PreparatoryStage

26th of Dec,2013Presented By : Duaa MismarEnglish Curriculum Specialist

Coordinators’ workshopBring Grammar To Life

Workshop Schedule

Workshop Schedule

Time Session

11:00 - 11:30 Introduction, Orientation

11:30 - 12:15 )discussion&modeling (Demo

12:30 - 12:15 Break

12:30 - 1:00 different approaches to teaching grammar

1:00 - 1:50 Task 1 (Matching )Micro-teaching ) (Task 2

1:50 – 2:00 SEC Evaluation Sheet

Ice breaker Short Activity / 3 mins :

Work in groups to compose 1 meaningful sentence following the given rules .

Ice Breaker

By the end of this meeting, you will be able to:-recognize the importance of teaching grammar in context.-identify the difference between deductive and inductive ways of teaching grammar.-acquire more ideas about teaching grammar in context .-apply an effective teaching method for planning and presenting grammar.

Learning Objectives

Grammar is the structural means by which language allows us to : ‐ express meaning‐ express information‐ express feelings‐ build a bond with our audience

Rebecca Wheeler, Ph.D., Associate Professor, Christopher Newport University, Newport News,Virginia

Why is it important to teach grammar ?

•Direct grammar instruction is still very common. •Contextual instructional techniques are not readily accessible to practitioners.•In most cases grammar instruction is not integrated into the four skills but given in isolation.•Mostly it is teachers that formulate the grammar rules. Grammar rules will be clearer and be remembered better when students formulate them themselves (inductive learning) than when teachers formulate them (deductive learning). •Learners need repeated input of a grammar item. Just one grammar presentation is not enough.• Grammar is an integral part in teaching and learning the four language skills .

Why this topic: Teaching Grammar in Context

Why this topic ? Teaching Grammar in Context.

The following demonstration introduces another approach in teaching grammar .

Sample Grammar Lesson : Used to

Resource: “to the top 3” Module 1

Demo

Work in small groups for 10 mins to :

-discuss the stages applied in the microteaching.

-answer the following questions :

-How does the teacher introduce the main rule ?

-What is the main role of the teacher ?

-What are the three main stages presented in the lesson ?

Task 1

Grammar teaching, like teaching the four skills, should involve pre-, while- and post-stages in an attempt to provide integrated learning environments.

In the pre-grammar stage, the teacher should bring grammar instruction to life, stimulate interest in the topic, and raise awareness by providing a reason for learning.

The while-grammar stage should facilitate noticing of the new grammar point, and provide meaningful input through contextual examples, pictures, and texts.

The post-grammar stage should provide an opportunity to put grammar to use, and relate grammar instruction to real life situations.

The main distinction between the while- and post-stages is that the while-stage involves the clarification of the meaning, whereas the post-stage focuses on the productive aspects of the new structure.

A new approach to teaching grammar

Deductive is known as a 'top down' approach– rule-driven learning. This is the standard teaching approach that has a teacher explaining rules to the students. For example: The present perfect is made up of the auxiliary verb 'have' plus the past participle. It is used to express an action which has begun in the past and continues into the present moment... etc.

Deductive Learning

Inductive is known as a 

'bottom up' approach ( the rule‐discovery path) .  In other words, students discovering grammar rules while working through exercises. 

Inductive Learning

Important aspects in teaching grammar 3-D Grammar Framework

form/structure

use/pragmatics

meaning/semantics

From: Larsen-Freeman, D. (2001). Teaching Grammar. (pp. 251-266).In Celce-Murcia, M. (Ed.) Teaching English as a Second or Foreign Language. (3rd Edition). Boston: Heinle & Heinle.

How is it formed? What does it mean?

When/Why is it used?

Unification of 3 Aspects of Grammar Form: the way in which a grammar structure is built and organized

within a text or discourse.Passive voice : verb to be + past participle Meaning: the dimension of meaning has to do with the meaninga particular grammar structure conveys the passive defocuses the agent and focuses construction. Use: when and why speakers decide to use one particular grammatical

structure over others / purpose -The actor is unknown:The cave paintings were made in the Upper Old Stone Age. [We don't know who made

them.] The actor is irrelevant:An experimental solar power plant will be built in the Australian desert. [We are not

interested in who is building it.] You want to be vague about who is responsible:Mistakes were made. [Common in bureaucratic writing!] You are talking about a general truth:Rules are made to be broken. [By whomever, whenever.]

Context : The parts of a sentence, paragraph or discourse, etc. immediately surrounding a specified word or passage that determine its exact. context is about meaning. Any chunk of meaning is a context

What do we mean by context ?

Games :Bingo cards that contains different instructions such as “find a sentence written in the active voice.”

Cards for elementary school students may contain more basic questions related to nouns, pronouns, and verbs, whereas cards for older students will focus on more complex word usage and sentence structures.

Word Puzzles :Word puzzles can also be tailored to age groups and used to encourage student understanding and practice of different parts of a sentence, verb conjugations, and concepts such as synonyms and antonyms

Types of contexts:

Pictures : Teaching language in ways that make form/function relationships transparent

Look at the picture. Whose apartment is this? Make guesses about the person who lives here. Circle your guesses and then explain them by circling the clues in the picture.

1. The person is a man/a woman 2. The person has a baby / doesn't have a baby 3. The person has a pet / doesn't have a pet 4. the person is athletic / not athletic 5. The person is a coffee drinker / not a coffee drinker 6. The person is well-educated / not well-educated 7. The person is middle class/poor 8. The person is a music lover / not a music lover 9. The person is on a diet / not on a diet

A reading comprehension which includes a number of sentences describing what a person has done up to that period in time. After doing the reading comprehension, the teacher could begin to ask questions such as: How long has he done this or that? Has he ever been to Paris? etc. and then follow with When did he go to Paris? To help the students inductively understand the difference between the simple past and the present perfect, these questions could be followed with which questions spoke about a definite time in the past? Which questions asked about the person's general experience? etc. 

Reading texts

http://www.pinterest.com/pragmaticmom/grammar-fun/http://www.ajarnforum.net/vb/the-classroom/17743-creative-ways-to-teach-grammar.htmlhttp://busyteacher.org/2873-5-new-fun-ways-to-teach-grammar-to-esl-students.html

:Present perfect with yet & sinceopU&feature=relat1RVtbj3http://www.youtube.com/watch?v=u

ed

Useful links/ references :

Work in group of 6 teachers in order to apply the communicative way of teaching grammar .

The main resource : “to the top ”Duration : 30 min.

Grade 7 :Module 3 / page 45 Superlative formsGrade 8 :Module 2 /Page 25 Conditional Sentence

Grade 9 : Module 4 / page 59 Passive Voice

Now it is your turn

‐Develop a framework for teaching grammar in context.‐Monitor preparation sessions.‐Observe and give feedback.‐Maintain consistency.

Tips for coordinators How to follow up/ guide their teachers:

The idea is to begin with the end in mind.During grammar instruction, teachers should provide meaningful input through context and provide an opportunity to put grammar to use, and relate grammar instruction to real life situations.

Conclusion

Kindly fill in the Evaluation Sheet

Thank you for your participation