TEL 1202 English Grammar for Communication Insert the Subtitle of Your Presentation http://www.free-powerpoint-templates-design.com Agenda 01 02 03 Listening + Speaking • listening+ common errors • Discussing and debating Writing and reading • Writing Tasks • Reading Tasks Projects • Teach English grammar with…. • Essay day By teaching grammar we not only give our students the means to express themselves, but we also fulfil their expectations of what learning a foreign language involves. Fortunately, nowadays with the emphasis on a communicative approach and a wealth of stimulating resources, teaching grammar does not necessarily mean endless conjugation of verbs or grammar translation. The teacher presents the target language and then gives students the opportunity to practise it through very controlled activities. Professor Myhill (2014) explains that ‘ the key to effective use of grammar is to open children’s eyes to the infinite repertoire of choices which are available to them as writers. Used in this way, grammar helps children understand how language works and how to express themselves with greater craft and creativity’ Grammar should be taught within English lessons and support the children’s learning of a specific text-type. The Exeter research (Lines et al, 2014) provides a number of practical approaches for teaching grammar effectively: 1. Use authentic examples from authentic texts: We need to plan in rich reading experiences linked to specific language goals. Exposing our pupils to high-quality reading will increase their vocabulary and provide opportunities for discussion around authorial choices. ( When will do it in the reading comprehension class- answering the questions) 2. Use grammatical terms but explain them through examples: A child may be able to identify a noun and verb in a sentence, but do they understand the importance of a verb within a sentence? Do they understand the order of a noun and a verb? Do they understand how selecting different verbs will impact the meaning and possibly the intent of the sentence? How to make them use transitions and adjectives to make the interesting writing? (We will do it today.) 3. Encourage language play, experimentation and risk taking: For children to have the confidence to ‘play’ with language, they must be exposed to a wide bank of vocabulary to choose from. We need to build up their knowledge of vocabulary and develop a ‘word consciousness’ where they are excited and curious about language. (When we were doing debate, do you think how many words I learnt why we were playing?”) “I learnt that caffeine can lead to a deadly addiction of energy drinks.” (credit: Emily) “I love my red bull!” (credit: Jo) When introducing a new grammatical term, providing opportunities for children to investigate and explore words and punctuation together can be powerful. Exploring ideas, patterns and discovering rules together can be a much more effective way of learning. This way they are able to make links to wider knowledge and experiences to their learning. 4. Encourage high-quality discussion about language and effects: Understanding grammar is more than learning the names of certain punctuation, sentence structures or word classes by rote. Making considered choices ensures that our writing reflects our intentions. This can only be done properly if we fully understand the purpose of the structures and concepts. (When we create questions for our reading passages according to Bloom’s Taxonomy.) 5. Support children to design their writing by making deliberate language choices: Once children have some experience in exploring texts similar to what they are creating, discussed language and authorial choices, it is important that we use these techniques and features within our modelled writing, showing children how to apply such techniques to their own writing. Then support them to plan and prepare the grammar and language they will use. (When we are writing the graph.) 6. Use model patterns for children to imitate: When introducing a new grammatical term or feature, having a structure to the lesson will support the children’s understanding and ability to then apply this in their own writing. (We will be learning it tomorrow.) Grab the first (safe) thing around you, make a sentence of that word. Don’t repeat your friends, so listen carefully. The teacher begins by giving the opening line. Each student adds another line to the story. The rules are that the next line has to make sense. It can be silly or outrageous but should make sense. I have to do homework today but I don’t have a pen. ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Narrative Paragraph Descriptive Paragraph Graph ‘Pass the Story’ How to Play: 1. Everyone thinks of one favorite word and write it at your Zoom name ex. Puipui sita “tiger”, it can be any part of speech: noun, verb, adjective, adverb and so on…. 2.The first person starts by speaking those magical words, “Once upon a time… including one sentence consisted of the word you choose” Then the second person continuities telling story with one sentence. Each student adds another line to the story. The rules are that the next line has to make sense. It can be silly or outrageous but should make sense. The last person has to end the story. (however, telling story should be according to the graph.) I need about 15-20 person. (I’ll call your number) 3. During story telling, the teacher asks students taking note what each person says (don’t have to correct English structure.) Once upon a time, there was a sad tiger named “Jack” …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………….............................................................................................................................................. .......................................................................................................................................................................... …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………….............................................................................................................................................. .......................................................................................................................................................................... .......................................................................................................................................................................... ....................................................... 4. Go to your group and do as follows: 4.1 Read the story one again and correct the errors (grammar), please indicate why they are wrong. 4.2 Put the proper transition into the story (highlight them) 4.3 Make the Summary of that story but there should be only 3 sentences. 4.4 Give me the cool title of the story. 4.5 Give me the moral of the story ex. Better late than never, Make hay while the sun shines….. 4.6 If you want the change the end of the story, what will it be? **Normally if you want to do this activity with the kids, you can ask them to draw pictures and put new words or sentences under the pictures. As a teacher 1. What did you learn with that activity? 2. What are you going to do with Thai students who can’t make the sentence? 3. Do you have any ways to correct their errors in front of the class? Please share. 4. Do you have any idea to let the students learn the mistakes by themselves? 5. Do you have any activities (related to stories telling) to use in class, please share. Section Break Insert the Subtitle of Your Presentation Descriptive Paragraph - Write one descriptive writing paragraph as an example. (150 words) - Send me to my email, puipuisita@gmail.com - I will choose 5 -10 I like without telling their names. Working with Body Paragraphs This is a good start, but it is kind of bare, almost like a skeleton. It needs what writers call “fleshing out”, which means adding even more details! One way to get ideas on how to add details is to ask why, how, when, what, and who questions. For example, with the detail, “There are a lot of trees and shade”, we could ask, “How does this benefit us?”, “Why is this important to the reader?”, or “What does this offer to society”? We could follow, “There are a lot of trees and shade”, with a non-identifying (otherwise known as non-restrictive, or nonessential) adjective clause, which you study in level 4. So, in other words we could add, “which provide a cool and relaxing place to rest after a hard day’s work.” Now the sentence looks like this, ““There are a lot of trees and shade, which provide a cool and relaxing place to rest after a hard day’s work.” In group, correct the grammar (if any) of the works. Each group will have two works. Explain why they are wrong. (Show only the wrong sentences to class and highlight the errors) Pick one and add more details as much as you can including transition words. Make it 200 words , please highlight the part you add. Normally, onsite I will ask my students to draw the pictures. See if you can do that. You have 30 minutes to finish the task. Rewrite the paragraph and find the picture First of all, the park has many beautiful things to offer. There are a lot of trees and shade, which provide a cool and relaxing place to rest after a hard day’s work. Also, the gardeners do a good job of keeping up the flowers and lawns. My wife and I often walk by the flower beds to get ideas for what we would like to grow on our balcony. Most importantly, the mountains in the background add to the peaceful feeling. This helps me to distance myself from my problems and to see them from a different perspective. **You can do this with kids anyway here are the topics! • • • • • a room a dream place your dream house A park a view out of a (your bedroom) window Support children to design their writing by making deliberate language choices: Once children have some experience in exploring texts similar to what they are creating, discussed language and authorial choices, it is important that we use these techniques and features within our modelled writing, showing children how to apply such techniques to their own writing. Then support them to plan and prepare the grammar and language they will use. (When we are writing the graph.) Vocabulary of graphs/chart • • • • • • • line graph (algorithmic, line arcurve, line) bar chart flip chart diagram pie chart (segment, slice of thepie) flow chart organization chart Graph types Read this bar graph 28 29 30 the Academic test requires you to write a summary of at least 150 words in response to a particular graph (bar, line or pie graph), table, chart, or process (how something works, how something is done). It is suggested that about 20 minutes is spent on this task. 31 32 example 33 34 35 https://www.pinterest.com/pin/735071970418897401/ 36 example 37 38 Last Assignment 39 Tip for Kindergarten teachers 40 If you don't have time to read, you don't have the time (or the tools) to write. Simple as that. ― Stephen King THANK YOU Insert the Subtitle of Your Presentation Project 2 animals research and report • Kids mash creatures together to create a new animal! After they create (draw or Photoshop) their creature, have them name it and describe its special characteristics. Where does the creature live? Have kids describe its habitat. What does it eat? What eats it?! How is it adapted to its environment? What is the sound of it?** **If you do with small kids, you shall use this. 46 Hard work begins Details Reading Adopting the Common European Framework (CEFR) in Thailand The Thai Ministry of Education has set the following English language proficiency targets for students in Thailand. By the end of Prathom 6 (Grade 6) students should have reached A1 proficiency By the end of Mathayom 3 (Grade 9) students should have reached A2 proficiency By the end of Mathayom 6 (Grade 12) students should have reached B1 proficiency https://maxwellsnotes.files.wordpress.com/2015/04/cefr-guidelines.jpg Reading PhD. B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. B1 Master degree Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. Reading 1 • Cameras show who let the dogs out 1. How old is Red?_____________________________ 2. what is Red’s breeding ?_____________________________________________ 3. How did Red unlock his kennel? _______________________________________ 4. According to BBC News Online how many dogs Red had ever released in one night? ___________ 5. Where didn’t they have CCTV cameras? _____________________________ 6. Is Red male or female?___________________________ 7. How is Red like? __________________________________________________________________________________ __________________________________________________________________________________ 8. What does the mean “inquisitive” mean? (synonym) _____________________________________ 9. What is the other word for “dog”? _____________________________________________________ 10. If you were the staff at Battersea Dogs Home, what would you do with Red when you found the mess? __________________________________________________________________________________ __________________________________________________________________________________ 11. What do you think it will happen to “Red” later on? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 12 What should be the best topic for this story? ____________________________________________ Reading 2 • Well Dressing 1. What is well dressing? _____________________________ 2. When did it begin? _________________________________ 3. Where does it take place? _____________________________ 4. Why was it re-introduced in Tissington ___________________________________ 5. Can you describe how to do a well dressed? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ___________________________ 6. Do people still do a well-dressed nowadays? _______________ 7. If yes when can they find ___________________. Can you paraphrase “The early Christians were not happy with the custom of dressing wells – they considered it water worship and promptly put an end to it! But the tradition refused to die.” In more academic way? _______________________________________________________________________________ _______________________________________________________________________________ ___________________________________________ 8. Do you believe in this ancient custom? Why/Why not? _____________________________________________________________________________ 9. Can you explain about the ancient custom in your countries? _____________________________________________________________________________ Reading 3 - Living with Diabetes 1. How did Maria feel about having diabetes? __________________________________ 2. What does she do to maintain her health? __________________________________________ 3. According to the passage what are the symptoms of diabetes? ___________________________________________________ 4. Do you, or someone you know, have diabetes? Who is he/she? What are his/her symptoms? _____________________________________________ 5. What does a person with diabetes do to maintain his or her health? _____________________________________________________________________________ 6. Why Dominga (Minnie) Diaz said that “she’s not disciplined” ______________________________________________________________________________ 7. Can you summarize the passage in 4 sentences __________________________________________________________________________________________ __________________________________________________________________________________________ 8. Can You Prevent Diabetes With Diet and Exercise in your opinion? __________________________________________________________________________________________ __________________________________________________________________________________________ Test Blueprint Foreign Language Department Subject.....................................................................Grade .......... Semester........ Year...................... Questions 1. What is Red’s breeding? Remember understand P apply analyze create evaluate Assignment 1. Read the passage according to your group number ( group1: passage 1) 2. Create questions according to Bloom’s taxonomy and please use the test blueprint form. 2 for remembering, 2 understanding, 1 applying, 1 analyzing, 1 evaluating, and 1 creating. 1. Study “English structure” in the text you read and learn about that structure. Group1: Study “If Clause” and find the sentence with if clause in the passage. Group 2: Study “Passive voiced” and find the sentence with “Passive voiced” in the passage. Group 3: Study “Coordinating Conjunctions” and find the sentence with “Coordinating Conjunctions” in the passage. Group 4: Study “Present simple tense” and find the sentence with “Present simple tense” in the passage. Group 5: Study “Phrasal verb” and find the sentence with “phrasal verb” in the passage. Group 6: Study “Present Continuous Tense ” and find the sentence with “Present Continuous Tense ” in the passage. Then make PowerPoint slides to explain English structure for the students with examples. (Choose your students’ level.) 4. Find two sentences that you would like to paraphrase and paraphrase them. (A restatement of a text in different words, often to clarify meaning.) 5. Summarize it in 3 sentences. **the passages you are studying, are in Level C1-C2 as most of you guys are native speakers. That’ the end of today class!
