1. A Fresh Look at Teaching Grammar David Fay Director, Regional English Language Office [email_address] http://reloandes.com http://lima.usembassy.gov/relo2.html
12. A Fresh Look at Teaching Grammar David Fay Director, Regional English Language Office [email_address] http://reloandes.com http://lima.usembassy.gov/relo2.html
Editor's Notes
Introduce topic and self. Talk briefly about papers hanging up around the room (Tickets!, All gone milk!, have a nice day!, watcha gonna do about it, to be perfectly honest with you, had had had, I is, the David, etc.). (If asked, you might want to say that many of these are lexicogrammatical units.)
Get the group to shout out answers (or work in pairs). Then look at those on the slide. State that we will try to make GRAMMAR more worthy of descriptions in the right-hand column.
Introduce by asking what the boundaries of grammar are. Let teachers guess the column on the right. Point out that most grammar books focus on Morphology and Syntax. These are all nevertheless inter-related. Sound is often determined by its place in a word (syllable stress). Words are determined by the sentence. And sentence structure is determined by the paragraph (passive to ensure the right topic receives importance and links thoughts). Let me give you an example…
Emphasize the fact that much depends on context. Note the last sentence. We very rarely teach this, but it is very common in spoken grammar. Then look at “had had had”, “I is”, and “the David”. Note that rules are often not absolutes, as they depend on the context.
Ask teachers what the problem is in the above? If grammar is out of context, meaning is often lost, which sometimes results in the absurd. This is the result of an over-focus on form.
Give out HANDOUT first – Grammar THROUGH TEXT 1: Pre-teach words associated with dog attacks: stitches, wounds, infected, bloodstains . Then read. 2: Ask Who was attacked? Where? How badly? Who was to blame? How long was she off work? What other losses did she suffer? 3: Discuss difference between (write on board): An unsupervised Alsatian dog attacked her. She was attacked by an unsupervised Alsatian dog. Which was in the text? Why? (connecting ideas, introduce new material later). Elicit structure (be + past participle) 4: Find more examples in text. Decide why. 5: Cover text and try to recreate. 6: Ask about similar situations. TIME PERMITTING: COMMUNITY (COUNSELING) LANGUAGE LEARNING CLL Work with a few expressions in Turkish: Nasilsin? Nerelisin? Adin ne? Find patterns/ explain/ then go to formal
Handout quotes to groups – let them decide how to respond.
Introduce topic and self. Talk briefly about papers hanging up around the room (Tickets!, All gone milk!, have a nice day!, watcha gonna do about it, to be perfectly honest with you, had had had, I is, the David, etc.). (If asked, you might want to say that many of these are lexicogrammatical units.)
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