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TRANSCRIPT
DevelopingGrammarProficiencyThroughCommunica7veAc7vi7es
Duringthissession,wewill:
• explorekeyprinciplesassociatedwithcommunica7vegrammarinstruc7on
• learnhowtoapplytheseprinciplesintheclassroom
• considerhowtocreateandevaluategrammarac7vi7esthatwillenhanceyourstudents’abilitytouseEnglishforrealcommunica7on
• examineseveralprac7calgrammarac7vi7esthatcanbeusedwithlearnersofdifferentagesandskilllevels;theseac7vi7esrequireminimalequipment,supplies,orspace
NancyAckles
Inherlongcareer,Nancyhashadopportuni7estoworktogetherwithandlearnfrommanyteachers,firstintheUnitedStatesandtheninAfrica,Asia,andEurope.SheholdsaPhDinLinguis7csandistheauthorofTheGrammarGuide:DevelopingLanguageSkillsforAcademicSuccess.NancyalsodevelopedAmericanTeensTalk!,afreeaudioandtextresourceavailableontheAmericanEnglishwebsite:americanenglish.state.govSheespeciallyadmiresandenjoyscollabora7ngwithlanguageteacherswhoworkinschoolswithlimitedresources.
©2019byNancyAckles.DevelopingGrammarProficiencyThroughCommunica7veAc7vi7esfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCreaHveCommonsAJribuHon4.0License,exceptwherenoted.Toviewacopyofthelicense,visit:hJp://creaHvecommons.org/licenses/by/4.0/
DevelopingGrammarProficiencyThroughCommunica7veAc7vi7es
Speaking
Language Use
Scaffolding
Writing
Whoarethetrueexpertsonteaching
inyourcontext?
YOUare!
WhoareOlympicChampionsinourfield?
YOUare!Ifyouworkinalow-resourceclassroom,
1. AliTlebitofhistoryofgrammarteaching.
2. Threeprinciplesforcommunica7vegrammarteaching.
3. Someac7vi7esforyoutotrywithyourstudents.
Ourplanfortoday:
Averyquickhistoryofgrammarteaching
Whydowefocussomuchon“Communica7veLanguageTeaching”?
Inthepastweo[en:• Focusedongrammarrulesandgrammarlanguage.• EmphasizedbeingabletotranslatebetweenL2toL1.
NowweusuallytrytoavoidpastproblemsbyworkingonCommunica7veLanguageTeaching.
What,inyouropinion,aresomecharacteris7csofCommunica7veLanguageTeaching(CLT)?
CLTCharacterisHcs
• LearnersspeakEnglish,notspeakaboutEnglish.
• Learnersareencouragedtoexperimentwiththelanguageandareallowedtomakemistakeswhiletheyarelearning.
• Learnersinteractwithotherspeakers(teachersandotherlearners)andareencouragedtospeakalot.
CommunicaHveGrammarTeachingPrinciples
1. Teachformalrulesandmetalanguageonlyasmuchasisneededbyyourstudents.
2. Createopportuni7esforlearnerstouselanguagestructuresinmeaningfulways,communica7ngtheirownideasonpersonallysignificanttopics.
3. Providesupport(scaffolding)solearnerscansuccessfullycommunicatewhilege`ngenoughprac7cewiththetargetstructurestomakethestructurestheirown.
Principle1
Teachformalrulesandmetalanguageonlyasmuchasisneededbyyourstudents.Metalanguage=wordsweusetotalkaboutlanguage
Examples:noun,verb,adjec@ve,presentperfecttense,adverbialclause
Inyourcontext,doyouteachmanyformalgrammarrulestoyourstudents?Whyorwhynot?
Myhandsayshello,Myhandsayshello,Every7meIseemyfriend,Myhandsayshello.Myheadsayshello,Myheadsayshello,Every7meIseemyfriend,Myheadsayshello.
MyHandSaysHello
Whatgrammarpointsarestudentsprac7cingwhentheysingthisline?
“Myhandsayshello”
Whatgrammarpointsarestudentsprac7cingwhentheysingthisline?
“Myhandsayshello”
• apossessivepronoun(my)• simplepresenttense• the-sonthirdpersonsingularverbs• thecorrectpronuncia7onofsays(spellingo[encausesmispronuncia7on)
Whatgrammarpointsarestudentsprac7cingwhentheysingthisline?
“Every7meIseemyfriend”
Whatgrammarpointsarestudentsprac7cingwhentheysingthisline?
“Every7meIseemyfriend”
• Thewholephraseisusedasanadverbialtomodifythemainclause• There’saquan7fiednoun(every@me)• There’sanouncomplementclause(Iseemyfriend)• There’sasilentcomplemen7zer(that)
Myhandsayshello,Myhandsayshello,Every7meIseemyfriend,Myhandsayshello.Myheadsayshello,Myheadsayshello,Every7meIseemyfriend,Myheadsayshello.
MyHandSaysHello
Whataresomesongsyouhaveusedtohelpstudentslearn
EnglishsentencepaTerns(grammar)?
Tofindmoresongs:
• Doaninternetsearchfor“songsforteachingEnglishgrammar”
• ExplorethefreeAmericanEnglishSingOutLoudresourceshTps://americanenglish.state.gov
Children’sSongs
Tradi7onalSongs
AmericanRhythms(popular,contemporary)
Principle1
Teachformalrulesandmetalanguageonlyasmuchasisneededbyyourstudents.
Principle2Createopportuni7esforlearnerstouselanguagestructuresinmeaningfulways,communica7ngtheirownideasonpersonallysignificanttopics.
Principle3Providesupport(scaffolding)solearnerscansuccessfullycommunicatewhilege`ngenoughprac7cewiththetargetstructurestomakethestructurestheirown.
Whenwelearnanewskill,thereareusually:
1. Thingswecando
2. Thingswecandowithsomehelp
3. Thingswecan’tdo
• Number2iswherewedomostofourlearning• Helpiso[encalled“scaffolding”
Scaffolding
Canbehelpfrom…• Teachers• Otherstudents
WhatAreTheyDoingToday?
Beforeclass:
1. Choosealivingpersonthatyourstudentsknowabout.2. Writethreesentencesaboutwhatthatpersonmightbedoing
rightnow.
WhatAreTheyDoingToday?
Inclass:1. Divideyourstudentsintogroupsoftwoorthreestudents.
2. Askeachgrouptowritethenameofafamouspersononasmallpieceofpaper.
3. Collectthepiecesofpaper.
4.Demonstratetheac7vity.
WhatAreTheyDoingToday?
Whatisshedoingrightnow?• Sheisbathingherbabyboy,Archie.• Sheistalkingtoherhusband,Harry.• Sheispreparingtovisithermother-in-law,Elizabeth.
Whoisshe?• Meghan(Markle)DuchessofSussex
WhatAreTheyDoingToday?
5. Passoutone“mysteryname”toeachgroup.
6. Forextrasupport,writeyourexamplesentencesontheboard.
7. Haveeachgroupwritethreesentencesinpresentprogressivetensetellingwhattheirpersoncouldbedoingrightnow.
8. Takingturns,eachgroupreadstheirthreesentencesaloudtotheclassandtheotherstudentstrytoguesswhothepersonis.
Let’sEvaluate!
• Doesthisac7vitygivestudentsprac7ceusingastructure?
• Dostudentsexpresstheirownideasonatopicthatismeaningfultothem?
• Doesthisac7vityprovidescaffolding?
Howcanweadaptthisac7vityanduseittoprac7ceotherstructures?
• Whatdidthispersondolastweekor
lastyear?
• Whatwillthispersonprobablydonextmonthornextyear?
• Whatdoesthispersonusuallywear,drive,talkabout,ordotorelax?
• Whatcould,might,maythispersonbedoing?
MovingtotheBigCity
1. Divideyourclassintosmallgroups.
2. Telleachgroupthattheyneed:• onepieceofpaperand• onepencilforthewholegrouptouse.
3. Drawasimplesketchofahappyfamily.
MovingtotheBigCity
MovingtotheBigCity
4. ExplainthatthisfamilyismovingtotheBigCity,andtheyareveryhappy.
5. Explainthateachgroupmustcreatealistofreasonsthefamilymembersarehappy.Therewillbeonelistpergroup.
6. Givethegroups7metomaketheirlists.
Let’strythisourselves.
Whataresomereasonswhythishappyfamilywantstomovetothebigcity?
MovingtotheBigCity
7. Haveeachgroupreadoneoftheirreasonsaloudtotheclass.Con7nueun7lallreasonshavebeenread.
Well,fiveyearshavepassed,andourfamilyisnotquitesohappy.TheywonderifmovingtotheBigCitywasagoodidea.
MovingtotheBigCity
Pleaseshareyourideasaboutwhytheyareunhappy.
Howcanweadaptthisac7vityformatanduseitagain?WeddingBells
Nowafewyearshavegoneby,andourcouplearenotsohappy.WeddingBells
Doyouhavesugges7onsforanotherwaytousethisformat?
Foryoungerlearners,youcouldpresentthissitua7on:
Ge]ngaNewPet
Pleasegiveusafewideasaboutwhythechildrenarehappy.
Butofcourse,a[erafewweeks,thechildrenhavediscoveredsomeproblems,too.
Ge]ngaNewPet
Let’sthinkofacoupleofideasaboutwhythechildrenarelesshappy.
ChildrenMovingtoaNewSchool
PleasegiveusacoupleofideasaboutwhythechildrenarealiTleworried.
A[erafewmonthsatthenewschool,thingsdon’tseemsobad.
ChildrenMovingtoaNewSchool
Pleasegiveusacoupleofideasaboutwhythechildrenarehappier.
Let’sEvaluate!
• Doesthisac7vitygivestudentsprac7ceusingastructure?
• Dostudentsexpresstheirownideasonatopicthatismeaningfultothem?
• Doesthisac7vityprovidescaffolding?
MyShield
Beforeclass:• chooseagrammarstructure.• prepareamodelofthetargetstructure.• preparefourques7onsthatcanbeansweredusingthatstructure.
MyShieldForalowerlevel:Myfavorite___________is/are____________________.MyfavoritedayisSunday.Myfavoriteshoesaretennisshoes.Whatisyourfavoritecolor?Whatareyourfavoritedesserts?Whatisyourfavoritetelevisionshow?Whoareyourfavoritesingers?
MyShieldForahigherlevel:Someonedidsomethingby__________.Ilockedthedoorbyusingthiskey.
Howdidyouhelpafriendthisweek?Howdidsomeonehelpyouthisweek?Howdidyourelaxlastweekend?Howdidyoubeginyourdaytoday?
MyShield
MyShield
Howdidyouhelpafriendthisweek?
MyShield
Howdidsomeonehelpyouthisweek?
MyShield
Howdidyourelaxlastweekend?
MyShield
Howdidyoustartyourdaytoday?
MyShield
1. Havethestudentsworkinpairs.Eachstudentexplainswhytheychosethesymbolsthattheydrew,usingthetargetstructure.
2. Whenstudentshavefinished,havethemworkwithanewpartnerandexplaintheirshieldsagain.
Let’sEvaluate!
• Doesthisac7vitygivestudentsprac7ceusingastructure?
• Dostudentsexpresstheirownideasonatopicthatismeaningfultothem?
• Doesthisac7vityprovidescaffolding?
MyDreamHouse
1. Inclass,showstudentsanexamplefloorplanandgeneratealistofusefulvocabularyfordescribingone.
MyDreamHouse
2. Ashomework,havestudentsdrawafloorplanfortheirdreamhouse.
MyDreamHouse
3. Inclass,havestudents,inpairs,describetotheirpartnerthefloorplan.• Howmanyroomsarethere?• Whataretherooms?• Whatarethemainfurnishingsineachroom?
4. Changepartners.Describetheplanagaintothenewpartner.
MyDreamHouse
PossibleAddi7onalAc7vi7es• Havestudentswriteadescrip7onoftheirdreamhouse.• PostthefloorplansandthewriTendescrip7onsonclassroomwalls.
Let’sEvaluate!
• Doesthisac7vitygivestudentsprac7ceusingastructure?
• Dostudentsexpresstheirownideasonatopicthatismeaningfultothem?
• Doesthisac7vityprovidescaffolding?
Whoarethetrueexpertsonteaching
inyourcontext?
YOUare!
References• WeddingBellsac7vity,byMaryAnnChris7sonandSharronBassano,usedbypermissionoftheauthors
Email:[email protected]
AELive-NingCommunityofPrac7ce:americanenglishwebinars.comAEforEducatorsFacebookpage:facebook.com/AmericanEnglishforEducators
AEwebsite:americanenglish.state.gov
AEYouTubechannel:youtube.com/StateAmericanEnglishAEFacebookpage:facebook.com/AmericanEnglishatState
Thankyou!
Reflec7onandDiscussionQues7ons
1. Whichoftheseac7vi7es—WhatAreTheyDoingToday?,MovingtotheBigCity,MyShield,orMyDreamHouse—couldyouuseoradaptinyourclasses?
2. Howdoyoutrytoadaptgrammarinstruc7onorprac7ceac7vi7esinyourcurriculumtoincludelocallyorpersonallyrelevantcontentforyourstudents?
3. Doyoucreateanenvironmentinyourclasseswherelanguagemistakesareseenasopportuni7estolearnandimprove?How?