Pedagogic grammar self-assessment

self-assessment theory 
(week 3.7)
pedagogic grammar
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Slide 1: Slide
Alfabetisering NT2Basisschool

This lesson contains 17 slides, with interactive quizzes, text slides and 1 video.

Items in this lesson

self-assessment theory 
(week 3.7)
pedagogic grammar

Slide 1 - Slide

Learning aims
At the end of this activity:
  • 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.

Slide 2 - Slide

Procedure:
  • In this activity 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.
  • Always try to read carefully and answer questions, or do the drag & drop, BEFORE checking the answers.

Slide 3 - Slide

inductive grammar


guided discovery


deductive grammar


traditional language classrooms
trial and error
discovery questions
no explicit teaching
immersion
rules first
teacher provides examples

Slide 4 - Drag question

inductive grammar
guided discovery
deductive grammar

Slide 5 - Drag question

Watch it!
  • In the next slide you will find a clip on inductive teaching.
  • After watching, there will be 2 questions that you need to answer.
  • From approx. 1.30 there will be an example by a science teacher; you can watch this (this is slightly different for a language teacher).

Slide 6 - Slide

2

Slide 7 - Video

00:11
what can you say about examples in an inductive lesson?
A
no examples are used
B
examples are given first
C
examples are given to illustrate rules
D
examples are used to practice given rules

Slide 8 - Quiz

01:03
In order to find/spot similarities and differences, the teacher could ...
A
supply examples in Dutch and English
B
supply examples that show e.g. 2 tenses
C
supply examples with a clear context
D
do all of these (A, B & C)

Slide 9 - Quiz

What does the ERK (CEFR) indicate about grammar?

Slide 10 - Open question

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.

Slide 11 - Slide

Slide 12 - Slide

You want to teach the modal verbs; could and should.
What is a good way to start your lesson?
A
Imagine you want to give personal information
B
I will teach you how to use could and should for giving personal information
C
You will learn how to give someone advice
D
The modal verbs; could and should

Slide 13 - Quiz

What grammar do your pupils need to perform the language function "asking the way"?
A
past simple; questions
B
present simple; questions
C
present continuous; statements
D
present simple; statements

Slide 14 - Quiz

Which communicative context would be most suitable to practise the comparative?
A
discussing which mobile phone to buy
B
describing your house
C
offering someone help with a problem
D
asking for agreement

Slide 15 - Quiz

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 (should not
     interfere with understanding).

Slide 16 - Slide

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.
Correct? If not; watch again.

Slide 17 - Slide