TDC 1Pedagogical GrammarClass 1

Getting to Know More about Each Other

1. Other towns lived in2. Married: yes/no3. Present job4. School/College/University5. Interests/Hobbies6. Reason for learning English7. Other foreign languages spoken8. Favorite food9. Pet that you hate10. Last foreign country visited – reason11. (My) good points12. (My) bad points13. Main ambition14. TDC – Why?

PETER WATCYN-JONES, Grammar: Games and Activities for Teachers. Penguin Books. Middlesex. 1995.

Course Structure

TDC1 - Pedagogical Grammar (1 semester)

TDC2 - Writing (2 months) and Phonetics and Phonology (2 months)

TDC3 - Principles of Language Learning and Teaching (1 semester)

TDC4 - English Teaching Methodology (3 months) and Educational Technology (1 month)

TDC5 - Special Topics in TEFL (2 months) and Supervised Teaching Practice (STP) (2 months)

TDC 1 – Pedagogical Grammar• Syllabus- An Introduction to Grammar for ELLs- Basic English Grammar: Usage and Terminology- 15 Keys to ELL Grammar- Grammar Questions from ELLs

• Grading Policy- Exams- Quizzes- Written Work- Participation

Moodle

Pre-Tests: Assessing Your ELL Grammar Knowledge

Book: Pages 4 - 9

Discussion Topics

1. The word grammar has two different meanings. What are they?

2. English is also studied by native speakers at school. How does it differ from those who studied it as their second or foreign language?

3. What do you know about the history of the English language?

Discussion Topics

1. The word grammar has two different meanings. What are they?

Grammar

• ... the way we organize the sounds and signs of a language into something meaningful.

• ... the study and description of what is at work when we use language in an organized way.

Discussion Topics

2. English is also studied by native speakers at school. How does it differ from those who studied it as their second or foreign language?

Native Speakers ELLsStructure Communication +

Structure

.

.

Native Speakers X ELLsNative Speakers ELLsStructure Communication +

Structure

Focus on Saying Things Better and Avoiding Common Native Errors

Focus on Words / Idioms and Putting this new Vocabulary Together

.

Native Speakers ELLsStructure Communication +

Structure

Focus on Saying Things Better and Avoiding Common Native Errors

Focus on Words / Idioms and Putting this new Vocabulary Together

No Need for the Reasons Why Something is (In)Correct

Why Something is (In)Correct

Discussion Topics

3. What do you know about the history of the English language?

History of the English Language

• The History of English in Tem Minutes

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.

Direct X Indirect Approach

•Workbook pages 8 and 9

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

Bud Brown – Inductive and Deductive Reasoning

Deductive X Inductive Teaching

DEDUCTIVE• More traditional form of

teaching• The teacher typically

provides information, shares specific examples of the concept or skill being taught, allows the students to practice.

• More teacher-centered model of teaching / Rule driven

INDUCTIVE• Constructivist model of

teaching; based on guided discovery learning philosophy

• The teacher provides examples, the students analyze and figure out the rules themselves.

• More student-centered model of teaching / Experimental

Homework

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”

Moodle Week

2) Teaching Settings• An ELL Grammar Teacher• The Composition Teacher• Judging the Readability of Texts• Teaching a K-12 and Other Non-ELL

Content Classes

3) Common Grammar Errors Made by Native Speakers• Why Grammar Matters• Pre-Test

1) The Role of Students, Setting, and Course• Learners’ Objectives• Course Logistics• Course Location

• Observing the Growth of ELLs’ Language

• Answering ELLs’ Questions• An Inquisitive Teacher• An ELL Teacher