Integrating Technology in Grammar Instruction to Enhance Teaching and Learning

Education 548: Special Topics ESL University of San Diego Oct. 15, 2012 Kristi Reyes

Specifics

• http://mccesltech.wikispaces.com/

• USD – ESL Special Topics

Premises about Grammar Instruction

• Effective grammar instruction • (meaningful) input activities

• consciousness-raising tasks

• a focus on communication and meaning without ignoring form or accuracy

• Meaning – Use – Form (Celce-Murcia, M., 1992)

• Students need instruction on form – if not, accuracy may suffer; need and want feedback on accuracy – but do it discreetly/not to break communication or to raise affective filter

Premises about Grammar Instruction • For students to retain and transfer the

grammar they are learning to contexts outside the classroom, grammar knowledge alone is not sufficient

• Students need opportunities for output production

• What is output production? How can it be included in lesson planning?

Premises about Grammar Instruction

Premises about Grammar Instruction • When the rules are not clear-cut (many

exceptions), detailed instruction with explicit feedback on errors is not helpful (Carroll & Swain, 1993)

• “Garden-path strategy” (Tomaselli & Herron, 1988,89) – don’t need to explain every instance and exception

• Drills – “old-fashioned” but they do facilitate automatization

For extra reading…

• Sept. 18, 2012 opinion piece:

• “Time to stop avoiding grammar rules: The evidence is now in: the explicit teaching of grammar rules leads to better learning”

• Explicit teaching of grammar rules leads to better learning and to unconscious knowledge, and this knowledge lasts over time

What is the best way to teach grammar, if rules are important? • Inductive

• provide many examples, students induce the rule

OR

• Deductive

• give the rule and students apply to examples

• Answer: It depends…

• Eclectic approach – know your students’ preferences, abilities, level and stretch them

Golden Rule: Good Lesson Planning • Backwards design – first consider what you want

students to be able to do with the grammar structure and then scaffold the lesson to get students to that point

• Strive for 5-step lesson plan

1. Warm up/Review

2. Presentation

3. Practice (guided and communicative)

4. Evaluation

5. Application

Premises about Integrating Technology • Technology is just a tool; integrate in a sound manner rather

than just for the sake of using technology.

• TPACK = Technological Pedagogical Content Knowledge. Content (CK), Pedagogy (PK), and Technology (TK)

For extra reading…

• “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge,” by Punya Mishra & Matthew J. Koehler, Michigan State University, in Teachers College Record, Vol. 8, #6, June 2006, pp. 1017-1054

• See http://mkoehler.educ.msu.edu/tpack/what-is-tpack/

• See College of William & Mary School of Education TPACK resources: curriculum-based learning activity types ('LATs'), teaching strategies, and performance assessments http://activitytypes.wmwikis.net/

• TPACK in 3 Minutes video on Youtube

Technology Tools

• What technology do / would you use to teach grammar to ESL / ELL students?

• What technology do you/ would you have students use to learn, practice, or demonstrate their acquisition / learning?

Slideshows / Images for all stages of a lesson plan

• Verb Tenses

• Parts of Speech

• Rules and Note-taking

Past Tense and Past

Continuous Verbs

(Warm-up / Review) Kristi Reyes

MiraCosta College

Practice:

Do you have a good memory?

Are you a good witness?

• Directions: Look at the following picture

for one minute. Try to remember as many

details as you can, but don’t write

anything.

Only one minute…

• Ready, go ….

One minute…

What do you remember?

1. How many people were there?

2. Where were the people?

3. What was hanging from the ceiling?

4. What was the bank robber holding?

5. What was the bank robber wearing?

6. What color was his hair?

7. What was covering the bank robber’s face?

8. Was the bank robber right-handed or left-handed?

9. What was the bank manager doing?

10. What was the bank teller doing?

11. Who was walking into the bank?

12. What time was it?

13. What was under the bank manager’s desk?

Present Continuous Tense

(Review and Practice)

Kristi Reyes

Present Continuous Verb Tense

• Use to talk about actions that are

happening right now

I am working. He is carrying the boxes.

They are talking. We are writing.

• Use to talk about something that is

happening these days, but not

necessarily right now

She is studying at USD.

Practice with a partner

• Look at the pictures the instructor shows

you and tell what is happening in each

picture

• Use the following form when you speak:

Subject + to be + verb+ing

Examples:

She is sleeping.

They are eating.

Example

Partner A

Partner B

Partner A

Partner B

Partner A

Partner B

Partner A

Partner B

Partner A

Partner B

Partner A

Partner B

Present Continuous Verb Tense

Ask and answer these questions with a

partner:

• What are you doing right now, at this very

moment?

• What is your boyfriend, girlfriend, husband, wife,

friend doing?

• What are your classmates doing?

• What are your parents doing?

• What is the teacher doing?

• What is something new you are doing these

days?

To Form Present Continuous

Subject + to be + verb+ing

Negatives and Questions in the Present Continuous Tense

Statement Yes/no

question Wh- question

I am eating. Am I eating? What am I eating?

You are crying. Are you crying? Why are you crying?

He is going. Is he going? Where is he going?

She is arriving. Is she arriving? When is she arriving?

It is sleeping. Is it sleeping? Why is it sleeping?

We are leaving. Are we leaving? When are we leaving?

They are arguing. Are they arguing? Why are they arguing?

Negative

I am not eating.

You are not crying.

He is not going.

She is not arriving.

It is not sleeping.

We are not leaving.

They are not arguing.

Spelling Rules for –ing verbs (present participles)

1. get

run

plan

2. come

replace

introduce

3. die

tie

Rule 1:

One-syllable verb with a

consonant + vowel +

consonant as final three

letters, double the final

consonant + ing.

Rule 2:

Verb has a final silent

e, -e + ing

Rule 3:

Verb ends in ie,

change ie to y + ing

Spelling Rules for –ing verbs (present participles)

4. begin listen

admit offer

Rule #5:

Two syllable verb with final

consonant + vowel + consonant

and the last syllable is stressed,

double final consonant + ing

When in doubt, consult a

dictionary!!

Last Spelling Tip

sew

fix

enjoy

Never double w, x, y!

Grammar Practice:

Participial Adjectives

-ing v. –ed adjectives

(Presentation and Practice) By Kristi Reyes

MiraCosta College

What are adjectives?

• Words that describe nouns and pronouns

• What are nouns?

• P

• P

• T

• C

• L

Many verbs of emotion

have –ing and –ed adjective forms

• What are some verbs of emotion?

Sample verbs of emotion:

amuse irritate comfort fascinate puzzle satisfy

annoy surprise depress bewilder excite frustrate

bother bore tire interest aggravate amaze

captivate confuse shock intrigue disappoint exhaust

These verbs can be changed to

adjectives by changing the spelling

• Amaze (verb: You amaze me!)

Amazing (adjective: These students are amazing!)

Amazed (adjective: I am amazed by the students in this class!)

• Interest (verb: Computers interest her.)

Interesting (adjective: Computers are interesting for her).

Interested (adjective: She is interested in computers)

Practice …

surprise

Was the girl surprising or

surprised?

surprised

Was the party surprising or

surprised?

surprising

exhaust

Was the man exhausting or

exhausted?

Exhausted

Was the marathon exhausting or

exhausted?

exhausting

bore

Was the man boring or bored?

Boring

Was the audience boring or

bored?

bored

irritate

Is a back seat driver irritating or

irritated?

Irritating

Is the driver irritating or irritated?

irritated

satisfy

How does the girl feel? Satisfying or

satisfied?

Satisfied

How is the food? Satisfying or

satisfied?

satisfying

frustrate

Is the man frustrating or frustrated?

Frustrated

Are computers frustrating or

frustrated?

frustrating

shock

Is the woman shocked or

shocking?

Shocked

Is the news shocked or shocking?

shocking

embarrass

Is being scolded embarrassing or

embarrassed?

Embarrassing

How does the boy feel?

Embarrassing or embarrassed?

embarrassed

interest

The class is interesting or

interested?

Interesting

The student is interesting or

interested in the class?

interested

excite

Is this excited or exciting?

Exciting

Are they excited or exciting?

Excited

annoy

Is the woman annoying or

annoyed?

Annoyed

Is the man’s action annoying or

annoyed for the woman?

annoying

disappoint

The runner lost the race. Is that

disappointing or disappointed?

Disappointing

How does the second place runner

feel? Disappointing or disappointed?

disappointed

Rules • Spelling

• Use

– Verb + ing = adjective to describe a thing or things that cause the emotion

– = characteristic / trait

The comic movie was amusing!

– Verb + ed = adjective to describe a person or animal that experiences an emotion, feeling, or reaction; an experiencer’s emotion

– = feeling

I was really amused by the movie.

Narrated Slideshows, Audio, Video (Practice) • Verbs, especially inflections

• Regular plurals

• Third person –s

• Regular verbs in past tense -ed

Regular and Irregular Simple Past Tense • Narrated PowerPoint

• Or PowerPoint Slides Converted to Video Regular Verbs on Youtube

• Irregular Verbs on Youtube

• For many grammar videos, see English with Jennifer Youtube series

• See these videos made by elementary school teachers and students in Texas (subject verb agreement)

Past Participles

Simple Present Tense

Presentation by Kristi Reyes

Simple Present Tense:

Uses

Everyday activities: What do you do

every day?

Routines, habits

General truths

Daily activities

Use images from a picture dictionary,

such as Oxford Picture Dictionary

Or, if your theme / focus is careers /

jobs – use images of work scenes

Rules

3rd person –s

Pronunciation /s/, /z/, /Iz/

Conversation prompts, class

interviews about daily and routine

activities

Reading & Speaking

Practice

What are some hard jobs?

What are some easy jobs?

How about actors, models, movie

stars – are their jobs easy or hard?

Why?

What do you think a typical day of an

aspiring actor is Hollywood is like?

Handout Act. 1:

Daily routine of an aspiring

actor in Hollywood

Slideshows and Short Video clips (Practice)

• Slideshows

• Past and Past Continuous • Listen to a narrative (short story) w/ images and key words on

a slideshow, take notes, write a summary paragraph *

• Short Video clips (with or without audio)

• Present Continuous

• Simple Past

• Past continuous and simple past

• Adjectives and Adverbs

• Future (making predictions – what will happen next)

Short Video Clips – Speaking Prompts • Tell your partner what happened –

Use past continuous and simple past

• He/She was _____ing when ….

• They were ______ ing when …

• Clumsy

• Animal lovers

• Sunday drive

Short Video Clips - Writing

• Example:

• What are some good reasons to miss work or school?

• What are some bad excuses for missing work or school?

• Predict the story – Use all these words and past and past continuous verbs:

• announcer, call, friends, golf, loud speaker, man, name, sick, trouble

Handout Act. 2: Predicting, Speaking / Writing

Now let’s see whose story is closest to the real thing

An alternative Past and Past Continuous Practice:

Change the verbs to simple past or past continuous.

A beautiful woman (walk) 1. ________________________in the city center. A handsome man (sit) 2 . ___________________________ on a bench when he (notice) 3. _____________________ this woman. The woman (be) 4. _________________________with her dog. She (hold) 5. ________________________ a bag of treats when she (sit) 6. ____________________on the bench. The man flirtatiously (move) 7. __________________________closer to the woman. The man and woman (make)_________________________ eye contact, and he (ask) _____________________ her if he could have a biscuit. She gestured, “Help yourself.” The man (take) _____________________________a biscuit. When he (eat) ___________________it, the dog (approach). When the woman (greet) ________________ her pet, the man (look) _____________________at the label on the bag. The biscuits (be) ___________________ dog treats! The man (choke) _____________________and spat out the chewed-up morsels of dog snack. He (be) ___________________ disgusted. The woman smugly (get) ____________________ up and (walk) ________________________ away.

Evaluation: Formative v. Summative Assessment

• Formative assessment

• Informal, qualitative techniques to gauge attainment of learning outcomes

• Overall, class-wide (game-like “fun”) or individual

• Results inform instruction

• Review and more practice

• Ready for summative assessment

• Summative assessment = graded tests / assignments

Video for More than Grammar

• ABC “What would you do”

• What grammar would students practice with this video?

• What other types of activities would you have students to in order to integrate skills or plan lessons based around a theme?

• Other episodes that have worked well with an intermediate/advanced class (see mccesltech.wikispaces.com for links)

• Baby left in car

• Rude cell phone manners

Formative Assessment

• Board games/races

• Interactive PPT templates (Jeopardy, etc.)

• Audience response system (clickers)

• Web Sites

• Mobile / cell phone

• Social networking sites (FB)

Irregular Verbs Team Competition

Teams: Write the simple past tense the verbs you see.

Ready, set, go!

take

know

find

choose

Jeopardy and other templates

• PowerPoint and many other game templates

• See mccesltech.wikispaces.com for links

• Samples (Misc. grammar and Passive)

• Super Teacher Tools. Web site

• Sample Jeopardy Game (courtesy of Heather Hargas, UCSD)

• Handout Activity 3: Practice -- Download 4X4 Jeopardy Template at http://teach.fcps.net/trt4/FETC03/fun2.htm

Audience Response Systems

Sample: Adjectives v. Adverbs

Sample: Adjectives v. Adverbs

Web Sites

ESL Games World

• Active / Passive Basketball Game

Road to Grammar Quia (free 30-day trial)

• Irregular Verbs Challenge Board

• Adjectives and Adverbs

• Many English Shared Activities

Polldaddy

• Sample (Handout Act. 5)

Voice Thread

• Prepositions Sample

Ungraded exercises / quizzes on CMS (Blackboard, Moodle, etc.)

Polldaddy

Web Sites • Students write dialogs using an assigned grammar

structure (and, optionally, a scenario)

• Use Web sites to create…

• Comic strips MakeBeliefsComix

• Digital films Dvolver

• Sample advice movies from a beginning level class

You try it … Handout Act. 4 • Your friend would like to become a teacher and is interested in

studying for a graduate degree in teaching. Your friend asks you if you know of any good programs in the area. Advise your friend.

• Write a dialog – minimum of four lines – between two people giving advice.

• Use modals of advice: should, ought to, had better.

A:

B:

A:

B:

• Then, after your teacher has given you feedback on your dialog, used the Web site dvolver to make your movie. Remember: The first character you choose will be the first person to speak (Person A).

• You may also use MakesBeliefsComix.

• Email your work to kreyes@miracosta.edu.

OR….

•Write a dialog between two of your classmates about something you have learned in class. Use two or three terms (terminology from the course), and in the context of the conversation, define the terms.

Cell Phones / mobile devices

• Mobile Phones in the Classroom Video on OTAN

• Students text answers to questions

• Students use apps (more for practice/reinforcement)

• PollEverywhere (can also be computer-based polling)

You try it….Handout Act. 6

Apps

• More for practice / reinforcement

• See mccesltech.wikispaces.com for specific apps for literacy, grammar

Evaluation and Application

• Traditional assessment

• Online quizzes, online quiz-making tools for paper-based tests

• Graded tests in CMS (Blackboard, Moodle)

• Performance-based assessment

• VoiceThread, student-produced video, dialogs, digital movies, digital stories, projects, PowerPoint presentations, posters, paragraphs/essays

Images as Prompts for Speaking/Writing • Find the differences (present continuous, there is/there are,

adjectives, prepositions)

http://jonigodoy.deviantart.com/art/Find-the-Differences-57690510

Time to write a paragraph

• The instructor will show you a picture. Write a paragraph of 6 – 10 sentences describing the actions of the people in the picture.

• Simple present tense verbs (affirmative and negative)

OR

• Simple past

OR

• Past / past continuous

• Use a topic sentence and conclusion.

Write a paragraph Write one paragraph describing this scene. Use a topic sentence, present continuous verbs to write about the actions of people in the picture, and a conclusion.

Web Sites

• Piclits – image-based writing, any verb tense, parts of speech, plurals

Projects – Performance-based assessment for evaluation / application

• Autobiography narrated PowerPoint (simple past and present)

• My Characteristics and Emotions narrated PowerPoint (participial adjectives)

• Life Changes narrated PowerPoint (used to)

• My Job, My Classmate’s Daily Activities (simple present tense)

• A Wonder of the World, An Invention (present & past passives)

• Life Experiences poster (present perfect)

• If I Could Change the World, If I Could Have Three Wishes (unreal conditionals)

• Digital Stories (multimedia narratives)

• Newsletters, magazines, blogs, wikis, video

What’s now / What’s next? • Flipped classroom

• Web conferencing / video conferencing

• More ESL courses offered as hybrids & online

http://www.cnn.com/2010/TECH/innovation/10/22/south.korea.robot.teachers/index.html

Questions? Comments?

• Thank you!