1. Assisting children’s grammar development PRIMARY INNOVATIONS Module 2 Topic 1 Slide number 1

2. What message do you get from this cartoon ? Pupil: I went to school by bus Teacher: No. What do you do everyday ? You must use the present tense You must use the present tense Pupil: Present ? PRIMARY INNOVATIONS Module 2 Topic 1 Slide number 2

3. What is grammar ? PRIMARY INNOVATIONS Module 2 Topic 2 Slide number 3

4. 1. Grammar as product( a thing): External to Learner subject + verb + object subject + verb + object ‘A system of rules ( or patterns)_ which describes the formation of a language’s sentences’ ( Scott Thornbury 2005: 1) What is Grammar ? PRIMARY INNOVATIONS Module 2 Topic 2 Slide number 4

5. Should we develop L2 children’s grammar?  Yes but in child friendly and age- appropriate ways which begin with a focus on meaning  The formal teaching of rules is not appropriate for children PRIMARY INNOVATIONS Module 2 Topic 2 Slide number 14

6. Why is formal grammar teaching not appropriate ? Children tend to go for meaning and do not pay attention to the form of language Children tend to go for meaning and do not pay attention to the form of language They are not able to be analytical ( up to about 8-9 ) like adults They are not able to be analytical ( up to about 8-9 ) like adults They learn best through experience and activity They learn best through experience and activity Learning formal grammar is abstract and boring even for some children of 11 and 12 – not motivating Learning formal grammar is abstract and boring even for some children of 11 and 12 – not motivating  PRIMARY INNOVATIONS Module 2 Topic 2 Slide number 15

7. A Framework for Developing Children’s Grammar in Child- friendly ways PRIMARY INNOVATIONS Module 2 Topic 3 Slide number 16

8. Framework for Teaching Grammar MUF A child needs knowledge of: Use Meaning Form PRIMARY INNOVATIONS Module 2 Topic 3 Slide number 17

9. What does a child need to know in order to use the pattern below ? He/she needs knowledge of : Meaning: Can = have the ability to do something ( here it does not mean – permission) Meaning: Can = have the ability to do something ( here it does not mean – permission) Use: where and how it can be used in a communicative situation Use: where and how it can be used in a communicative situation E.g. When describing your ability to someone else ( a friend, E.g. When describing your ability to someone else ( a friend, teacher). teacher). Form: Form: knowledge about what words you can use it with knowledge about what words you can use it with what position in the sentence what position in the sentence the pronunciation of can the pronunciation of can the fact that ‘ can ’ does not change the verb form with second or third person e.g. he can, you can the fact that ‘ can ’ does not change the verb form with second or third person e.g. he can, you can how to form the negative e.g. can’t how to form the negative e.g. can’t I can speak English PRIMARY INNOVATIONS Module 2 Topic 3 Slide number 18

10. FOCUS ON MEANING Create a meaningful context/ situation in which to introduce the language Create a meaningful context/ situation in which to introduce the language e.g. a party Create interesting purposes for listening to and practising the new language so they want to participate Create interesting purposes for listening to and practising the new language so they want to participate E.g Find out how many people came to the birthday party. Find out what gifts they bring PRIMARY INNOVATIONS Module 2 Topic 3 Slide number 19

11. Focus on meaning It helps children to make sense of the new language to see where & how the new language might be used PRIMARY INNOVATIONS Module 2 Topic 3 Slide number 20

12. Structured Practice Focus on the new language so children can: Remember it Remember it Say it accurately and pronounce it correctly Say it accurately and pronounce it correctly Manipulate it ( though may not be aware ) e.g. through substitution drills/chants/songs/ games ( meaningful) Manipulate it ( though may not be aware ) e.g. through substitution drills/chants/songs/ games ( meaningful) This requires a lot of repetition so give practice in interesting, game-like ways PRIMARY INNOVATIONS Module 2 Topic 3 Slide number 21

13. Use Children need opportunities to: Children need opportunities to: use language for imaginative & communicative purposes Take risks & experiment Express their personal meanings ( motivating) Develop fluency & confidence PRIMARY INNOVATIONS Module 2 Topic 3 Slide number 22

14. Noticing Form HOW Draw children’s attention to pattern e.g. endings, plurals, sentence patterns Use written activities once they have basic skills in L2 reading/ writing Awareness Raising Activities e.g. Be a detective Games PRIMARY INNOVATIONS Module 2 Topic 3 Slide number 23

15. Noticing Form Children need opportunities to notice form through: Drawing their attention to regular patterns ‘ing’ form or ‘ed’ endings, plural and singular etc when the opportunity arises in teaching Drawing their attention to regular patterns ‘ing’ form or ‘ed’ endings, plural and singular etc when the opportunity arises in teaching Using written activities when they can confidently read/ write in the L2 ( easier to notice form in written language) Using written activities when they can confidently read/ write in the L2 ( easier to notice form in written language) Awareness raising activities- Games e.g. Stand up if there is more than one thing. Clap your hands if there is one thing.‘Be a detective’: what is similar about these words/ sentences ? Awareness raising activities- Games e.g. Stand up if there is more than one thing. Clap your hands if there is one thing.‘Be a detective’: what is similar about these words/ sentences ? PRIMARY INNOVATIONS Module 2 Topic 3 Slide number 24

16. Sum up we would always start with a focus on meaning not form. we would always start with a focus on meaning not form. Use would probably come after structured practice as children would need a chance to become familiar with the language they will use in later freer activities. Use would probably come after structured practice as children would need a chance to become familiar with the language they will use in later freer activities.

17. Sum up Focus on form could be done at the end of a lesson, after use or before use. It could also be done incidentally during the lesson as the opportunity arose Focus on form could be done at the end of a lesson, after use or before use. It could also be done incidentally during the lesson as the opportunity arose The balance between meaning, use and form might change depending on age. With very young child (6-7 year olds) you may have little or no noticing of form but increase the amount as children get older. The balance between meaning, use and form might change depending on age. With very young child (6-7 year olds) you may have little or no noticing of form but increase the amount as children get older.