“What’s Up, Doc?”Grammar with Cartoons

Prof. Minna Nilanontnilanomx@pgcc.edu

Language Studies, English as a Second Language

Prince George’s Community College

QuestionsWhat kinds of lessons with media do you remember?

What happened before, during, or after the media presentation?

What was the teacher’s purpose?

Did they achieve their goal?

How long ago was that lesson?

Personal Media StoryI remember films from...

Subject Topic Date

History The Donner Party elementary school - 1994

Home Economics Budgeting middle school - 1994-1997

Health Emergency First Aid middle school - 1994-1997

Health Interpersonal Communication

high school - 1997-1998

QuestionsWhat happened during these stages of the media presentation?

before + Activating pre-existing schema with discussion or guiding questions

during + Took notes + Fill out worksheet (teacher-prepared notes)

after + Review new learning and answer discussion questions

The evolution of media

Film strips

TV Video Laser Disc

DVD YouTube

Today’s Learners

The web has created a “cultural and technological wave” in which learners demand “immersive educational experiences that are socially rich and informationally engaging” (Penrod, 2008).

Penrod, D. (2008). Web 2.0, meet Literacy 2.0. Educational Technology, 48 (1), 50-52.Cited in Díaz-Rico, L. & Weed, K. (2010). The crosscultural, language, and academic development handbook: A complete K-12 reference guide (4th ed.). New York, NY: Allyn and Bacon.

CALLComputer-Assisted Language Learning

Videos and other media content are available for language learning and provide opportunities for expanding, supporting, and enriching instruction (Díaz-Rico & Weed, 2010).

Díaz-Rico, L. & Weed, K. (2010). The crosscultural, language, and academic development handbook: A complete K-12 reference guide (4th ed.). New York, NY: Allyn and Bacon.

The numbers

How many videos are available?

Grammar 2,360,000

English Grammar 1,660,000

ESL Grammar 393,000 videos

Selecting Good Video Content

Why cartoons?

What criteria should we use to find video content that aligns with course outcomes or objectives?

Instructor Steps

1. Grammar introduction/review

www.ego4u.com or www.chompchomp.com

2. Model video and notes activity

a. play the video for about 10 seconds.

b. record the sentences in the correct boxes

Student Steps & Bloom’s Taxonomy/Activities

Steps Bloom’s Taxonomy - Students will...

1. Watching the Video - Give students the option to write notes and categorize them later on the second viewing.

Remember/Understand: Identify tenses by listening

2. After the Video - Think/pair/share sentences

Remember/Understand: Report what sentences were heard, Classify sentences by tense

3. Applying the Skills - Write a letter/report/complaint using target grammar

Apply: Use target grammar, Demonstrate usageCreate: Compose writing, Collaborate with peersEvaluate: Share and correct writing as a class

Objectives and Agenda1.Short grammar review using

http://www.ego4u.com/en/cram-up/grammar/tenses

2.Watch Goldilocksa. write example sentences of all demonstrated

tenses 3.Graded Group Activity4.Review

Present Perfect Simple and Progressive

Present Perfect Simple

A: He has spoken.N: He has not spoken.Q: Has he spoken?

● putting emphasis on the result● action that is still going on● action that stopped recently● finished action that has an influence on the

present● action that has taken place once, never or

several times before the moment of speaking

already, ever, just, never, not yet, so far, till now, up to now

Present Perfect Progressive

A: He has been speaking.N: He has not been speaking.Q: Has he been speaking?

● putting emphasis on the course or duration (not the result)

● action that recently stopped or is still going on● finished action that influenced the present

all day, for 4 years, since 1993, how long?, the whole week

Past Perfect Simple and Progressive

Past Perfect Simple

A: He had spoken.N: He had not spoken.Q: Had he spoken?

● action taking place before a certain time in the past

● sometimes interchangeable with past perfect progressive

● putting emphasis only on the fact (not the duration)

already, just, never, not yet, once, until that day

Past Perfect Progressive

A: He had been speaking.N: He had not been speaking.Q: Had he been speaking?

● action taking place before a certain time in the past

● sometimes interchangeable with past perfect simple

● putting emphasis on the duration or course of an action

for, since, the whole day, all day

Group Activity Objectives -- Students will... (Tasks)Watch the video twiceTake notesDiscuss with groups/complete notes

(Grammar Concepts)Apply simple present and present progressive (facts/moment of speaking). Apply simple past and past progressive to past events (specific past events).Apply present perfect and present perfect progressive (context/experience).Apply past perfect and past perfect progressive (order of events).

What did they say? Write the sentences that you hear.

Simple Present

Present Progressive

Simple Past

Past Progressive

Present Perfect

Present Perfect Progressive

Past Perfect

Past Perfect Progressive

What was said? Who said that?

https://www.youtube.com/watch?v=2JE1IHxFBpI

What happened? What was said.

Simple Present “This bed is like (adj.) sleeping in heaven.” She eats everything without a carePapa Bear: “It’s time to get mad.” Goldilocks: “It tastes like paste.”

Present Progressive Baby Bear: “She’s still sleeping in my bed.”Papa Bear: “I’m going to eat everything.” (future sense)

Simple Past She went to the bears’ house. She jumped and fell through the chair.She found the best bed for her. She got excited. She left her footprints on the floor.

Past Progressive She was standing on the chair and tasted the porridge.

Present Perfect Papa Bear: “Somebody has been here.”Baby Bear: “We’ve got trouble.”

Present Perfect Progressive “Somebody has been lying on my bed.”Moment of speaking: “Somebody has been messing with my porridge.”

Past Perfect She had broken the chair before she went upstairs.

Past Perfect Progressive The bears had been looking for the one who broke in.Retelling: “Somebody had been messing with my porridge.”

The bears go to the police and fill out a report

The bears go to the police and fill out a report

I went to church. As I came back to my house, I noticed that someone had broken my door, chair, windows and messed up my house. When I was trying to open my room, I saw a little girl sleeping on the bed. I decided to lock the door and call the police.

The bears go to the police and fill out a report

I travelled out with my family to spend vacation with my uncle. On my way back home, I found out that someone had scattered things in my house and finished all of my food. I ran to the police station and filled out a report.

I am very upset. I am going to have trouble sleeping tonight.

Practice/Evaluation

Show a clip of a folk tale or a popular show.Goal: Students will write four sentences for each tense studied.

+ Write actions in the eight tenses that we have studied (2 sentences/tense).+ Write a complaint/letter using the eight tenses (2 sentences/tense).

Sample Clip1. Watch this clip

http://youtu.be/Olo923T2HQ4

2. Practice writing sentences in the 8 tenses.

2. Pretend you’re one of the pigs or the wolf and write a letter to a friend about your day in the 8 tenses.

What happened? Practice. Retell the story.

Simple Present

Present Progressive

Simple Past

Past Progressive

Present Perfect

Present Perfect Progressive

Past Perfect

Past Perfect Progressive

Report/Letter to a friend

Sample HWTest on Unit 3 & 4 on July 3* Watch videos* Do all exercises on www.myenglishlab.com* Book: Unit 3 & 4 - do all exercises and check with answer key in Course Content* Do extra exercises on www.ego4u.com

Tracking StatisticsDid you know that…

When you post videos to Blackboard, you can enable statistics tracking.

Implications: We can draw correlations between viewership and success… or not?

YouTube Generation

The world has changed because of the internet and YouTube.

How will your teaching change for today’s learners?

Thank you!Thank you for listening.

Good luck.

Cheers to the future of education.

There are many exciting things to come.