Theme based grammar teaching for sll

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teaching grammar by using "theme based" methods.

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Theme based grammar teaching for sll

  1. 1. BookletBookletBookletBookletLenguaj bookleteIntegradoIIClaudiaUribeFunlamFundaciónuniversitariaLuisAmigóbookletBookletBookletBookletBookletBookletB THEME BASED GRAMMARookletBookletBookletBookletBookletB TEACHING When drilling and filling theookletBookletBookletBookletBookletB blank is not good enough 2011 – segundo semestreookletBookletBookletBookletBookletB Juan Felipe Naranjo UsugaookletBookletBookletBookletBookletBookleBookletBookletBookletBookletLenguajeIntegradoIIClaudiaUribeFunlamFundaciónuniversitariaLuisAmigóbookletBookletBookletBookletBookletBookletBBookletBookletBookletBookletLenguajeIntegradoIIClaudiaUribeFunlamFundaciónuniversitariaLuisAmigóboo 1kletBookletBookletBookletBookletBoo
  2. 2. Booklet – Integrated Language I – Juan Felipe Naranjo Usuga INDEXIntroduction ................................................................................................. 2What are we looking for when teaching grammar? ...................................... 31rst strategy – DO NOT FOCUS ON CORRECTING!!! .................................... 42nd Strategy – THEME BASED GRAMMAR STRATEGY ................................. 5Theme based strategy for eight grade ......................................................... 7Conclusions ................................................................................................. 9References ................................................................................................ 10 2
  3. 3. THEME BASED GRAMMAR TEACHING IntroductionGrammar is a very important element when learning or teaching asecond language. Grammar is essential to develop vocabulary,speaking, writing and reading skills. It is joyful for the students tounderstand the many ways they may use grammar but, it is also, thehardest element of a second language to be taught.Those strategies that are going to be talked about on this booklet, areefficient ways to be used so the student won´t be bored just drilling andfilling the blank on grammar exercises.Advanced students won´t get bored of doing the same every day, andweak students, or students that are not doing well at English, will beinforced to participate more. 2
  4. 4. THEME BASED GRAMMAR TEACHING What are we looking for when teaching grammar?We, teachers, pretend to help students to understand grammar so theymay use their communicative skills as good as possible. We will alwaysneed to be aware that the best for students is to teach them grammarthat they may connect with different contexts, meaning, the use offormal and informal grammar.It is necessary to recall that students do not need to get specialized ongrammar. They will only need to communicate, not to make his owngrammar book. 3
  5. 5. THEME BASED GRAMMAR TEACHING 1rst strategy – DO NOT FOCUS ON CORRECTING!!!Every student gets mistaken when selecting words that shouldn´t be onthe context studied at the time. The main idea is not to correct everybad selection on the student but let them speak and later, or in otherclass talk about what was wrong, not as correcting, but as a shorttopic about grammar use.This way the student will notice that he or she has misuse a word orsentence, will correct him or herself and won´t destroy the teacher-student confidence.When our students are working on new language skills, we may useerror correction.Example:Student: I study mathematics tomorrow.Teacher: You WILL study mathematics tomorrow. Remember, whentalking About future activities, we use “Will”When the students are misusing words or structures in English atcommunicative activities, correct them only if the mistake interfereswith the comprehensibility of the topic.Example 1:Student: always we have mathematics on Friday.Teacher: oh yea! Are you good at mathematics?Example 2:Student: I buy a new book for mathematics.Teacher: You bought a new book for mathematics? that´s boring, Idon´t like Mathematics.Teacher has to remember not to stress the answers, so the studentdoesn´t feel as been corrected. 4
  6. 6. THEME BASED GRAMMAR TEACHING 2nd Strategy – THEME BASED GRAMMAR STRATEGYUsing theme based activities will help the students to activate theirmemory strategies because they will need to create mental linkages.When we talk about “theme based strategy” it is because we (teacherand students) had selected a theme to be worked in a period of time.That time must be planned and followed in order to be organized andpunctual with all grammar to check on list. Students will needaccurate activities inside and outside the class.Children from pre-school could choose themes such as comics, toys,cartoons, animals or numbers. Children from school (first to fifthgrade) could choose superheroes, reality shows, fashion, monsters,music and tv shows as themes to work on class. Children from highscholl (sixth to eleventh grade) could use bullying, relationships, love,travel, university, music, models, stars, and many other kind of themes.It will also allow the students to work on their social strategies use.They will be facing the need to give their point of view to severalsituations.Example 1: children from sixth grade will have a superheroes grammarwork. At the first week they will read about the superheroes that exist,they must decide which one is the best or how would be the heroe tobe the best.At this first example the students will work on grammar when usinggrammar elements such as “verbs”, “the most” and “would”Student: I like superman.Teacher: yes, he flies, and he is the strongest.Example 2: Children from first grade wanted to work on animals.Besides knowing the names of the different animals in English, theymay get in touch with colors and adjectives. 5
  7. 7. THEME BASED GRAMMAR TEACHINGStudent: the lion is brownTeacher: and it is very big.Example 3: boys and girls from eleventh grade want to know aboutcars. It is an opportunity to go on “such as” and “more than”.Teacher: dodge has many good reasons to be so expensive, such astheir cars made by professionals and not by robots.Student 1: but Ferrari is faster than dodge.Student 2: I think Lamborghini is faster than Ferrari.These theme based examples show the different contexts we may useto teach grammar, but it is necessary to recall that no every aspectleads to a productive grammar teaching. Themes that are verytechnical and use non-frequent words, like chemistry and astrology,aren´t the best way to teach grammar to basic or intermediatelearners. That´s why teacher and students must decide which elementis going to be talked in class, all this leading to an objective, like ashow, a role playing for a special event or an exhibition of the studentswork.
  8. 8. THEME BASED GRAMMAR TEACHING Theme based strategy for eight grade Superheroes1rst Week: dressingInside workGrammar to be used: time (always, often, frequently, never, rarely) Clothe (shirt, pants, glasses, mask, cap, cape)Method to practice the grammar: Conversatory and questions about how often a hero use some clothes.Example:Teacher: how often do you see superheroes using masks?Student 1: always.Student 2: not always, but it is very frequent. Amazing woman neveruses a mask.Outside workLearn how a superhero talks. For example: how does Batman talk?2nd week: Super powersGrammar to be used: Verbs referring to super powers (fly, freeze,hit, fight, burn, etc…)Method to practice the grammar: The student will create his own superheroe using first week elements and will give it a super power. 7
  9. 9. THEME BASED GRAMMAR TEACHINGExample:A student may create a superhero unmasked and with a cape. Thestudent will give it a super running power.Outside workCreate a script for a upcoming role play event.3rd Week – Show time!Grammar to be used: conditional “if” – “if batman fights vs.Superman…”Method to practice the grammar: Improvised role playing. Students ask question with conditional “if” about superheroes, and students who selected those heroes must improvise according to the question.
  10. 10. THEME BASED GRAMMAR TEACHING ConclusionsTheme based teaching strategies inforced students to applyeverything learned in class; it also allows advanzed students to helpbeginners; and get involved with grammar into different topics orcontexts.It is difficult to be quiet when recognizing a grammar or vocabularymistake, but we can control our self to talk about the mistake later.Inputs and outputs are necessary. To have a chronogram is veryimportant, but when student is the one who demands the learningactivity, is joyful to take them through all the process.And the meaning factor: STUDENT WILL FEEL SUCCESSFUL ANDPROUD OF HIS LEARNING and classes won´t get bored andmonotonous. 9
  11. 11. THEME BASED GRAMMAR TEACHING ReferencesCognitive influences on language learning – Funiber – Fundaciónuniversitaria iberoamericana, table 1.2, Pag. 19.www.ncrlc.com the essential of teaching grammar. 10

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