Teachin Grammar Creatively
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Transcript of Teachin Grammar Creatively
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TEACHING
GRAMMAR
CREATIVELYLanguage Awareness Activities and
Creative Grammar PracticeMarija avar, prof.
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Rules, Feelings or Chunks
Adult learners frequently
insist on being given
rules about how and
when a certain bit oflanguage is used
Young learners and some
adults seem to be more
at ease with holistic
method of learninggrammar in which
structures are acquired
subconsciously
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You can teach the students the rules but you
cant make them learn them
Possible reasons:
The students may simply not
understand the rules
(especially young ones)
They are not ready yet
Time lag between
understanding and producing
Rules are in opposition withmother tongue concept
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Initial Stage of Grammar-Awareness
Raising
is what happens when the current state of thelearners grammar knowledge re-organizes itself inresponse to new discoveries
Traditional presentation (teacher led)
Awareness raising (learners led)
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Discovery processes
include inductionwhere learners are given
some language data (such
as examples of the targetgrammar item in context)
and are then
.ENCOURAGED TOWORK OUT THE
RULES THEMSELVES!!!
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Learning Grammar and the Human
Brain We must try to
incorporate into our
model texts as much wit,
metaphor, humour,fancy, absurdity and
other imaginative devices
as possible.
Example:
When teaching the
genitive s a sentence
like Martin Luther KingsI want to be the whitemans brother not hisbrother-in-law. will bemore remembered
http://images.google.ba/imgres?imgurl=http://www.njuskalo.hr/image-w450/ostale-intelektualne-usluge/copywriting-pisanje-tekstova-kreativni-govori-politicki-slika-882617.jpg&imgrefurl=http://www.njuskalo.hr/ostale-intelektualne-usluge/copywriting-pisanje-tekstova-kreativni-govori-politicki-oglas-447231&usg=__FpaFPJvFCw9LdI6Owh63skheZzA=&h=450&w=450&sz=61&hl=hr&start=2&um=1&tbnid=N1hrbVpOwXjGAM:&tbnh=127&tbnw=127&prev=/images%3Fq%3Dpisanje%2Bteksta%26ndsp%3D21%26hl%3Dhr%26sa%3DN%26um%3D1 -
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Grammar Interpretation Tasks
Forcing learners to speak
before they are ready may
interfere with the mental
processes involved inreconstructing their internal
mental grammar.
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thats why you make your students
to:
Read
Listen to sentences
Match the sentences
Shortly, they interpret the
grammar item before
they use it
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Teacher Roles in Language
Awareness Lesson
Be prepared to set an example yourself-that is, dontask learners to do things you wouldnt or wont do
Allow the learners the relative privacy of pair and groupwork before asking them to personalize to the whole
class Allow learner the right to pass if there are things they
dont want to talk about Dont correct the learners language errors without
providing on feedback on what they have said orwritten. Eg, That must have been exciting! By the waywe sayI felt nervous, not Ifell nervous." And always correctwith discretion and sensitivity
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Creative Grammar Practice Lesson
1) Lead-in activities
a) Generally warming everyone up and getting them to work inforeign language
b) Developing awareness of and interests in the topic you aregoing to work with
c) Bringing known words back to mind and teaching new ones(brainstorming)
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2) Presentation of a model text
Shows the written form
of the target structure
Clarifies its meaning, use,
function You can dictate it, read it
on OHP or a handout
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3) Reconstruction of a model text
Process of eliciting from
the students as accurately
as possible the text
presented to them earlier It can be done in spoken
or written form
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Text Creation
Students create the text within the model they havebeen working with.
Supply them with bilingual dictionary.
Written form or orally presented texts (written formallows greater focus on accuracy)
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Lets Try ThisTogether!!!