This Power Point presentation will give you the basic guidelines as well the main and most important aspects to be considered when testing and evaluating Grammar among your students.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
Task-based language teaching requires an understanding of "what is a task" as well as a plan to ensure people do what they should, and not what they shouldn't. This powerpoint includes materials relating to lesson planning. Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require.
Un resumen de los métodos y filosofías que han influido en la práctica de la enseñanza de la lengua inglesa. Una visión crítica sobre la pedagogía del lenguaje y su valor histórico
This Power Point presentation will give you the basic guidelines as well the main and most important aspects to be considered when testing and evaluating Grammar among your students.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
Task-based language teaching requires an understanding of "what is a task" as well as a plan to ensure people do what they should, and not what they shouldn't. This powerpoint includes materials relating to lesson planning. Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require.
Un resumen de los métodos y filosofías que han influido en la práctica de la enseñanza de la lengua inglesa. Una visión crítica sobre la pedagogía del lenguaje y su valor histórico
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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3. In Teaching Grammar...
Larsen-Freeman challenges conventional views of
grammar. Instead of simply analyzing grammatical
form, she includes grammatical meaning and use it as
well. Then building on what is known about the way
grammar is learned, she offers ways to teach grammar
consistent with contemporary theory and the need to
“focus form” within the meaning-based or
communicative approach.
4. Grammatical Structures
•Not only have (morphosyntactic) form, they are
also used to express meaning (semantics) in
context-appropriate use (pragmatics).
•In order to guide us in constructing an approach
to teaching grammar that strives to meet this
definition, it would be helpful to have a frame of
reference- A Three Dimensional Grammar
Framework.
6. A Three Dimensional Framework
Representations:
•Wedges of pie- dimensions not hierarchically arranged
as many traditional characterizations of linguistic
strata depict.
• Arrows- connecting arrows from one wedge of the pie
with another illustrate the interconnectedness of the
three dimensions; thus change in one wedge will have
repercussions for the other two.
7. How is it
formed?
When/ why
is it used?
What does
it mean?
A teacher of grammar
might begin by asking
the questions posed in
the three wedges (for
the sake of simplicity,
labeled form, meaning
and use) for any given
grammar point.
8. s’ vs. ‘s
/z/ /s/ /əz /
‘s vs Possessive determiner
‘s vs of the
‘s vs noun compound
Possession
Description
amount
Relationship
Part/ whole
Origin/ agent
9. Form of Possessive
s’ vs. ‘s
/z/ /s/ / z /ə
This way of forming possessives in English
requires inflecting regular singular nouns and
irregular plural nouns not ending in s with ‘s or by
adding an apostrophe after the s’ ending of regular
plural nouns and singular nouns ending in
sound /s/. This form of possessive has three
allomorphs: /z/, /s/, /əz/ which are phonetically
conditioned; /z/ is used when it occurs after voiced
consonants and vowels, /s/ following voiceless
consonants, and /əz/ occurs after sibilants.
10. Meaning of Possessive
Besides possession, the possessive or
genitive form can indicate description (a debtor’s
prison), amount (a month’s holiday), relationship
(Jack’s wife), part/ whole (my brother’s hand), and
origin/ agent (Shakespeare’s tragedies).
Also, although all languages have a way of
signaling possession, they do not all regard the
same items as possessable. For example,
Spanish speakers refer to a body part using the
definite article instead of a possessive form. ESL/
FSL students will have to learn the semantic scope
of the possessive form in English.
• Possession
• Description
• Amount
• Relationship
• Part/ whole
• Origin/ agent
11. Use of Possessive
‘s vs Possessive determiner
‘s vs of the
‘s vs noun compound
Filling in this wedge requires that we ask when the ‘s
used to express possession as opposed to other structures
that can be used to convey this same meaning. For example,
possession in English can be expressed in other ways – with
possessive determiner (e.g. his, her, and their) or with the
periphrastic of the form (e.g. the legs of the table)
12. THE DIMENSIONS FRAMEWORK
The framework does however, help to
organize the facts. Furthermore by doing
this, teachers can more easily identify
where the learning challenge (s) will lie for
their students.
Identifying the challenging
dimension(s) is a key step which should
be taken prior to any pedagogical
treatment.
13. THE
CHALLENGE
•All three dimensions have to be mastered by
the learner (although not necessarily
consciously)
•Important information by recognizing where
students need to be reinforced.
•It is not only the form of the structures what
creates conflict in students and the most
14. As teachers, we do hope to have students able
to gramatical structures accurately, meaningfully
and appropriately. In other words, grammar teaching
is not much knowledge transmission as it is skill
development.
Thinking of grammar as a skill to be mastered, rather
than a set of rules to be memorized, we will be
helping ESL/ EFL students go a long way toward the
goal of being able to accurately convey meaning in
the manner they deem appropriate.
(Larsen-Freeman, 1997; 2001)
“GRAMMARING”
15. THE LEARNING
PROCESSInsights from (SLA) reasearch on how students naturally develop their ability to
interpret and produce grammatical utterances:
1)Learners do not learn structures one at a time. It is a matter of accumulating
structural entities (Ruthrford 1987)
2)Even when learners appear to have mastered a particular structure , it is not
uncommon to find backsliding occurring with the introduction of the new
forms to learner’s interlanguage.
3)Second language learners rely on the knowledge and the experience they
have.
4)Different learning process are responsible for different aspects of language.
(Gagne and Medsker 1996)
*Being aware of the different language processes contributed to SLA
suggests a need for teaching process to respect differences.
16. WHAT DOES TEACHING
GRAMMAR MEAN?
“It means enabling language students to use
linguistic forms accurately, meaningfully,
and appropriately”
17. THE TEACHING PROCESS /
APPROACHES
• In keeping with language form approaches, traditional
grammar teaching has employed a structural syllabus and
lessons composed of three phases or the PPP Approach:
Presentation, Practice, Production (Communication)
• These days, most teachers embrace a more
communicatively approach, communicative activity such as
Task or Content Based Approach
18. THE TEACHING PROCESS /
APPROACHES
• The grammar that is taught is not scheduled in advance as
it is with structural syllabus/ PPP approach, but rather
supports students in their completion of communicative
task or their making sense of particular area.
• In addition, or alternately, teachers respond to grammar
errors that students commit when engaged in
communication.
• As such, it reverses the normal sequence (Skehan 1998b)
putting communication first rather than selecting and
presenting a grammar structure in advance of its use in
context.
19. APPROACHES ON
HOW TO ADDRESS
GRAMMARThe bringing to students’ attention, or promoting the “noticing” of
some feature of gramatical structure.
Recasting/ Reformulate
Example (Error on form, teacher recast the student’s
production accurately)
Student: This is Juan notebook.
Teacher: Oh. This is Juan’s notebook.
(perceiving the error to be the form of the possessive)
20. APPROACHES ON
HOW TO ADDRESS
GRAMMAR
• Recasting/ Reformulate
Example (Error on meaning, teacher recast what the
student has said in a meaningful way)
Student: I need to look into the word in the dictionary.
Teacher: You need to look up the Word in the dictionary.
(perceiving the phrasal verb ‘look up’ to be better form for
what the student means to say)
21. APPROACHES ON
HOW TO ADDRESS
GRAMMAR
• Recasting/ Reformulate
Example (Error on use, the teacher would recast what the
student has said in a more appropriate manner)
Student: I arise at six in the morning.
Teacher: OK. You get up at six in the morning.
(perceiving that phrasal verb would be more appropriate to
convey the student’s intended meaning)
22. APPROACHES ON
HOW TO ADDRESS
GRAMMAR
• Enhancing Input or Input Flooding (Sharwood Smith, 1993)
Might be an especially effective way in to focus students’
attention on grammar structures that operate at the discourse
level of language, such as articles or verb tenses.
By boldfacing all the normally insalient articles in a given
passage, for instance, the students’ attention could be drawn to
them. Even simply choosing texts in which a particular structure
or structural contrast is especially frequent would enhance its
saliency and thus might promote noticing , a practice sometimes
called input flooding.
23. APPROACHES ON
HOW TO ADDRESS
GRAMMAR• Consciousness-raising Task (Fotos and Ellis, 1991)
The students’ job is to induce a grammatical generalization from
the data they have been given.
Example:
They gave a gold watch to him.
They gave him a gold watch.
*Indirect object alternation can and cannot be successfully
applied. It is difficult in English and therefore is an ideal
candidate for this sort of explicit rule articulation.
24. APPROACHES ON
HOW TO ADDRESS
GRAMMAR
• Consciousness-raising Task (Fotos and Ellis, 1991)
Caroll and Swain (1993) suggests that when the
rules are not clear-cut, detailed instruction with
explicit metalinguistic feedback may be the
most helpful response to student errors
25. APPROACHES ON
HOW TO ADDRESS
GRAMMAR
• The Garden Path Strategy (Tomasello and Herron, 1988-89)
This means giving students information about structure without
giving them the full picture , thus making it seem easier than it is.
(leading them down the garden path)
Example:
past tense is formed with –ed, this would be leading to students
down to the garden path as there are many irregular verbs in
English where this rule will not work to produce past tense.
26. APPROACHES ON
HOW TO ADDRESS
GRAMMAR
• Input Processing (Van Patten, 1996)
Rather than working on a rule learning and rule application,
input processing activities push learners to attend to
properties of language during activities where the structure
is being used meaningfully.
For instance, when students are asked to carry out demands
that teacher issue, they are working on matching the
imperative form to its use in a meaningful way.
27. OUTPUT
PRODUCTIO
N
Swain (1985)
It pushes students to move beyond semantic
processing to syntactic processing.
COMMUNICATIVE
TASK
The added value:
Using the communicative task to promote noticing is
that the students are encouraged to use the target
structures, thereby generating “output” that attracts
feedback from teacher or another student.
28. OUTPUT
PRODUCTION
• Hypothesis -Testing Process
When students attempt to produce structures they get to test their
hypotheses on how structure is formed or what it means or when it is
used. Following these attempts they can receive feedback on their
hypotheses and modify them as necessary.
29. OUTPUT
PRODUCTION
• Collaborative Dialogue
(Donato, 1994) Learners can provide support for each other,
spurred development of learners’ interlanguage.
(Swain and Lapkin, 1998) Corroborates the value of an interactive
dialoguae as both a cognitive tool and a means of
communication which can promote gramatical development
30. OUTPUT
PRODUCTION
• ‘Grammaring’
e.g. Helping students be able to use gramar skillfully, a goal that
rrequires significant practice.
• Meaningless mechanical drilling no longer useful
• Students not engaged: Inert Knowledge
• Motivation can be enhanced if we give students meaningful
contexts.
• From declarative to procedural knowledge: meaningful practice
38. Cognitive Approach
Is cross-disciplinary, with contributions from
psychology, philosophy, psycholinguistics,
neuroscience, artificial intelligence, and cognitive
anthropology, but the shared focus of research is
the working of the mind.
39. The Need for Cognitive Approach
The usefulness of cognitive approach to grammar
instruction in ESL/ EFL becomes clear when we
consider the problems with purely communicative
approaches.
These tend to be based on theories which
distinguish between language acquisition- an
unconscious process similar to the way children learn
their first language- and language learning, or formal
instruction on rules, forms, and vocabulary.
50. Explicit Vocabulary Learning
• Students engage in activities that focus attention on
vocabulary.
• Sokmen (1997) highlights several key principles of explicit
learning that can help guide teachers in deciding basic
questions of what to teach and how to teach.
• This principles include the goal of building a large recognition
vocabulary, integrating new words with old, providing a
number of encounters with word, promoting a deep variety
techniques, and encouraging independent learning
strategies.
51. Implicit Vocabulary Learning
• Incidental Vocabulary Learning that occurs when the mind is focused
elsewhere , such as on understanding a text or using language for
communicative purposes.
52. What to Teach?
• Researchers advocate that learners should initially be taught a large
productive vocabulary of at least 2,000 high frequency word.
• Meara (1995), argues earlier against vocabulary control approaches in
which students wre taught only a basic vocabulary of several
hundred words. And read restricted sorts of text such as language
textbooks and graded readers. According to him students should very
large vocabulary first to acquire a language.
53. Teaching Techniques and Activities
• Learning words in word association lists
• Focusing on highlighted words on text
• Playing Vocabulary games
• Computer programs that include sounds of the words as well as
illustrative pictures provide opportunity for practice with a variety of
contexts, both written and spoken
• Semantic Mapping helps bring consciousness relationships among
words in text and helps deepen understanding by creating associative
networks for words.
54. Vocabulary Learning Strategies
• Guessing Word Meaning from Context
This strategy is a key vocabulary learning skill for dealing with low
frequency vocabulary, particularly in reading authentic texts.
• Mnemonic Devices (Key Method)
Helps to link a word form and its meaning and to consolidate this
linkage memory
• Vocabulary notebook
A memory aid in independent learning.
e.g. Keeping a tally on frequency of new words seen and heard
55. Vocabulary Learning Strategies
• Guessing Word Meaning from Context
This strategy is a key vocabulary learning skill for dealing with low
frequency vocabulary, particularly in reading authentic texts.
• Mnemonic Devices (Key Method)
Helps to link a word form and its meaning and to consolidate this
linkage memory
• Vocabulary notebook
A memory aid in independent learning.
e.g. Keeping a tally on frequency of new words seen and heard
56. COLLOCATIONS
Patterns consists of pairs or groups of words that co-occur with
very high frequency and are important in vocabulary learning.
“the meaning of the word has a great deal to do with the words
with which is commonly associates” (Nattinger, 1988)
Example: “spoiled” butter as rancid butter
“spoiled” milk as sour milk
*but not as “rancid milk” or “sour butter”
57. Gap-Filling Activity
job work labor occupation
position task employment
1. That job requires hard physical ________.
2. In today’s _________ market, computer skills are important.
3. I’ll meet you for dinner after ______ today.
4. You need to concentrate on the _______ at hand.
5. What line of ________ are you in?
58. IDIOMS
• Idioms are multiword units that are completely fixed.
• Distinguished as having a unitary meaning that cannot be derived
from the meanings of the component parts.
Example:
to shed a crocodile tear (to be in sincere)
to have a cold feet (to lack courage)
to tighten one’s belt (to be econimica)
59. • How to Teach Vocabulary
• Tips and Steps in Teaching Vocabulary
• 4 Pics 1 Word Template
60. CONCLUSION:
Lexical competence is a central part of
communicative competence, and teaching vocabulary
a central part of teaching language. While some
questions remain concerning how to teach and what to
teach, considerable progress has been made
concerning the issues of explicit versus implicit
learning, which strategies to teach, and which and how
many lexical items to include in ini.tial instruction