HOW TO TEACH GRAMMAR

  • 963 views
Uploaded on

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
963
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
24
Comments
0
Likes
1

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Certificación de tutores de docentes de idiomas NAME: Boris de los Santos RecendezE-Mail: bsantos@utzac.edu.mxTopic: Lesson plan and time table.OBJECTIVE:To create a training time table and a lesson plan to be used in your training.1. Matching (1 PAGE). Match the six content areas to the following themes TOPIC CONTENT AREA Use of social forms LLP Learning in a group LT Function of the Common European PE Framework of Reference Which are the different learner types LLP The four skills LA Speaking activities LT How do we draw up a lesson plan? PE How do I present a grammar structure? LT Micro-peer teaching LT Different types of exercises in language LT classrooms Using pictures in a language classroom LT Feedback rules SA Pronunciation training LA, LT, PE Learning strategies and learner autonomy LLP Difficult classroom situations LC, LT, PE, SA Progress tests LLP, LT, PE, SA The use of media e-learning / blended LT, PE learning Intercultural learning LC2. Lesson plan (2 PAGES MAX). Choose two of the topics of the table of exercise 1. EUROCSYS © 2012 Claudia Schuhbeck Página 1 de 5
  • 2. Certificación de tutores de docentes de idiomas How would you teach these contents? Write a lesson plan Teaching grammar with the four skills (How do I present grammar/four skills) 1. HOW DO I PRESENT A GRAMMAR STRUCTURE? Grammar is sometimes defined as ‘the way words are put together to make correct sentences.’ So in English the sentence I am a teacher is grammatical, whereas I are a teacher is not. This is a good starting point but the definition needs to be expanded to include all the aspects that the term Grammar covers and that we need to teach. First, it is not just a question of correctness. Grammatical forms nearly always carry meaning: the meaning of a particular message in a communicative situation is created by a combination of vocab and Grammar. We use grammatical items and constructions to express, e.g., time (using tenses) or place (using prepositions) or possibility (using modals or conditional clauses). It is often the meanings that create problems for our ss and need careful teaching (for example when contrasting present perfect simple with present perfect progressive). Lesson Plan: Act. 1: write on the board a sentence e.g. I am from Canada I am Canadian act. 2: explain in front of class how we use this structure, DRAW A PERSON which means the personal pronoun then I draw a plus sign + verb to be e.g. o –o(person)+ verb to be with this I write some examples then I explain how to change the sentences into negative and interrogative act. 3 The students construct some sentences in oral form following a model then they write some of them as example. 2. FOUR SKILLSREADING Effective language instructors show students how they can adjust their reading behavior to deal with a variety of situations, types of input, and reading purposes. They help students develop a set of reading strategies and match appropriate strategies to each reading situation. Some strategies are predicting, scanning ,skimming , intensive reading. Lesson plan: Act. 1 : choose an article , ask to ss look at the picture , answer some questions to make a prediction Act. 2: Read the second paragraph and match the highlighter words with the synonyms. Act. 3 Read the article and underline the most important sentence for paragraph. Act. 4: Complete the sentences according the article.SPEAKING Oral skills are learnt before written skills. Structures are practiced in controlled conditions. L is a tool for communicating meaning through use of function, vocabulary, structures, discourse. Lesson plan: act. 1: Look and repeat the vocabulary act 2: Practice on the sentences where is using the vocabulary and verb to be act. 3:the ss will choose a flag to use the dialogue as a model and practice with his/her partner e.g. A: Where are you from? B: I’m from Italy A: Are you Italian? EUROCSYS © 2012 B: Yes, I am Claudia Schuhbeck Página 2 de 5
  • 3. Certificación de tutores de docentes de idiomas LISTENING Understand spoken language with its characteristics (brevity, redundancy, incomplete sentences, interruptions, hesitations, repetitions, ungrammatical utterances, noise, etc) Understand different speeds of speech and varied accents. Use the context. Use our knowledge of the world. Interpret facial expression and body language Lesson plan:act. 1: Listen the vocabulary and match with the flags act. 2: Listen the description from someone who lives in WRITE Writing skills are learnt trough follow structures , models or signs. Teaching writing must to be as important as all the skills, who to follow correctly a sentences give important reference of the meaning sentence. Lesson Plan act.1: Write some sentences using the vocabulary and the verb to be as in affirmative , negative and interrogative act.2: follow the description and write about you with the chosen flag. act.3: write a short description about your3. Time table (2 PAGES MAX). Elaborate a timetable of the two selected topics of yourlesson plan. Elaborate a timetable according to the example.Teacher: Martin Arciniega OrozcoMain Topic: HOW DO I PRESENT GRAMMAR STRUCTURE BY APLLYING THE FOUR SKILLS.Learning objectives: The Importance of grammar in the Language Learning Processweek TOPICS ACTIVITIES TEXT/MATERIALS/ ASSESSME AND NT SUBTOPI RESOURSES CS What is PPT Presentation: the TKT Teaching Knowledge Test Proficiency grammar? concept of Grammar by course. different authors. LA (Formal) Motivation Cambridge ESOL1 An exchange of ideas on how to increase learner’s Practical English Usage. Reading Parts of motivation. LC Oxford University Press and speech Listening activity. How to teach Grammar. Listening Discussion: The elements of Longmann. Skills Grammatic language. LA al Reading: Term, Form and Structures. Use. LA EUROCSYS © 2012 Claudia Schuhbeck Página 3 de 5
  • 4. Certificación de tutores de docentes de idiomas Word formation. Texts, sentences, HOMEWORK: Find out words, which reference materials sound. are available in your school to help you with grammar. SA Why teach Brainstorm: The importance How to teach Grammar. Pro grammar? of grammar in the Language 1 teaching classroom. LA Longmann. (Fo Learner characteris Reading. Learning styles. TKT Teaching Knowledge Test tic and LA course. Learner Cambridge ESOL needs. Discussion. Learning Strategies. LLP PE The deductive Discussion: Pros and Cons approach of the deductive approach in grammar teaching. LA Basic Reading: Rules and How to teach Grammar. Pro principles explanations. LA 1 for Longmann. (Fo grammar Reading: Grammar elements and rules. TKT Teaching Knowledge Test teaching. course. Activities and tasks SA Wr How to Cambridge ESOL integrate Sample Quiz. SA grammar Discover English. Nouns, Macmillan Adjectives, Adverbs. 2 The role of PPT Presentation: Different How to teach Grammar. Pro Error. types of errors: Interference, developmental error, Longmann. (Inf overgeneralization, TKT Teaching Knowledge Test interlanguage. LC LA course. Kn Inductive Reading: Pros and Cons of Cambridge ESOL of Learning the deductive approach in voc grammar teaching. LA Selection. According toEUROCSYS © 2012 Claudia Schuhbeck Página 4 de 5
  • 5. Certificación de tutores de docentes de idiomas different learner needs and Speaking Practice characteristics, choose the activities most suitable activities for and tasks each group and individual. for LC language developme SPEAKING ACTIVITY nt2 The PPP Three teams study and How to teach Grammar. Achievemen Model present the following t elements to the class: Longmann. How to Presentation (Formal) teach TKT Teaching Knowledge Test grammar Practice course. from rules, Cambridge ESOL Writing skills text, Production LA examples. Reading. Activities and tasks PE Rules of grammar. Practice: Sample Lesson. Teaching the present simple How to test using realia. LT PE grammar. Task: Ss individually receive cues to prepare a random grammar lesson including what they consider to be the most reliable evaluation. LC LLP PEEUROCSYS © 2012 Claudia Schuhbeck Página 5 de 5
  • 6. Certificación de tutores de docentes de idiomas different learner needs and Speaking Practice characteristics, choose the activities most suitable activities for and tasks each group and individual. for LC language developme SPEAKING ACTIVITY nt2 The PPP Three teams study and How to teach Grammar. Achievemen Model present the following t elements to the class: Longmann. How to Presentation (Formal) teach TKT Teaching Knowledge Test grammar Practice course. from rules, Cambridge ESOL Writing skills text, Production LA examples. Reading. Activities and tasks PE Rules of grammar. Practice: Sample Lesson. Teaching the present simple How to test using realia. LT PE grammar. Task: Ss individually receive cues to prepare a random grammar lesson including what they consider to be the most reliable evaluation. LC LLP PEEUROCSYS © 2012 Claudia Schuhbeck Página 5 de 5