grammar for beginning learners
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II. Grammar for beginning learners
ByJulio Vangel Pérez
2.1 Beginner Syllabus
2.1 Beginner Syllabus
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• Note 1• Note 2• Note 3
2.1 Beginner Syllabus
2.2 Principles for teaching grammar to beginning learners
• 1. Keep the learning load manageable
There is no such thing as a simple rule in English. Even rules that at first seem
straightforward, such as the use of the article system in English (when to use
a/an, the or no article at all), turn out to be quite complex.
2.2 Principles for teaching grammar to beginning learners
• 1. Keep the learning load manageable
First, we need to simplify, and even oversimplify, the grammar for learners in the beginning stages. They will only have a partial understanding at these stages
anyway. Secondly, we should help them perceive patterns and regularities that can be developed over time as learners “grow
their grammar”
2.2 Principles for teaching grammar to beginning learners
• 1. Keep the learning load manageable
Consciousness-raising, through the exercises and activities we present to
learners, their awareness of the principles, regularities and rules of the language is
gradually raised.
2.2 Principles for teaching grammar to beginning learners
• 2. Recycle
Learners do not acquire grammar the first time they encounter it. Therefore, in order to help learners “grow their own grammar”,
you need to reintroduce key grammar points at regular intervals. Learners should
encounter the target items in different communicative contexts.
2.2 Principles for teaching grammar to beginning learners
• 2. RecycleFor example, different forms of the verb to be are
typically introduced in the context of asking and giving one’s name:
What is your name? What is his name? What are their names?
Next time, learners might encounter in the context of asking about nationality:
What is your nationality? What is her nationality? What are their nationalities?
2.2 Principles for teaching grammar to beginning learners
• 2. Recycle
From such encounters, learners can begin to make generalizations. They can begin to break
formulaic language into its various components. And the can begin to identify relationships
between the form that the language takes and how to use those forms for communicating.
2.2 Principles for teaching grammar to beginning learners
• 3. Emphasize inductive or deductive teaching
In attempting to raise learner awareness of grammatical principles, you need to consider whether or not you will
provide grammatical explanations. Many beginning learners, are carried by uncertainty and crave these
explanations. Unfortunately, as beginners, they will not have the linguistic ability to comprehend the most
rudimentary explanation, which in any case will be a gross oversimplification.
2.2 Principles for teaching grammar to beginning learners
• 3. Emphasize inductive or deductive teaching
Imagine how crazy it would be to begin a grammar lesson for beginners with this statement:
Right, now, students. Today, I’m going to introduce you to the simple present tense, right? Ok, so I want you to
remember this. When you make declarative statements in third person singular, you have to put an s on the end
of the verb. OK?
2.3 Tasks and materials
The purpose of this matter is to describe and exemplify a range of task and exercise types that can be used with beginning
learners. The aim is to provide a handful of task and exercise types that can be used as models for you to develop your own
materials.
2.3 Tasks and materials
1. Fill-in-the-blanks
Fill-in-the-blanks exercises are a common means of providing grammar practice,
particularly at beginning and intermediate levels. They are simple to construct, and are particularly suited to grammar items such as articles, prepositions, and verb paradigm for example, the verb be: am,
is, are).
2.3 Tasks and materials
2. Cloze procedure
Cloze procedure is a special type of fill-in-the-blank exercise. In a cloze procedure words are
deleted from a passage at a regular rate; usually every fifth or seventh word is deleted. The difference is that with fill-in-the-blank a
single grammar item is usually the focus of the deletion, while cloze exercises test a range of
grammatical items.
Cloze procedure exercise.
In the next slide you’ll look at an example of a passage from which every fifth word
has been deleted. See if you can identify the missing items. Which ones are easy?
Which ones are difficult?
Cloze procedure exercise.
The jungle was full (1) ______ wonders. It was alive (2) _______ they were in the (3) _______ of it. There was (4) _____ bird that sounded exactly (5) ______ - that laughed in human (6) _____. There was an insect (7) _______ perched on their lips (8) _______ night, breathing their breath. (9) _______ were leaf-cutter ants whose (10) _______ cut holes in their (11) ______. There was an animal (12) _______ ate that had the (13) ________ of a rat, the (14) _______ of a rabbit, the (15) ________ of a pig. They (16) _______ ate snake, turtle, jungle (17)____, jungle turkey, armadillo, tapir (18)_____ caiman.
(The Best American Magazine Writing 2002, Junod, 2002)
2.3 Tasks and materials
2. Cloze procedure
The cloze procedure is an effective tool for recycling or review practice. Because
words are deleted at a set rate, a range of grammatical (as well as content) items
are tested.
2.3 Tasks and materials
1. Fill-in-the-blanks
2. Cloze procedure
3. Word scramble
4. Conversation scramble
5. Sentence cues
6. Error correction
7. Comprehension questions
8. Drills
9. Surveys
10.Information gaps
11.Dictation/Dictogloss
12.Games
13.Grammar Charts
2.3 Tasks and materialsActivity
1. One activity/task will be assigned to you from the current topic. (You will be able to see which one on the next slide).
2. After reading the definition from your task/activity, you will go to the beginners section and find an activity similar to the one you were assigned
from a book or a study sheet. Please cite your references.
3. Finally, you will design from scratch an activity similar to the one you found and give a brief explanation of the task and the instructions of your
activity to the class.
(Estimated time 30-35min.+Presentations).
4. Please, respect the area and rules of CEMAAI and work in an orderly manner; keep your voice down, work only with a pen/pencil and a
notebook/paper, turn off your cell phones, leave your things at the lockers.
Once you find your material, come back here, when you are finished with the material return it exactly the way you found it and to its exact location.
2.3 Tasks and materials
1. Fill-in-the-blanks
2. Cloze procedure
3. Word scramble (Yolanda/Byanca)
4. Conversation scramble (Fabiola/Juan Enrique
5. Sentence cues (Alejandra/Esteban)
6. Error correction (Mariam/Aida)
7. Comprehension questions (Yesenia/Luis)
8. Drills (Jonathan/Ana)
9. Surveys (Isabel Carolina/David)
10.Information gaps (Zenia/Carolina)
11.Games (Jessica/Yohana)
12.Grammar Charts (Karla)
13.Dictation/Dictogloss (The Teacher)
2.3 Tasks and materials
11. Grammar dictation/Dictogloss
This technique can be used at any level; it test, not only a variety of grammatical knowledge both
integrated and contextualized, but also the four linguistic skills. It requires authentic
communication in order to work properly. Learners use their grammar and linguistic skills
as they recreate a text.
2.3 Tasks and materials
11. Grammar dictation/Dictogloss
Wajnyrb (1990) describes four stages in the dictogloss procedures:
1. Preparation: when the learner finds out about the topic of the text and is prepared for some of the vocabulary.
2. Dictation: when the learner hears the text and takes fragmentary notes.
3. Reconstruction: in which learners work in small groups, pool their notes, and reconstruct the text.
4. Analysis and correction: when learners analyze and correct their texts.
Wajnyrb, R. (1990). Grammar Dictation (p.7). Oxford: Oxford University Press.
Assignment #5 Mind Maps
Instructions:
You will make 2 mind maps; an early beginner and high beginner (Level 1 and Level 2) using your syllabus exercise as an example for this assignment. Do not forget to include: the units, grammar
items, functions, samples and time.
The following points will be evaluated:
Coherence
Content
Sequencing
Usability
Creativity
The deadline for this assignment is Tuesday September 27th at 9 am ONLY via Blackboard.