grammarforbeginninglearners-110922011640-phpapp02

7/27/2019 grammarforbeginninglearners-110922011640-phpapp02

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II. Grammar for

beginning learnersBy

Julio Vangel Prez


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2.1 Beginner Syllabus


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Page Title

Copyright 2008 PresentationFx.com | Redistribution Prohibited | Image 2008 Thomas Brian | This text section may be deleted for presentation.

Note 1

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2.2 Principles for teaching

grammar to beginning learners 1. Keep the learning load manageable

There is no such thing as a simple rule inEnglish. Even rules that at first seem

straightforward, such as the use of the

article system in English (when to use

a/an, the or no article at all), turn out to be

quite complex.


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First, we need to simplify, and evenoversimplify, the grammar for learners in

the beginning stages. They will only have

a partial understanding at these stages

anyway. Secondly, we should help them

perceive patterns and regularities that can

be developed over time as learners grow

their grammar


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Consciousness-raising, through theexercises and activities we present to

learners, their awareness of the principles,

regularities and rules of the language is

gradually raised.


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grammar to beginning learners 2. Recycle

Learners do not acquire grammar the firsttime they encounter it. Therefore, in order

to help learners grow their own grammar,

you need to reintroduce key grammar

points at regular intervals. Learners should

encounter the target items in different

communicative contexts.


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For example, different forms of the verb to be are

typically introduced in the context of asking and

giving ones name:

What is your name? What is his name? What are

their names?

Next time, learners might encounter in the contextof asking about nationality:

What is your nationality? What is her nationality?

What are their nationalities?


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From such encounters, learners can begin to make

generalizations. They can begin to break

formulaic language into its various components.

And the can begin to identify relationships

between the form that the language takes andhow to use those forms for communicating.


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grammar to beginning learners 3. Emphasize inductive or deductive

teachingImagine how crazy it would be to begin a grammar lesson

for beginners with this statement:

Right, now, students. Today, Im going to introduce you to

the simple present tense, right? Ok, so I want you to

remember this. When you make declarative statementsin third person singular, you have to put an s on the end

of the verb. OK?


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2.3 Tasks and materials

1. Fill-in-the-blanks

Fill-in-the-blanks exercises are a commonmeans of providing grammar practice,

particularly at beginning and intermediate

levels. They are simple to construct, and

are particularly suited to grammar items

such as articles, prepositions, and verb

paradigm for example, the verb be: am,

is, are).


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2. Cloze procedure

Cloze procedure is a special type of fill-in-the-

blank exercise. In a cloze procedure words are

deleted from a passage at a regular rate;

usually every fifth or seventh word is deleted.

The difference is that with fill-in-the-blank asingle grammar item is usually the focus of the

deletion, while cloze exercises test a range of

grammatical items.


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Cloze procedure exercise.

In the next slide youll look at an example ofa passage from which every fifth word

has been deleted. See if you can identify

the missing items. Which ones are easy?

Which ones are difficult?


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Cloze procedure exercise.

The jungle was full (1) ______ wonders. It was alive (2)

_______ they were in the (3) _______ of it. There was

(4) _____ bird that sounded exactly (5) ______ - that

laughed in human (6) _____. There was an insect (7)

_______ perched on their lips (8) _______ night,breathing their breath. (9) _______ were leaf-cutter

ants whose (10) _______ cut holes in their (11)

______. There was an animal (12) _______ ate that

had the (13) ________ of a rat, the (14) _______ of arabbit, the (15) ________ of a pig. They (16) _______

ate snake, turtle, jungle (17)____, jungle turkey,

armadillo, tapir (18)_____ caiman.

(The Best American Magazine Writing 2002, Junod, 2002)


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2. Cloze procedure

The cloze procedure is an effective tool forrecycling or review practice. Because

words are deleted at a set rate, a range of

grammatical (as well as content) items

are tested.


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Activity

1. One activity/task will be assigned to you from the current topic. (You will be

able to see which one on the next slide).

2. After reading the definition from your task/activity, you will go to the

beginners section and find an activity similar to the one you were assigned

from a book or a study sheet. Please cite your references.3. Finally, you will design from scratch an activity similar to the one you

found and give a brief explanation of the task and the instructions of your

activity to the class.

(Estimated time 30-35min.+Presentations).

4. Please, respect the area and rules of CEMAAI and work in an orderly

manner; keep your voice down, work only with a pen/pencil and a

notebook/paper, turn off your cell phones, leave your things at the lockers.

Once you find your material, come back here, when you are finished with the

material return it exactly the way you found it and to its exact location.


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1. Fill-in-the-blanks

2. Cloze procedure

3. Word scramble (Yolanda/Byanca)

4. Conversation scramble (Fabiola/Juan Enrique5. Sentence cues (Alejandra/Esteban)

6. Error correction (Mariam/Aida)

7. Comprehension questions (Yesenia/Luis)

8. Drills (Jonathan/Ana)9. Surveys (Isabel Carolina/David)

10. Information gaps (Zenia/Carolina)

11. Games (Jessica/Yohana)

12. Grammar Charts (Karla)

13. Dictation/Dictogloss (The Teacher)


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11. Grammar dictation/Dictogloss

This technique can be used at any level; it test, not

only a variety of grammatical knowledge both

integrated and contextualized, but also the four

linguistic skills. It requires authentic

communication in order to work properly.Learners use their grammar and linguistic skills

as they recreate a text.


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11. Grammar dictation/Dictogloss

Wajnyrb (1990) describes four stages in the dictogloss procedures:

1. Preparation: when the learner finds out about the topic of the text

and is prepared for some of the vocabulary.

2. Dictation: when the learner hears the text and takes fragmentary

notes.

3. Reconstruction: in which learners work in small groups, pool their

notes, and reconstruct the text.

4. Analysis and correction: when learners analyze and correct their

texts.

Wajnyrb, R. (1990). Grammar Dictation (p.7). Oxford: Oxford University Press.


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Assignment #5 Mind Maps

Instructions:

You will make 2 mind maps; an early beginner and high beginner

(Level 1 and Level 2) using your syllabus exercise as an example

for this assignment. Do not forget to include: the units, grammar

items, functions, samples and time.

The following points will be evaluated:

Coherence

Content

Sequencing

Usability

Creativity

The deadline for this assignment is Tuesday September 27th

at 9 amONLY via Blackboard

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