Upload
buiduong
View
229
Download
0
Embed Size (px)
Citation preview
Integrating Technology in Grammar Instruction to Enhance Teaching and Learning
Education 548: Special Topics ESL University of San Diego Oct. 15, 2012 Kristi Reyes
Specifics
• http://mccesltech.wikispaces.com/
• USD – ESL Special Topics
Premises about Grammar Instruction
• Effective grammar instruction • (meaningful) input activities
• consciousness-raising tasks
• a focus on communication and meaning without ignoring form or accuracy
• Meaning – Use – Form (Celce-Murcia, M., 1992)
• Students need instruction on form – if not, accuracy may suffer; need and want feedback on accuracy – but do it discreetly/not to break communication or to raise affective filter
Premises about Grammar Instruction • For students to retain and transfer the
grammar they are learning to contexts outside the classroom, grammar knowledge alone is not sufficient
• Students need opportunities for output production
• What is output production? How can it be included in lesson planning?
Premises about Grammar Instruction
Premises about Grammar Instruction • When the rules are not clear-cut (many
exceptions), detailed instruction with explicit feedback on errors is not helpful (Carroll & Swain, 1993)
• “Garden-path strategy” (Tomaselli & Herron, 1988,89) – don’t need to explain every instance and exception
• Drills – “old-fashioned” but they do facilitate automatization
For extra reading…
• Sept. 18, 2012 opinion piece:
• “Time to stop avoiding grammar rules: The evidence is now in: the explicit teaching of grammar rules leads to better learning”
• Explicit teaching of grammar rules leads to better learning and to unconscious knowledge, and this knowledge lasts over time
What is the best way to teach grammar, if rules are important? • Inductive
• provide many examples, students induce the rule
OR
• Deductive
• give the rule and students apply to examples
• Answer: It depends…
• Eclectic approach – know your students’ preferences, abilities, level and stretch them
Golden Rule: Good Lesson Planning • Backwards design – first consider what you want
students to be able to do with the grammar structure and then scaffold the lesson to get students to that point
• Strive for 5-step lesson plan
1. Warm up/Review
2. Presentation
3. Practice (guided and communicative)
4. Evaluation
5. Application
Premises about Integrating Technology • Technology is just a tool; integrate in a sound manner rather
than just for the sake of using technology.
• TPACK = Technological Pedagogical Content Knowledge. Content (CK), Pedagogy (PK), and Technology (TK)
For extra reading…
• “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge,” by Punya Mishra & Matthew J. Koehler, Michigan State University, in Teachers College Record, Vol. 8, #6, June 2006, pp. 1017-1054
• See http://mkoehler.educ.msu.edu/tpack/what-is-tpack/
• See College of William & Mary School of Education TPACK resources: curriculum-based learning activity types ('LATs'), teaching strategies, and performance assessments http://activitytypes.wmwikis.net/
• TPACK in 3 Minutes video on Youtube
Technology Tools
• What technology do / would you use to teach grammar to ESL / ELL students?
• What technology do you/ would you have students use to learn, practice, or demonstrate their acquisition / learning?
Slideshows / Images for all stages of a lesson plan
• Verb Tenses
• Parts of Speech
• Rules and Note-taking
Past Tense and Past
Continuous Verbs
(Warm-up / Review) Kristi Reyes
MiraCosta College
Practice:
Do you have a good memory?
Are you a good witness?
• Directions: Look at the following picture
for one minute. Try to remember as many
details as you can, but don’t write
anything.
Only one minute…
• Ready, go ….
One minute…
What do you remember?
1. How many people were there?
2. Where were the people?
3. What was hanging from the ceiling?
4. What was the bank robber holding?
5. What was the bank robber wearing?
6. What color was his hair?
7. What was covering the bank robber’s face?
8. Was the bank robber right-handed or left-handed?
9. What was the bank manager doing?
10. What was the bank teller doing?
11. Who was walking into the bank?
12. What time was it?
13. What was under the bank manager’s desk?
Present Continuous Tense
(Review and Practice)
Kristi Reyes
Present Continuous Verb Tense
• Use to talk about actions that are
happening right now
I am working. He is carrying the boxes.
They are talking. We are writing.
• Use to talk about something that is
happening these days, but not
necessarily right now
She is studying at USD.
Practice with a partner
• Look at the pictures the instructor shows
you and tell what is happening in each
picture
• Use the following form when you speak:
Subject + to be + verb+ing
Examples:
She is sleeping.
They are eating.
Example
Partner A
Partner B
Partner A
Partner B
Partner A
Partner B
Partner A
Partner B
Partner A
Partner B
Partner A
Partner B
Present Continuous Verb Tense
Ask and answer these questions with a
partner:
• What are you doing right now, at this very
moment?
• What is your boyfriend, girlfriend, husband, wife,
friend doing?
• What are your classmates doing?
• What are your parents doing?
• What is the teacher doing?
• What is something new you are doing these
days?
To Form Present Continuous
Subject + to be + verb+ing
Negatives and Questions in the Present Continuous Tense
Statement Yes/no
question Wh- question
I am eating. Am I eating? What am I eating?
You are crying. Are you crying? Why are you crying?
He is going. Is he going? Where is he going?
She is arriving. Is she arriving? When is she arriving?
It is sleeping. Is it sleeping? Why is it sleeping?
We are leaving. Are we leaving? When are we leaving?
They are arguing. Are they arguing? Why are they arguing?
Negative
I am not eating.
You are not crying.
He is not going.
She is not arriving.
It is not sleeping.
We are not leaving.
They are not arguing.
Spelling Rules for –ing verbs (present participles)
1. get
run
plan
2. come
replace
introduce
3. die
tie
Rule 1:
One-syllable verb with a
consonant + vowel +
consonant as final three
letters, double the final
consonant + ing.
Rule 2:
Verb has a final silent
e, -e + ing
Rule 3:
Verb ends in ie,
change ie to y + ing
Spelling Rules for –ing verbs (present participles)
4. begin listen
admit offer
Rule #5:
Two syllable verb with final
consonant + vowel + consonant
and the last syllable is stressed,
double final consonant + ing
When in doubt, consult a
dictionary!!
Last Spelling Tip
sew
fix
enjoy
Never double w, x, y!
Grammar Practice:
Participial Adjectives
-ing v. –ed adjectives
(Presentation and Practice) By Kristi Reyes
MiraCosta College
What are adjectives?
• Words that describe nouns and pronouns
• What are nouns?
• P
• P
• T
• C
• L
Many verbs of emotion
have –ing and –ed adjective forms
• What are some verbs of emotion?
Sample verbs of emotion:
amuse irritate comfort fascinate puzzle satisfy
annoy surprise depress bewilder excite frustrate
bother bore tire interest aggravate amaze
captivate confuse shock intrigue disappoint exhaust
These verbs can be changed to
adjectives by changing the spelling
• Amaze (verb: You amaze me!)
Amazing (adjective: These students are amazing!)
Amazed (adjective: I am amazed by the students in this class!)
• Interest (verb: Computers interest her.)
Interesting (adjective: Computers are interesting for her).
Interested (adjective: She is interested in computers)
Practice …
surprise
Was the girl surprising or
surprised?
surprised
Was the party surprising or
surprised?
surprising
exhaust
Was the man exhausting or
exhausted?
Exhausted
Was the marathon exhausting or
exhausted?
exhausting
bore
Was the man boring or bored?
Boring
Was the audience boring or
bored?
bored
irritate
Is a back seat driver irritating or
irritated?
Irritating
Is the driver irritating or irritated?
irritated
satisfy
How does the girl feel? Satisfying or
satisfied?
Satisfied
How is the food? Satisfying or
satisfied?
satisfying
frustrate
Is the man frustrating or frustrated?
Frustrated
Are computers frustrating or
frustrated?
frustrating
shock
Is the woman shocked or
shocking?
Shocked
Is the news shocked or shocking?
shocking
embarrass
Is being scolded embarrassing or
embarrassed?
Embarrassing
How does the boy feel?
Embarrassing or embarrassed?
embarrassed
interest
The class is interesting or
interested?
Interesting
The student is interesting or
interested in the class?
interested
excite
Is this excited or exciting?
Exciting
Are they excited or exciting?
Excited
annoy
Is the woman annoying or
annoyed?
Annoyed
Is the man’s action annoying or
annoyed for the woman?
annoying
disappoint
The runner lost the race. Is that
disappointing or disappointed?
Disappointing
How does the second place runner
feel? Disappointing or disappointed?
disappointed
Rules • Spelling
• Use
– Verb + ing = adjective to describe a thing or things that cause the emotion
– = characteristic / trait
The comic movie was amusing!
– Verb + ed = adjective to describe a person or animal that experiences an emotion, feeling, or reaction; an experiencer’s emotion
– = feeling
I was really amused by the movie.
Narrated Slideshows, Audio, Video (Practice) • Verbs, especially inflections
• Regular plurals
• Third person –s
• Regular verbs in past tense -ed
Regular and Irregular Simple Past Tense • Narrated PowerPoint
• Or PowerPoint Slides Converted to Video Regular Verbs on Youtube
• Irregular Verbs on Youtube
• For many grammar videos, see English with Jennifer Youtube series
• See these videos made by elementary school teachers and students in Texas (subject verb agreement)
Past Participles
Simple Present Tense
Presentation by Kristi Reyes
Simple Present Tense:
Uses
Everyday activities: What do you do
every day?
Routines, habits
General truths
Daily activities
Use images from a picture dictionary,
such as Oxford Picture Dictionary
Or, if your theme / focus is careers /
jobs – use images of work scenes
Rules
3rd person –s
Pronunciation /s/, /z/, /Iz/
Conversation prompts, class
interviews about daily and routine
activities
Reading & Speaking
Practice
What are some hard jobs?
What are some easy jobs?
How about actors, models, movie
stars – are their jobs easy or hard?
Why?
What do you think a typical day of an
aspiring actor is Hollywood is like?
Handout Act. 1:
Daily routine of an aspiring
actor in Hollywood
Slideshows and Short Video clips (Practice)
• Slideshows
• Past and Past Continuous • Listen to a narrative (short story) w/ images and key words on
a slideshow, take notes, write a summary paragraph *
• Short Video clips (with or without audio)
• Present Continuous
• Simple Past
• Past continuous and simple past
• Adjectives and Adverbs
• Future (making predictions – what will happen next)
Short Video Clips – Speaking Prompts • Tell your partner what happened –
Use past continuous and simple past
• He/She was _____ing when ….
• They were ______ ing when …
• Clumsy
• Animal lovers
• Sunday drive
Short Video Clips - Writing
• Example:
• What are some good reasons to miss work or school?
• What are some bad excuses for missing work or school?
• Predict the story – Use all these words and past and past continuous verbs:
• announcer, call, friends, golf, loud speaker, man, name, sick, trouble
Handout Act. 2: Predicting, Speaking / Writing
Now let’s see whose story is closest to the real thing
An alternative Past and Past Continuous Practice:
Change the verbs to simple past or past continuous.
A beautiful woman (walk) 1. ________________________in the city center. A handsome man (sit) 2 . ___________________________ on a bench when he (notice) 3. _____________________ this woman. The woman (be) 4. _________________________with her dog. She (hold) 5. ________________________ a bag of treats when she (sit) 6. ____________________on the bench. The man flirtatiously (move) 7. __________________________closer to the woman. The man and woman (make)_________________________ eye contact, and he (ask) _____________________ her if he could have a biscuit. She gestured, “Help yourself.” The man (take) _____________________________a biscuit. When he (eat) ___________________it, the dog (approach). When the woman (greet) ________________ her pet, the man (look) _____________________at the label on the bag. The biscuits (be) ___________________ dog treats! The man (choke) _____________________and spat out the chewed-up morsels of dog snack. He (be) ___________________ disgusted. The woman smugly (get) ____________________ up and (walk) ________________________ away.
Evaluation: Formative v. Summative Assessment
• Formative assessment
• Informal, qualitative techniques to gauge attainment of learning outcomes
• Overall, class-wide (game-like “fun”) or individual
• Results inform instruction
• Review and more practice
• Ready for summative assessment
• Summative assessment = graded tests / assignments
Video for More than Grammar
• ABC “What would you do”
• What grammar would students practice with this video?
• What other types of activities would you have students to in order to integrate skills or plan lessons based around a theme?
• Other episodes that have worked well with an intermediate/advanced class (see mccesltech.wikispaces.com for links)
• Baby left in car
• Rude cell phone manners
Formative Assessment
• Board games/races
• Interactive PPT templates (Jeopardy, etc.)
• Audience response system (clickers)
• Web Sites
• Mobile / cell phone
• Social networking sites (FB)
Irregular Verbs Team Competition
Teams: Write the simple past tense the verbs you see.
Ready, set, go!
take
know
find
choose
Jeopardy and other templates
• PowerPoint and many other game templates
• See mccesltech.wikispaces.com for links
• Samples (Misc. grammar and Passive)
• Super Teacher Tools. Web site
• Sample Jeopardy Game (courtesy of Heather Hargas, UCSD)
• Handout Activity 3: Practice -- Download 4X4 Jeopardy Template at http://teach.fcps.net/trt4/FETC03/fun2.htm
Audience Response Systems
Sample: Adjectives v. Adverbs
Sample: Adjectives v. Adverbs
Web Sites
ESL Games World
• Active / Passive Basketball Game
Road to Grammar Quia (free 30-day trial)
• Irregular Verbs Challenge Board
• Adjectives and Adverbs
• Many English Shared Activities
Polldaddy
• Sample (Handout Act. 5)
Voice Thread
• Prepositions Sample
Ungraded exercises / quizzes on CMS (Blackboard, Moodle, etc.)
Polldaddy
Web Sites • Students write dialogs using an assigned grammar
structure (and, optionally, a scenario)
• Use Web sites to create…
• Comic strips MakeBeliefsComix
• Digital films Dvolver
• Sample advice movies from a beginning level class
You try it … Handout Act. 4 • Your friend would like to become a teacher and is interested in
studying for a graduate degree in teaching. Your friend asks you if you know of any good programs in the area. Advise your friend.
• Write a dialog – minimum of four lines – between two people giving advice.
• Use modals of advice: should, ought to, had better.
A:
B:
A:
B:
• Then, after your teacher has given you feedback on your dialog, used the Web site dvolver to make your movie. Remember: The first character you choose will be the first person to speak (Person A).
• You may also use MakesBeliefsComix.
• Email your work to [email protected].
OR….
•Write a dialog between two of your classmates about something you have learned in class. Use two or three terms (terminology from the course), and in the context of the conversation, define the terms.
Cell Phones / mobile devices
• Mobile Phones in the Classroom Video on OTAN
• Students text answers to questions
• Students use apps (more for practice/reinforcement)
• PollEverywhere (can also be computer-based polling)
You try it….Handout Act. 6
Apps
• More for practice / reinforcement
• See mccesltech.wikispaces.com for specific apps for literacy, grammar
Evaluation and Application
• Traditional assessment
• Online quizzes, online quiz-making tools for paper-based tests
• Graded tests in CMS (Blackboard, Moodle)
• Performance-based assessment
• VoiceThread, student-produced video, dialogs, digital movies, digital stories, projects, PowerPoint presentations, posters, paragraphs/essays
Images as Prompts for Speaking/Writing • Find the differences (present continuous, there is/there are,
adjectives, prepositions)
http://jonigodoy.deviantart.com/art/Find-the-Differences-57690510
Time to write a paragraph
• The instructor will show you a picture. Write a paragraph of 6 – 10 sentences describing the actions of the people in the picture.
• Simple present tense verbs (affirmative and negative)
OR
• Simple past
OR
• Past / past continuous
• Use a topic sentence and conclusion.
Write a paragraph Write one paragraph describing this scene. Use a topic sentence, present continuous verbs to write about the actions of people in the picture, and a conclusion.
Web Sites
• Piclits – image-based writing, any verb tense, parts of speech, plurals
Projects – Performance-based assessment for evaluation / application
• Autobiography narrated PowerPoint (simple past and present)
• My Characteristics and Emotions narrated PowerPoint (participial adjectives)
• Life Changes narrated PowerPoint (used to)
• My Job, My Classmate’s Daily Activities (simple present tense)
• A Wonder of the World, An Invention (present & past passives)
• Life Experiences poster (present perfect)
• If I Could Change the World, If I Could Have Three Wishes (unreal conditionals)
• Digital Stories (multimedia narratives)
• Newsletters, magazines, blogs, wikis, video
What’s now / What’s next? • Flipped classroom
• Web conferencing / video conferencing
• More ESL courses offered as hybrids & online
http://www.cnn.com/2010/TECH/innovation/10/22/south.korea.robot.teachers/index.html
Questions? Comments?
• Thank you!