communicave grammar with games for the young learner · communicave grammar with games for the...
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Communica)veGrammarwithGamesfortheYoungLearner
Gamesareaperfectauthen/ccontextforpresen/nggrammartoyounglearners!
Duringthepresenta/on,wewill:• examinethreelively,communica)vegrammargamesthathelpbuildgrammarcompetenceandspeakingconfidenceinchildren
• exploredevelopmentallyappropriatewaystofocusongrammar
Thesegrammargamescanbeadaptedforallages.
WendyCoulson
WendyhasbeenteachingEnglish,developingcurriculum,andtrainingteachersforover25years,withthelast14focusingonyounglearnersandlow-resourceclassrooms.ShelivesincentralMexicoandhasalsoworkedintheUnitedStates,Hungary,Jordan,andColombia,wheresheworkedasaU.S.DepartmentofStateEnglishLanguageFellow.
WendyhasaMaster’sinTESOLandAppliedLinguis)csfromIndianaUniversityandaMaster’sofEduca)oninBilingualEduca)onwithaconcentra)oninSpecialEduca)onfromtheUniversityofIllinoisatChicago.
©2019byWendyCoulson.Communica)veGrammarwithGamesfortheYoungLearnerfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea/veCommonsANribu/on4.0License,exceptwherenoted.Toviewacopyofthislicense,visithNp://crea/vecommons.org/licenses/by/4.0/
Communica/veGrammarwithGamesfortheYoungLearner
Beforewebegin,I’dliketohearfromyou!
• Whereareyoufrom?
• Whatages/gradesdoyouteach?
Agenda
1. Whatisauthen)ccommunica)onforYLs?2. WhatgrammarshouldIteach?3. HowdoI‘teach’grammartoYLs?4. Threecommunica)vegrammargames5. Q&A
Whatarecharacteris/csofYoungLearners?Howdotheylearn?
Young Learners...
• Imitate• Aimtoplease• Areenerge)c,spontaneous,andcurious• Areego-centric• Havelimiteda\en)onspans• Lovepredictability• Havepar)alknowledgeofworldandL1• Learnthroughsocialinterac)ons• Seelanguageasawhole
Children are ‘inside’ the language.
Scaffolding Providingjustenoughsupportsothatstudentscancompleteataskorgoal
successfully
Examples:• Chunks• Choralresponse• Gestures• Rou)ne• Repe))on
Scaffolding Examples:
WaystoScaffold ExamplesChunks Isitblue?ChoralResponse Everychildsaysthechunkorchanttogether.Gestures Usefacialexpressionsandhandmovementsto
cuepar)cipa)on.Pointtothecolorblue.Rou/ne Playgameinsameway,inthesameorder.Repe//on Childrenrepeatques)onsun)ltheyguess.
Whatac)vi)esdidyouenjoyasachild(ages6–10)?
Whattypesoflanguageproduc)ondidthisac)vityrequire?
Authen?c Communica?on for Young Learners (YLs)
Children learn through play.
MovementandPlayPoetry,Rhymes,SongsandStories
IntellectualAc)vi)es,ThinkingaboutLanguage
1. What is authen?c communica?on for YLs?
Authen/ccommunica/onforYLsisanyac)vityand/orcontentappropriateforageandsocio-culturalexperience.
Forexample,childrenthatare7-8yearsoldtendtopaymorea\en)ontothesoundandmusicofthelanguage.
2. What grammar should I teach?
Which grammar?
• Chooseasetofvocabularywords• Findorcreateameaningfultaskinwhichyoucanprac)cethevocabulary
• Providechunks,orfixedphrases,forthechildrentouseastheypar)cipateinthetask
• Thinkaboutwhereyouwillstartandwhereyouwanttogo
3. How do you ‘teach’ grammar to children? 1.Expose:Providerichorallanguageexperiences.-Songs,poems,games,stories,rhymes,etc.2.Automa/ze:Usechunks,chants,drills,songs,rhymesandgames-Rou)neandrepe))onusinggrammarstructures3.No/ce:Havechildrenno)cepa\ernsand/orcontrasts.4.FocusonForm:Createtasksforselec)ngandprac)cing.
Cameron,2001
Ques?ons for You:
• Shouldweteachgrammarindirectlyordirectly?• Atwhatagedoyoustartteachinggrammar?Why?
Chunks or Performance Pieces = Fixed Phrases
• Chunksaregroupsofwordsthatcanbefoundtogetherinlanguage.• Theyarethebuildingblocksoflanguageforyounglearners.• Teacherssupport,orscaffold,ac)vepar)cipa)onthroughchunks.
Example:Isityellow?Yes,itis.No,itisn’t.
Game 1: The Mystery Bag
1. Chooseanobjectrelatedtoyourunit.
2. Puttheobjectinabag.
3. Haveonechildcometothefrontwithyou.
4. Havethechildrenask10yes/noques)onswithachunk.
Forexample:
Isitfuzzy? Does/Canitfly?
Yes,itis./No,itisn’t. Yes,itdoes./No,itdoesn’t.
5.Allowthechildrentoguessajer10ques)ons.
Game 1: The Mystery Bag Instruc?ons
Vocabulary to Grammar through Meaningful Tasks
• AnimalsVocabulary
• GuessingGame:TheMysteryBagMeaningfulTask
• Isityellow?• Doesithavefourlegs?Chunks
Ac?vity vs. Task
A‘grammarsensi/ve’teachermust:• highlight,• bringoutand• sequencegrammartocreateatask.
Is this grammar?
Vocabulary GrammarChunk
Colors Isitred?
Classroomobjects Isitagreenpencil/marker/crayon?
Adjec/ves Isitasmallbluepencil?
Animals Doesithavefourlegs?Doesitliveinthedesert?Doesitfly?Doesiteatmeat?
Compara/ves Isitbiggerthanadesk?
Game 2: Where is the crayon?
1. Chooseanobjecttohide.2. Havethechildrentellyou3placestohidethecrayon.Use
thechunk:Wecanhidethecrayon(intheteacher’sbag).3. Haveonechildleavetheroom,anotherguardthedoorand
onehidethecrayon.4. Ajerthecrayonishidden,callthechildtotheroom.5. Havetheclassaskhim/her:Whereisthecrayon?6. Havethechildguesswith:Isit(behindthebooks)?
Grammar Chant
Nextto,UnderNextto,On
Nextto,InfrontofNextto,BehindNextto,RightNextto,LedNextto,Up
Nextto,DownJame,2001
Chunks: Where is the crayon? Is it in/under/behind the _______?
Grammar is Tied to Vocabulary
Vocabulary GrammarChunk
Preposi/ons Isthecrayoninthedrawer?
Classroomfurniture/objects Isthecrayononthebookshelf?
Descrip/veadjec/ves Isitundertheblueandwhitebasket?
Possessives IsitinIsabella’spocket?
Game #3: What Am I Doing?
1. Saythegrammarchantwithmovement.2. Selectonechildtositinthechairandonechildtoactoutamovement.3. Theactoractsoutamovementbehindthechair.4. Theclassasks:“Whatisshedoing?”5. Thechildinthechairasks:“Isshestanding?”6. Theclassresponds:“Yes,sheis.”OR“No,sheisn’t.”7. Thechildinthechairhasthreeguesses.Ifshedoesn’tguessit,sheasks
theclass:“Whatisshedoing?”Theclassanswers:“She’sea)ng!”8. Repeatwithnewchildren.
Grammar Chant:
I’mstanding,I’msiqng,I’mwri)ng,I’mkniqng.I’mreading,I’mcoun)ng,I’mswimming,I’mshou)ng.I’mea)ng,I’mdrinking,I’mtalking,I’mthinking.
I’mgiving,I’mtaking,I’msweeping,I’mbaking.I’mlaughing,I’mlooking,I’mwashing,I’mcooking.
I’mdriving,I’mrowing,I’mkneeling,I’mgrowing.
Jame,2001
Sample chunky dialogue A= actor(s) V= volunteer C= class
A:(Ea)ng)C:Whatisshedoing?V:Isshesiqng?C:No,sheisn’t.Whatisshedoing?V:Isshegiving?C:No,sheisn’t.Whatisshedoing?V:Isshecoun)ng?C:No,sheisn’t.V:Whatisshedoing?C:Sheisea)ng!
Grammar Opportuni?es Vocabulary GrammarChunk
Affirma/vestatements Iamsiqng.
Ques/ons,present AmIsiqng?Yes,youare.No,youaren’t.You’restanding.
Pronouns Ishe/shesiqng?Arewesiqng?Aretheysiqng?
Furniture Isshesiqngonthe(teacher’s)chair?
WH-ques/ons WhatamIdoing?Whereisshesiqng?
Past Washesiqng?Yes,hewas.No,hewasn’t.
A ‘grammar sensi?ve’ teacher must:
• Highlight-Isit…?• Bringout-Dailyac)vepar)cipa)on• Sequencegrammartocreateatask-Isityellow?Isitold?Isitapencil?
Which ac?vi?es will you use?
Game1:TheMysteryBagGame2:WhereIstheCrayon?Game3:WhatAmIDoing?
References
• Cameron,Lynne.(2001).TeachingEnglishtoYoungLearners.Oxford:OxfordUniversityPress.
• Hunter,Robin.(2004).MadelineHunter’sMasteryTeaching:IncreasingInstruc)onalEffec)venessinElementaryandSecondarySchools.ThousandOaks:CorwinPress.
• Jame,Christoph.(2001).Rhythms,Rhymes,GamesandSongsfortheLowerSchool.Gerlingen,Germany.:Drucktuell.
Email:[email protected]
americanenglishwebinars.comamericanenglish.state.gov
facebook.com/AmericanEnglishatStatefacebook.com/AmericanEnglishforEducators
Thankyou!