Tdc1 blended - class 2


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Tdc1 blended - class 2

  1. 1. TDC 1Pedagogical GrammarClass 2
  2. 2. Book: Review - Pages 10 – 13 (Self-study) “Can you explain ELL Grammar Errors?” “On the Hot Seat: Answering Definitions of Grammar ELL Questions” English Studied by Native Speakers Workbook: X - Pages 1 – 5 (Self-study) English Studied as a Foreign Language “Distinguishing Traditional The History of English Grammar and ELL Grammar” “Answering / Researching ELL Grammar Questions” “Identifying ELL Errors in Authentic Material”
  3. 3. 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?
  4. 4. 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.
  5. 5. 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.
  6. 6. Prescriptive GrammarDescriptive GrammarWhat do you think PrescriptiveGrammar means?What about Descriptive Grammar?
  7. 7. 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.
  8. 8. 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)
  9. 9. 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.
  10. 10. Descriptive or Prescriptive?
  11. 11. Deductive X Inductive Teaching Learning Languages - Inductive and Deductive Methods - YouTube.mp4
  12. 12. Deductive X Inductive Teaching• Deductive Teaching • Inductive Teaching • More traditional form of • Constructivist model of teaching teaching • T typically provides • More student-centered information, shares specific • T provides examples examples of the concept or • Ss practice and figure out the skill being taught; he/she then rules by themselves allows the ss to practice the skills being taught. • It is more experiential and based on a guided discovery • More teacher-centered learning philosophy. model of teaching – rule driven • Positive aspect – it gets to the point of the lesson easily
  13. 13. Parts of Speech• Noun• Pronoun• Adjective• Verb• Adverb• Preposition• Conjunction• Interjection
  14. 14. Approaches to Explaining theParts of Speech• Giving Definitions• Questions• Slot and Filler • Nouns  I have a ____.  a ____  the ____  five ____  ____s*
  15. 15. Parts of Speech - Nouns the name of a person, place,• Definition thing, quality, emotion... who? – Who took the money?• Questions what?see an _____. eat? - I – What did you - She is a _____.• Slots - There are four _____. - the _____ - _____ is important.1. Common X Proper2. Concrete X Abstract Workbook Page 39 ELLs’XUsual Errors?3. Count Non-count
  16. 16. Parts of Speech• Noun• Pronoun  Page 51• Adjective  Page 53• Verb  Page 46• Adverb  Page 55• Preposition  Page 59• Conjunction  Page 57• Interjection  Page 62
  17. 17. Parts of Speech• NounA noun is a word used to name a person, animal, place,thing, and abstract idea.• PronounA pronoun can replace a noun or another pronoun. Youuse pronouns like "he," "which," "none," and "you" tomake your sentences less cumbersome and lessrepetitive.
  18. 18. Parts of Speech• AdjectiveAn adjective modifies a noun or a pronoun bydescribing, identifying, or quantifying words. An adjectiveusually precedes the noun or the pronoun which itmodifies.• VerbThe verb is perhaps the most important part of thesentence. A verb asserts something about the subject ofthe sentence and express actions, events, or states ofbeing. The verb or compound verb is the critical elementof the predicate of a sentence.
  19. 19. Parts of Speech• AdverbAn adverb can modify a verb, an adjective, anotheradverb, a phrase, or a clause. An adverb indicatesmanner, time, place, cause, or degree and answersquestions such as "how," "when," "where," "how much".• PrepositionA preposition links nouns, pronouns, and phrases toother words in a sentence.
  20. 20. Parts of Speech• ConjunctionYou can use a conjunction to link words, phrases andclauses.• InterjectionAn interjection is a word that shows emotion. It is notgrammatically related to the rest of the sentence.
  21. 21. HomeworkBook:- Pages 42 – 73 (Self-study) “Parts of Speech”Workbook:- Pages 38 – 62 (Self-study) “Parts of Speech”
  22. 22. Moodle Week1) Parts of Speech 4) Grammar Key 7• Summary • Articles2) Grammar Key 13 5) Why the Twelve• Word Forms English Verb Tenses Matter • Participial Parts of a Verb3) Grammar Key 5 • Verb Tenses - Introduction• Count and Non-count Nouns