjectives for countries Junior Primary Present perfect and past tense Senior Primary Senior Primary Junior Secondary Few & little Senior Primary Junior Secondary Subject-verb agreement Senior Primary Junior Secondary Relative clause Junior Secondary Type 1 Conditional Junior Secondary Type 2 Conditional Junior Secondary Modal verb have past participle Senior Secondary 24

Try-out lessons AOG Hebron Secondary School – Type I Conditional – Type 2 Conditional (May 2015) Sarasas Ektra School, Bangkok – Subject-verb Agreement – Relative Clause – Talk for Thai teachers on ‘Making grammar instruction more effective – What should teachers be aware of?’ (June 2015) 25

AOG Hebron Secondary School Type 1 Conditional Type 2 Conditional Post-lesson meeting with school teachers 26

Sarasas Ektra School, Bangkok School Tryout Subject-verb agreement Modal verbs Lesson Observation Relative clause Past tense 27

Talk: Making grammar instruction more effective – What should teachers be aware of? 28

HK Sharing Session For school teachers For IEd staff and students Held in July 2016 29

Adjectives of countries LI, Man Yee Karena The Hong Kong Institute of Education

How I used to learn It

Copy the table 1o times. Tomorrow we are going to have a dictation.

Junior primary

Task: My Dream Food Court

Comprehensible input

Noticing

-n / -an / -ian -ish Mexico Mexican Britain British China Chinese Italy Italian Sweden Swedish -ese Japan Japanese Others Thailand Thai France French

Consolidation: Memory matching game

Information gap

Brainstorming and shared writing My Dream Food CourtYummy Food Court Korean Food Kimchi

Task: My Dream Food Court

1. Food court is an authentic and everyday context. 2. The concept of suffix is explained graphically through a flower and a leaf, and the animation of Pokemon. 3. The writing task can facilitate students' creativity and imagination.

Senior primary

Task: Travel brochures

Comprehensible input https://www.youtube.com/watch?v GtVJdrIy dt0&feature youtu.be

Noticing Noticing

Consolidation: Memory matching game

Intermediate

Intermediate

Advanced

Information gap

Information gap

A travel brochure may have: Maps, photos/pictures Headings and subheadings paragraphs bulleted lists

Organized? Easy to read? Boring? Pictures? Country names and adjectives?

Korean Korea Food: Korea food, such as kimchi, is hot since Korea people like eating spicy food. Korea Stone Pot :It is a famous Korea dish. There are rice, vegetables, beef and eggs. It is yummy! Korea Traditional Clothing :The Korean traditional dress is beautiful and colorful. It is made up of a blouse, a jacket and a skirt. The Korea people in the past wore it during Korea festivals.

Korea Korean Food Korean food, such as kimchi, is hot since Korean people like eating spicy food. Korean Stone Pot It is a famous Korean dish. There are rice, vegetables, beef and eggs. It is yummy! Korean Traditional Clothing The Korean traditional dress is beautiful and colorful. It is made up of a blouse, a jacket and a skirt. The Korean people in the past wore it during Korean festivals.

Brainstorming and shared writing Korean Food Korea Kimchi

1. Travel brochures are authentic texts. 2. Use the comprehensible input of an appealing and informative video about what people eat in different countries for breakfast, lunch in school and in McDonald's. 3. To consolidate their learning, students form groups to play card memory games of different levels – their different learning abilities can be catered for.

Teaching ‘few’ and ‘little’ Traditional method: Fill in the following blanks with ‘few’ or ‘little’. 1. I have apples. Let’s buy some. 2. There is water. Go to get some. J. Lee 65

Chau Ka Ying J. Lee 66

I have little milk. I want more milk. I have few teeth . I want more teeth. J. Lee 67

little ? few ? J. Lee 68

J. Lee 69

Once upon a time, there was a naughty boy called Tom. He didn’t go to school. He played all the time. J. Lee 70

One day, he saw a beautiful lamp. He kicked it. A fairy came out of the lamp. J. Lee 71

‘I can give you wishes,’ the fairy said. Tom was very happy and excited. J. Lee 72

I have little chocolate,’ Tom said. ‘So you want more chocolate, right?’ the fairy asked. ‘Yes, I want more chocolate.’ J. Lee 73

Tom said, ‘I have few toys. I need to share them with my brothers,’ he added. ‘So you want more toys, right?’ the fairy asked. ‘Yes, I want more toys.’ J. Lee 74

Tom said, ‘I have few candies. I feel sad, ’ he complained. ‘So you want more candies, right?’ the fairy replied. ‘Yes, I want more candies,’ he said. J. Lee 75

Then Tom thought of a new idea. ‘I have few wishes!’ he said. ‘So you want more wishes, right?’ the fairy asked. ‘Yes, I want more wishes!’ he said. ‘You are such a greedy boy. I will not give you any wishes!’ the fairy said unhappily. J. Lee 76

What did Tom want more? Write down the things he wanted more. 1. chocolate 2. toys 3. candies 4. wishes J. Lee 77

The things can be classified into two groups. Can you put them into the correct box? 1. chocolate 2. toys 3. candies 4. wishes Countable noun Uncountable noun toys chocolate candies wishes J. Lee 78

I have few toys. I have few candies. I have little chocolate. I have few wishes. few ? little ? J. Lee 79

I have few toys. I have few candies . I have little chocolate. I have few wishes little few uncountable nouns countable nouns J. Lee 80

Few & Little – Make wishes Dialogue writing : One day you found that beautiful lamp. You picked it up. The fairy appeared again. You are going to make some wishes. Write a dialogue between you and the fairy. You can draw pictures. You may add your own ideas to make your story interesting. Use a heterogeneous, open-ended exercise. Personalise the learning activity. Integrate the four skills. J. Lee 81

Conditional Type 2 Mak Pui Yi Level of students: Junior secondary Topic: Imagination Learning objectives: At the end of this unit, students should be able to: identify the form of conditional sentence Type 2 use conditional sentence Type 2 to talk about imaginary situations 82

What would you do if you had a million dollars? 83

Comprehensible input from Teacher 84

What about you? What would you do if you had a million dollars? 85

If I had a million dollars https://www.youtube.com/watch?v AtV6h4g9eYw 86

1st stanza If I had a million dollars If I a million dollars (If I a million dollars) you a house (I you a house) If I a million dollars (If I a million dollars) you furniture for your house Maybe a nice chesterfield or an ottoman If I a million dollars (If I a million dollars) you a K-Car, a nice Reliant automobile If I a million dollars, your love. J. Lee 87

Writing/Speaking Activity If I had a million dollars, I would If I had ten thousand dollars, I would 88

What would you do if you were one of the characters in Harry Potter? 89

What would you do if you had a magic wand? https://www.youtube.com/watch?v zHPqO0UnaW8 (0’00’’-0’40’’) If I had a magic wand, I would turn paper into banknotes. 90

What would you do if you had the following magic instruments? invisibility cloak broomstick owl time turner J. Lee 91

The Water Cycle – Renee Wong Listen to the song “ Water Cycle”. What grammar point would you teach with this song? https://www.youtube.com/watch?v TWb4KlM2 vts J. Lee 92

The Water Cycle Takes the water and moves it Up and Down and all around the Earth Evaporation comes When the heat from the Sun Warms up all the groundwater Then it turns to water vapour Condensation takes over Language across the curriculum It goes up to the clouds Water vapour cools down And it changes to a liquid, now Precipitation happens When the drops get big It falls like Rain, Snow, Sleet, and Hail upon my head I know it's the water cycleJ. Lee happening again Evaporation, Condensation, Precipitation 93

Writing Stage – Write a song/poem T tells students to form groups of four and that they will compose a song about a science topic they have learnt in the IS lessons (e.g. photosynthesis) using a melody that they find suitable. J. Lee 94

School Students’ Feedback – Do you like the grammar lesson today? Which activity in the lesson do you like most? Why? More funny. Not just learning the things on textbook. I think it is very interesting and fun. We have a lot of special activities to learn tense (e.g. song and create song). Use a song and play some games with me. 今天有視頻和歌曲, 並且同桌互相合作 Yes. We share our ideas with other classmates. Yes, it is more interesting than just talk about grammar in the lessons. I like the grammar lesson today because it different from other grammar lessons. We can learn about grammar and human body at the same time. Yes. I like the "dream school" because I want to have Sarasas Ektra School change everything that I'm have dream (relative clauses). Make some sentences with "if I would." It is because I can imagine many interesting things. If I was Harry Potter, because I like thinking some impossible things. 95

Teachers’ feedback I really appreciate the choices of the materials. The idea of using Harry Potter is very good. Students may like it very much. Wow! It’s a useful website for teachers! I’ll definitely introduce it to my colleagues. Helpful website with a lot of grammar teaching resources. I love it! Helpful materials for grammar teaching! Great topic arrangements and useful content! I appreciate the great effort of your team put into the designing and creating of the grammar teaching resources. Well done! Nice reminders I got for teaching grammar more purposefully. Very creative design of the lessons 96

Student Teachers’ Reflections KC: I have learnt how to design different learning materials and activities for different levels of students. I have also learnt how to organize the lesson plan in a way that students can follow easily and how to present the grammar objectives clearly. I have also gained lots of inspiration from the sharing of the student teachers. 97

Student Teachers’ Reflections CL: I learned a lot from my peers about how to include creative ideas through songs and videos. I also benefit from modifying my own lesson plan with the comments from my peers. KL: The professional exchange among peers and between the project leader and us has reminded me of the importance of being student-oriented when planning the lessons. I learnt a lot about how to design authentic contexts and meaning-driven lesson plans. 98

Student Teachers’ Reflections RW: The project benefits me in terms of how to conduct professional discussions and the ways to modify lesson plans, e.g. provide an interesting context, and simplify instructions for different types of learners. WM: This project brought me some innovative ideas and activities to teach grammar and raised my awareness of relating grammar to daily experience. 99

Grammar Teaching Resources for School Teachers http://ec-concord.ied.edu.hk/grammar/ J. Lee 100

Grammar Teaching in Language Education (2016) Project Leader: Dr Lee Fung King Jackie Team members: 6 HKIEd BEd(English Language) Year 4 students 1. Au Lai Yee Naomi 2. Jiang Zhengxin, Janet 3. Mak Tin Lun, Colin 4. Poon Ka Chun, Jason 5. Yeung Ching Yee, Annie 6. Siu Ka Ka, Katy J. Lee 101

Articles Senior Primary Junior Secondary Phrasal verbs Senior Primary Imperatives Senior Primary Junior Secondary Modal verbs Senior Primary Junior Secondary Reported speech Senior Primary Junior Secondary Present perfect Senior Primary Gerunds and infinitives Senior Primary Junior Secondary Pronouns possessive) Primary (subject, object, Passive voice Senior Primary Junior Secondary 102

What does grammar teaching involve? 1. Grammar is a means to an end, but not an end. 2. Grammar teaching needs to be integrated into the teaching of speaking, listening, writing, and reading skills. 3. Grammar needs to be taught through engaging learners in meaningful and motivating activities. 4. Show how grammar is a resource for making and

Related Documents:

Grammar is a part of learning a language. Grammar can be resulted by the process of teaching and learning. Students cannot learn grammar without giving grammar teaching before. Thornbury (1999) clarifies that grammar is a study of language to form sentences. In this respect, grammar has an important role in sentence construction both i.

Grammar Express 79 Center Stage 79 Longman Advanced Learners’ Grammar 80 An Introduction to English Grammar 80 Longman Student Grammar of Spoken & Written English 80 Longman Grammar of Spoken & Written English 80 Grammar Correlation Chart KEY BOOK 1 BOOK 2 BOOK 3 BOOK 4 BOOK 5 BOOK 6 8. Grammar.indd 76 27/8/10 09:44:10

IV Grammar/Comp Text ABeka Grammar 10th Grade 5.00 IV Grammar/Comp Text ABeka Grammar 10th Grade 5.00 Grammar/Composition IV ABeka Grammar 10th Grade 3.00 Workbook - Keys ABeka Grammar 12th Grade 10.00 Workbook VI-set ABeka Grammar 12th Grade 20.00 Daily Grams Gra

1.1 Text and grammar 3 1.2 Phonology and grammar 11 1.3 Basic concepts for the study of language 19 1.4 The location of grammar in language; the role of the corpus 31 2 Towards a functional grammar 37 2.1 Towards a grammatical analysis 37 2.2 The lexico-grammar cline 43 2.3 Grammaticalization 46 2.4 Grammar and the corpus 48 2.5 Classes and .

TURKISH GRAMMAR UPDATED ACADEMIC EDITION 2013 3 TURKISH GRAMMAR I FOREWORD The Turkish Grammar book that you have just started reading is quite different from the grammar books that you read in schools. This kind of Grammar is known as tradit ional grammar. The main differenc

ebay,4life transfer factor eczema,4life transfer factor effectiveness,4life transfer factor en el salvador,4life transfer factor en espanol,4life transfer factor en español,4life transfer factor energy go stix,4life transfer factor enummi,4life transfer factor 4life transfer factor equine,4li

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

INTRODUCTION TO OPENFOAM open Field Operation And Manipulation C libraries Name. INTRODUCTION TO OPENFOAM open Field Operation And Manipulation C libraries Rita F. Carvalho, MARE, Department of Civil Engineering, University of Coimbra, Portugal OpenFOAM Equations Solvers How to use/code Examples Conclusions 3 25 26 33 46 49 50. SOLVE PARTIAL DIFFERENTIAL EQUATIONS (PDE .