English Grammar (Teaching)

1. English Grammar (Teaching) • Today’s class • Review • Common errors • Assertions about grammar (HW) • Contrasting terms • M-U-F framework • Homework Website: edwardtesol.com

2. GUESSING GAME!! This story was written by Mary Shelley.

3. Your turn! Create 5 questions to quiz your partner. You can use your smartphone to research! Who was …(book)… written by? Who was …(movie)… directed by? Who was …(character)… played by in the movie…? Who was …(song)… composed by? Who was …(song)… sung by? Who was … painted by? Where is…grown/cultivated/harvested? What country is surrounded by…? Where is … made? Who was … discovered by? In which country was … invented? When was … invented?

4. Inductive Deductive = Communicative! This Korean ship was built in 1590. This writing system was invented by King Seong. This song was written by Psy. This book was written by J.K.Rowling. This Korean ship was built in 1590. This writing system was invented by King Seong. This song was written by Psy. This book was written by J.K.Rowling.

5. el cuerpo la cabeza el hombro los ojos el pecho la boca el brazo el cuello la rodilla la pierna

6. Put these words in the right column. hombro, brazo, boca, cuello, cabeza, pecho, rodilla, pierna, mano el la

7. Who are these people? fashionisto or fashionista

8. Common errors • “(someone is good) to me/him/her” / “(something is good) for me/him/her” • Boring/bored, interesting/interested… • Funny vs. Fun vs. Interesting • Until • See more: • http://english4korea.com/commonmistakes.html

9. Truth and a Lie Here are five questions about me. But one is a lie! What are you interested in? What are you good at? What are you bad at? What are you addicted to? What are you scared of? I’m interested in football. I’m good at cooking. I’m bad at singing. I’m addicted to Facebook. I’m scared of heights. Can you guess with your partner? Why do you think? Your turn: Make a list of 5 answers. One should be a lie.

10. Celebrities Choose 3 celebrities and make sentences. He’s good at tennis. She’s scared of monsters He’s interested in football. She’s good at cooking. He’s bad at singing. She’s addicted to Facebook. He’s scared of heights. He’s interested in food.

11. Grammar point 1. Look at these examples and try to guess the rule for each: I’m good at singing. He’s bad at math. Vegetables are good for you. Smoking is bad for you. My mother is good to me. The customer service representative was bad to him.

12. Grammar point The Rule Someone is good/bad at something Something is good/bad for someone. Someone is good/bad to someone.

13. 2. Now write new sentences (real or false) using good at/for/to. Something you can do well: good at Something that helps you: good for Someone who helps you: good to 3. Now write new sentences (real or false) using bad at/for/to. Something you can’t do well: bad at Something that doesn’t help you: bad for Someone who doesn’t help you: bad to

14. My Family Describe your family interested in good at bad at addicted to scared of My brother is good at playing guitar. My father is good at gardening.

15. Homework Review “I have presented the ten (definitions) in the order in which they were proposed during the previous century” (p.5)

16. CLIL = Content and Language Integrated Learning

17. Reading homework: Challenging Conceptions of Grammar “If you found yourself wanting at the same time to both agree and disagree with some of these, that is not surprising. I have come to believe that these are myths and, as with all myths, there is likely an element of truth to each. … Therefore, while I acknowledge that these twelve statements are partially true, I will challenge them.” Larsen-Freeman Share the two assertions you chose.

18. Reading homework: Challenging Conceptions of Grammar Examples of -ed in English

19. Teaching concepts: Contrasting terms • declarative vs. procedural knowledge • explicit vs. implicit learning • deductive vs. inductive teaching • controlled vs. free practice • accuracy vs. fluency

20. Declarative vs. Procedural knowledge • Procedural knowledge: • knowing how to do something • automatic performance • ‘motor skills’ • Examples: • driving a car and riding a bike • painting and drawing • many native English speakers and grammar rules

21. Declarative vs. Procedural knowledge • Declarative knowledge: • knowledge about something • conscious and verbalized • factual information • Examples: • metalinguistics • explaining a grammar rule • explaining how a bird or plane flies

22. Declarative vs. Procedural knowledge

23. Declarative vs. Procedural knowledge

24. Explicit vs. Implicit learning • Explicit learning • clearly defined goals • awareness of what is being learned • easily observable • common in adults • Examples: • memorizing word lists • using dictionaries • learning how to learn

25. Explicit vs. Implicit learning • Implicit learning • not directly expressed • incidental, not conscious • not easily observable • common in young learners • Examples: • life experiences, field trips • projects, discussions • learning from classroom language

26. Explicit vs. Implicit learning Explicit learning Implicit learning

27. Deductive vs. Inductive teaching • Deductive teaching • is teacher-centered • explanation -> practice • goals and objectives are stated • learners apply rules and practice • Example: • The teacher explains regular past tense verbs with ‘~ed’ and the students complete a gap fill activity.

28. Deductive vs. Inductive teaching • Inductive teaching • is student-centered • Ss observe examples -> Ss generalize rule • involves ‘noticing’ • Example: • Students read a text about someone’s life experiences (that contains many instances of present perfect tense). They then write about their own life experiences.

29. Deductive vs. Inductive teaching Think about which sequence suits your lesson content and target language.

30. Controlled vs. Free practice • Controlled practice • specific language structures used • predictable • teacher-centered • Examples: • drilling (repeating after the teacher) • gap fill activities • questions with limited answers

31. Controlled vs. Free practice • Free practice • might include many language structures • unpredictable • student-centered • Examples: • debates and discussions • activities with many outcomes • open-ended questions

32. Controlled vs. Free

33. Accuracy vs. Fluency • Accuracy • language use without grammar mistakes • correct spelling or pronunciation • language appropriate for the context • Examples: • drilling (repeating after the teacher) • written language exams • learners who don’t want to make mistakes

34. Accuracy vs. Fluency • Fluency • natural flow of language • pauses that sound natural • responsiveness • Examples: • active communicators • meaning is more important • learners who are willing to make mistakes

35. Accuracy vs. Fluency Try to help your students have a balance.

36. Accuracy vs. Fluency “Hey! Food. Drink. Table. Come!” Is it fluency or accuracy?

37. Review • declarative vs. procedural knowledge • explicit vs. implicit learning • deductive vs. inductive teaching • controlled vs. free practice • accuracy vs. fluency • https://www.youtube.com/watch?v=6dmSdO-6WEU&t=88s

38. How are you? I’m fine thanks, and you?

39. Teaching vocabulary and grammar 3 1 2 M-U-F framework

40. M-U-F examples Can you play the piano? Can you open the window? How is the meaning of these sentences different? Is the form different or the same?

41. M-U-F examples “The dog’s b*llocks.” “The bee’s knees.” These are British idioms that mean “good/amazing” Notice that the form and the meaning are the same. However, one of these is rude and should not be used in polite settings. This means the “use” is different.

42. M-U-F examples “What’s the time?” “Have you got the time?” According to the M-U-F framework, how are these expressions the same and different? Which part of the M-U-F framework is different?

43. The *meaning* of words • What do these words mean? • Can you think of a homonym? • crane • date • engaged • foil • leaves • net • point • right • rose • type

44. The *use* of words What comes to mind when you think of the word “homeless”?

45. The form of words: Prefix / Suffix / Base word Knowing these can help with guessing the meaning of new words.

46. The form of words: Prefix / Suffix / Base word Can you think of any more similar examples of words with ‘port’?

47. Prefixes Can you guess the meaning of the common prefixes? What other examples can you think of?

48. Prefixes Answers!

49. For Teachers How can we express meaning? make the context clear images photos diagrams video mime dialogue examples

50. For Teachers Activities for use CLT activities information gap information transfer jigsaw reading survey discussion / debate sharing opinions problem-solving