knowledge transfer project grammar teaching resources for
TRANSCRIPT
Knowledge Transfer Sharing
Grammar Teaching Resources for School Teachers
Dr Lee Fung King Jackie
Department of Linguistics and Modern Language Studies
24 May 2016
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Should grammar be taught?
Krashen (1993) argues that acquisition only takes place when learners are exposed to comprehensible input and that learning is limited to a few simple rules.
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Should grammar be taught?
In ‘natural setting’ … the amount of time and motivation devoted to learning is so great that there is no necessity for conscious planning of the learning process … However, in a formal course of study, there is very much less time available, and often less motivation, which means that learning time has to be organised for optimum efficiency.
(Ur, 1988: 5)
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Presentation/Practice of Grammar Items
Past tense
An Easy
Approach
to English
Grammar (2001)
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Language
Practice
Language Input Language Output
Decontextualised
isolated sentences;
Grammar rules
Homogeneous, mechanical
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Knowledge Transfer Project: Grammar Teaching Resources
for School Teachers (2015)
Aims:
1. To give BEd(EL) students opportunities to apply their pedagogical learning at IEd to real practice
2. To provide useful grammar teaching resources for school teachers
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Participants
• 9 Year 4 (final year) BEd (English Language ) students
• 6 primary; 3 secondary
• Place of birth: 4 born in Hong Kong, 4 in China, 1 in Korea
• No of years living in HK: 3 for 4 yrs; 6 for 19-24 years
• Mother tongue: 6 Cantonese; 2 Mandarin; 1 Korean
• Field Experience: 6 full semester; 3 had two teaching practicums of shorter periods
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Methodology
• 12 Meetings and 2 tryout lessons were conducted.
• 1st meeting:
– completed a questionnaire about student teachers’ views on grammar teaching and learning
– Followed by a group interview
– Selected grammar topics for lesson planning and materials development
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• 2nd - 12th meetings:
– Took turns to present lesson plans and teaching materials;
– Others gave comments;
– Made revisions and presented the revised plans again for further comments.
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• Presented lesson plan and teaching materials
• Received comments from team members.
Revised the plan and teaching materials
• 12th meeting:
– completed a questionnaire about participants’ learning in the project
– Followed by a group interview to learn about their learning in depth
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Pre-project Questionnaire 1. Do you think that grammar should be taught in schools?
2. Did you like the grammar teaching methodology used by your own English teachers at the primary and secondary levels? Will you follow their teaching approach? Why or why not?
3. What did you observe about grammar teaching in your placement school(s) during the FE?
4. What problems related to grammar teaching did you come across during the FE?
5. What are your comments about the grammar textbooks used in Hong Kong?
6. How should grammar be taught?
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Summary
1. Do you think that grammar should be
taught in schools?
Yes.
• For communication, make meaning
• Know the norms
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Summary
2. Did you like the grammar teaching
methodology used by your own English
teachers at the primary and secondary levels?
• Not satisfied – mechanical, repetitive, boring
• Form-focused
• Teacher-centred
• Might work for able students, but didn’t work for less
able students
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Summary 3. What did you observe about grammar teaching in your placement school(s) during the FE? • Similar to how they learnt grammar in school –
traditional, form-focused, boring, mechanical, repetitive
• Time is a major factor – tight schedule, many grammar items to teach
• Use traditional method – easy for classroom management
• Exam-oriented • Meaning ignored
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Summary
4. What problems related to grammar teaching did you come across during the FE?
• Designing appropriate and interesting contexts and activities
• Metalanguage needed
• 1st language influence (e.g. my vs mine)
• Students’ cognitive development
• Time
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Summary
5. What are your comments about the grammar textbooks used in Hong Kong?
• Form-focused
• Not related to students’ daily lives, not authentic
• No context or inappropriate context
• Mainly written practice; oral practice lacking
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Summary
6. How should grammar be taught?
• Provide appropriate contexts and inputs
• Deductive and inductive
• Fun
• Meaning-focused
• Application for communication
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What does grammar teaching involve?
1. Grammar is a means to an end, but not an end.
2. Grammar teaching needs to be integrated into the teaching of speaking, listening, writing, and reading skills.
3. Grammar needs to be taught through engaging learners in meaningful and motivating activities.
4. Show how grammar is a resource for making and exchanging meanings in context.
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Some Pedagogical Suggestions 1. Encourage learners to explore the relationship between form,
meaning and use.
2. Provide opportunities to explore the relationship between grammatical choices and discoursal contexts.
3. Use appropriate input and personalise teaching materials.
4. Use heterogeneous, open-ended exercises (Ur, 2009).
5. Use student-centred self-discovery activities.
6. Use songs, video clips and games.
7. Build on students’ prior knowledge and cater to their learning needs and interests.
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http://ec-concord.ied.edu.hk/grammar/
Grammar Teaching Resources for School Teachers
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Comparatives Senior Primary
Junior Secondary
Present tense Junior Primary
Senior Primary
Junior Secondary
Prepositions Junior Primary
Senior Primary
Present progressive Junior Primary
Junior Secondary
Adjectives for countries Junior Primary
Senior Primary
Present perfect and past tense Senior Primary
Junior Secondary
Few & little Senior Primary
Junior Secondary
Type 1 Conditional Junior Secondary
Subject-verb agreement Senior Primary
Junior Secondary
Type 2 Conditional Junior Secondary
Relative clause Junior Secondary
Modal verb + have + past participle Senior Secondary
Try-out lessons
• AOG Hebron Secondary School – Type I Conditional – Type 2 Conditional (May 2015)
• Sarasas Ektra School, Bangkok – Subject-verb Agreement – Relative Clause – Talk for Thai teachers on ‘Making grammar
instruction more effective – What should teachers be aware of?’ (June 2015)
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AOG Hebron Secondary School
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Type 1 Conditional Type 2 Conditional
Post-lesson meeting with school teachers
Sarasas Ektra School, Bangkok
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Subject-verb agreement Relative clause
Lesson Observation Modal verbs Past tense
School Tryout
-n / -an / -ian
-ish -ese Others
Mexico Mexican
BritainBritish China Chinese Thailand Thai
Italy Italian Sweden Swedish
Japan Japanese
France French
+ =
1. Food court is an authentic and everyday context. 2. The concept of suffix is explained graphically through a flower and a leaf, and the animation of Pokemon. 3. The writing task can facilitate students' creativity and imagination.
• https://www.youtube.com/watch?v=GtVJdrIydt0&feature=youtu.be
Comprehensible input
A travel brochure may have:
Maps, photos/pictures
Headings and sub-headings
paragraphs
bulleted lists
Korean
Korea Food:
Korea food,
such as kimchi,
is hot since
Korea people
like eating spicy
food. Korea
Stone Pot :It is a
famous Korea
dish. There are
rice, vegetables,
beef and eggs.
It is yummy!
Korea Traditional Clothing :The Korean traditional dress is beautiful and colorful. It is made up of a blouse, a jacket and a skirt. The Korea people in the past wore it during Korea festivals.
Korea
Korean Food
Korean food, such as kimchi, is hot since Korean people like eating spicy food.
Korean Stone Pot
It is a famous Korean dish. There are rice, vegetables, beef and eggs. It is yummy!
Korean Traditional
Clothing The Korean traditional dress is beautiful and colorful. It is made up of a blouse, a jacket and a skirt. The Korean people in the past wore it during Korean festivals.
1. Travel brochures are authentic texts. 2. Use the comprehensible input of an appealing and informative video about what people eat in different countries for breakfast, lunch in school and in McDonald's. 3. To consolidate their learning, students form groups to play card memory games of different levels – their different learning abilities can be catered for.
Teaching ‘few’ and ‘little’
Traditional method:
Fill in the following blanks with ‘few’ or ‘little’.
1. I have _______ apples. Let’s buy some.
2. There is ______ water. Go to get some.
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Once upon a time, there was a naughty boy called Tom. He didn’t go to school. He played all the time.
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I have little chocolate,’ Tom said.
‘So you want more chocolate, right?’ the fairy asked.
‘Yes, I want more chocolate.’
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Tom said, ‘I have few toys. I need to share them with my brothers,’ he added.
‘So you want more toys, right?’ the fairy asked.
‘Yes, I want more toys.’
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Tom said, ‘I have few candies. I feel sad, ’ he complained.
‘So you want more candies, right?’ the fairy replied.
‘Yes, I want more candies,’ he said.
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Then Tom thought of a new idea. ‘I have few wishes!’ he said. ‘So you want more wishes, right?’ the fairy asked. ‘Yes, I want more wishes!’ he said. ‘You are such a greedy boy. I will not give you any wishes!’ the fairy said unhappily.
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What did Tom want more? Write down the things he wanted more.
1. chocolate
2. toys
3. candies
4. wishes
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Countable noun Uncountable noun
toys chocolate
candies
wishes
The things can be classified into two groups. Can you put them into the correct box?
1. chocolate 2. toys
3. candies 4. wishes
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I have few toys.
I have few candies. I have little chocolate.
I have few wishes.
little ? few ?
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I have few toys.
I have few candies . I have little chocolate.
I have few wishes
little
few
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countable nouns
uncountable nouns
Few & Little – Make wishes
Dialogue writing :
One day you found that beautiful lamp.
You picked it up. The fairy appeared
again. You are going to make some
wishes. Write a dialogue between you
and the fairy. You can draw pictures.
You may add your own ideas to make
your story interesting.
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• Use a heterogeneous, open-ended exercise. • Personalise the learning activity. • Integrate the four skills.
Conditional Type 2 Mak Pui Yi
Level of students: Junior secondary
• Topic: Imagination
Learning objectives:
At the end of this unit, students should be able to:
• identify the form of conditional sentence Type 2
• use conditional sentence Type 2 to talk about imaginary situations
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If I had a million dollars https://www.youtube.com/watch?v=AtV6h4g9eYw
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If I had a million dollars
If I ____ a million dollars (If I _____ a million dollars)
_____ ____ you a house (I ____ _____ you a house)
If I ____ a million dollars (If I ____ a million dollars)
____ ____ you furniture for your house
Maybe a nice chesterfield or an ottoman
If I _____ a million dollars (If I ____ a million dollars)
____ ____ you a K-Car, a nice Reliant automobile
If I _____ a million dollars, ____ ____ your love.
1st stanza
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Writing/Speaking Activity
If I had a million dollars, I would …
If I had ten thousand dollars, I would …
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What would you do if you had a magic wand?
https://www.youtube.com/watch?v=zHPqO0UnaW8 (0’00’’-0’40’’)
If I had a magic wand, I would…
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turn paper into banknotes.
What would you do if you had the following magic instruments?
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broomstick
invisibility cloak
time turner owl
The Water Cycle – Renee Wong
Listen to the song “ Water Cycle”.
What grammar point would you teach with
this song?
https://www.youtube.com/watch?v=TWb4KlM2
vts
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The Water Cycle
Takes the water and moves it
Up and Down and all around the Earth
Evaporation comes
When the heat from the Sun
Warms up all the groundwater
Then it turns to water vapour
Condensation takes over
It goes up to the clouds
Water vapour cools down
And it changes to a liquid, now
Precipitation happens
When the drops get big
It falls like Rain, Snow, Sleet, and Hail upon my head
I know it's the water cycle happening again
Evaporation, Condensation, Precipitation
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Language across
the curriculum
Writing Stage – Write a song/poem
T tells students to form groups of four
and that they will compose a song about
a science topic they have learnt in the IS
lessons (e.g. photosynthesis) using a
melody that they find suitable.
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School Students’ Feedback – Do you like the grammar lesson today? Which activity in the lesson do you like most? Why?
More funny. Not just learning the things on textbook.
I think it is very interesting and fun. We have a lot of special activities to learn tense (e.g. song and create song).
Use a song and play some games with me.
今天有視頻和歌曲, 並且同桌互相合作
Yes. We share our ideas with other classmates.
Yes, it is more interesting than just talk about grammar in the lessons.
I like the grammar lesson today because it different from other grammar lessons. We can learn about grammar and human body at the same time.
Yes. I like the "dream school" because I want to have Sarasas Ektra School change everything that I'm have dream (relative clauses).
Make some sentences with "if…I would..." It is because I can imagine many interesting things.
If I was Harry Potter, because I like thinking some impossible things.
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Teachers’ feedback
I really appreciate the choices of the materials. The idea of using Harry Potter is very good. Students may like it very much.
Wow! It’s a useful website for teachers! I’ll definitely introduce it to my colleagues.
Helpful website with a lot of grammar teaching resources. I love it!
Helpful materials for grammar teaching! Great topic arrangements and useful content!
I appreciate the great effort of your team put into the designing and creating of the grammar teaching resources. Well done! Nice reminders I got for teaching grammar more purposefully.
Very creative design of the lessons
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Student Teachers’ Reflections
• KC: I have learnt how to design different learning materials and activities for different levels of students. I have also learnt how to organize the lesson plan in a way that students can follow easily and how to present the grammar objectives clearly. I have also gained lots of inspiration from the sharing of the student teachers.
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Student Teachers’ Reflections
• CL: I learned a lot from my peers about how to include creative ideas through songs and videos. I also benefit from modifying my own lesson plan with the comments from my peers.
• KL: The professional exchange among peers and between the project leader and us has reminded me of the importance of being student-oriented when planning the lessons. I learnt a lot about how to design authentic contexts and meaning-driven lesson plans.
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Student Teachers’ Reflections
• RW: The project benefits me in terms of how to conduct professional discussions and the ways to modify lesson plans, e.g. provide an interesting context, and simplify instructions for different types of learners.
• WM: This project brought me some innovative ideas and activities to teach grammar and raised my awareness of relating grammar to daily experience.
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http://ec-concord.ied.edu.hk/grammar/
Grammar Teaching Resources for School Teachers
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Grammar Teaching in Language Education (2016)
• Project Leader: Dr Lee Fung King Jackie
• Team members: 6 HKIEd BEd(English Language) Year 4 students
1. Au Lai Yee Naomi
2. Jiang Zhengxin, Janet
3. Mak Tin Lun, Colin
4. Poon Ka Chun, Jason
5. Yeung Ching Yee, Annie
6. Siu Ka Ka, Katy
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Articles
Senior Primary
Junior Secondary
Phrasal verbs
Senior Primary
Imperatives
Senior Primary
Junior Secondary
Modal verbs
Senior Primary
Junior Secondary
Reported speech
Senior Primary
Junior Secondary
Present perfect
Senior Primary
Gerunds and infinitives
Senior Primary
Junior Secondary
Pronouns (subject, object,
possessive)
Primary
Passive voice
Senior Primary
Junior Secondary