1. TEACHING GRAMMAR

2. Let’s Talk Grammar 1.Reflect on your experience teaching grammar… 2.Get into small groups and discuss the following… 1.Define grammar 2.Why learn grammar? 3.What were some of the difficult grammar points for you as a learner? 4.What are some of the difficult grammar concepts to teach? 5.How do you teach grammar?

3. Warm up Teacher Mini-Lesson Presentations

4. --er--more Comparative Adjectives Tall Useful Colorful Fast Short Interesting Small Expensive Slow clean

5. Video activity! Shaping the Way we Teach! http://www.youtube.com/watch?v=wam5Ps coSjU http://www.youtube.com/watch?v=8SIGP8 8nqbY

6. Use following the prompts in order to form questions. You may add extra words.

7. 1.Grammar/ What 2.learned/how/grammar 3.well/should/how/grammar/learned

8. 1.What is Grammar? 2.How is grammar learned? 3.How well should grammar be learned?

9. Warm up What is Grammar?

10. Basic Points description of patterns speakers use to construct sentences stronger patterns - most nouns form plurals adding an –s weaker pattern - when to use infinitive (to + verb) or gerund (verb + -ing) following another verb (student must memorize individual word situations) e.g., I am going to go to the movies. She ran singing in the rain

11. Basic Points Constructing sentences in English does not entirely depend on grammar rules. Speakers use prefabricated blocks of language (set phrases and sentences patterns) e.g., I have no idea what you’re talking about. or I don’t have any idea what you are talking about. (answer to students: both forms are correct)

12. Basic Points Patterns such as If I were you, I would... although this can be explained grammatically, students just learn the pattern and apply it. Students purpose for studying grammar should be to find out how speakers of English construct sentences, not a mastery of grammatical rules.

13. How is Grammar Learned ?

14. Learning Grammar Look at how children learn grammar. It is a process of trial, error and constant revision until they learn the pattern. Adults and students learn one small piece of grammar at a time, they do not need to assimilate the entire system.

15. Interlanguage It is normal for students to go through an interlanguage system, a period in which they have incomplete control of the system. Also, students need time to digest grammar input and try out modifications in their interlanguage system through practice.

16. How well should grammar be learned?

17. Receptively - to comprehend listening and reading Productively - to understand in speaking and writing Usually student gain receptive control before productive control 2 Ways to use grammar

18. Inductive vs Deductive inductive approach: present the structure explain it practice it Deductive approach - explain first examples practice Teaching grammar

19. inductive approach allows students to try out structure first before you explain it. Some students though, especially adults, are more comfortable with the deductive approach. Inductive vs. Deductive

20. Grammar Activities

21. use communicatively in conversation with students let students see or hear multiple examples allow opportunity for them to figure out structure find out how much they already know games or drills to illustrate the structure are a good way to introduce it the goal should be receptive production should be done when students seem ready and willing Presentation

22. Lecture of grammatical points - Only a small percentage will actually learn from a lecture (different levels of understanding, lack of foundation, to comprehend explanation, some students will be bored Conscious knowledge of a rule does not guarantee accurate production Explanation

23. they are embedded in meaningful context contribute positively to communicative goals promote accuracy within fluent, communicative language do not overwhelm students with linguistic terminology are as lively and linguistically motivating as possible Teaching explicit grammatical points helps students if…

24. 1992 Activity for the Past Tense 1998 2003 2011 I graduated high school. I started teaching English. I finished my master’s degree. I moved to Brazil and met my wife.

25. Explain at the right level, so not to waste students’ time with what they already know keep explanations short and simple some points are better memorized than explained (e.g., irregular plurals) examples are much easier to understand than explanations use visuals (pictures, graphs, diagrams, timeline drawings of verb tenses, etc.) as appropriate, use L1 in explaining grammar points Pointers on explanations

26. Highly controlled - (fill in the blank, select the correct answer, find the error, etc.) allows the student to apply the structure in a controlled situation (good at first step and to check basic understanding) drawback - focuses students on one problem to the exclusion of others Moderately controlled - involves communicative activities where students construct their own sentences and express their own ideas but still focused on the target structure Practice

27. Free Practice - involves solving multiple language problems at the same time Examples: present continuous tense - talk about something at they watch it happen (action of a classmate / or videotape) relative clauses - have students discuss what kind of friends, movies, music, etc. they like.... Can be distinguished with adjectives (e.g., I like rich friends) or some ideas demand relative clauses (e.g., I like friends who do my homework for me.) practice the use of plural nouns as topics having students discuss the kinds of animals they like and why... (e.g., I like dogs because they are loyal.) Practice

28. serves as an intermediate step between applying a grammatical rule in a discrete-point and quickly applying it in speaking (productive skills, speaking/writing) unlike speaking writing allows students time to think about how to apply the grammatical structure or use reference tools Use of Writing

29. Two issues in evaluating student grammar competence: do they know the target structure can they apply their knowledge under the conditions of normal use Evaluating Grammar

30. classic grammar test involves discrete-point items focused on grammar structure / problem allows teacher to assess basic student knowledge of grammar structure multiple choice fill in the blank correct the error rewriting Evaluating Grammar

31. have some check your items for ambiguity during test construction use a large number of items Basic Rules discrete- Point tests

32. easy to grade allows you to check if students studies specific grammar points prepares students for discrete-point tests Advantages of discrete-point tests

33. can’t tell you how well students can apply the use of the grammatical structure in communication backwash from heavily use of discrete-point items is generally negative (reinforces the concept that knowledge of grammar theory is more important than applying it in real-life situations) Disadvantages of discrete- point tests

34. Two major advantages assesses how well students know the grammar rules and whether they can apply them (usually in writing / speaking) Backwash from this type of testing encourages students to learn how to apply their knowledge rather than being satisfied to understand grammar theory Evaluating application of grammar

35. how to note whether students used target structures how successful students were doing so (rubrics can help, e.g., page 194) for higher degrees of scoring precision (record or videotape students and check more carefully) written work is also good, it allows you to assess grammar accuracy at your leisure you can design and use writing task that are specifically designed to practice particular grammatical structures Problems during speaking tests

36. teachers may not always no the answer to the question they may not understand the question itself Rules for answering questions: ask them to give an example of the question (makes question clearer and helps in checking if student answered the question correctly) when you don’t know the answer, it is best to confess you don’t know and find out the answer and provide it the following class. Answering grammar questions

37. Practical Activities! Did you take my pen? No, I didn’t. Scott did. Opposites (Write the opposites of these words): – Good, typing, real, angry, Monday – Write the opposite of this story: The waitress came up to table number 3 and offered the tall man a menu. He chose and ordered. She went back to the kitchen to get what he ordered.

38. – Listen to my story. It’s the opposite of what really happened: My vacation: I was sad to go on vacation to the mountains with my family. We arrived and the weather was very bad, no sun and cold. We all stood around doing nothing. After ten minutes we went home. – Write what really happened.

39. What grammar point were they teaching? Were they inductive or deductive? What were they focused on form, meaning, or use?

40. Wrap-Up Homework: Portfolio Task 10 : Choose a grammar point to teach Design a lesson that uses inductive teaching to teach the point show: – How you provided examples (Was it in a reading or listening assignment?) – How you let students discover the grammar point (and how you explained it.) – How they practiced and reviewed. (pre/during/post activities) – How you evaluated their mastery or understanding of the grammar point

41. Upcoming Events November 17- Test 4 and Bring Portfolio November 24- TOEIC Bridge II December 01-Portfolio showcase and certificate presentations