This document describes approaches for teaching grammar in a more communicative way. It discusses using stories, personal experiences, and recipes to introduce and practice target grammar points in context. The key aspects are to establish a context to generate need for the grammar, focus on form and meaning, and provide opportunities to use the grammar in interaction or activities. This engages students and makes grammar learning more memorable compared to simply presenting rules.
This document outlines a lesson plan for teaching English grammar and language awareness to university students studying to become language teachers. The lesson focuses on revising the past progressive tense ("was/were going to") and modal verbs for giving advice ("should/shouldn't have"). The plan includes icebreaker activities to introduce the topic of "breaking rules", exercises to practice the target grammar structures, and a homework assignment. The stated goals are to provide an engaging lesson that helps students improve their English proficiency while also developing their skills for teaching grammar.
The document discusses Marie Takai's transformation from a nervous student teacher struggling with imposter syndrome to an innovative and engaging instructor. It describes how Marie overcame her fears and previous negative language learning experiences to develop lessons connecting theory to practice. Specifically, Marie created a collaborative project where her beginner students published an international recipe book and gave presentations on recipes from their home countries. This successful project demonstrated Marie's application of constructivist learning theory and other frameworks to motivate students and engage them in meaningful language use.
This document provides an introduction and overview of the Lift Off! 4 English textbook for intermediate students in Saudi Arabia. It describes the components of the Lift Off! series, including the student's book, workbook, teacher's book, and accompanying CD. It outlines the organization of the student's book into 10 units with lessons, vocabulary lists, and characters. It also summarizes features of the workbook and teacher's book, including lesson plans, activities, and answer keys.
This document provides a lesson plan for a class on giving advice about injuries and accidents using the grammar structure "It's + adjective + infinitive". The lesson includes activities where students practice describing injuries from their past, discuss safety rules and advice, and work with the target grammar structure. The plan aims to help students understand and use this structure to communicate advice in a meaningful way while revising related vocabulary. Student interaction and feedback is incorporated throughout the different phases of the lesson.
These books provide teachers with resources for incorporating communicative and task-based language activities into their extracurricular lessons. They blend theory and practice by combining brief lectures with hands-on activities based on Communicative Language Teaching and Task Based Language Learning methodologies. The books aim to make learning experiences more engaging and memorable for students by encouraging participation in dramatized activities that bring vocabulary, grammar and culture to life. They provide overviews and downloadable versions of various resource books focused on games, tasks and interactive exercises for practicing different aspects of language at various levels.
This article discusses the findings of an action research project carried out to minimize negative class participation among 10 EFL pre-intermediate students, aged-11-14, in a language school in Rio de Janeiro, Brazil. First, some theoretical issues concerning discipline in the language class will be discussed. Second, the original project I developed in 1995 to minimize negative class participation among 14 EFL beginner students, aged 12-15, will be reviewed. Next, the experiment with the 2003 group will be described. The results seem to confirm that, although some adaptations to the original project were necessary, when students reflect upon their importance in the lessons they tend to behave better in class and to show a more positive attitude towards learning.
Key words:
This document provides an introduction and overview of the Teacher's Guide for the first year middle school English coursebook. It outlines the objectives of the coursebook, which are to develop students' English competencies in an integrated manner through listening, speaking, reading and writing. It emphasizes using a competency-based approach that links what is learned in school to real-world contexts. The guide is intended to help teachers effectively plan lessons and accommodate different learning styles by using a variety of teaching methods and techniques.
This document outlines a research study on teaching grammar explicitly in secondary schools. It discusses how grammar is often neglected in English classrooms due to a focus on other skills and content. The study aims to examine why teachers neglect grammar, ways to attract students to learning grammar, and effective grammar teaching methods. It defines key terms and outlines limitations around teacher and student samples. The significance of the study is that it could help teachers construct better grammar teaching methods and improve students' English grammar skills for future education and social interaction.
This document outlines a lesson plan for teaching English grammar and language awareness to university students studying to become language teachers. The lesson focuses on revising the past progressive tense ("was/were going to") and modal verbs for giving advice ("should/shouldn't have"). The plan includes icebreaker activities to introduce the topic of "breaking rules", exercises to practice the target grammar structures, and a homework assignment. The stated goals are to provide an engaging lesson that helps students improve their English proficiency while also developing their skills for teaching grammar.
The document discusses Marie Takai's transformation from a nervous student teacher struggling with imposter syndrome to an innovative and engaging instructor. It describes how Marie overcame her fears and previous negative language learning experiences to develop lessons connecting theory to practice. Specifically, Marie created a collaborative project where her beginner students published an international recipe book and gave presentations on recipes from their home countries. This successful project demonstrated Marie's application of constructivist learning theory and other frameworks to motivate students and engage them in meaningful language use.
This document provides an introduction and overview of the Lift Off! 4 English textbook for intermediate students in Saudi Arabia. It describes the components of the Lift Off! series, including the student's book, workbook, teacher's book, and accompanying CD. It outlines the organization of the student's book into 10 units with lessons, vocabulary lists, and characters. It also summarizes features of the workbook and teacher's book, including lesson plans, activities, and answer keys.
This document provides a lesson plan for a class on giving advice about injuries and accidents using the grammar structure "It's + adjective + infinitive". The lesson includes activities where students practice describing injuries from their past, discuss safety rules and advice, and work with the target grammar structure. The plan aims to help students understand and use this structure to communicate advice in a meaningful way while revising related vocabulary. Student interaction and feedback is incorporated throughout the different phases of the lesson.
These books provide teachers with resources for incorporating communicative and task-based language activities into their extracurricular lessons. They blend theory and practice by combining brief lectures with hands-on activities based on Communicative Language Teaching and Task Based Language Learning methodologies. The books aim to make learning experiences more engaging and memorable for students by encouraging participation in dramatized activities that bring vocabulary, grammar and culture to life. They provide overviews and downloadable versions of various resource books focused on games, tasks and interactive exercises for practicing different aspects of language at various levels.
This article discusses the findings of an action research project carried out to minimize negative class participation among 10 EFL pre-intermediate students, aged-11-14, in a language school in Rio de Janeiro, Brazil. First, some theoretical issues concerning discipline in the language class will be discussed. Second, the original project I developed in 1995 to minimize negative class participation among 14 EFL beginner students, aged 12-15, will be reviewed. Next, the experiment with the 2003 group will be described. The results seem to confirm that, although some adaptations to the original project were necessary, when students reflect upon their importance in the lessons they tend to behave better in class and to show a more positive attitude towards learning.
Key words:
This document provides an introduction and overview of the Teacher's Guide for the first year middle school English coursebook. It outlines the objectives of the coursebook, which are to develop students' English competencies in an integrated manner through listening, speaking, reading and writing. It emphasizes using a competency-based approach that links what is learned in school to real-world contexts. The guide is intended to help teachers effectively plan lessons and accommodate different learning styles by using a variety of teaching methods and techniques.
This document outlines a research study on teaching grammar explicitly in secondary schools. It discusses how grammar is often neglected in English classrooms due to a focus on other skills and content. The study aims to examine why teachers neglect grammar, ways to attract students to learning grammar, and effective grammar teaching methods. It defines key terms and outlines limitations around teacher and student samples. The significance of the study is that it could help teachers construct better grammar teaching methods and improve students' English grammar skills for future education and social interaction.
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral words like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President of Ecuador and education officials.
The document provides a daily learning plan for an English class at the Saint Francis of Assisi College for 7th grade students. It outlines the objectives, content, learning resources, procedures and activities for five sessions across a week. The week 1 plan focuses on nouns, week 2 on pronouns, week 3 on verbs, and week 4 on adjectives. A variety of engaging activities are included such as games, discussions, presentations and written exercises to help students understand and practice using different parts of speech. The goal is for students to master the content standards through performance tasks and develop important language skills.
This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content, learning resources and procedures for the week. The objectives are to develop the learner's understanding of Anglo-American literature and use of language techniques. The content focuses on living with purpose. A variety of references, textbooks and materials are listed as learning resources. The procedures detail the daily plans, which include reviewing poems, identifying themes and tones, discussing concepts, and practicing new skills like analyzing quotations and crafting interpretations.
Viewpoints is a series of English textbooks used in high schools. The main purpose is to introduce students to English and its culture through a variety of activities and projects. The activities are intended to engage students' real lives and expectations. The series also aims to expose learners to different topics through which they can learn English, such as social studies, science, and popular culture. Furthermore, Viewpoints promotes discussions about values and provides students with tools to apply in their school and adult lives. Each book contains six units that develop language skills like listening, speaking, reading and writing through vocabulary, grammar, and cultural activities.
The document summarizes the author's experience completing their second practicum period as an English student teacher at a primary school. Some key points:
- The author focused on using more English in the classroom and recognizing different needs of students. They planned six lessons incorporating technology, reading, writing and other skills.
- Lessons included interactive activities like games and videos to motivate students. Visual materials helped engage those learning English for the first time.
- While progress was made using a more communicative approach, planning remained challenging with students having little English. The author believes better training for current teachers could improve language instruction overall.
англ. яз. 10кл. spotlight (английский в фокусе). teachers book (с ответами к ...Razon Ej
Spotlight 10 is an English course for B2 level students designed to develop all four language skills through communicative tasks. Each of its eight modules contains nine lessons covering topics of general interest. The course aims to promote active, holistic, and humanistic learning through stimulating tasks and topics. It includes a student's book, workbook, teacher's book, audio CDs, and other materials to enhance learning inside and outside the classroom. Each module follows the same structure, developing vocabulary, reading, grammar, listening, speaking, and writing skills through varied activities.
Ms4 level f ile 6 fact and fiction with atf and aef competenciesMr Bounab Samir
MS4 file 6 " fact and Fiction" this file can be used to teach the following learning objectives :
1- Tell story
2- Express cause and effect in story telling (simple past & past continuous + time conjunctions "when - while - as)
This unit plan is for a 5th grade English unit called "Going Places". The unit will focus on teaching students about different places around the world through activities like acting, writing, drawing, and games. Some activities require teamwork while others focus on individual skills. The unit goals are for students to improve their ability to ask questions in English, read longer texts, appreciate teamwork, and write paragraphs. The teacher plans to use group work and incorporate technology to make the topics interesting for students. They expect some challenges with time management but aim to cover all material in 12 lessons through efficient lesson planning.
Salama's observation and other parts of the experienceRaafat Gabriel
Salama observed English language classes at a school for blind girls. In the first class, the teacher focused mainly on homework, grammar lessons, and reading. Salama felt the teacher could have handled correcting homework errors more tactfully. Students participated actively but the teacher talked most of the time. The second class lacked preparation and wasted time trying to get technology working. Neither class incorporated group work or activities to fully engage students. Overall, Salama observed a lack of student-centered techniques and opportunities for collaborative learning.
Here are the directions to the pharmacy: Go down this street until you reach the square. Turn right and walk two blocks. The pharmacy will be on your left, next to the bank.
Martha: Thank you so much!
Activity 6
Work in pairs. Practice giving directions to places in your community.
Model:
A: Excuse me, where is the market?
B: Go straight down this street. When you see the church, turn left. The market will be on your right after two blocks.
Activity 7
Before reading.
What do you like about where you live?
Why do you like it?
I like living in my neighborhood because it is quiet and safe
This document contains Jill Cameron's self-evaluation of an audio recording of one of her science lessons along with samples of work from two students, one on-level and one below-level. Jill found that while her lesson went well, she identified areas for improvement such as slowing down her speech and using more affirmative language. The student work samples show improvement in spelling and sentence complexity for the on-level student but inconsistency for the below-level student who struggled to focus during lessons.
Here are some possible responses to discuss:
1. I would feel nervous and excited on the first day in a new school. I want to make new friends but I'm not sure who to talk to.
2. On the first day, I probably don't know what to do yet. The school rules and schedules are new to me.
3. To know where to go or who to ask if I have problems, I can ask the teacher, headmaster, or older students. The school map or brochure can also help me understand the school layout and facilities. I can also join school orientation to learn more.
4. I'm sure it will get better as I get used to the new school environment
1st 2G meeting and training
This important meeting raises many questions to be asked before dealing with the new changes , so teachers need to know where are they standing before moving toward a new destination ? what has been done till now? what relations has the 1 generation syllabus with these new changes?
Teachers Vs 1 Syllabus Generation (recap)
Approach & method
Teacher’s rle vs learner’s role
The 3 IIP
Situation of integration
Lesson plan
TD session
Project work
Adapting the book
Evaluation
Thank you
By :
Mr Samir Bounab ( Teacher trainer at MONE)
Practical 17 assessment, testing and evaluation. angela, solangeSolCortese1
This document discusses assessment, testing, and evaluation in language teaching. It provides examples of formative, summative, continuous, and alternative forms of assessment. Formative assessment is ongoing and used to provide feedback to students, while summative assessment evaluates learning at the end of a period of study. Continuous assessment continually evaluates student work. Alternative assessment may include portfolios that integrate school and personal life. Assessment provides information about student progress, strengths and weaknesses to guide instruction and materials. It is important to consider student views and reduce anxiety during assessment.
The document outlines a contemporary children's literature program for primary school students in Malaysia. It aims to improve English proficiency and instill a love of reading through exposing students to short stories and poems. The program is implemented over three years from Year 4 to Year 6. Teachers are provided guidance on conducting reading lessons, which involve pre-reading, while-reading and post-reading activities to enhance comprehension and engagement.
The observers summarized 3 English classes at different grade levels. In the first class, the teacher explained the present continuous tense through examples on the board and having students participate. Some students were distracted. The second class reviewed a previous lesson and had students describe images, but there was more distraction. The third class covered indefinite articles and used realia, but had low student participation. Overall, the observers felt the classes could be more dynamic, use less translation, and better motivate students through a variety of activities.
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described images and translated, but others were speaking during presentations.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained with writing, questions and guides. Students then wrote concepts and completed group worksheets. The class lacked dynamics and motivation at the start.
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described pictures and translated sentences. Observers felt distracted due to lack of student attention.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained using various methods and had students write concepts and answer questions. It was not very dynamic but the teacher adjusted to
The document summarizes a lesson plan for a class on the Olympic Games taught by student teacher Mariana Canellas. The 120-minute lesson was for a 6th year secondary school class in Comodoro Rivadavia, Argentina. The lesson plan outlines the aims, teaching points on vocabulary and grammar, activities including a warm-up drawing activity and reading about Olympic athlete Michael Phelps, as well as an assessment of students. The lesson integrated skills like reading, speaking and listening and used a communicative approach.
The document describes a BusinessLinks program that bridges the gap between unemployed residents and employers. It works by referring job seekers to employers, who provide workplace tours and other support during customized training programs. Examples are given of past programs in landscaping, commercial cleaning, and customer service, with completion and job offer rates provided. Current and upcoming programs are also listed. The document encourages employer involvement and provides contact information.
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral words like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President of Ecuador and education officials.
The document provides a daily learning plan for an English class at the Saint Francis of Assisi College for 7th grade students. It outlines the objectives, content, learning resources, procedures and activities for five sessions across a week. The week 1 plan focuses on nouns, week 2 on pronouns, week 3 on verbs, and week 4 on adjectives. A variety of engaging activities are included such as games, discussions, presentations and written exercises to help students understand and practice using different parts of speech. The goal is for students to master the content standards through performance tasks and develop important language skills.
This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content, learning resources and procedures for the week. The objectives are to develop the learner's understanding of Anglo-American literature and use of language techniques. The content focuses on living with purpose. A variety of references, textbooks and materials are listed as learning resources. The procedures detail the daily plans, which include reviewing poems, identifying themes and tones, discussing concepts, and practicing new skills like analyzing quotations and crafting interpretations.
Viewpoints is a series of English textbooks used in high schools. The main purpose is to introduce students to English and its culture through a variety of activities and projects. The activities are intended to engage students' real lives and expectations. The series also aims to expose learners to different topics through which they can learn English, such as social studies, science, and popular culture. Furthermore, Viewpoints promotes discussions about values and provides students with tools to apply in their school and adult lives. Each book contains six units that develop language skills like listening, speaking, reading and writing through vocabulary, grammar, and cultural activities.
The document summarizes the author's experience completing their second practicum period as an English student teacher at a primary school. Some key points:
- The author focused on using more English in the classroom and recognizing different needs of students. They planned six lessons incorporating technology, reading, writing and other skills.
- Lessons included interactive activities like games and videos to motivate students. Visual materials helped engage those learning English for the first time.
- While progress was made using a more communicative approach, planning remained challenging with students having little English. The author believes better training for current teachers could improve language instruction overall.
англ. яз. 10кл. spotlight (английский в фокусе). teachers book (с ответами к ...Razon Ej
Spotlight 10 is an English course for B2 level students designed to develop all four language skills through communicative tasks. Each of its eight modules contains nine lessons covering topics of general interest. The course aims to promote active, holistic, and humanistic learning through stimulating tasks and topics. It includes a student's book, workbook, teacher's book, audio CDs, and other materials to enhance learning inside and outside the classroom. Each module follows the same structure, developing vocabulary, reading, grammar, listening, speaking, and writing skills through varied activities.
Ms4 level f ile 6 fact and fiction with atf and aef competenciesMr Bounab Samir
MS4 file 6 " fact and Fiction" this file can be used to teach the following learning objectives :
1- Tell story
2- Express cause and effect in story telling (simple past & past continuous + time conjunctions "when - while - as)
This unit plan is for a 5th grade English unit called "Going Places". The unit will focus on teaching students about different places around the world through activities like acting, writing, drawing, and games. Some activities require teamwork while others focus on individual skills. The unit goals are for students to improve their ability to ask questions in English, read longer texts, appreciate teamwork, and write paragraphs. The teacher plans to use group work and incorporate technology to make the topics interesting for students. They expect some challenges with time management but aim to cover all material in 12 lessons through efficient lesson planning.
Salama's observation and other parts of the experienceRaafat Gabriel
Salama observed English language classes at a school for blind girls. In the first class, the teacher focused mainly on homework, grammar lessons, and reading. Salama felt the teacher could have handled correcting homework errors more tactfully. Students participated actively but the teacher talked most of the time. The second class lacked preparation and wasted time trying to get technology working. Neither class incorporated group work or activities to fully engage students. Overall, Salama observed a lack of student-centered techniques and opportunities for collaborative learning.
Here are the directions to the pharmacy: Go down this street until you reach the square. Turn right and walk two blocks. The pharmacy will be on your left, next to the bank.
Martha: Thank you so much!
Activity 6
Work in pairs. Practice giving directions to places in your community.
Model:
A: Excuse me, where is the market?
B: Go straight down this street. When you see the church, turn left. The market will be on your right after two blocks.
Activity 7
Before reading.
What do you like about where you live?
Why do you like it?
I like living in my neighborhood because it is quiet and safe
This document contains Jill Cameron's self-evaluation of an audio recording of one of her science lessons along with samples of work from two students, one on-level and one below-level. Jill found that while her lesson went well, she identified areas for improvement such as slowing down her speech and using more affirmative language. The student work samples show improvement in spelling and sentence complexity for the on-level student but inconsistency for the below-level student who struggled to focus during lessons.
Here are some possible responses to discuss:
1. I would feel nervous and excited on the first day in a new school. I want to make new friends but I'm not sure who to talk to.
2. On the first day, I probably don't know what to do yet. The school rules and schedules are new to me.
3. To know where to go or who to ask if I have problems, I can ask the teacher, headmaster, or older students. The school map or brochure can also help me understand the school layout and facilities. I can also join school orientation to learn more.
4. I'm sure it will get better as I get used to the new school environment
1st 2G meeting and training
This important meeting raises many questions to be asked before dealing with the new changes , so teachers need to know where are they standing before moving toward a new destination ? what has been done till now? what relations has the 1 generation syllabus with these new changes?
Teachers Vs 1 Syllabus Generation (recap)
Approach & method
Teacher’s rle vs learner’s role
The 3 IIP
Situation of integration
Lesson plan
TD session
Project work
Adapting the book
Evaluation
Thank you
By :
Mr Samir Bounab ( Teacher trainer at MONE)
Practical 17 assessment, testing and evaluation. angela, solangeSolCortese1
This document discusses assessment, testing, and evaluation in language teaching. It provides examples of formative, summative, continuous, and alternative forms of assessment. Formative assessment is ongoing and used to provide feedback to students, while summative assessment evaluates learning at the end of a period of study. Continuous assessment continually evaluates student work. Alternative assessment may include portfolios that integrate school and personal life. Assessment provides information about student progress, strengths and weaknesses to guide instruction and materials. It is important to consider student views and reduce anxiety during assessment.
The document outlines a contemporary children's literature program for primary school students in Malaysia. It aims to improve English proficiency and instill a love of reading through exposing students to short stories and poems. The program is implemented over three years from Year 4 to Year 6. Teachers are provided guidance on conducting reading lessons, which involve pre-reading, while-reading and post-reading activities to enhance comprehension and engagement.
The observers summarized 3 English classes at different grade levels. In the first class, the teacher explained the present continuous tense through examples on the board and having students participate. Some students were distracted. The second class reviewed a previous lesson and had students describe images, but there was more distraction. The third class covered indefinite articles and used realia, but had low student participation. Overall, the observers felt the classes could be more dynamic, use less translation, and better motivate students through a variety of activities.
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described images and translated, but others were speaking during presentations.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained with writing, questions and guides. Students then wrote concepts and completed group worksheets. The class lacked dynamics and motivation at the start.
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described pictures and translated sentences. Observers felt distracted due to lack of student attention.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained using various methods and had students write concepts and answer questions. It was not very dynamic but the teacher adjusted to
The document summarizes a lesson plan for a class on the Olympic Games taught by student teacher Mariana Canellas. The 120-minute lesson was for a 6th year secondary school class in Comodoro Rivadavia, Argentina. The lesson plan outlines the aims, teaching points on vocabulary and grammar, activities including a warm-up drawing activity and reading about Olympic athlete Michael Phelps, as well as an assessment of students. The lesson integrated skills like reading, speaking and listening and used a communicative approach.
The document describes a BusinessLinks program that bridges the gap between unemployed residents and employers. It works by referring job seekers to employers, who provide workplace tours and other support during customized training programs. Examples are given of past programs in landscaping, commercial cleaning, and customer service, with completion and job offer rates provided. Current and upcoming programs are also listed. The document encourages employer involvement and provides contact information.
Here are the key steps to solve this problem:
1) The population mean lifetime for manufacturer A's bulbs is μ = 140 hours
2) We are sampling n = 20 bulbs
3) The sampling distribution of the sample mean (x-bar) is Normal with:
- Mean = Population mean (μ) = 140 hours
- Standard deviation = Population standard deviation (σ) / √n
= Let's assume σ = 10 hours
Then standard deviation of x-bar = 10/√20 = 2.22 hours
4) We want P(x-bar < 138)
5) Standardize: (138 - 140) / 2.22 = -0.89
6)
As the global financial crisis, recent natural disasters and political uprisings have shown us, our global supply chains and ability to deliver are increasingly vulnerable to factors entirely outside our control. Add to that the possibly disruptive new technology such as 3D manufacturing printing, hard-hitting new competitors from emerging markets and falling customer loyalty, and it is easy to wonder if manufacturing CEOs sleep well at night.
The Rise and Implications of Social Enterprise in East Vancouver Wes Regan
This document provides an overview of social enterprises in Vancouver's Downtown Eastside (DTES) area. It discusses how social enterprises have arisen in response to "wicked problems" like the affordable housing crisis and public health issues. Specific social enterprises highlighted include Insight, an overdose prevention site, and LOHA, a nonprofit housing provider. The document also examines definitions of social enterprise, challenges they face around funding and measuring impact, and debates around their role versus government support for social services.
This document discusses redefining leadership for competing in Asia in the 21st century. It covers three parts: leading yourself, leading others, and leading the future. It notes seismic changes like globalization and new generations that are affecting leadership. The rise of Asia Pacific with young CEOs in China and India is shifting power from tenured Japanese CEOs. Future leaders will need to be flexible, drive innovation, lead diverse teams, think globally, and balance short-term profits with long-term sustainability. Contact information is provided to discuss the presentation further.
A presentation to new undergraduate students at Simon Fraser University considering a major in the Faculty of Environment from an alumnus of the university working in sustainable community economic development.
Industrial Insights Transportation & Logistics And Supply ChainTKarlsson
Asia's manufacturing landscape is rapidly changing and increasingly complex. While Asian factories have achieved world-class operating standards in some cases, standards vary widely across the region. As Asia's economic influence grows, global manufacturers are shifting their focus to the region for both low-cost production and high-value activities like research, development, marketing and production. Asian manufacturing talent is considered some of the best in the world by business leaders. However, fully understanding Asia's diversity and keeping pace with the region's rapid changes remains a major challenge for companies.
This document discusses the importance of using a student-centered approach to teaching grammar. It summarizes research that compared traditional teacher-centered grammar instruction to student-centered activities involving group work and role playing. Test results showed that the student-centered approach was more effective: 47% of students in the traditional group scored 6 or below on a grammar test, while only 29% scored 8 or below in the student-centered group. The document provides examples of student-centered activities and recommends reworking grammar exercises in textbooks to incorporate more communication, critical thinking, and student expression.
Dossier nivel 5 vela_sarricolea_arriagaLuis Arriaga
This dossier describes a lesson plan for a university English course focusing on the present perfect tense. The lesson includes icebreaker activities, vocabulary practice, grammar exercises, reading comprehension, listening activities, and a group project to practice discussing life experiences using the present perfect. The teacher aims to make the lesson interesting while balancing grammar and communication goals.
The document provides a lesson plan for a class on the topic of "Taking care of Business around the world." The aims of the lesson are to understand phrases related to business, evaluate services/products across cultures, discuss unusual business practices in different cultures, and consider turning problems into opportunities with different cultural standards. The lesson involves an icebreaker activity matching flags to technology developments. Students will then discuss business vocabulary, cultural standards, and opinions on services/products in various countries and regions.
The document discusses processes involved in second language learning, including the importance of an interactive environment. It explains that interactive environments allow students to acquire language through noticing and restructuring based on Vigotsky's theories. An example is students learning vocabulary through peer interactions where they can correct mistakes. The document also discusses the concept of "scaffolding" where teachers act as supports to help students learn by building on existing knowledge. An example of scaffolding is a teacher providing background information to complement lessons. It has changed over time from a focus on teacher control to developing intrinsic motivation and individualizing instruction to different learning styles.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
The document discusses resources for teaching English as a foreign language (EFL). It notes some challenges with EFL education in the country, including a lack of language acquisition. Using authentic resources can help with meaningful learning and student motivation. Some disadvantages of authentic materials are cultural bias, outdated content, and mixed student ability levels. The document recommends focusing on meaningful learning, rewards for students, and developing communicative competence over strict grammar rules.
The document discusses and compares two methods of teaching English - the grammar translation method and the direct method. It defines key terms like approach, method and technique. It then provides details on the grammar translation method, including its advantages of being useful for large classes and inexperienced teachers, and disadvantage that students cannot use the language for communication. It also discusses the direct method, noting its advantages of teaching useful communication skills and motivation, and disadvantage of needing excellent teachers. It concludes that every method has merits and demerits, and teachers should use methods suited to their situation.
The document discusses various topics related to teaching grammar, including:
1. Different types of grammar such as prescriptive, descriptive, and pedagogical grammars.
2. Approaches to teaching grammar such as PPP, inductive, and deductive methods.
3. Suggestions for teaching grammar effectively, including providing context and connecting grammar to communicative activities.
4. The importance of teaching form, meaning, and use of grammar structures.
This document discusses making reading more communicative in language classes. It proposes using pre-reading, during reading, and post-reading activities to integrate reading with other skills. Examples of activities provided include read-to-act, read-to-debate, and read-to-interview. The goal is to make reading more engaging and stimulate practice of all four language skills.
The document discusses ways to assess students' learning and prepare language teachers. Regarding assessment, it notes how English testing has changed over 30 years from a focus on skills to integrating content. It argues Chile has not sufficiently updated English assessment and that teachers need to consider productive skills and new technologies. Regarding teacher preparation, it supports the constructivist theory's emphasis on teachers as reflective practitioners. It endorses collaboration among teachers and self-reflection to improve methods and argues teacher training and development have most influenced changes in language teaching.
Extended version prezi on systems of language: Grammatical systemGerardo Zavalla
This document discusses the grammatical system of language according to various scholars. It defines grammar as the rules for arranging words into sentences to communicate ideas. It presents Nunan's organic approach to teaching grammar, which emphasizes allowing students choices in language, balancing authentic and non-authentic texts, making form-function relationships clear, and encouraging active exploration of grammar structures. Both inductive and deductive approaches to teaching grammar are discussed, along with their advantages and disadvantages. The document also provides guidance on effectively presenting grammar concepts and incorporating the three dimensions of form, function, and use.
This document discusses making reading more communicative in language classes. It defines communicative language teaching and describes several pre-, during, and post-reading activities that integrate the four skills of listening, speaking, reading, and writing. These include information transfer activities, opinion sharing, debates, role plays based on texts, and group discussions about what was read. The goal is to make reading purposeful and engage students in meaningful communication about texts.
This document discusses making reading more communicative in language classes. It defines communicative language teaching and describes several pre-, during, and post-reading activities that integrate the four language skills. These include information transfer activities, opinion sharing, debates, role plays based on texts, and discussions about what was read. The goal is to make reading purposeful and engage students in meaningful interaction through and about texts.
Natalia evaluated her third practicum period teaching English to 20 secondary students in Argentina. She aimed to get students speaking English, despite their initial reluctance. Through activities using flashcards, videos, songs and interaction, students began speaking English in class and understanding her explanations. Natalia realized she needed to focus lessons and manage time better. Overall students and Natalia felt comfortable, and she was able to improve on her lesson planning from feedback.
This document provides guidance and best practices for teaching English to primary school students. It discusses using a communicative, analytic approach focused on the learner. Key recommendations include supplementing lessons with visuals and movement; teaching vocabulary directly and indirectly; gradually introducing simplified grammar patterns; using a process approach to writing; and establishing classroom routines in English. Effective strategies for young learners are to incorporate their interests, use familiar themes, check for comprehension often, and allow opportunities for personalization. The document emphasizes creating a supportive, structured learning environment.
This document discusses using learning styles effectively in English language teaching. It proposes identifying students' preferred learning styles and incorporating visual aids into lessons. Learning styles include visual, auditory, reading/writing, and kinesthetic. Visual aids like videos, presentations, and flashcards can help engage students and improve understanding. The document recommends teachers get to know their students, including their academic performance and learning preferences, to better accommodate different styles. Identifying learning styles allows tailoring lessons to maximize students' engagement and energy during learning.
Proposal PTK BERBAHASA INGGRIS --- demostrative method at procedure text----khitdhys yh
This proposal outlines a classroom action research study to improve 9th grade students' ability to perform short monologues in procedure text form through the demonstration learning method. The study will take place over two cycles at SMP Negeri 1 Sumobito, involving observation of lessons, reflection on outcomes, and analysis of data on student comprehension, sequencing ability, and final products. The goal is to develop an effective, efficient, and enjoyable teaching strategy to actively engage students and improve their English communication skills.
The document describes an experiment using the Jeremiadic approach to teach English based on a short story. It involves 3 stages: text explanation, where students discuss the story; text examination, where they explore language skills and make connections to other knowledge; and text expectation, where they identify moral values from the story. Based on student feedback, the approach helped improve language skills and engage with course competencies by discussing, questioning, analyzing and applying values from the text. The author concludes the approach helped meet curriculum goals but more experiments are needed with different texts.
The document discusses how a seminary course helped improve teaching skills. It provided new tools and strategies for classroom management, student motivation, and teaching English as a second language. The course taught how to use different materials for various student levels and contexts. It emphasized the importance of having control and knowledge in the classroom while also motivating students. Effective strategies discussed included being friendly but firm with clear rules, keeping students engaged, addressing misbehavior privately, and using punishments sparingly when needed.
The document discusses how a seminary course helped improve teaching skills. It provided new tools and strategies for classroom management, student motivation, and teaching English as a second language. The course taught how to use different materials for various student levels and contexts. It emphasized the importance of having control and knowledge in the classroom while also motivating students. Effective strategies discussed included being friendly but firm with clear rules, keeping students engaged, addressing misbehavior privately, and using punishments sparingly when needed.
1. Vol. 11 Winter 2008
Changing approaches to teaching grammar
Sheena Gardner
This paper describes the philosophy and practice Interestingly, in some countries there is change
of a course which explores why teachers might towards teaching English grammar more explicitly,
wish to change their approach to teaching and with more of a focus on form. In this paper I
grammar, and how they might do so. It shall assume the intended change is towards a
emphasises that change should occur on three more communicative use of English, but the
levels – materials, actions and beliefs – and principles of bringing about change would readily
suggests ways in which this could be done by transfer to other contexts.
teacher educators, or by groups of teachers
engaged in autonomous professional development.
Levels of change: Materials, approaches and
beliefs
Why change? Just as there are many different reasons for
In many parts of the world, English language change, so too are there many different kinds, or
teachers have changed, or are changing, from a levels, of change that can take place. Three
traditional approach to teaching formal grammar important levels of change are: a) Materials, text
rules to a more communicative approach to books, and syllabus: For example, the prescribed
teaching how to use grammar meaningfully in textbook might change; b) Teaching behaviour:
context. When asked why this is happening, A new methodology might be adopted; and c)
English teachers studying in the UK answered as Knowledge, Understanding and Belief: A new
follows: approach, or philosophy might gain acceptance. It
is possible for change to occur in any one of these,
A new series of textbooks was introduced, or in any two of these levels, but full and
and we had to use them. meaningful change involves ALL THREE
I noticed that children in my class can do working together. So, how can this happen?
the grammar exercises, but they don’t use In my course on teaching grammar, I use a
this grammar well if they want to say range of strategies to try and bring about change
something for themselves. on all three levels. First, teachers survey and
compare a wide range of materials and resources
I wanted the children in my class to enjoy for teaching grammar so that they learn to identify
grammar more. Most of them don’t like and critique different syllabuses and activities.
rules very much. They find them boring. Second, they are required to teach a range of
activities to their peers. They are given not only
I was very good at English at school, but the materials to use with the ‘students’, but also a
when I came to England I couldn’t step by step procedure which states what they
understand what people said, and I often should do and say. Many experienced teachers find
didn’t know what to say. this hard because they have to change their
In my country we need better English to teaching behaviour. For example, they may be
develop international business contexts. used to telling students rules, but the instructions
might be to ask specific questions so that the
In my country we want to expand tourism, students tell the teacher the rules in their own
so the government wants more people to be words. In this way, teachers on the course
able to be able to use English to speak to experience not only how to teach the activities, but
tourists from many countries. also what it feels like to be a student in such
classes. Following the microteaching, we reflect on
My department head studied in England
the experience, what we’ve learned, what worked,
and she taught us all about the
what issues arose and why.
communicative approach.
Third, we read and discuss research and
The Ministry of Education told us we have theories about teaching and learning grammar to
to change the way we teach. develop an understanding of concepts, processes
and issues related to how grammar is learned. In
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2. Vol. 11 Winter 2008
order to have an impact on beliefs as well as To to this kind of journey, you should
knowledge and understanding, personal examples take water
from past and current teaching and learning take some food
contexts are discussed and evaluated in relation to take some tea
personal views and experiences, as well as to the check that the car has petrol
research and theories. check the car oil and tyres
take someone who speaks [the local
language]
Grammar teaching not travel in the rainy season
Below are three examples of the types of grammar tell someone where you’re going
teaching used in my course. Traditionally grammar take some money
rules can be presented as rules with a focus on check that she won’t be cross
form. For example, in the present simple tense,
regular verbs in English take an ‘s’ on the 3rd
person singular (he walks, she walks, it walks). This
kind of information is very useful, but it doesn’t Step 2: Introduce the problem:
tell you when to use the present simple, or what it
Simon, however, didn’t plan his trip, he didn’t
means. Communicative approaches to presenting
pack anything, he just set off in the school car.
grammar usually include a focus on meaning and use Was that wise? (Elicit examples from students)
as well as form. Grammar can be taught in many
Anyway, he set off, alone. He drove all day. Then
ways – there is no ‘best’ way that suits all grammar what do you think happened?
points.
Board:
Using the generative context of a story to He got thirsty
present grammar He got hungry
I have adapted this activity from Thornbury (1999: The car ran out of petrol.
59–62) to suit classes of teachers of English
He got lost
internationally. Where I have used it with groups
of teachers from a particular country, and located So what did he do?
the story in Tripoli, or Karachi, or Beijing, I have He left his car to go and find water and
had teachers come up to me afterwards and claim petrol.
to think they have known Simon, which perhaps He didn’t leave a note in his car.
reflects widespread international experience of
English teachers with naïve young native speakers
teaching English overseas?
Step 3: Try and elicit the target language:
Introduction: Shall I tell you a story?
What do you think of Simon?
Step 1: Establish the context:
(he was stupid..)
I have a good friend called Simon who went to
teach English in [your country]. He had never Why?
been there before and on the plane there he met (He should have taken water.)
a young woman called [typical name from
country] and fell in love. Unfortunately he was Did he take water? (No.) Was that a good idea?
teaching English in [the capital city], and she (No.)
lived hundreds of miles away in [a remote rural
He should have taken water. Why?
part of the country].
(So that he wouldn’t get thirsty.)
After he had been teaching for a few weeks, there
was a national holiday for three days and he …
decided to borrow the school car and drive to [ ]
to visit her. He had not managed to contact her,
but knew her address and set off on the eve of It is important to emphasize here that something
the holiday, full of hope. sensible was not done by repeating these
Board: (Elicit examples from students) questions – Did he take food? (No) Was that a
good idea (No) – and not being tempted to
explain the target language.
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3. Vol. 11 Winter 2008
Step 4: Present and practise (whole class then in (and learn). They sit back in a
pairs) the target language: receptive mood.
Step 1 Establish Learners can use the context to
the help them understand the
He should’ve taken water. context: meaning. Encourage learners to fill
in some details. This makes it
He should’ve taken food. more memorable.
He shouldn’t have gone alone. Step 2 Introduce Learners focus on meaning.
the
He shouldn’t have left his car. problem:
Step 3 Try and Here learners should be searching
… elicit the for the words they need to express
target their meaning – create a desire to
language: learn the grammar point.
Step 4 Present Focus on form
the target
language:
Step 5: Use the target language in a dialogue: Step 5 Present Practice using target language.
the target
The school told the police that their car had been language
stolen. in a
dialogue:
The school told the police that Simon was
missing.
So the police set out to find him. This is an example of using a story to
PRESENT a grammar point (the modal verbs
What do you think the police officer said to him
when he eventually found him? should have and shouldn’t have with the meaning of
past obligation). Further practice activities would
Police: You shouldn’t have taken the be needed where students could use it in a less
school car. controlled way. For example, teachers might ask
Simon: I know I shouldn’t have. I didn’t learners to make up a similar story about what
think. happens when parents go away for a few days and
leave their children at home. Using prompts such
Police: You should’ve taken some water
as:
with you.
Simon: I know I should’ve. I didn’t think. 1. Give the context [the teacher might like to
provide this];
2. Describe at least 6 things that the children
Police: You shouldn’t have left the car. did or didn’t do;
Simon: I know I shouldn’t have. I didn’t 3. What happened as a result?
think.
4. What did the parents say to the children
when they returned?
This is a relatively advanced grammar point,
This is one way to present the past modals
but the same generative context technique can be
should have and shouldn’t have in a generative context
used for more basic grammar. What makes a story
(i.e. one that allows repetition of the target
interesting and memorable is that there is a
grammar should have). The focus is first on building
context (which students should be able to identify
up the context. It is a good idea to situate the story
with), that something problematic happens, and
in a context that is familiar to the students so that
then there is a solution to the problem. What
they can make sense of the story; then to develop
makes the activity ‘work’ is that the story creates a
the meaning of should have, and finally to focus on
need for the target form, which is thus
use in a dialogue. The focus on form here is limited
foregrounded, and the lesson provides
to writing it out. In discussing the teaching-
opportunities for practising with a focus on
learning experience with the teachers, it helps to
meaning, form and then use.
review the functions of each step in the lesson:
Teachers often say that they don’t have time in
class to spend telling stories. To this my reply is
Intro Shall I tell Compare this to ‘Today I will tell that if students remember the story, and the
you a you the rules for the use of modal
story? auxiliary verbs with perfect
grammar point, then the time has not been wasted.
infinitives?’ I think it’s a waste of time to teach students
Or ‘Today we will learn to use grammar rules if they do not remember them and
should have?’ – Most people like to
hear a story, so are ready to listen cannot use them appropriately in context.
41
4. Vol. 11 Winter 2008
Using personalisation to practise grammar each with their own comments on associated
In class, as in ELT coursebooks, grammar origins and customs. Here is one by Jill Dupleix:
presentation is typically followed by grammar
practice (Nitta & Gardner, 2005). Here is an
Fine Crepes with Lemon and Sugar
example of a grammar practice activity from Ur
(1988:268) that involves creating personal Ingredients Prep: 10 min
Makes 8 crepes Cook: 10 min
meanings. This exercise assumes that relative
clauses have been presented, and are now being 125g plain flour 225ml semi-skimmed
practised. Pinch of salt milk
1 egg 2tbsp melted butter,
Likes and Dislikes 1 egg yolk cooled
2 tbsp caster Butter for frying
On a piece of paper write down and complete the
sugar 1tbsp grated lemon zest
following sentences according to your opinion:
2 tbsp dark rum 2tbsp caster sugar for
1. I like people who …………………………………………… (optional) serving
1 lemon, quartered
2. I dislike people who ………………………………………
Once everyone is finished, get students to tell METHOD
each other in groups what they have written and To make the crepes, sift the flour and salt into a
discuss. Write up some on the board to get a bowl. Whisk the egg, egg yolk, caster sugar and
profile of the class! rum into the milk, then add gradually to the
flour, whisking until smooth, without over-
Variations:
beating. Stir in the 2tbsp melted butter.
3. I like teachers who ……………………………………… Melt a little extra butter in a 15cm non-stick
frying pan.
4. I dislike teachers who …………………………………
Add a small ladleful of the batter, tilting the pan
5. I like places where ……………………………………… to help it to spread thinly. Cook for 1-2 min
6. I don’t like places where ……………………………… until golden, then use a palette knife to turn (or
flip) and cook for 1 min until golden brown.
7. I like days when …………………………………………… Loosely roll the crepe and keep it warm while
8. I dislike days when ……………………………………… you make the remaining crepes. Mix the lemon
zest and caster sugar together, sprinkle it over
the crepes, and serve with lemon wedges.
This activity involves the use of the relative (Source: Times Online accessed 5 February 2008.
clause to define nouns; composing sentences http://www.timesonline.co.uk/tol/
life_and_style/food_and_drink/recipes/article511936.ece)
based on a set pattern; writing and oral interaction.
It is simple to prepare, simple to do, can be great
This recipe is deceptively simple, so students
fun, but in order to really understand how and
and teachers could be encouraged to try the recipe
why it works, teachers need to DO it. It is not as
in groups or individually at home, bring in a
simple as it may look, particularly when the
sample of the results to class, and explore the
relative pronoun is not the subject of the relative
causes of the differences that are bound to occur.
clause, as in 5–8 When I have used this in class,
This provides reasons to carefully review the
teachers have realised that this simple but
instructions, or the accompanying tips (omitted
powerful activity has generated the desire to create
here).
specific meanings, it has capitalised on the
Some recipes are culturally embedded, and a
inherent motivation in learning about the values
websearch reveals different perspectives on related
and preferences of others; and is communicative
customs, which could also be used for language
in its creation of information gaps.
work:
Using an authentic text to put grammar into ‘In the UK, Shrove Tuesday is also known as
action Pancake Day (or Pancake Tuesday to some
Authentic texts from recognisable genres work people) because it is the one day of the year
well when they illustrate the grammar being when almost everyone eats a pancake’.
(Barrow, nd)
taught. Usually I start with a basic analysis of the
generic stages of a text. Recipes have two main ‘If you are like most Britons, you will not know
that today is Shrove Tuesday, or Pancake Day,
stages: a list of ingredients and a set of as it is often called. The Christian festival —
instructions, with serving suggestions an optional which marks the beginning of Lent — falls
third stage. The first stage could be used to teach particularly early this year, and four fifths of
quantifiers; the second imperatives. For example, a people surveyed admitted they didn’t know it
was coming up’. (Times Online, 2008)
web search for ‘Pancakes’ yielded many recipes,
42
5. Vol. 11 Winter 2008
‘TODAY became known as Pancake Day because Where is the focus on form? Is it clear? Is there
of the English habit of using up the eggs and too much talk about the language, or was it all
milk in the house on Shrove Tuesday before the helpful? How can we check that they can use
40 long days of Lent. For most people it is now the form accurately?
simply a good excuse to indulge in a feast of
pancakes’. (Dupleix, 2008) Are there opportunities to develop accurate
language use?
Are there opportunities to develop fluent
The grammar in these views is complex, but it language use?
would be possible to return to the focus on Are there opportunities to use the language
quantifiers and compare registers in the nominal meaningfully in context?
groups quantifying people (almost everyone, most
Are there opportunities to personalise?
Britons, four fifths of people surveyed, most people) as part
of a discussion of the claims made. …..
The process of change
It is possible to change ‘on the surface’ by This same process would apply to teachers
endorsing certain goals, using specific wishing to move from a communicative approach
materials, and even imitating the behaviour to one that focuses more on awareness of form,
without specifically understanding the principles and for example. If teachers truly want to change their
rationale of the change. Moreover, with grammar teaching, they will have to change not
reference to beliefs, it is possible to value and only their textbooks, but also their behaviour and
even be articulate about the goals of the change their beliefs.
without understanding their implications for
practice. (Fullan 1991:40)
Notes
So change has to be worked at on all levels: This paper was first developed for the British
materials, approaches, understandings and beliefs. Council English Language Teaching Contacts
It will affect teachers’ professional identity, their Scheme (ELTeCS) Middle East and North Africa
sense of competence, self belief and abilities. It (MENA) Teacher Training Conference in Tripoli
can be exhilarating, and unnerving. in March 2003. It outlines the philosophy behind a
If teachers want to or are expected to change module developed and successfully taught at
their approach to teaching grammar, they could be Warwick University entitled Approaches to
encouraged to meet regularly with a group of Grammar Teaching, which involves
colleagues and DO some ‘communicative’ experimentation with a range of approaches
exercises themselves (e.g. try some from a local (including communicative approaches), all with a
coursebook, or the resources listed below), then focus on changing materials, behaviour and
discuss if they work, why they work, how they beliefs.
could be adapted for the local context, etc. This is
the only way to really understand what change
entails. It can be done with the guidance of Useful resources
teacher educators, or by groups of teachers There are dozens of books with ideas for
autonomously. communicative grammar teaching. These are some
that teachers changing from a traditional to
communicative approach have found useful. For
Questions to ask after doing communicative
exercises:
descriptions of grammatical form, meaning and
use the corpus based grammars, such as those
What did I like about this / what worked? from Cambridge (e.g. Carter & McCarthy 2006)
What did I not like / what didn’t work? and Longman (e.g. Biber et al. 2002), provide rich
Where is the focus on meaning? Is it clear? Is information on authentic English, while some
there enough help to understand the meaning? teachers’ grammars (e.g. Parrott) are also popular.
(i.e. the meaning may be explained in English, The tried and tested grammar practice or
but it should also be clear from the context, or
from pictures, or from actions.) How can we
‘grammar in use’ books from Oxford (e.g.
check students have understood the meaning? Eastwood 1999) and Cambridge have moved
Where is the focus on use in context? Is it
towards using grammar increasingly in context
clear? How can we check that they can use the (e.g. Nettle & Hopkins 2003). The following have
form in similar contexts? some insightful discussion and examples of
43
6. Vol. 11 Winter 2008
different approaches to teaching grammar – Fullan, M.G. with S. Stiefelbauer. 1991. 2nd edition.
Frodesen and Holten (2005), Hinkel and Fotos The New Meaning of Educational Change. New York:
(2002), Larsen-Freeman (2003), Pennington (1995) Teachers College Press.
and Thornbury (1999, 2001) – with the latter three Hinkel, E. & S. Fotos (eds). 2002. New Perspectives on
Grammar Teaching in Second Language Classrooms.
also including detailed descriptions of lessons for
Mahwah, NJ: Lawrence Erlbaum.
teachers to experience. Larsen-Freeman, D. 2003. Teaching Language: From
Grammar to Grammaring. Boston: Thomson/Heinle.
Nettle, M. & D. Hopkins. 2003. Developing Grammar in
References
Context: Grammar Reference and Practice. Cambridge:
Barrow, M. nd. Project Britain in
Cambridge University Press.
http://www.woodlands-junior.kent.sch.uk/
Nitta, R. & S. Gardner. 2005. Consciousness-Raising
customs/pancakeday/Shrove_Tuesday.pdf
and Practice in ELT Coursebooks. ELT Journal.
accessed 5 February 2008.
59/1: 3–13
Biber, D, Conrad, S. & G. Leech. 2002. Longman
Parrott, M. 2000. Grammar for English Language
Student Grammar of Spoken and Written English. Essex:
Teachers. Cambridge: Cambridge University Press.
Longman. (or full version)
Pennington, M. C. (ed.) 1995. New Ways in Teaching
Carter, R. & M. McCarthy. 2006. Cambridge
Grammar. Alexandria, VA: TESOL.
Grammar of English: Written and Spoken
Thornbury, S. 1999. How to Teach Grammar Harlow :
Grammar and Usage. Cambridge: Cambridge
Longman.
University Press.
Thornbury, S. 2001. Uncovering Grammar. Oxford:
Eastwood, J. 1999. Oxford Practice Grammar. 2nd
Macmillan Heinemann.
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Times Online. 5 February 2008. accessed 5 February
Dupleix, J. nd. Fine crepes with lemon and sugar.
2008.
Times Online. Accessed 5 February 2008.
www.timesonline.co.uk/tol/life_and_style/food_an
Frodesen, J. & C. Holten (eds) 2005. The Power of
d_drink/recipes/article3310979.ece
Context in Language Teaching and Learning. Boston:
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44