Grammar in the Can Do Curriculum Rochester Regional March 7, 2015 Bill Heller SUNY Geneseo heller@geneseo.edu thinchalkline@gmail.com Grammar for Communication and Proficiency Activity 1: What are your beliefs about grammar instruction? Respond to the following statements. AGREE DISAGREE 1. Direct instruction in TL grammar is a waste of time. AGREE DISAGREE 2. Grammar instruction should be inductive. AGREE DISAGREE 3. Direct instruction in grammar promotes accuracy in communication. AGREE DISAGREE 4. Grammar instruction should be done entirely in target language. AGREE DISAGREE 5. Grammar is a tool for communication. AGREE DISAGREE 6. Grammatical accuracy is necessary in attaining advanced levels of proficiency. AGREE DISAGREE 7. Grammatical structures can be first introduced as lexical items. AGREE DISAGREE 8. Textbook grammar activities do little to promote communicative proficiency. AGREE DISAGREE 9. An important outcome of L2 study is gaining a greater understanding of the grammar of L1. AGREE DISAGREE 10. Sufficient comprehensible input is sufficient for acquiring grammatical structures. AGREE DISAGREE 11. Grammar is a skill that can be taught, practiced and eventually become automatic. AGREE DISAGREE 12. My own curriculum is driven too much by a sequence of grammar topics. AGREE DISAGREE 13. Giving students corrective feedback is ineffective and inhibits the communication of meaning. AGREE DISAGREE 14. I enjoy teaching grammar, but my students find it boring. AGREE DISAGREE 15. My students can produce the correct forms in isolation, but they make errors on the same forms when producing the language. 2 Grammar and Proficiency Bill Heller, SUNY Geneseo I. The Big Picture A. The Place of Grammar – I.S.P. Nation (2010) – 1. Devote 30% of instructional time to sound system, grammar, vocabulary and discourse. 2. Language-focused learning can: a. Speed up learning b. Help learners overcome barriers to language development c. Positive effect on meaning-focused learning B. Focus on Form - Doughty and Williams (1998) “Notwithstanding the importance of continuous integration of focus on form, I believe there is a role for “grammar instruction” that is separate from communicative activities and yet is integral to the lesson as a whole. For one thing, if there are to be brief and nondisruptive moments of focus on form within communicative events, there needs to be a shorthand that will permit the teacher to communicate concerns about formal aspects of the language in ways that are clear and informative.” (Patsy Lightbown, 1998, in Doughty and Williams, pp 194) C. John Demado quotes. “We are expecting students to deliver in L2, what they are patently unable to deliver in L1” (18) “Grammar does not render communication. Grammar renders communication accurate.” (24) “Accuracy is a destination, not a point of departure.” (26) D. Modern Languages for Communication “Rather than teaching students vocabulary words or grammatical structures in isolation, teachers are urged to help students regard and use the modern language as a tool that will enable them to acomplish a specific communicative purpose (function) in a particular form and setting (situation) about a particular subject (topic). The focus is always on what the students can do with the language and how well they can do it (proficiency).” (p. 3) E. ACTFL Proficiency Guidelines 1. Novices – Memorized expressions. Responding. Word level discourse 2. Intermediate – Create with language. Ask and answer questions. Sentence discourse. 3. Advanced – Control of time frames. Handle complications. Paragraph discourse. 4. CASLS Study – 2010 Download Question #4 @ https://casls.uoregon.edu/pages/research/tenquestions.php F. NCSSFL-ACTFL Can-Do Statements Download free at: http://www.actfl.org/publications/guidelines-and-manuals/ncssflactfl-can-do-statements 3 G. New York Writing Rubrics 1. Checkpoint A: Subject/verb agreement, Noun/adjective agreement, Correct word order, Spelling. 2. Checkpoint B: Subject/verb agreement, Present, past, future ideas, Noun/adjective agreement Correct word order, Spelling and diacritical marks. II. Some Ideas About Grammar Instruction B. Guiding Principles 1. Monitor use of class time devoted to grammar topics. 2. Keep accuracy as part of the mix, but in perspective when grading performance tasks. 3. Devote sufficient time to input in addition to output. 4. Proficiency is a goal for all, but don’t sacrifice future proficiency by failing to provide a solid foundation. 5. Include “Accuracy” as a dimension on presentational and interpersonal rubrics. 6. Learning an L2 is different from how we learned L1. Use that to benefit students by making connections and comparisons. 7. Design and scaffold Interpersonal and Presentational tasks to promote student success. 8. When the horse has died, dismount. C. Instructional Implications 1. Memorized lexical items to pre-introduce. 2. “Best shot” lessons” 3. Teach some structures as vocabularly instead of as grammar. (Demontrative adjectives) 4. Reinforce general patterns and high frequency irregular forms. De-emphaize exceptions. 5. Wait for a teachable moment. (por/para; conocer/saber) 6. Teach phrases instead of isolated words. (por/para) 7. Keep in mind expectations of current proficiency level and scaffold for the next level. 8. Use “advanced” structures that you haven’t yet taught naturally and in context. 9. Use simple vocabulary when introducing new structures. 10. Repeat high frequency verbs with each new structure introduced. (Master verb list) 11. If th topic is important, it should naturally recurr in subsequent units. 12. Don’t “force it” – teach key patterns well and back reference to them. (Ex. –go vebs, (stem changes, etc.) 13. Make sure to connect mnemonics to meaning! 14. Consider eliminating or delaying some lower frequency structures (present progressive) – teach for recognition in interpretive tasks, not necessarily for production. 15. Flipped Classroom: a. Increase use of TL in class while offering supports and scaffolding in L1. b. Students view videos or PowerPoint with study guide at home. c. Check comprehension to begin class. Differentiate activities based on results. 4 16. Avoid creating problems with (bad) oversimplifications. (Ex. use of estar, subject pronouns) III. An Inductive Approach to Grammar A. Criteria for Effective Inductive Lessons (Based on Donato and Adair-Houck. 1. A clear and interesting context 2. A purpose for the grammar in communication 3. Shows the grammar pattern clearly, frequently and naturally in context 4. Keeps meaning and communication in focus (not just the form) 5. Lesson moves from comprehension to production 6. Requires learner to communicate using the new grammar structure B. Structured Input – Lee and VanPatten (1995) 1. Binary Operations (Like/Dislike; Yes/No) 2. Matching 3. Sentence completions (with structures given – students fill in vocabulary) 4. Multiple Choice Alternatives 5. Surveys 6. Ranking and Ordering IV. Instructional Activities A. Uno, Dos, Tres B. Surveys C. Index card mixers D. Whiteboard Activities E. Websites like Conjuguemos or Study Spanish for drill and practice out of class work, sub days, or “half-the-class-is-missing” days. F. Use skits to provide context. (El ángel y el diablo) (Imperfect Story) G. TPR to teach commands, verbs, prepositions of place H. Think-Draw-Speak I. Adapt textbook activities to connect meaning to structures J. Framed Paragraph (mini-books) K. “La mentira” – “The Lie” L. Bell Ringers and “Scrolls” J. “Frases malas” K. Signature Searches L. Timelines (preterite) M. Advice Columns & Editorials N. Manipulative cards ( verbs like gustar, direct object pronouns, double object pronouns) O. Scaffold with color-coded reference sheets P. Menus 5 V. Summary 1. Know the Can Do proficiency tasks appropriate to the level you are teaching. 2. Select high the frequency structures and patterns necessary to carry out those communicative tasks. 3. Teach high frequency structures and patterns directly in multiple ways and modalities. 4. Repeat those structures in subsequent units with new topics as new structures are added. Reference back to show previously taught patterns. VI. Contexts for Grammar Instruction A. The Present Narrations of every day and customary activities. Pen pal letters or introduction B. Commands Advice letters The Angel and the Devil Advertisements Recipes Giving Directions to a lost tourist C. The Past Timelines of events D. The Imperfect Narrations of childhood experiences. Geneation Gap Interviews with elders contrasting life in the “old days” E. Past/Imp Past tense narrations News Stories Culturally authentic Folktales Sequence story events (pair or group activity) F. Perfect Have you ever…..? G. The Future Making predictions - 5 /10/20/100 years in the future. H. Dir. Obj. Pron. Shopping for gifts. Packing a suitcase (Travel) or a backpack (Leisure) I. Indir. Obj. Pron. Giving gifts. Telling secrets. J. Subjunctive Expressing opinions about current events. Hypotheticals with If clauses + conditional VII Opportunities for Grammar Instruction A. Grammar and the Topics 1. Shopping – Direct Objects 2. Travel – Preterite / Imperfect 3. Leisure Time – Preterite (Completed Past) 4. Health and Welfare – Polite Commands 5. House and Home – Familiar Commands 6. Current Events – Present and Past subjunctive 7. Personal Identification – Present Tense, Present Perfect 8. Earning a Living – Future 9. Family – Indirect Objects – Double Objects (Give and Tell) 10. Physical Environment – Present Subjunctive 6 11. 12. 13. 14. Meal Taking – Commands (Recipies); Community Neighborhood – Polite Commands Education – Infinitive constructions Services – Passive Voice VIII. Suggested Grammar Syllabus A. Checkpoint A 1. High-frequency present tense verbs 2. Gender and number of nouns and adjectives 3. Subject/Verb and Noun/Adjective Agreement 4. Question formation 5. Sound / symbol relationships Optional: 6. Reflexive Verbs 7. Familiar Commands D. Level IV 1. Review Level III structures in new topics 2. Preterite/Imperfect 3. Present Subjunctive 4. Past and Future Perfect 5. Conditional 6. Double Object Pronouns Optional Topics 7. Progressive Tenses E. 1. Level V Review Level IV structures in new topics 2. Reintroduce present subjunctive 3. Past Subjunctive 4. Compound tenses 5. If clauses with conditional 6. Progressive tenses and Gerunds 7. Passive Voice Optional Topics 8. Compound tenses in subjunctive B 1. Level II Review Checkpoint A Structures in new topics 2. Reflexive verbs 3. Familiar Commands 4. Preterite 5. Imperfect 6. Direct Object pronouns Optional: 7. Polite Commands 8. Future Tense C. 1. Level III Review Level II structures in new topics 2. Preterite / Imperfect 3. Polite Commands 4. Present perfect 5. Future 6. Indirect Object Pronouns Optional 7. Conditional 8. Double Object Pronouns 7 References: Demado, John. (1993). From Mastery to Proficiency: Shifting the Paradigm. Sisyphus Press Doughty, Catherine and Jessica Williams. (1998). Focus on Form in Classroom Second Language Acquisition. Cambridge University Press. Larsen-Freeman, Diane. (2003). Teaching Language: From Grammar to Grammaring. Heinle Lee, James F. and Bill VanPatten. (1995). Making Communicative Language Teaching Happen. McGraw Hill, ISBN 0-07-037693-X Lightbown, Pasty and Nina Spada (2013). How Languages are Learned, Fourth Edition. Oxford Nation, I.S.P., (2011) Language Curriculum Design. Oxford Shrum, Judith L. and Eileen Glisan. (2005). Teacher’s Handbook: Contextualized Language Learning, Third Edition. Heinle and Heinle Chapter 7 ISBN 1-4130-046-8 Highly recommended for inclusion in your professional library. 8 Structured Input Activity – Level II I. Contesta las siguientes preguntas. 1. ¿Te gusta jugar al fútbol? Me encanta. 2, ¿Te gustan las papas fritas? 3. No me gusta. Me choca. Me encantan. Me gustan. No me gustan. Me chocan. ¿Te gusta mirar la television ? Me encanta. No me gusta. Me choca. 4. ¿Te gustan los exámenes? Me encantan. Me gustan. No me gustan. Me chocan. 5. ¿Te gusta la tarea? Me encanta. No me gusta. Me choca. 6. ¿Te gustan las fiestas? Me encantan. Me gustan. No me gustan. Me chocan. 7. ¿Te gusta jugar videojuegos? Me encanta. Me gusta. No me gusta. Me choca. 8. ¿Te gusta correr? Me encanta. Me gusta. No me gusta. Me choca. 9. ¿Te gusta leer? Me encanta. Me gusta. No me gusta. Me choca. 10. ¿Te gustan las verduras? Me encantan. Me gustan. No me gustan. Me chocan. 11. ¿Te gustan los bailes? Me encantan. Me gustan. No me gustan. Me chocan. 12. ¿Te gusta comer en la cafetería? Me encanta. No me gusta. Me choca. 13. ¿Te gustan las películas de horror? Me encantan. Me gustan. No me gustan. Me chocan. 14. ¿Te gustan los perros? Me encantan. Me gustan. No me gustan. Me chocan. 15. ¿Te gustan los gatos? Me encantan. Me gustan. No me gustan. Me chocan. 16. ¿Te gusta la música «rap»? Me encanta. Me gusta. No me gusta. Me choca. 17, ¿Te gusta ir de compras? Me encanta. Me gusta. No me gusta. Me choca. 18. ¿Te gusta andar en patineta? Me encanta. Me gusta. No me gusta. Me choca. 19. ¿Te gustan los regalos? Me encantan. Me gustan. No me gustan. Me chocan. 20. ¿Te gusta hablar por teléfono? Me encanta. No me gusta. Me choca. II. You will be assigned one question. Ask other classmates your question. Keep track of their answers in the chart below. Question Me encanta(n) Me gusta(n) Me gusta. Me gusta. Me gusta. Me gusta. Me gusta. No me gusta(n) 9 Me choca(n) Structured Input – Level II ¿Qué hiciste ? Indica las actividades que tú hiciste. ayer la semana pasada el verano pasado 1. Nadé en la piscina. _________ _________ _________ 2. Salí con amigos. _________ _________ _________ 3. Fui de compras. _________ _________ _________ 4. Estudié. _________ _________ _________ 5. Jugué al baloncesto. _________ _________ _________ 6. Jugué a los videojuegos. _________ _________ _________ 7. Hablé por teléfono. _________ _________ _________ 8. Miré la televisión. _________ _________ _________ 9. Cociné. _________ _________ _________ 10. Recibí un regalo. _________ _________ _________ 11. Asistí a una fiesta. _________ _________ _________ 12. Comí en un restaurante. _________ _________ _________ 13. Bebí un refresco. _________ _________ _________ 14. Hice mi tarea. _________ _________ _________ 15. Escribí una carta por correo electrónico. _________ _________ _________ 16. Toqué un instrumento. _________ _________ _________ 17. Vi una película. _________ _________ _________ 18. Trabajé. _________ _________ _________ 19. Ayudé en casa. _________ _________ _________ 20. Cuidé a los niños. _________ _________ _________ 21. Leí un libro. _________ _________ _________ 22. Hice un viaje. _________ _________ _________ 23. Dormí hasta tarde. _________ _________ _________ 24. Conocí a un nuevo amigo. _________ _________ _________ 25. Lavé la ropa. _________ _________ _________ 10 Structured Input/Output Signature Search Pregúntales a tus compañeros de clase preguntas sobre sus quehaceres en casa.. Modelo: Tú Tu compañero: Tú: Tu compañero: Tú: ¿Necesitas hacer la cama? ¿Tienes que pasar la aspiradora? No, no tengo que pasar la aspiradora. ¿Debes sacar la basura? Sí, debo sacar la basura. Firma aquí, por favor. Necesitas barrer el piso en tu cocina? ¿Tienes que poner la mesa todos los días? ¿Debes sacudir el polvo de los muebles? ¿Tienes que cortar el ¿Quieres ir de compras césped? el sábado? ¿Debes lavar los platos? ¿Tienes que limpiar el baño? ¿Necesitas regar las plantas? ¿Debes sacar la basura? ¿Tienes que arreglar tu dormitorio? ¿Tienes que pasar la aspiradora? 11 Example of Framed Paragraph Nombre __________________________________________ Hora __________ Fecha Español III Mini-libro ___________________________ Instrucciones: Escribe una narrativa original en primera persona. Usa el pretérito y el imperfecto. Érase una vez (yo) ___________________________________________________. Tenía ___________ años. Era(n) la(s) ________________________________________ . Vivía en ________________. Hacía ___________________ y ________________________. (No) había ____________________________________ . Quería _____________________ pero no podía porque ________________________________________________________. De repente, tuve una idea. Primero, ________________________________________. Entonces, __________________________________________________________________. Después ___________________________________________________________________. Por fin, _____________________________________________________________. Estaba ___________________ por que ______________________________________. Tenía que ________________________ por ___________________ para ______________________________________. Da tu cuento un título: _____________________________________________ 12 Introduction to the Imperfect Cuando era niño, vivía en Niagara Falls. Vivía en una calle muy corta. En la calle había tres casas. En la casa de la derecha, vivía la familia –ABA. Papá -ABA nunca estaba porque Papá –ABA trabajaba. Papá –ABA siempre estaba porque Mamá –ABA en casa cocinaba. [Q & A] Al otro lado vivía la familia –ÍA. Mamá –ÍA era muy inteligente porque , Mamá –ÍA mucho leía. También, a veces, ella escribía. No sabía qué hacía Papá –ÍA. Durante el día, Papá –ÍA salía. Y por la noche, Papá –ÍA dormía. [Q & A] [Repeat story.] Nombre ________________________________________ Hora _____________ Dictado – Cap. 7 Cuando _____________________ niño, _____________________ en Niagara Falls. _____________________ en una calle muy corta. En la calle _____________________ tres casas. En la casa de la derecha, _____________________ la familia –ABA. Papá -ABA nunca _____________________ porque Papá –ABA _____________________. Mamá –ABA siempre _____________________ porque Mamá –ABA en casa _____________________. Al otro lado _____________________ la familia –ÍA. Mamá –ÍA _____________________ muy inteligente porque , Mamá –ÍA mucho _____________________. También, a veces, ella 13 _____________________. No _____________________ qué _____________________ Papá –ÍA. Durante el día, Papá –ÍA _____________________. Y por la noche, Papá –ÍA _____________________. 14