TDC 1Pedagogical GrammarClass 2

Review

Definitions of Grammar English Studied by Native Speakers X English Studied as a Foreign Language The History of English

Book:- Pages 10 – 13 (Self-study) “Can you explain ELL

Grammar Errors?” “On the Hot Seat: Answering

ELL Questions”

Workbook:- Pages 1 – 5 (Self-study) “Distinguishing Traditional

Grammar and ELL Grammar”

“Answering / Researching ELL Grammar Questions”

“Identifying ELL Errors in Authentic Material”

Approaches to Teaching ELL Grammar

What do you think the difference between a direct approach and an indirect approach to teaching grammar is?

Take a look at these two different lesson plans. Which one follows a direct approach and which one follows an indirect approach?

Book Page 16

Approaches to Teaching ELL GrammarAim: Improving Telephoning Skills

Activity: Role playing using office telephone lines

Level: Intermediate to advanced

Outline:• Review phrases used in telephoning. • Ask each student to write out notes for a telephone conversation that they

would typically have with a native speaker. • Ask students to choose another student who should respond to the call for

which he/she has written notes.• Stress the fact that students need to understand and take note of everything

crucial. If they do not understand they need to ask you to repeat, tell you to speak more slowly - anything that is needed to understand.

• Ask your students to go to a different office, make sure to get the extension for the office. Ask students to take notes on the call.

• Now, take the various notes, call the other extension and ask for the person suggested by the student who wrote the notes.

• Once you have repeated this exercise, get students to call each other in their own offices to repeat the exercise. Remember it is crucial to actually use the phone, as the difficulty lies in understanding English over the phone.

Indirect Approach

Approaches to Teaching ELL Grammar

Direct Approach

Aim: Improve recognition of the first and second conditional forms used in conditional statements, while inductively reviewing the structures.Activity: Reading a text with first and second conditional forms, developing questions using the first and second conditionals, replying to questionsLevel: Intermediate

Outline:• Ask students to imagine this situation: You’ve arrived home late at night and you

find that the door is open to your apartment. What would you do? • Refresh students awareness of the conditionals. • Have students read prepared extract using conditionals.• Ask students to underline all conditional structures.• In groups, students complete fill-in activity based on previous reading.• Go over corrections as a class.• In groups, have students prepare two “What if…” situations on a separate piece

of paper. Ask students to employ first and second conditionals.• Ask students to exchange their prepared situations with another group.• Students in each group discuss the "what if..." situations. • Move around the class and help students to correctly produce the first and

second conditional forms.

Prescriptive Grammar Descriptive Grammar

What do you think Prescriptive Grammar means?What about Descriptive Grammar?

Descriptive or Prescriptive?Grammar Topic ? ?

who / whom Always use who as a subject and whom as an object.

1. We always use who as a subject.

2. In everyday language, people also use who as an object. In very formal language, we always use whom in the object position.

3. When directly preceded by a preposition, people usually use whom.

Prescriptive Descriptive

Descriptive or Prescriptive?

Grammar Topic ? ?

splitting an infinitive

People often split infinitives with adverbs of manner (to quickly arrest) or adverbs of degree (to almost double)

1. Never split an infinitive.

Descriptive Prescriptive

Descriptive or Prescriptive?Grammar Topic ? ?

possessive adjective agreement with everyone

Indefinite pronouns such as everyone and somebody are always singular. When referring to indefinite pronouns, use his.

People often use their to refer to indefinite pronouns. When trying to sound more correct – especially in formal writing, people often use the phrase his or her, even though its repetitiveness can sound awkward.

DescriptivePrescriptive

Descriptive or Prescriptive?

Deductive X Inductive Teaching

Learning Languages - Inductive and Deductive Methods - YouTube.mp4

Deductive X Inductive Teaching• Deductive Teaching

• More traditional form of teaching

• T typically provides information, shares specific examples of the concept or skill being taught; he/she then allows the ss to practice the skills being taught.

• More teacher-centered model of teaching – rule driven

• Positive aspect – it gets to the point of the lesson easily

• Inductive Teaching

• Constructivist model of teaching

• More student-centered• T provides examples• Ss practice and figure out the

rules by themselves• It is more experiential and

based on a guided discovery learning philosophy.

Parts of Speech

• Noun• Pronoun• Adjective• Verb• Adverb• Preposition• Conjunction• Interjection

Approaches to Explaining the Parts of Speech

• Giving Definitions

• Questions

• Slot and Filler• Nouns I have a ____.

a ____ the ____ five ____ ____s*

Parts of Speech - Nouns

•Definition•Questions• Slots

1. Common X Proper2. Concrete X Abstract3. Count X Non-count

the name of a person, place, thing, quality, emotion...

who? – Who took the money?what? – What did you eat?- I see an _____.

- She is a _____.- There are four _____.- the _____- _____ is important.

ELLs’ Usual Errors?Workbook Page 39

Parts of Speech

• Noun• Pronoun• Adjective• Verb• Adverb• Preposition• Conjunction• Interjection

Page 51 Page 53 Page 46 Page 55 Page 59 Page 57 Page 62

Parts of Speech• Noun

A noun is a word used to name a person, animal, place, thing, and abstract idea.

• Pronoun

A pronoun can replace a noun or another pronoun. You use pronouns like "he," "which," "none," and "you" to make your sentences less cumbersome and less repetitive.

Parts of Speech• Adjective

An adjective modifies a noun or a pronoun by describing, identifying, or quantifying words. An adjective usually precedes the noun or the pronoun which it modifies.

• Verb

The verb is perhaps the most important part of the sentence. A verb asserts something about the subject of the sentence and express actions, events, or states of being. The verb or compound verb is the critical element of the predicate of a sentence.

Parts of Speech

• Preposition

A preposition links nouns, pronouns, and phrases to other words in a sentence.

• Adverb

An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An adverb indicates manner, time, place, cause, or degree and answers questions such as "how," "when," "where," "how much".

Parts of Speech

• Conjunction

You can use a conjunction to link words, phrases and clauses.

• Interjection

An interjection is a word that shows emotion. It is not grammatically related to the rest of the sentence.

Homework

Book:- Pages 42 – 73 (Self-study) “Parts of Speech”

Workbook:- Pages 38 – 62 (Self-study) “Parts of Speech”

Moodle Week

4) Grammar Key 7• Articles

2) Grammar Key 13• Word Forms

5) Why the Twelve English Verb Tenses Matter• Participial Parts of a Verb• Verb Tenses - Introduction3) Grammar Key 5

• Count and Non-count Nouns

1) Parts of Speech• Summary