This document outlines the syllabus for a Pedagogical Grammar course in the Teaching Development Certificate program. The course covers an introduction to grammar concepts for English language learners, basic English grammar terminology and usage, common grammar errors made by ELLs, and approaches to teaching grammar. The syllabus includes exams, quizzes, written work, and participation for grading. It also provides an overview of the course structure and topics to be covered in the Moodle online component.
Pragmatics in the EFL classroom: An introductionJerry Talandis
Here are the slides from my presentation at the JALT 2013 national conference, in Kobe, Japan on October 27th. Here's the abstract:
If pragmatic competence is indeed a crucial part of successful communication (Murray, 2009), it follows that language learners need both instruction of pragmatic routines and awareness raising in order to achieve proficiency in a second language (Charlesbois, 2004). The field itself is quite broad, however, encompassing areas such as speech acts, discourse organization, sociolinguistics, and conversational structure, implicature, and management- all areas not traditionally addressed in language teaching curricula (Bardovi-Harlig & Mehan-Taylor, 2003). For English teachers in Japan largely unfamiliar with pragmatics yet interested in learning more, guidance is needed in exploring its many benefits for improving oral communication skills. This workshop will therefore aim to make pragmatics more accessible and practical by defining the field in lay terms, making a case for its inclusion within an oral communication curriculum for low-intermediate and above learners, and providing specific ideas on which aspects to focus upon and how to teach them. Participants will have an opportunity to experience and reflect on various activities that introduce, practice, and assess progress in building pragmatic competency. Space will also be included for participants to discuss their teaching contexts and exchange ideas on how to effectively introduce pragmatics to their students.
References:
Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).
Charlebois, J. (2004). Pragmatics: The heart and soul of linguistic proficiency. The Language Teacher, 28(4).
Murray, N. (2009). Rethinking pragmatics pragmatics for the classroom: A deductive approach. PAC7 at JALT2008 Conference Proceedings.
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.
Pragmatics in the EFL classroom: An introductionJerry Talandis
Here are the slides from my presentation at the JALT 2013 national conference, in Kobe, Japan on October 27th. Here's the abstract:
If pragmatic competence is indeed a crucial part of successful communication (Murray, 2009), it follows that language learners need both instruction of pragmatic routines and awareness raising in order to achieve proficiency in a second language (Charlesbois, 2004). The field itself is quite broad, however, encompassing areas such as speech acts, discourse organization, sociolinguistics, and conversational structure, implicature, and management- all areas not traditionally addressed in language teaching curricula (Bardovi-Harlig & Mehan-Taylor, 2003). For English teachers in Japan largely unfamiliar with pragmatics yet interested in learning more, guidance is needed in exploring its many benefits for improving oral communication skills. This workshop will therefore aim to make pragmatics more accessible and practical by defining the field in lay terms, making a case for its inclusion within an oral communication curriculum for low-intermediate and above learners, and providing specific ideas on which aspects to focus upon and how to teach them. Participants will have an opportunity to experience and reflect on various activities that introduce, practice, and assess progress in building pragmatic competency. Space will also be included for participants to discuss their teaching contexts and exchange ideas on how to effectively introduce pragmatics to their students.
References:
Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).
Charlebois, J. (2004). Pragmatics: The heart and soul of linguistic proficiency. The Language Teacher, 28(4).
Murray, N. (2009). Rethinking pragmatics pragmatics for the classroom: A deductive approach. PAC7 at JALT2008 Conference Proceedings.
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 was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
Crowned by Harper Collins as "Britain's most multilingual student" for speaking 11 languages by age 21, polyglot Alex Rawlings walks you through 10 stages of learning a language. He provides tips and tricks for vocabulary acquisition and full immersion on this journey through the ups and downs of language learning! Got a question for Alex? Connect with us on Facebook or Twitter using #JustAskAlex. Alex will be answering your questions at the Transparent Language blog on the last Monday of each month!
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
Crowned by Harper Collins as "Britain's most multilingual student" for speaking 11 languages by age 21, polyglot Alex Rawlings walks you through 10 stages of learning a language. He provides tips and tricks for vocabulary acquisition and full immersion on this journey through the ups and downs of language learning! Got a question for Alex? Connect with us on Facebook or Twitter using #JustAskAlex. Alex will be answering your questions at the Transparent Language blog on the last Monday of each month!
Demystifying Interlanguage Pragmatics for EFL TeachersOmaima Ayoub
This presentation defines Interlanguage Pragmatics (ILP), introduces key relevant concepts, and provides a flexible model of L2 pragmatic instruction that can minimize instances of pragmatic failure in intermediate and advanced learners' L2 production. This model aims to increase learners’ cognitive awareness and enhance their receptive and productive skills. This presentation was delivered on January, 24th 2017 at the NileTESOL 21st International Conference, Cairo, Egypt.
The Natural Approach was developed by Tracy Terrell and Stephen Krashen and was introduced in the book The Natural Approach in 1983. This method is based on observations of how children acquire their native language. It attempts to adapt this process of language acquisition to an adult learning environment.
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!
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
2. Getting to 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
7. Discussion Topics
1. The word grammar has two different
meanings. What are they?
2. English is also studied by native
speakers at school. How does it differ
from those who studied it as their
second or foreign language?
3. What do you know about the history
of the English language?
9. Grammar
• ... the way we organize the
sounds and signs of a language
into something meaningful.
• ... the study and description of
what is at work when we use
language in an organized way.
10. Discussion Topics
2. English is also studied by native
speakers at school. How does it differ
from those who studied it as their
second or foreign language?
11. Native Speakers X ELLs
Native Speakers ELLs
Structure Communication +
Structure
Focus on Saying Things Focus on Words / Idioms
Better and Avoiding
.
and Putting this new
Common Native Errors Vocabulary Together
No Need for the Reasons Why Something is
Why Something is (In)Correct
.
.
(In)Correct
13. History of the English Language
• The History of English in Tem Minutes
14. Approaches to Teaching ELL Grammar
What do you think the difference between a
direct approach and an indirect approach to
teaching grammar is?
Book Page 16
Take a look at these two different lesson plans.
Which one follows a direct approach and
which one follows an indirect approach?
15. Approaches to Teaching ELL Grammar
Aim: Improving Telephoning Skills
Activity: Role playing using office telephone lines
Level: Intermediate to advanced
Outline: Indirect Approach
• Review phrases used in telephoning.
• Ask each student to write out notes for a telephone conversation that they
would typically have with a native speaker.
• Ask students to choose another student who should respond to the call for
which he/she has written notes.
• Stress the fact that students need to understand and take note of everything
crucial. If they do not understand they need to ask you to repeat, tell you to
speak more slowly - anything that is needed to understand.
• Ask your students to go to a different office, make sure to get the extension for
the office. Ask students to take notes on the call.
• Now, take the various notes, call the other extension and ask for the person
suggested by the student who wrote the notes.
• Once you have repeated this exercise, get students to call each other in their
own offices to repeat the exercise. Remember it is crucial to actually use the
phone, as the difficulty lies in understanding English over the phone.
16. Approaches to Teaching ELL Grammar
Aim: Improve recognition of the first and second conditional forms used in
conditional statements, while inductively reviewing the structures.
Activity: Reading a text with first and second conditional forms, developing
questions using the first and second conditionals, replying to questions
Level: Intermediate
Outline:
Direct Approach
• Ask students to imagine this situation: You’ve arrived home late at night and you
find that the door is open to your apartment. What would you do?
• Refresh students awareness of the conditionals.
• Have students read prepared extract using conditionals.
• Ask students to underline all conditional structures.
• In groups, students complete fill-in activity based on previous reading.
• Go over corrections as a class.
• In groups, have students prepare two “What if…” situations on a separate piece
of paper. Ask students to employ first and second conditionals.
• Ask students to exchange their prepared situations with another group.
• Students in each group discuss the "what if..." situations.
• Move around the class and help students to correctly produce the first and
second conditional forms.
19. Descriptive or Prescriptive?
Grammar Topic ?
Prescriptive ?
Descriptive
who / whom Always use 1. We always use who as a
who as a subject.
subject and 2. In everyday language,
whom as an people also use who as
object. an object. In very formal
language, we always use
whom in the object
position.
3. When directly preceded
by a preposition, people
usually use whom.
20. Descriptive or Prescriptive?
Grammar Topic ?
Descriptive ?
Prescriptive
splitting an People often split 1. Never split an
infinitive infinitives with infinitive.
adverbs of manner (to
quickly arrest) or
adverbs of degree (to
almost double)
21. Descriptive or Prescriptive?
Grammar Topic ?
Prescriptive ?
Descriptive
possessive Indefinite People often use their to
adjective pronouns such refer to indefinite
agreement as everyone and pronouns. When trying
with somebody are to sound more correct –
everyone always singular. especially in formal
When referring writing, people often
to indefinite use the phrase his or
pronouns, use her, even though its
his. repetitiveness can
sound awkward.
24. Deductive X Inductive Teaching
DEDUCTIVE INDUCTIVE
• More traditional form of • Constructivist model of
teaching teaching; based on guided
• The teacher typically discovery learning
provides information, philosophy
shares specific examples of • The teacher provides
the concept or skill being examples, the students
taught, allows the students analyze and figure out the
to practice. rules themselves.
• More teacher-centered • More student-centered
model of teaching / Rule model of teaching /
driven Experimental
25. Homework
Book:
- Pages 10 – 13 (Self-study)
“Can you explain ELL Grammar Errors?”
“On the Hot Seat: Answering ELL Questions”
Workbook:
- Pages 1 – 5 (Self-study)
“Distinguishing Traditional Grammar and ELL
Grammar”
“Answering / Researching ELL Grammar Questions”
“Identifying ELL Errors in Authentic Material”
26. Moodle Week
1) The Role of • Observing the Growth of ELLs’
Language
Students, Setting, and
• Answering ELLs’ Questions
Course • An Inquisitive Teacher
• Learners’ Objectives • An ELL Teacher
• Course Logistics
• Course Location
2) Teaching Settings 3) Common Grammar
• An ELL Grammar Teacher Errors Made by Native
• The Composition Teacher Speakers
• Judging the Readability of Texts
• Why Grammar Matters
• Teaching a K-12 and Other Non-ELL
• Pre-Test
Content Classes