Pedagogic grammar lesson 3 2021

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• Beroepsopleiding

lesson 3 

(week 3.5)

pedagogic grammar

Today

1. Recap session 2 tasks 3 + 4
   
2. Recap theory – self-assessment
   
3. Preparation Task 5 (CEFR, lesson planning)

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.
  

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

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?

Remember this awareness activity?

Last time:

Presentation

Example sentences

Guided discovery questions

Today:

Follow up / Practice activity

This is Maurice

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?
  

Conclusion

1. Establish a context (language function)
   
2. Get clear example sentences (ask questions, use a text / song / anecdote / picture / quiz, etc)
3. Visualise the examples (board plan, hand-out, flashcards, etc)
   
4. Ask discovery questions:
   step 1 Focus on meaning/use
   step 2 Focus on form
5. Check understanding (ask check questions (how would you say….?) Or develop an activity to put it into (controlled!) practice.)

Recap Task 4 Grammar clips

What are your findings?

1. Mention 2-3 effective elements 
2. Mention 2-3 elements to avoid

Your conclusion?

Peer feedback?

effective elements in grammar clip

Recap theory

drag and drop

inductive grammar

guided discovery

deductive grammar

traditional language classrooms

trial and error

discovery questions

no explicit teaching

immersion

rules first

teacher provides examples

inductive grammar

guided discovery

deductive grammar

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)

00:11

what can you say about examples in an inductive lesson?

1. no examples are used
2. examples are given first
3. examples are given to illustrate rules
4. examples are used to practice given rules

01:03

In order to find/spot similarities and differences, the teacher could ...

1. supply examples in Dutch and English
2. supply examples that show e.g. 2 tenses
3. supply examples with a clear context
4. do all of these (A, B & C)

Grammar and CEFR (ERK)

What do you know about grammar in the CEFR?

What does the ERK (CEFR) indicate about grammar? open question

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.
  

You want to teach the modal verbs; could and should.
What is a good way to start your lesson?

1. imagine you want to give personal information
2. I will teach you the verbs could and should
3. you will learn how to give someone advice
4. the modal verbs; could and should

Which grammar do your pupils need to perform the language function "asking the way"?

1. past simple; questions
2. present simple; questions
3. present continuous; statements
4. present simple; statements

Which communicative context would be most suitable to practise the comparative?

1. discussing which mobile phone to buy
2. describing your house
3. offering someone help with a problem
4. asking for agreement

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)

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.
  

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

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?

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

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.

Task 5a Preparation: lesson plan

Grammar topic
Lesson plan:

• ERK doelen
  
• Vakspecifieke doelen
  
• Onderwijskundige doelen
  
• Bouwstenen
  

5b: teaching and feedback

5c: reflection and adaptation

Conclusion

Ready to teach?

What do you need?

No placement? > use Task5a_lesplanformulier_Alt

See sample lesson plan conditional on #OO

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.
  

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)

Next lesson

Bring lesson plan and feedback to class

Bring notes on theory to class

Bring tasks to class