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Tools for Teaching English Grammar to Spanish-Speaking
Students Who Know Almost Nothing About It
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What We’ll Discuss…• Gramática del inglés: Paso a paso At last:
a grammar book written in Spanish that assumes no prior knowledge of English or Spanish grammar
• Winning strategies for teaching grammar to Spanish-speakers who know very little about grammar in English or Spanish
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Introducing: Gramática del inglés: Paso a Paso
• Written in readers’ native language: Spanish (with English addition available)
• Explicitly teaches punctuation and parts of speech in addition to teaching grammar
• Assumes no prior knowledge of Spanish or English grammar or punctuation
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Topics Covered• Identifying nouns, pronouns, and adjectives • Using capital letters, periods, and question
marks• Distinguishing between singular and plural
nouns• Using a, an, and the• Conjugating the verbs to be and to have • Possessive adjectives, his, her, etc. • Contractions
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Pace
• Presents concepts in small, manageable steps
• For example– Section 1: my – Section 2: his, her– Section 3: your, our– Section 4: its, their
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Format• Employs consistent,
easy to use layout• Each page of
explanation is followed by a page of practice exercises
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Focus on Error Correction
• Calls out differences between Spanish and English grammar
• Includes exercises in which students choose between the correct and incorrect grammatical structure:
I no tired. I’m not tiredShe hair Her hair
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Practice Makes (almost) Perfect
• About a thousand exercises• Answers to all exercises included• All vocabulary is defined before it is
used• Bilingual dictionary includes all words
used in exercises
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How to Use This Book:• As a class text • As an optional text that students
purchase themselves for use at home
• In one-on-one tutoring programs• In Study at Home programs• As a resource for teachers with
Spanish-speaking students
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And please…
Purchase, don’t copy, these books! • It’s cheaper for you.• It’s better for your students.
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Almost hot off the press…
• Gramática del inglés: Paso a paso 2 will be available early next year, if not sooner. It covers– Simple present– Do and does-- Present Progressive-- and LOTS more
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Goals for today• Make teaching
grammar more fun and effective
• Make learning grammar more fun and productive
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Grammar Conundrum #1• The Audio-lingual Method produced students who
knew a lot about specific language structures but couldn’t apply what they knew to spontaneous conversation.
• The Communicative Approach produces students who communicate well but lack grammatical competency.
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Grammar Conundrum #2
• Explicit knowledge: conscious knowledge of grammar rules learned through formal classroom instruction
• Implicit knowledge: unconscious, internalized knowledge of a language that is available for spontaneous speech
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Resolving the Grammar Conundrum: Goals
• Enable students to develop grammatical competency even in spontaneous speech.
• Make correct grammar automatic.• Avoid the inert knowledge problem,
inability to activate knowledge or transfer knowledge when you need it.
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CASE STUDYShort Answer, present tense,
with to be• Students answer these questions:
– Are you tired? – Are your parents in the United
States?
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CASE STUDYShort Answer, present tense,
with to be• Prior knowledge required to answer
these questions: – Statements vs. questions– Conjugating the verb to be – Parts of speech (you vs. your)– Singular vs. plural– Contractions (or not)
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How do you do it?*
• Explain• Experience• Explore
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EXPLAIN grammar forms
• Be brief• Be organized• Be repetitive• Be authentic
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For every grammar form…•Focus on error detection
–1. I’m not tired. I no tired. –2. It is empty. Is empty. –3. I have an old car. I have car old. –4. The cars are new The cars is
new.• Can you identify the root of each
grammar error?
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For every grammar form…• Test for understanding often!
– Assignment: Write a sentence that includes the word “cleans.”
• She is a cleans the house. • Maria’s cleans her house. • He clean his house. • She has cleans her house. • Maria is clean her house.• Louisa is a housecleaner. • She cleans the her house.
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Teach parts of speech from Day 1
Teach them in this order:• nouns (person, place, animal, thing)• subject pronouns (replace nouns) • adjectives• verbs (start with to be)• prepositions• adverbs
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Teach parts of speech from Day 1
Use a variety of techniques• Contests • Four corners• Fill the form• Identification exercises• Analylze texts
Practice parts of speech often!
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EXPERICNE grammar using these strategies:
• Make grammar a stand-up activity.• Make grammar a cooperative activity.• Make grammar a kinesthetic activity.• Make grammar a joyous activity!
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Make grammar a stand-up activity
1. Four Corners2. Gertie’s Grammar Cards
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Make grammar a stand-up activity
3. Student Interviews
• Writing• Speaking
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Make grammar a stand-up activity
4. Find three people who…
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Make grammar a cooperative activity
1. Picture Q and A
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Make grammar a cooperative activity
2. Dictation Part 1: Listening and writing
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Make grammar a cooperative activity
2. Dictation: Part 2: Speaking (including pronunciation)
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Make grammar a kinesthetic activity
1. Scrambled sentences
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Make grammar a kinesthetic activity
2. Fill the form
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Make grammar a joyous activity: Sing!
• Sing! (And explore grammar too!) • Do You Want to Dance? (Beach
Boys): asking questions• I Can’t Smile Without You (Barry
Manilow): can and can’t • Wonderful Tonight (Eric Clapton):
simple present • Email me for more examples
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Make grammar a joyous activity: Sing!
• How to do it… • Select a song based on the grammar
structure you want to teach.• Use iTunes to download the song.• Print the lyrics from the Internet. • Develop lessons based on the lyrics and
one grammar point.
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Make grammar a joyous activity: Sing!
• Day 1: – Play the song.– Talk about what it
means– Note grammar
form
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Make grammar a joyous activity: Sing!
• Day 2 and 3: Focus on vocabulary
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Make grammar a joyous activity: Sing!
• Day 4: Practice the grammar form using vocabulary from the song.
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Make grammar a joyous activity: Sing!
• Day 5: – Do a cloze activity.– Students listen to the
song and fill in the missing words.
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Make grammar a joyous activity: Sing!
• Sing every day! • Make a Class CD with lyrics
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EXPLORE: Let students “discover” grammar forms
• The goal of “discovering grammar forms” is for students to develop awareness of rather than production of target forms.
• This awareness helps learners notice target forms in future input and facilitates the eventual acquisition of these forms as implicit.
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EXPLORE: Let students “discover” grammar forms
Five part lesson plan: 1. Listening to comprehend2. Listening to notice3. Discovery4. Checking5. Trying it
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CASE STUDYShort Answer, present tense,
with to be• Explanation: Present information in small, manageable chunks: Day 1: Are you talkative?Day 2: Is your sister talkative? Day 3: Are your classmates talkative?
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CASE STUDYShort Answer, present tense,
with to be• Explanation: –Provide one reference sheet that students refer to whenever this topic is discussed
–Repeat the grammar explanation prior to each activity
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CASE STUDYShort Answer, present tense,
with to be• Exploration: Worksheets plus…–Four Corners–Gertie’s grammar cards–Class interviews–Scrambled sentences–Find 3 People Who….–Dictation
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In sum…• Even though
English grammar is excruciatingly difficult…
• You can make it fun!