Tdc 1 blended - class 1a
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This document provides an overview of a Pedagogical Grammar course. It includes an icebreaker activity to get to know classmates, outlines the structure of the Teaching Development Certificate program which includes 5 courses over several semesters, and provides details on the first course including the syllabus, grading policy, and first homework assignments which involve introductory reading and self-study activities from the course textbook.
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Recommendation Letter - Genki Language School
Peter studied Japanese at Genki Japanese and Peter Zukerman. He proved to be a resourceful and proactive student who was passionate about both his language study and personal interests. He would research topics independently before asking for help. In class, his attitude was exemplary and he got along well with classmates and teachers. While Peter made some mistakes with grammar, he always tried to use what he learned and speak only in Japanese, which helped his progress greatly. By the end of his study, he could express himself completely in Japanese concisely and with understanding, though some areas still lacked accuracy.
Jalt 2016 ld forum prsntn
Diary studies emerged in the 1970s from individual language learners outside their cultures recording their struggles and breakthroughs both in the target languages and the host cultures. Such studies provided a raft of literature in subsequent decades on the intersection of language and culture, and both the affirmative and detrimental factors that impacted on the experience.
While such studies have dropped off as of recent, perhaps due to a merger with reflective learning research, the diary study format proved worthy of exploration on the small level with a Japanese student embarking on an initial short-term homestay and study abroad sojourn in Australia. The student was asked to keep a running chronicle of the experience there, both inside and outside the classroom where the student would be, and a post-sojourn interview and review of the diary revealed changes in consciousness and a nascent expansion of global awareness. This indicated that the experience was an affirmative one for the student and that a diary chronicle could enable reflection on issues and difficulties in cultural adjustment, as well as language expansion, during the experience.
The difference-between-esl-and-efl
This document discusses the differences between learning English as a second language (ESL) versus learning English as a foreign language (EFL). In ESL situations, students learn English in an English-speaking environment and need to use English outside of class as well. In EFL situations, students only use English in the classroom and speak their native language outside of class. Student motivation also tends to be higher for ESL learners since English is relevant to their daily lives, whereas EFL learners have less opportunity to practice English outside of class. Teaching approaches need to account for these contextual differences between ESL and EFL environments.
9.304.italiya.kinjal
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Earthquakes Lesson Plan
This document contains a lesson plan for teaching 3rd grade students about earthquakes using KWL Plus charts. The plan includes objectives to have students comprehend reading material and ask and answer questions about the text. Students will activate their prior knowledge, view a video, read a text, and organize what they learned into categories in their charts. The teacher will assess student learning through observation of their chart completion and organization.
The best foreign languages teacher in my world (E.Fouz)
The best foreign languages teacher must be a devoted teacher who is obsessed with the language through reading, listening to podcasts and radio, using dictionaries frequently, and doing plenty of exercises on their own. They also learn about the culture through geography, history, and traditions, focus on specific aspects of the language like business or journalism, and are always looking to improve their methods by questioning themselves and being willing to change.
Henry Williams - Education Resume11
Henry Williams is a secondary teacher seeking a teaching position in history/social studies or English. He has a graduate diploma in education from the University of the Sunshine Coast in Australia and a bachelor's degree in political science and history from Wilfrid Laurier University in Canada. Williams has over 15 years of experience teaching English as a foreign language in Taiwan and South Korea at various schools. He is currently a grade 5 homeroom teacher at Maewon Elementary School in Seoul, South Korea.
Difference between esl and efl
algunas diferencias relevantes en el aprendizaje del inglés ya sea como segunda lengua o como una lengua extranjera.
Recommended
Recommendation Letter - Genki Language School
Peter studied Japanese at Genki Japanese and Peter Zukerman. He proved to be a resourceful and proactive student who was passionate about both his language study and personal interests. He would research topics independently before asking for help. In class, his attitude was exemplary and he got along well with classmates and teachers. While Peter made some mistakes with grammar, he always tried to use what he learned and speak only in Japanese, which helped his progress greatly. By the end of his study, he could express himself completely in Japanese concisely and with understanding, though some areas still lacked accuracy.
Jalt 2016 ld forum prsntn
Diary studies emerged in the 1970s from individual language learners outside their cultures recording their struggles and breakthroughs both in the target languages and the host cultures. Such studies provided a raft of literature in subsequent decades on the intersection of language and culture, and both the affirmative and detrimental factors that impacted on the experience.
While such studies have dropped off as of recent, perhaps due to a merger with reflective learning research, the diary study format proved worthy of exploration on the small level with a Japanese student embarking on an initial short-term homestay and study abroad sojourn in Australia. The student was asked to keep a running chronicle of the experience there, both inside and outside the classroom where the student would be, and a post-sojourn interview and review of the diary revealed changes in consciousness and a nascent expansion of global awareness. This indicated that the experience was an affirmative one for the student and that a diary chronicle could enable reflection on issues and difficulties in cultural adjustment, as well as language expansion, during the experience.
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This document discusses the differences between learning English as a second language (ESL) versus learning English as a foreign language (EFL). In ESL situations, students learn English in an English-speaking environment and need to use English outside of class as well. In EFL situations, students only use English in the classroom and speak their native language outside of class. Student motivation also tends to be higher for ESL learners since English is relevant to their daily lives, whereas EFL learners have less opportunity to practice English outside of class. Teaching approaches need to account for these contextual differences between ESL and EFL environments.
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This document contains a lesson plan for teaching 3rd grade students about earthquakes using KWL Plus charts. The plan includes objectives to have students comprehend reading material and ask and answer questions about the text. Students will activate their prior knowledge, view a video, read a text, and organize what they learned into categories in their charts. The teacher will assess student learning through observation of their chart completion and organization.
The best foreign languages teacher in my world (E.Fouz)
The best foreign languages teacher must be a devoted teacher who is obsessed with the language through reading, listening to podcasts and radio, using dictionaries frequently, and doing plenty of exercises on their own. They also learn about the culture through geography, history, and traditions, focus on specific aspects of the language like business or journalism, and are always looking to improve their methods by questioning themselves and being willing to change.
Henry Williams - Education Resume11
Henry Williams is a secondary teacher seeking a teaching position in history/social studies or English. He has a graduate diploma in education from the University of the Sunshine Coast in Australia and a bachelor's degree in political science and history from Wilfrid Laurier University in Canada. Williams has over 15 years of experience teaching English as a foreign language in Taiwan and South Korea at various schools. He is currently a grade 5 homeroom teacher at Maewon Elementary School in Seoul, South Korea.
Difference between esl and efl
algunas diferencias relevantes en el aprendizaje del inglés ya sea como segunda lengua o como una lengua extranjera.
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This lesson plan is for a 1.5 hour English class for 12 university students studying law with an average age of 17. The lesson aims to teach students to describe their personal possessions using "have got" and to describe a celebrity's home. The teacher will introduce "have got" through a song, use a pearl tree graphic organizer to explain grammar, have students identify vocabulary for household items, and have students practice the vocabulary. Students will then make a short PowerPoint presentation describing their favorite personal possessions to demonstrate their understanding. The teacher anticipates that students may think "have got" is different than "I have" and will explain they are the same grammatically.
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Pedagogical Grammar
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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.
Pg lecture describing grammar1
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pedagogical grammar
Pedagogical grammar is focused on making grammar accessible to language learners. It considers how people learn and is tailored for a specific audience, unlike reference grammars which only describe a language objectively. Pedagogical grammars analyze potential areas of difficulty for learners based on differences between their native language and the target language. The goal is to improve learners' fluency and accuracy in using grammar, rather than providing theoretical knowledge. It addresses concepts that are intuitive for native speakers but may need explicit explanation for language learners, like forming questions through subject-verb inversion in English.
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Subjectivization Exercise
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Abstract
This unit plan teaches third grade students about the 50 U.S. state capitals over 5 days. Each day focuses on a different learning strategy - mnemonic devices, a song, 4 learning centers, a Webquest, and a review with a quiz. A variety of tools and activities are included to help students practice and study the state capitals using different learning styles.
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SUNY Ulster and European Humanities University (EHU) joined forces in a collaborative course module. Here is the series of lessons and the student responses in discussion boards and using Pixton.
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This curriculum vitae outlines Lori Bruns' education and professional experience in teaching English. She holds a B.A. in English from Indiana University and a M.A. in English and TESOL from Indiana University. Her experience includes adjunct teaching positions at Indiana University Kokomo and Indiana University Purdue University Indianapolis. She has taught various English and composition courses and received several honors and awards for her teaching.
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This lesson plan aims to teach university students landscape vocabulary related to describing countries. The students will be introduced to key landscape words through a PowerPoint and spelling games. They will practice listening for details about landscapes in different countries. Students will then create diagrams labeling landscapes with adjectives and watch a video identifying Australian landscapes. After reading an email describing Australian landscapes, students will discuss and write about the main landscapes in their home country of Colombia. The lesson addresses the students' A1 English level and need for vocabulary practice describing their country. Potential issues like using new technology are addressed with tutorials.
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Lesson 4
This lesson plan is for a 1.5 hour English class for 12 university students studying law with an average age of 17. The lesson aims to teach students to describe their personal possessions using "have got" and to describe a celebrity's home. The teacher will introduce "have got" through a song, use a pearl tree graphic organizer to explain grammar, have students identify vocabulary for household items, and have students practice the vocabulary. Students will then make a short PowerPoint presentation describing their favorite personal possessions to demonstrate their understanding. The teacher anticipates that students may think "have got" is different than "I have" and will explain they are the same grammatically.
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This document provides the syllabus for a 12th grade advanced English course in Puerto Rico. The course is designed to help non-native English speakers improve their communication skills to succeed in the United States. Over the course of a school year, students will work to improve their skills in reading, writing, speaking, grammar, and literary analysis through various projects, assignments, tests and classroom activities. Key topics that will be covered include the writing process, short stories, poetry, public speaking, Shakespeare, and a career research project. Student progress and performance will be evaluated using rubrics, portfolios, presentations and tests.
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This document summarizes a study on long-term English language learners (LTELLs) in New York City schools. It finds that most LTELLs fell into categories of transnational students or experiencing inconsistent schooling. LTELLs showed strong oral bilingualism but limited academic literacy skills. The study conducted further research in two schools, finding subtractive schooling models decreased Spanish literacy and many LTELLs resisted academic Spanish. Programs are needed to explicitly teach literacy across subjects and improve both English and Spanish academic skills for LTELLs.
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This document provides information about Prem's English language programs for non-native English speakers. It describes 6 phases of English language development from beginner to proficient levels. New students are tested to determine placement in the Intensive English Programme (IEP), Junior School ESOL, or Senior School Academic English Programme (AEP). The IEP is for complete beginners seeking to enter an international school. ESOL and AEP provide various levels of in-class and pull-out support. Requirements for English Language A and B courses in the IB Diploma Programme are also outlined. Suggestions are provided for supporting students' English language development at home.
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The Italian school system has both private and state schools. State schools are free but students must buy their own books and materials. Children start primary school at age 6 and have one teacher for each subject. At age 10 they go to middle school for 3 years, and at age 14 they go to high school for 5 years where they can choose different types of schools based on subjects. The school year runs from September to June with summer, Christmas, and Easter breaks.
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Parties, Celebrations and Public Holidays in the UK
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Pedagogical Grammar
Devitt et al. used an authentic text approach to teach news report writing, taking real texts from newspapers and having students reconstruct them. David Little later enumerated the steps of their experiment, which had students take content from a text and categorize the words using Venn diagrams before arranging them into a linear sequence to form an outline and then expanding it into a full text, applying a lexicalist approach to text construction.
Pedagogical grammar
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.
Pg lecture describing grammar1
The document provides an overview of pedagogical grammar and cognitive grammar. It discusses the challenges of learning grammar, the dimensions of grammar including form, meaning and use, and assumptions of cognitive grammar such as grammar reflecting human experiences and generalizations about the world. Key cognitive processes like categorization, metaphor and metonymy are described as shaping grammar.
What is pedagogical grammar?
This document discusses pedagogical grammar and how it differs from other types of grammar. Pedagogical grammar is defined as a hybrid grammar that draws from descriptive grammar, prescriptive grammar, grammar as an internalized system, and grammar as a set of axioms. It focuses on how to best present grammatical concepts to promote learning. The document provides examples of grammatical items and discusses which approach - prescription, description, innate system or axioms - would be best to teach each item.
pedagogical grammar
Pedagogical grammar is focused on making grammar accessible to language learners. It considers how people learn and is tailored for a specific audience, unlike reference grammars which only describe a language objectively. Pedagogical grammars analyze potential areas of difficulty for learners based on differences between their native language and the target language. The goal is to improve learners' fluency and accuracy in using grammar, rather than providing theoretical knowledge. It addresses concepts that are intuitive for native speakers but may need explicit explanation for language learners, like forming questions through subject-verb inversion in English.
The lexical approach to pedagogical grammar
This document discusses the lexical approach to teaching grammar, which focuses on vocabulary and how words can be used to construct sentences and texts. It emphasizes nominalization, which is transforming verbs or adjectives into nouns. Nominalization, coupled with concepts like synonymy and collocation, can serve as a starting point for sentence construction. The document provides examples of nominalizations and their verb forms, and outlines a process for nominalizing verbs in sentences and making any necessary additional changes to the structure.
Subjectivization Exercise
This document discusses subjectivization exercises, which employ a lexicalist approach to grammar. The exercise takes a sentence and rewrites it with the underlined word or phrase occupying the subject position while making any necessary grammatical changes. Examples of sentences rewritten this way are provided, along with the original sentences and answers. The purpose is to practice rewriting sentences by changing the subject without changing any of the words used.
PEDAGOGICAL Grammar
The document summarizes different approaches to teaching second languages throughout history. The grammar translation approach focused on memorization of rules without communication. The direct method aimed to acquire grammar through oral practice like first language learning. Audiolingualism was also structural and grammar-focused using drills. Later, cognitive approaches emphasized universal grammar and explicit instruction, while humanistic approaches prioritized meaningful interaction and communication through tasks.
The development of english grammar
The document discusses the development of English grammar from its West Germanic origins through four main stages of change. It began with the arrival of West Germanic tribes in Britain in the 5th century. English grammar was then influenced by Norse invaders in the 9th-10th centuries, Norman French invaders in the 11th century, and scholars in the 16th-17th centuries who helped standardize the rules of English grammar. English grammar continues to evolve and change in the 21st century.
Nominalization intro
Nominalization is the process of using nouns instead of verbs to describe events in formal written English. This makes the language less personal and more impersonal. Spoken English typically uses verbs to describe actions and events, while written English often expresses events as nouns or noun phrases. Nominalization allows writers to discuss topics in a less direct, more objective way that sounds more authoritative.
Traditional grammar
- Traditional grammar is a prescriptive framework that describes language based on Latin rules of grammar rather than descriptive analysis of modern English usage.
- It focuses on elements like parts of speech, subjects, predicates, objects, clauses, adverbs, adjectives, verbs, nouns and conjunctions based on traditional definitions and categories.
- While traditional grammar has flaws and limitations, it remains an important part of teaching English language skills in schools, and does not need wholesale replacement but rather amendments to reflect contemporary linguistic understanding.
Limitations Of Traditional Grammar
1. Traditional grammar has many limitations as it is based on ancient Indo-European languages and does not account for differences in modern languages.
2. It fails to distinguish between different linguistic levels like phonetics, morphology, syntax and semantics.
3. Traditional grammar is prescriptive rather than descriptive and many of its rules have no rational justification or basis in how language is actually used.
Grammar-LET Review
The document discusses different approaches to and perspectives on grammar, including:
- Descriptive grammar studies language as actually used, while prescriptive grammar prescribes "correct" usage.
- Various types of grammar focus on different aspects, such as comparative grammar examining language relationships, generative grammar studying sentence structure rules, and reference grammars describing language principles.
- Theoretical debates include whether to prioritize rules or usage, and how best to teach grammar to facilitate language learning and communication.
Traditional grammar ppt
Traditional grammar refers to the prescriptive rules of grammar commonly taught in schools, which are largely based on Latin grammar rather than modern linguistic research. It focuses on distinguishing "correct" versus "incorrect" language usage according to established standards. While traditional grammar aims to perpetuate proper language, it lacks a theoretical framework and is inadequate for describing all languages. However, it remains widely used in language education due to its influence on educational systems.
Grammar
The document discusses the different perspectives on what constitutes grammar. It describes prescriptive grammars which define rules of correctness, and descriptive grammars which aim to describe how language is used. Applied linguistics focuses on pedagogical grammars for language learners. Theoretical models of grammar, like Chomsky's generative grammar and Hymes' functional model, influence applied linguistics. Descriptive grammars aim to describe language as used but must consider both spoken and written forms. The relationship between grammar and vocabulary is interdependent, and language consists of prefabricated chunks where the boundary is blurred. Views of grammar have changed over the years to recognize its complex and multidimensional nature in teaching.
Grammar
Grammar can be defined as the systematic study and description of language. It involves the study of syntax, morphology, phonology, semantics and pragmatics. Noam Chomsky was one of the most influential linguists of the 20th century who was interested in grammaticality and how humans use a finite set of structures and rules to produce an infinite number of grammatically correct sentences. According to Chomsky, humans are born with an innate language acquisition device and universal grammar that helps children learn the rules of their native language.
Historical development of grammar
The document provides a historical overview of the development of grammar from ancient Greece to modern theories. It discusses the early traditions of grammar in ancient Greece and Rome, the rise of prescriptive grammar in the 18th century, and the emergence of descriptive approaches including structural and transformational-generative grammars in the late 19th and 20th centuries. The key schools and approaches covered include traditional prescriptive and descriptive grammars, structural descriptive grammar pioneered by Leonard Bloomfield, and transformational-generative grammar associated with Noam Chomsky.
Grammar Powerpoint
An Interactive, hyperlinked slide show that makes the parts of speech more fun to learn. It is complete with internet games and movies. Should use it fully yourself before using it in front of a class
Traditional grammar
Traditional grammar provides a framework for analyzing the structure of language based on Latin concepts. It describes parts of speech like nouns, verbs, adjectives, adverbs, subjects, predicates, objects, clauses, sentences, and conjunctions. While traditional grammar is prescriptive and based on written language rather than contemporary usage, it remains an important basic framework for understanding English grammar.
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0608 wallis ppt v1
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3090
The Grammar-Translation Method (GTM) was originally used to teach Latin and Greek and focused on reading classical texts. It emphasizes reading, writing, and translating between the native and target languages. The teacher is the authority in the classroom who explains grammar rules and translates texts while students focus on memorizing vocabulary, rules, and completing translation exercises with little interaction between students. The goal is to develop students' mental abilities to read and translate literature rather than focus on communication.
Grammar Translation
The Grammar-Translation Method (GTM) was originally used to teach Latin and Greek and focused on reading classical texts. It emphasizes learning grammar rules and vocabulary through memorization and translation exercises between the native and target languages. Classes are taught in the native language and the teacher is the primary authority who explains rules and corrects mistakes while students interact mostly with the teacher through translation and drills. The goal is to develop reading and writing skills along with mental exercise through analyzing the literary aspects of the target language.
TESOL Staff Development PowerPoint
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2014 Exploration Syndicate Info Evening
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TKT Modules 1-3 second edition.pdf
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ARS Teacher PD - February 2010
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- 2. Gettingto Know More about Each Other 1. Other towns lived in 2. Married: yes/no 3. Present job 4. School/College/University 5. Interests/Hobbies 6. Reason for learning English 7. Other foreign languages spoken 8. Favorite food 9. Pet that you hate 10. Last foreign country visited – reason 11. (My) good points 12. (My) bad points 13. Main ambition 14. TDC – Why? PETER WATCYN-JONES, Grammar: Games and Activities for Teachers. Penguin Books. Middlesex. 1995.
- 3. Course Structure TDC1 - Pedagogical Grammar (1 semester) TDC2 - Writing (2 months) and Phonetics and Phonology (2 months) TDC3 - Principles of Language Learning and Teaching (1 semester) TDC4 - English Teaching Methodology (3 months) and Educational Technology (1 month) TDC5 - Special Topics in TEFL (2 months) and Supervised Teaching Practice (STP) (2 months)
- 4. TDC 1 – Pedagogical Grammar • Syllabus - An Introduction to Grammar for ELLs - Basic English Grammar: Usage and Terminology - 15 Keys to ELL Grammar - Grammar Questions from ELLs • Grading Policy - Exams - Quizzes - Written Work - Participation
- 5. Moodle
- 7. Homework Book: - Pages 10 – 13 (Self-study) “Can you explain ELL Grammar Errors?” “On the Hot Seat: Answering ELL Questions” - Read pages 16 - 23