Yolanda and Byanca, your assigned activity is "Word scramble". Please find a similar activity from a beginner's textbook or study sheet, cite your reference, and design your own word scramble activity to present to the class later. The rest of you, please wait patiently for your turn.
Pedagogical grammar occupies a middle ground between the areas of prescriptive and descriptive grammar. Simply put, prescriptive grammar sets forth rules about how language should be used correctly. It prescribes language the way a doctor prescribes medicine by saying what ought to be done. Descriptive grammar, on the other hand, describes how speakers actually use language without consideration for whether it conforms to "proper" rules.
Since the goal of pedagogical grammar is to help non-native speakers achieve fluency, some of both approaches is necessary. In order for a language learner to speak well, most of his or her utterances will need to conform to the grammatical rules set forth in prescriptive grammar. On the other hand, it helps to understand the way native speakers actually use language; through descriptive grammar. This is necessary for the learner to make sense of slang or other non-standard ways of speaking, such as ending sentences with prepositions.
This PPT deals with basic strategies to address a grammar class in EFL/ESL teaching. 3 Steps are suggested and explained in order to help instructors make a simple and stratigic way to approach grammar.
This PPT was used in the Workshop with 61 Teachers of English of DPS Society Schools.
It is meant for teachers of Secondary (IX & X) Classes and can be helpful for teachers of Upper Primary (Vi-VIII).
The General Model for the Discovery Technique.
The basic idea here is to give students a listening or reading text or some examples of English sentences and ask them to discover how the language works.
Pedagogical grammar occupies a middle ground between the areas of prescriptive and descriptive grammar. Simply put, prescriptive grammar sets forth rules about how language should be used correctly. It prescribes language the way a doctor prescribes medicine by saying what ought to be done. Descriptive grammar, on the other hand, describes how speakers actually use language without consideration for whether it conforms to "proper" rules.
Since the goal of pedagogical grammar is to help non-native speakers achieve fluency, some of both approaches is necessary. In order for a language learner to speak well, most of his or her utterances will need to conform to the grammatical rules set forth in prescriptive grammar. On the other hand, it helps to understand the way native speakers actually use language; through descriptive grammar. This is necessary for the learner to make sense of slang or other non-standard ways of speaking, such as ending sentences with prepositions.
This PPT deals with basic strategies to address a grammar class in EFL/ESL teaching. 3 Steps are suggested and explained in order to help instructors make a simple and stratigic way to approach grammar.
This PPT was used in the Workshop with 61 Teachers of English of DPS Society Schools.
It is meant for teachers of Secondary (IX & X) Classes and can be helpful for teachers of Upper Primary (Vi-VIII).
The General Model for the Discovery Technique.
The basic idea here is to give students a listening or reading text or some examples of English sentences and ask them to discover how the language works.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Beginner students
The American Council on the Teaching of Foreign languages
(1986) gives us a guideline of where beginner students might
be expected to do:
• Oral production consists of isolated words and learned phrases within very
predictable areas of need.
• Vocabulary is sufficient only for handling simple, elementary needs and
expressing basic courtesies.
• Utterances rarely consists of more than two or three words and show
frequent long pauses and repetition of interlocutor’s words.
• Speakers may have some difficulties producing even the simplest
utterances.
• Some speakers will be understood only with great difficulty...
3. Beginner learners
At the end of beginner lever course students
should possess the ability to:
• Understand sentences and frequently used expressions related to
the areas of most immediate relevance (basic personal and family
information, shopping, local geography, employment).
• Communicate in simple and routine tasks requiring a simple and
direct exchange of information on familiar and routine matters.
• Describe in simple terms aspects of his/her background, immediate
environment and matters in areas of immediate need.
4. Beginner Syllabus
What is a syllabus?
Acts as a guide for the teacher and learner by providing
some goals to be attained.
Hutchinson and Waters (1987) describe syllabus as:
A statement of what is to be learnt. It reflects language and
linguistic performance.
Yalden (1987) defines syllabus as a summary of contents
to which the learners will be exposed.
5. Beginner Syllabus
What does a syllabus normally contain?
• List of what will be taught.
• Contents items or processes.
• Ordered/numbered/sequenced.
• Objectives.
• Time/Schedule.
• Methodology/Approach.
• Materials.
10. 2.2 Principles for teaching
grammar to beginning learners
• 1. Keep the learning load manageable
There is no such thing as a simple rule in
English. Even rules that at first seem
straightforward, such as the use of the
article system in English (when to use
a/an, the or no article at all), turn out to be
quite complex.
11. 2.2 Principles for teaching
grammar to beginning learners
• 1. Keep the learning load manageable
First, we need to simplify, and even
oversimplify, the grammar for learners in
the beginning stages. They will only have
a partial understanding at these stages
anyway. Secondly, we should help them
perceive patterns and regularities that can
be developed over time as learners “grow
their grammar”
12. 2.2 Principles for teaching
grammar to beginning learners
• 1. Keep the learning load manageable
Consciousness-raising, through the
exercises and activities we present to
learners, their awareness of the principles,
regularities and rules of the language is
gradually raised.
13. 2.2 Principles for teaching
grammar to beginning learners
• 2. Recycle
Learners do not acquire grammar the first
time they encounter it. Therefore, in order
to help learners “grow their own grammar”,
you need to reintroduce key grammar
points at regular intervals. Learners
should encounter the target items in
different communicative contexts.
14. 2.2 Principles for teaching
grammar to beginning learners
• 2. Recycle
For example, different forms of the verb to be are
typically introduced in the context of asking and
giving one’s name:
What is your name? What is his name? What are
their names?
Next time, learners might encounter in the context
of asking about nationality:
What is your nationality? What is her nationality?
What are their nationalities?
15. 2.2 Principles for teaching
grammar to beginning learners
• 2. Recycle
From such encounters, learners can begin to make
generalizations. They can begin to break
formulaic language into its various components.
And the can begin to identify relationships
between the form that the language takes and
how to use those forms for communicating.
16. 2.2 Principles for teaching
grammar to beginning learners
• 3. Emphasize inductive or deductive
teaching
In attempting to raise learner awareness of grammatical
principles, you need to consider whether or not you will
provide grammatical explanations. Many beginning
learners, are carried by uncertainty and crave these
explanations. Unfortunately, as beginners, they will not
have the linguistic ability to comprehend the most
rudimentary explanation, which in any case will be a
gross oversimplification.
17. 2.2 Principles for teaching
grammar to beginning learners
• 3. Emphasize inductive or deductive
teaching
Imagine how crazy it would be to begin a grammar lesson
for beginners with this statement:
Right, now, students. Today, I’m going to introduce you to
the simple present tense, right? Ok, so I want you to
remember this. When you make declarative statements
in third person singular, you have to put an s on the end
of the verb. OK?
18. 2.3 Tasks and materials
The purpose of this matter is to describe
and exemplify a range of task and
exercise types that can be used with
beginning learners. The aim is to provide a
handful of task and exercise types that
can be used as models for you to develop
your own materials.
19. 2.3 Tasks and materials
1. Fill-in-the-blanks
Fill-in-the-blanks exercises are a common
means of providing grammar practice,
particularly at beginning and intermediate
levels. They are simple to construct, and
are particularly suited to grammar items
such as articles, prepositions, and verb
paradigm for example, the verb be: am,
is, are).
20. 2.3 Tasks and materials
2. Cloze procedure
Cloze procedure is a special type of fill-in-the-
blank exercise. In a cloze procedure words are
deleted from a passage at a regular rate;
usually every fifth or seventh word is deleted.
The difference is that with fill-in-the-blank a
single grammar item is usually the focus of the
deletion, while cloze exercises test a range of
grammatical items.
21. Cloze procedure exercise.
In the next slide you’ll look at an example of
a passage from which every fifth word
has been deleted. See if you can identify
the missing items. Which ones are easy?
Which ones are difficult?
22. Cloze procedure exercise.
The jungle was full (1) ______ wonders. It was alive (2)
_______ they were in the (3) _______ of it. There was
(4) _____ bird that sounded exactly (5) ______ - that
laughed in human (6) _____. There was an insect (7)
_______ perched on their lips (8) _______ night,
breathing their breath. (9) _______ were leaf-cutter
ants whose (10) _______ cut holes in their (11)
______. There was an animal (12) _______ ate that
had the (13) ________ of a rat, the (14) _______ of a
rabbit, the (15) ________ of a pig. They (16) _______
ate snake, turtle, jungle (17)____, jungle turkey,
armadillo, tapir (18)_____ caiman.
(The Best American Magazine Writing 2002, Junod, 2002)
23. 2.3 Tasks and materials
2. Cloze procedure
The cloze procedure is an effective tool for
recycling or review practice. Because
words are deleted at a set rate, a range
of grammatical (as well as content) items
are tested.
24. 2.3 Tasks and materials
• Fill-in-the-blanks
• Cloze procedure
• Word scramble
• Conversation scramble
• Sentence cues
• Error correction
• Comprehension questions
• Drills
• Surveys
• Information gaps
• Dictation/Dictogloss
• Games
• Grammar Charts
25. 2.3 Tasks and materials
Activity
2. One activity/task will be assigned to you from the current topic. (You will be
able to see which one on the next slide).
3. After reading the definition from your task/activity, you will go to the
beginners section and find an activity similar to the one you were assigned
from a book or a study sheet. Please cite your references.
4. Finally, you will design from scratch an activity similar to the one you
found and give a brief explanation of the task and the instructions of your
activity to the class.
(Estimated time 30-35min.+Presentations).
4. Please, respect the area and rules of CEMAAI and work in an orderly
manner; keep your voice down, work only with a pen/pencil and a
notebook/paper, turn off your cell phones, leave your things at the lockers.
Once you find your material, come back here, when you are finished with the
material return it exactly the way you found it and to its exact location.
27. 2.3 Tasks and materials
11. Grammar dictation/Dictogloss
This technique can be used at any level; it test, not
only a variety of grammatical knowledge both
integrated and contextualized, but also the four
linguistic skills. It requires authentic
communication in order to work properly.
Learners use their grammar and linguistic skills
as they recreate a text.
28. 2.3 Tasks and materials
11. Grammar dictation/Dictogloss
Wajnyrb (1990) describes four stages in the dictogloss procedures:
5. Preparation: when the learner finds out about the topic of the text
and is prepared for some of the vocabulary.
6. Dictation: when the learner hears the text and takes fragmentary
notes.
7. Reconstruction: in which learners work in small groups, pool their
notes, and reconstruct the text.
8. Analysis and correction: when learners analyze and correct their
texts.
Wajnyrb, R. (1990). Grammar Dictation (p.7). Oxford: Oxford University Press.
29. Assignment #5 Mind Maps
Instructions:
You will make 2 mind maps; an early beginner and high beginner
(Level 1 and Level 2) using your syllabus exercise as an example
for this assignment. Do not forget to include: the units, grammar
items, functions, samples and time.
The following points will be evaluated:
Coherence
Content
Sequencing
Usability
Creativity
The deadline for this assignment is Tuesday September 27th at 9 am
ONLY via Blackboard.