Cette leçon contient 22 diapositives, avec quiz interactifs, diapositives de texte et 1 vidéo.
Éléments de cette leçon
self-assessment theory
(week 3.5)
pedagogic grammar
Slide 1 - Diapositive
Learning aims
at the end of this activity:
you are aware of the level of your theoretical knowledge of grammar teaching
you are aware of how grammar is incorporated in language use and language functions
you know the difference between various learning aims and can recognize correct formulation of learning aims.
Slide 2 - Diapositive
Procedure:
In this activity you will find a number of activities in which you need to check your understanding.
Activities may include: open questions, multiple choice questions, drag and drop.
Always try to look carefully and answer questions or do the drag & drop BEFORE checking the answers.
Slide 3 - 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 4 - Question de remorquage
inductive grammar
guided discovery
deductive grammar
Slide 5 - Question de remorquage
Watch it!
In the next slide you will find a clip on indcutive teaching.
You will find 2 questions that you need to answer
From appr. 1.30 there will be an example of a science teacher; you can watch this. (this is slightly different for a language teacher.
Slide 6 - Diapositive
Slide 7 - 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 8 - 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 9 - Quiz
What does the ERK (CEFR) indicate about grammar?
Slide 10 - Question ouverte
Check the ERK, 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 11 - Diapositive
Slide 12 - 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 13 - 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 14 - Quiz
which communicative context would be most suitable to practise the compative?
A
discussing which mobile phone to buy
B
describing your house
C
offering someone help with a problem
D
asking for agreement
Slide 15 - Quiz
What does that mean for your teaching?
remember that 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 should not interfere with understanding)
Slide 16 - Diapositive
we will now look at the lesson plan form
We will now have a look at the 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 17 - 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 18 - 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 19 - 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 20 - 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 21 - Question de remorquage
Did you achieve all the aims?
you are aware of the level of your theoretical knowledge of grammar teaching
you are aware of how grammar is incorporated in language use and language functions
you know the difference between various learning aims and can recognize correct formulation of learning aims.