Pedagogic grammar lesson 3

self-assessment theory 
(week 3.5)
pedagogic grammar
1 / 22
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Slide 1: Slide
CommunicatieHBOStudiejaar 2

This lesson contains 22 slides, with interactive quizzes, text slides and 1 video.

Items in this lesson

self-assessment theory 
(week 3.5)
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
  • you know the difference between various learning aims and can recognize correct formulation of learning aims.

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 look 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 indcutive teaching.
  • 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.

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 the verbs could and should
C
you will learn how to give someone advice
D
the modal verbs; could and should

Slide 13 - Quiz

Which 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 compative?
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 (that should not interfere with understanding)

Slide 16 - Slide

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.



Slide 17 - Slide

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

Slide 18 - Slide

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?

Slide 19 - Drag question

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

Slide 20 - Drag question

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.

Slide 21 - Drag question

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.

Slide 22 - Slide