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Getting to Know More about Each Other1. Other towns lived in2. Married: yes/no3. Present job4. School/College/University5. Interests/Hobbies6. Reason for learning English7. Other foreign languages spoken8. Favorite food9. Pet that you hate10. Last foreign country visited – reason11. (My) good points12. (My) bad points13. Main ambition14. TDC – Why?PETER WATCYN-JONES, Grammar: Games and Activities for Teachers. Penguin Books. Middlesex. 1995.
Course StructureTDC1 - Pedagogical Grammar (1 semester)TDC2 - Writing (2 months) and Phonetics and Phonology (2 months)TDC3 - Principles of Language Learning and Teaching (1 semester)TDC4 - English Teaching Methodology (3 months) and Educational Technology (1 month)TDC5 - Special Topics in TEFL (2 months) and Supervised Teaching Practice (STP) (2 months)
TDC 1 – Pedagogical Grammar• Syllabus- An Introduction to Grammar for ELLs- Basic English Grammar: Usage and Terminology- 15 Keys to ELL Grammar- Grammar Questions from ELLs• Grading Policy- Exams- Quizzes- Written Work- Participation
Discussion Topics1. The word grammar has two different meanings. What are they?2. English is also studied by native speakers at school. How does it differ from those who studied it as their second or foreign language?3. What do you know about the history of the English language?
Discussion Topics1. The word grammar has two differentmeanings. What are they?
Grammar • ... the way we organize the sounds and signs of a language into something meaningful. • ... the study and description of what is at work when we use language in an organized way.
Discussion Topics2. English is also studied by nativespeakers at school. How does it differfrom those who studied it as theirsecond or foreign language?
Native Speakers X ELLsNative Speakers ELLsStructure Communication + StructureFocus on Saying Things Focus on Words / IdiomsBetter and Avoiding. and Putting this newCommon Native Errors Vocabulary TogetherNo Need for the Reasons Why Something isWhy Something is (In)Correct . .(In)Correct
Discussion Topics3. What do you know about the historyof the English language?
History of the English Language • The History of English in Tem Minutes
Approaches to Teaching ELL GrammarWhat do you think the difference between adirect approach and an indirect approach toteaching grammar is?Book Page 16Take a look at these two different lesson plans.Which one follows a direct approach andwhich one follows an indirect approach?
Approaches to Teaching ELL GrammarAim: Improving Telephoning SkillsActivity: Role playing using office telephone linesLevel: Intermediate to advancedOutline: Indirect Approach• Review phrases used in telephoning.• Ask each student to write out notes for a telephone conversation that they would typically have with a native speaker.• Ask students to choose another student who should respond to the call for which he/she has written notes.• Stress the fact that students need to understand and take note of everything crucial. If they do not understand they need to ask you to repeat, tell you to speak more slowly - anything that is needed to understand.• Ask your students to go to a different office, make sure to get the extension for the office. Ask students to take notes on the call.• Now, take the various notes, call the other extension and ask for the person suggested by the student who wrote the notes.• Once you have repeated this exercise, get students to call each other in their own offices to repeat the exercise. Remember it is crucial to actually use the phone, as the difficulty lies in understanding English over the phone.
Approaches to Teaching ELL GrammarAim: Improve recognition of the first and second conditional forms used inconditional statements, while inductively reviewing the structures.Activity: Reading a text with first and second conditional forms, developingquestions using the first and second conditionals, replying to questionsLevel: IntermediateOutline: Direct Approach• Ask students to imagine this situation: You’ve arrived home late at night and you find that the door is open to your apartment. What would you do?• Refresh students awareness of the conditionals.• Have students read prepared extract using conditionals.• Ask students to underline all conditional structures.• In groups, students complete fill-in activity based on previous reading.• Go over corrections as a class.• In groups, have students prepare two “What if…” situations on a separate piece of paper. Ask students to employ first and second conditionals.• Ask students to exchange their prepared situations with another group.• Students in each group discuss the "what if..." situations.• Move around the class and help students to correctly produce the first and second conditional forms.
Direct X Indirect Approach• Workbook pages 8 and 9
Prescriptive GrammarDescriptive GrammarWhat do you think PrescriptiveGrammar means?What about Descriptive Grammar?
Descriptive or Prescriptive?Grammar Topic ? Prescriptive ? Descriptivewho / whom Always use 1. We always use who as a who as a subject. subject and 2. In everyday language, whom as an people also use who as object. an object. In very formal language, we always use whom in the object position. 3. When directly preceded by a preposition, people usually use whom.
Descriptive or Prescriptive?Grammar Topic ? Descriptive ? Prescriptivesplitting an People often split 1. Never split aninfinitive infinitives with infinitive. adverbs of manner (to quickly arrest) or adverbs of degree (to almost double)
Descriptive or Prescriptive?Grammar Topic ? Prescriptive ? Descriptivepossessive Indefinite People often use their toadjective pronouns such refer to indefiniteagreement as everyone and pronouns. When tryingwith somebody are to sound more correct –everyone always singular. especially in formal When referring writing, people often to indefinite use the phrase his or pronouns, use her, even though its his. repetitiveness can sound awkward.
Descriptive or Prescriptive?
Deductive X Inductive Teaching Bud Brown – Inductive and Deductive Reasoning
Deductive X Inductive Teaching DEDUCTIVE INDUCTIVE• More traditional form of • Constructivist model of teaching teaching; based on guided• The teacher typically discovery learning provides information, philosophy shares specific examples of • The teacher provides the concept or skill being examples, the students taught, allows the students analyze and figure out the to practice. rules themselves.• More teacher-centered • More student-centered model of teaching / Rule model of teaching / driven Experimental
HomeworkBook:- Pages 10 – 13 (Self-study) “Can you explain ELL Grammar Errors?” “On the Hot Seat: Answering ELL Questions”Workbook:- Pages 1 – 5 (Self-study) “Distinguishing Traditional Grammar and ELL Grammar” “Answering / Researching ELL Grammar Questions” “Identifying ELL Errors in Authentic Material”
Moodle Week1) The Role of • Observing the Growth of ELLs’ LanguageStudents, Setting, and • Answering ELLs’ QuestionsCourse • An Inquisitive Teacher• Learners’ Objectives • An ELL Teacher• Course Logistics• Course Location2) Teaching Settings 3) Common Grammar• An ELL Grammar Teacher Errors Made by Native• The Composition Teacher Speakers• Judging the Readability of Texts • Why Grammar Matters• Teaching a K-12 and Other Non-ELL • Pre-Test Content Classes