Cette leçon contient 38 diapositives, avec quiz interactifs, diapositives de texte et 1 vidéo.
Éléments de cette leçon
lesson 3
(week 3.5)
pedagogic grammar
Slide 1 - Diapositive
Today
Recap session 2 tasks 3 + 4
Recap theory – self-assessment
Preparation Task 5 (CEFR, lesson planning)
Slide 2 - Diapositive
Learning aims
You can present and recognize an introduction with a clear language function and (situational) context.
You are aware of the level of your theoretical knowledge of grammar teaching.
You can recognize and present an effective and clear board plan.
You can recognize and formulate clear learning aims and clear lesson planning.
Slide 3 - Diapositive
Recap session 2
Read, study & notes
Scrivener: guided discovery
Kwakernaak: geleid inductief
Tasks
Task 2 Grammar presentation observation
Task 3 Guided discovery
Task 4 Grammar clips
Slide 4 - Diapositive
Recap Task 3 example sentences & guided discovery
How did you do on these aspects?
Sources?
Grammar topic?
Rules?
Target group?
Example sentences?
Guided discovery questions?
Conclusion?
Slide 5 - Diapositive
Remember this awareness activity?
Last time:
Presentation
Example sentences
Guided discovery questions
Today:
Follow up / Practice activity
Slide 6 - Diapositive
This is Maurice
Slide 7 - Diapositive
Slide 8 - Diapositive
Reflect on this example
How was the “topic” introduced? What was the context? Where did the example sentences come from? How were they put on the board? What kind of “guided discovery questions” were asked? How much metalanguage? What were you asked to do? How?
New aspects to consider
How is understanding checked?
Neuner-proof? (from receptive to (re-)productive?)
CLT-proof? (authentic, realistic, focus on message, etc.)
Teaching a system or a language?
Slide 9 - Diapositive
Slide 10 - Diapositive
Conclusion
Establish a context (language function)
Get clear example sentences (ask questions, use a text / song / anecdote / picture / quiz, etc)
Visualise the examples (board plan, hand-out, flashcards, etc)
Ask discovery questions: step 1 Focus on meaning/use step 2 Focus on form
Check understanding (ask check questions (how would you say….?) Or develop an activity to put it into (controlled!) practice.)
Slide 11 - Diapositive
Recap Task 4 Grammar clips
What are your findings?
Mention 2-3 effective elements
Mention 2-3 elements to avoid
Your conclusion?
Peer feedback?
Slide 12 - Diapositive
effective elements in grammar clip
Slide 13 - Carte mentale
Recap theory
drag and drop
Slide 14 - Diapositive
inductive grammar
guided discovery
deductive grammar
traditional language classrooms
trial and error
discovery questions
no explicit teaching
immersion
rules first
teacher provides examples
Slide 15 - Question de remorquage
inductive grammar
guided discovery
deductive grammar
Slide 16 - Question de remorquage
Watch it!
Watch the clip on inductive teaching on the next slide and answer the 2 questions.
Stop at 1:20 (you can watch this example later if you like)
Slide 17 - Diapositive
Slide 18 - Vidéo
00:11
what can you say about examples in an inductive lesson?
A
no examples are used
B
examples are given first
C
examples are given to illustrate rules
D
examples are used to practice given rules
Slide 19 - Quiz
01:03
In order to find/spot similarities and differences, the teacher could ...
A
supply examples in Dutch and English
B
supply examples that show e.g. 2 tenses
C
supply examples with a clear context
D
do all of these (A, B & C)
Slide 20 - Quiz
Grammar and CEFR (ERK)
What do you know about grammar in the CEFR?
Slide 21 - Diapositive
What does the ERK (CEFR) indicate about grammar? open question
Slide 22 - Question ouverte
Check the CEFR you will notice...
there is no explicit mention of use of grammar
there is some mention of the level of correctness of the language; this implies grammar, but only at the higher levels (from B1) (ERK; see "grammaticale correctheid")
At the more basic levels (A1 & A2) learners can rely heavily on basic structures that they have practised and are allowed to make mistakes.
Slide 23 - Diapositive
Slide 24 - Diapositive
You want to teach the modal verbs; could and should. What is a good way to start your lesson?
A
imagine you want to give personal information
B
I will teach you the verbs could and should
C
you will learn how to give someone advice
D
the modal verbs; could and should
Slide 25 - Quiz
Which grammar do your pupils need to perform the language function "asking the way"?
A
past simple; questions
B
present simple; questions
C
present continuous; statements
D
present simple; statements
Slide 26 - Quiz
Which communicative context would be most suitable to practise the comparative?
A
discussing which mobile phone to buy
B
describing your house
C
offering someone help with a problem
D
asking for agreement
Slide 27 - Quiz
What does this mean for your teaching?
grammar structures are a tool for communication
grammar structures should be practised (in use)
only teach what is needed at the language level of the learner
learners are allowed to make mistakes (that do not interfere with understanding)
Slide 28 - Diapositive
we will now look at the lesson plan form
Lesson plan form
In the lessonplan form there are several places where you need to indicate the learning aims. Remember that learning aims in the lesson plan should:
be formulated clearly and correctly
make clear how and when grammar is used
preferably be formulated in learner language.
Slide 29 - Diapositive
What needs to go where??
Look at the next slide; for each learning aim:
decide whether this aim is correct and specific.
Check your answer by clicking the question mark
Slide 30 - Diapositive
dit is geen doel vanuit het ERK. ERK doelen zijn gericht op taalvaardigheid.
de leerling weet het verschil tussen much en many.
de leerling kan de juiste vorm invullen in een zin.
NIET concreet. Dit is meer een actie dan een doel en het is niet duidelijk om welke grammatica/structuur dit gaat. In wat voor een soort zinnen? En is dit mondeling of schriftelijk?
de leerling kan 10 minuten zelfstandig werken.
dit lijkt meer een voorwaarde dan een doel. Ga je echt de leerlingen in deze les leren hoe ze zelfstandig moeten werken? Zo niet; laat dit dan leeg.
de woorden uit de woordenlijst
goed dat je gedacht hebt aan benodigde woorden, maar dit is te algemeen. Zijn alle woorden uit die lijst relevant? Is er een bepaald thema? Probeer specifiek te zijn.
de leerling kent stone 17.
dit is niet concreet. Wat is de taalfunctie van stone 17? (bijv. iemand bedanken). En wat is "kennen"? Is dit herkennen of zelf gebruiken? Mondeling of schriftelijk?
Slide 31 - Question de remorquage
1
de leerling kan herkennen wanneer een beschreven situatie plaats vindt (heden of verleden?)
leesvaardigheid (A2); de leerling kan een zeer korte, eenvoudige teksten lezen en begrijpen.
werkwoorden met regelmatige past tense (work, watch, walk, shower, etc). Tijdsindicaties van verleden tijd (last week, yesterday, etc)
de leerling kan in het grammatica overzicht de verleden tijden van onregelmatige ww opzoeken
Slide 32 - Question de remorquage
1
de leerling kan vertellen wat hij/zij vaak,regelmatig of nooit doet. De leerlingen kan aan een gesprekspartner vragen wat hij/zij vaak, regelmatig of nooit doet.
gespreksvaardigheid (A1); de leerling kan eenvoudige vragen stellen en beantwoorden die een directe behoefte of zeer vertrouwde onderwerpen betreffen. .
gebruik van present simple; statement en vragen met you (do you...). Woorden als always, never, sometimes (adverbs of frequncy)
de leerling kan naar gesprekspartner luisteren.
Slide 33 - Question de remorquage
Task 5a Preparation: lesson plan
Grammar topic Lesson plan:
ERK doelen
Vakspecifieke doelen
Onderwijskundige doelen
Bouwstenen
5b: teaching and feedback
5c: reflection and adaptation
Slide 34 - Diapositive
Conclusion
Ready to teach?
What do you need?
No placement? > use Task5a_lesplanformulier_Alt
See sample lesson plan conditional on #OO
Slide 35 - Diapositive
Checkpoint learning aims
You can present and recognize an introduction with a clear language function and (situational) context.
You are aware of the level of your theoretical knowledge of grammar teaching.
You can recognize and present an effective and clear board plan.
You can recognize and formulate clear learning aims and clear lesson planning.
Slide 36 - Diapositive
What to do next week (3.6)
Read and study:
Levende Talen 2010-7 Effectiviteit van grammatica-onderwijs (Arends et.al.)
Levende Talen 2018 Grammatica-instructie? Kan wel hoeft niet (Piggott)
Do:
Task 5a: Lesson plan – before teaching
Ask fellow student for feedback on plan
After amending, send plan to your teacher
If possible, Teach
If possible, Task 5b: Grammar lesson observation form (signed by wpb) (individual task)