Pedagogic grammar lesson 3

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lesson 3 

(week 3.5)

pedagogic grammar

Learning aims

at the end of this lesson:

• you are aware of the level of your theoretical knowledge of grammar teaching
• you are aware of how grammar is incorporated in language use and language functions
  
• you know the difference between various learning aims and can recognize correct formulation of learning aims.
  

Procedure:

• In this lesson you will find a number of activities in which you need to check your understanding.
• Activities may include: open questions, multiple choice questions, drag and drop.
• You need to log in! (see code)
• Always try to look carefully and answer questions or do the drag & drop BEFORE checking the answers.
  

inductive grammar

guided discovery

deductive grammar

traditional language classrooms

trial and error

discovery questions

no explicit teaching

immersion

rules first

teacher provides examples

inductive grammar

guided discovery

deductive grammar

Watch it!

• In the next slide you will find a clip on indcutive teaching.

start the clip.

• You will find 2 questions that you need to answer
• From appr. 1.30 there will be an example of a science teacher; you can watch this. (this is slightly different for a language teacher.

00:11

what can you say about examples in an inductive lesson?

1. no examples are used
2. examples are given first
3. examples are given to illustrate rules
4. examples are used to practice given rules

01:03

In order to find/spot similarities and differences, the teacher could ...

1. supply examples in Dutch and English
2. supply examples that show e.g. 2 tenses
3. supply examples with a clear context
4. do all of these (A, B & C)

What does the ERK (CEFR) indicate about grammar?

Check the ERK, you will notice...

• there is no explicit mention of use of grammar
• there is some mention of the level of correctness of the language; this implies grammar, but only at the higher levels (from B1) (ERK; see "grammaticale correctheid")
• At the more basic levels (A1 & A2) learners can rely heavily on basic structures that they have practised and are allowed to make mistakes.
  

You want to teach the modal verbs; could and should.
What is a good way to start your lesson?

1. imagine you want to give personal information
2. I will teach you the verbs could and should
3. you will learn how to give someone advice
4. the modal verbs; could and should

Which grammar do your pupils need to perform the language function "asking the way"?

1. past simple; questions
2. present simple; questions
3. present continuous; statements
4. present simple; statements

which communicative context would be most suitable to practice the compative?

1. discussing which mobile Phone to buy
2. describing your house
3. offering someone help with a problem
4. asking for agreement

What does that mean for your teaching?

• remember that grammar structures are a tool for communication
• grammar structures should be practised (in use)
• only teach what is needed at the language level of the learner
• learners are allowed to make mistakes (that should not interfere with understanding)

we will now look at the lesson plan form

We will now have a look at the lesson plan form

In the lessonplan form there are several places where you need to indicate the learning aims. Remember that learning aims in the lesson plan should:

• be formulated clearly and correctly
• make clear how and when grammar is used
• preferably be formulated in learner language.
  

What needs to go where??

Look at the next slide; for each learning aim:

decide whether this aim is correct and specific.

Check your answer by clicking the question mark

dit is geen doel vanuit het ERK. ERK doelen zijn gericht op taalvaardigheid.

de leerling weet het verschil tussen much en many.

de leerling kan de juiste vorm invullen in een zin.

NIET concreet. Dit is meer een actie dan een doel en het is niet duidelijk om welke grammatica/structuur dit gaat. In wat voor een soort zinnen? En is dit mondeling of schriftelijk? 

de leerling kan 10 minuten zelfstandig werken.

dit lijkt meer een voorwaarde dan een doel. Ga je echt de leerlingen in deze les leren hoe ze zelfstandig moeten werken? Zo niet; laat dit dan leeg.

de woorden uit de woordenlijst

goed dat je gedacht hebt aan benodigde woorden, maar dit is te algemeen. Zijn alle woorden uit die lijst relevant? Is er een bepaald thema? Probeer specifiek te zijn.

de leerling kent stone 17.

dit is niet concreet. Wat is de taalfunctie van stone 17? (bijv. iemand bedanken). En wat is "kennen"? Is dit herkennen of zelf gebruiken? Mondeling of schriftelijk?

1

de leerling kan herkennen wanneer een beschreven situatie plaats vindt (heden of verleden?)

leesvaardigheid (A2); de leerling kan een zeer korte, eenvoudige teksten lezen en begrijpen.

werkwoorden met regelmatige past tense (work, watch, walk, shower, etc). Tijdsindicaties van verleden tijd (last week, yesterday, etc)

de leerling kan in het grammatica overzicht de verleden tijden van onregelmatige ww opzoeken

1

de leerling kan vertellen wat hij/zij vaak,regelmatig of nooit doet. De leerlingen kan aan een gesprekspartner vragen wat hij/zij vaak, regelmatig of nooit doet.

gespreksvaardigheid (A1); de leerling kan  eenvoudige vragen stellen en beantwoorden die een directe behoefte of zeer vertrouwde onderwerpen betreffen. .

gebruik van present simple; statement en vragen met you (do you...). Woorden als always, never, sometimes (adverbs of frequncy)

de leerling kan naar gesprekspartner luisteren.

Did you achieve all the aims?

• you are aware of the level of your theoretical knowledge of grammar teaching
• you are aware of how grammar is incorporated in language use and language functions
  
• you know the difference between various learning aims and can recognize correct formulation of learning aims.

Correct? If not; watch again.