Teaching Grammar Better
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This document discusses problems with the traditional PPP (Present, Practice, Produce) model of teaching grammar and proposes alternatives. It argues that PPP does not effectively teach students to use English and instead focuses on isolated grammar structures. It suggests teaching grammar through real-world conversations and repeated exposure to common patterns in different contexts. The document advocates exposing students to a variety of grammatical examples and functions based on their level of English proficiency.
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This document discusses teaching English to young learners. It explains that there are different approaches needed for very young learners (under 7 years old), young learners (7-12 years old), and older learners in junior/senior high school. Key factors that influence language learning for children include motivation, a willingness to make mistakes, being good at guessing, and making accurate predictions. The document also discusses principles of child-centered learning and potential issues that can arise if the proper teaching approach is not used, such as not giving children enough space to experiment independently.Ad
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Making The Leap
Making The Leapwalklea
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1. The document discusses making the leap from teaching just grammar to incorporating more lexical items and concepts into language lessons. It argues that grammar is best taught within the context of vocabulary.
2. Some principles for teaching vocabulary over just explanations include using longer examples that provide real-world context, asking students questions about the language, and addressing questions students have about meaning.
3. The document provides examples of how to teach grammar as part of vocabulary, such as showing patterns in conversational phrases and having students practice using new lexical items.E L F And Other Fairy Tales
E L F And Other Fairy Taleswalklea
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This document discusses issues related to teaching English as a lingua franca (ELF) versus teaching English with a focus on native-like proficiency. It notes debates around whether ELF prioritizes simplicity over native-like forms, whether it stifles creativity, and whose version of ELF should serve as the model. It also examines arguments that many interactions are still with native English speakers and that some learners prefer native-like language. The document concludes by emphasizing that native-like does not mean native and that reuseability and comprehensibility are important goals.Localise Global Coursebook
Localise Global Coursebookwalklea
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This document discusses ways to localize global English language coursebooks to make them more relevant for students. It suggests that teachers can localize content by [1] rooting explanations in local culture through examples, [2] personalizing speaking tasks and questions to relate to students' lives, and [3] translating vocabulary and phrases to validate students' local languages. The document also emphasizes the importance of teachers modeling language use and tailoring texts with local-based discussion questions. Localizing coursebooks in these ways can help students see how English relates to their own realities and cultures.What
Whatwalklea
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The document discusses the importance of texts in the classroom, highlighting their role in teaching language, generating discussions, and providing various viewpoints. It emphasizes the use of authentic materials and the necessity for students to engage with texts meaningfully rather than merely focusing on skills. Additionally, it argues that the integration of reading and language is crucial for developing proficient language users.C E F Talk
C E F Talkwalklea
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The document discusses different attitudes towards the Common European Framework (CEF) and whether it requires different materials or teaching methods. It summarizes that the CEF is not prescriptive and does not mandate specific objectives or methods. Instead, it raises questions and focuses on learner needs, characteristics, and goals of being able to communicate in everyday situations. While some may view the CEF with ignorance, paranoia, or annoyance, the document concludes that meeting its goals does not necessarily require different materials or teaching, but teachers should consider learner-centered principles and focus on typical real-world conversations.Towards Better Outcomes By Ian
Towards Better Outcomes By Ianwalklea
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This document discusses understanding how the world learns English. It provides an overview of topics covered in an English language course, including conversations, lectures, news stories, social and professional contexts. It outlines activities for business tasks, socializing, and learning about other cultures. The course aims to have clear links between input materials and learning outcomes. It also aims to be easy for teachers to use, with limited sections and a regular structure. Materials are meant to be quick to prepare and suitable for mixed-level classes, while also motivating students.Better Listening Outcomes
Better Listening Outcomeswalklea
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This document discusses strategies for improving English listening skills. It explains that learners often cannot hear words they don't know, distinguish sounds, or process meaning quickly enough. The document recommends activities to improve listening such as having students predict content from pictures or situations. It also suggests teaching language that learners are likely to hear in context using listening activities and recycling words, chunks, and conversations to help learners recognize and hear language automatically.Once Is Not Enough
Once Is Not Enoughwalklea
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Vocabulary acquisition requires repeated exposure to words over an extended period of time, as well as active engagement with words' meanings and usage. According to the document:
- Learners need to encounter words 6-30 times through comprehensible input before fully acquiring them. A single exposure is not enough.
- Active participation, such as noticing words and using them in personal ways, leads to more effective learning than passive exposure.
- Full acquisition takes place over months or years, not just within a single lesson or unit.
- Teachers should draw attention to vocabulary usage through examples, questions, and exercises to move beyond just defining meanings.Once Is Not Enough 3
Once Is Not Enough 3walklea
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The document discusses effective methods for teaching English, emphasizing the need for repeated exposure and interaction rather than just rote learning. It provides examples of vocabulary and expressions related to the topic of strikes, and suggests various strategies for engaging students, such as quizzes and collaborative activities. The overall goal is to enhance learners' understanding and practical use of English in real-world contexts.Ad
Teaching Grammar Better
- 1. Teaching grammar better! Hugh Dellar The University of Westminster Heinle Cengage
- 2. The tyranny of PPP - Present, Practise, Produce - grammar teaching! I¡¯ve broken my leg!
- 4. PPP is seductive for several reasons: a. It makes you feel in control. b. It limits the questions you get asked. c. It creates a sense of progress. d. It¡¯s tightly structured, but still has space for you to be creative. e. It provides us with a knowledge base.
- 5. And yet - it doesn¡¯t work. At least not as well as we¡¯d like it to! Why? 1. Students learn to talk about English - not talk in English!
- 6. 2. The current system creates grammar fear and grammar dependency! 3. Focusing on structures in isolation distorts the reality of usage. It also means students don¡¯t get to see how conversations develop.
- 7. 4. Once is never enough! 5. The separation of grammar and vocabulary makes life harder for students - and asks much more of them! So how can we move things forward?
- 8. Keep it real! What John lost was the keys! Teach grammar in real-world situations. Don¡¯t over-stretch structures lexically. Keep things true to what you say and hear.
- 9. Conversations - and the way they develop - have to start being given priority over the study of structures in isolation. What¡¯re you doing tonight? Why did you decide to do that, then? Have you been to see a doctor about it?
- 10. What¡¯re you studying? I¡¯m going out with a couple of friends tonight. Crime is getting worse and worse at the moment. I¡¯m doing an extra shift at work tonight to cover for someone. My boss is breathing down my neck about it. They¡¯re denying him access to a lawyer. They certainly are stepping up their campaign. She¡¯s not pulling her weight.
- 11. Form I am You are He / She / It is + -ing We are They are
- 12. Function 1. To talk about an action happening around now, one that has already started but has not yet finished. 2. To talk about an arrangement with other people in the future.
- 13. Students need repeated exposure to the most common grammatical patterns Students need to do different things on different days to the same structures.
- 14. Starting from thinking about how conversations work ensures repeated exposure to grammar. More conversations in class means more recycling and encourages more noticing.
- 15. Don¡¯t teach single words - teach words with the grammar they typically go with. Think about the examples you write up on the board.
- 16. He started out as an office boy and then slowly worked his ¡¡¡ up. Now he¡¯s the managing director! I started out working in private language schools, and got my lucky b¡¡ about ten years ago when I moved to the university.
- 17. My parents are really strict. They never let me . . . And they always make me . . .
- 18. Students need to know different things about different grammar at different levels. Low levels need plenty of grammar-as-lexis. Higher levels need to practise grammaticalising - and to briefly explore more obscure grammar in clear contexts.
- 19. There¡¯s more to life than tenses! Just because I¡¯m single it doesn¡¯t mean I¡¯m desperately lonely! Do you fancy going out somewhere tonight? In all probability, I¡¯ll be there sometime around 9. It was so hot I could hardly breathe!
- 20. Follow us on facebook Hugh Dellar and Andrew Walkley