Teaching Grammar Communicatively

VMOOCs 4

The second Online Meeting – Mar 12, 2023

Teaching Grammar
Communicatively

-Module 2-

Module 2: Ways of mediating grammar encounters in classroom

Grammar
teaching

Intro

Ways of mediating

grammar

encounters

Skill

Integration

Task-
based

grammar

Correction
& feedback

How to design memorable

grammar presentations ?

1. Identifying Learning Challenge (Form, Meaning, Use)

Ready for a quiz?

Multiple Choice

In the past, the teacher was everything in grammar instruction.

So, which statement is correct?

• A teacher who was caught up in his/her own performance could be watching students' learning.

• A teacher who was only interested in demonstrating their own knowledge and skills.

• A teacher's role as a performer and drill conductor had no impact on their ability to engage with students.

• A teacher who was both a performer and a drill conductor was likely to be self-absorbed.

Multiple Choice

When do inert knowledge problems occur?

• Students are able to use what they are taught in the classroom for their own purposes

• Students are not able to activate their knowledge of the rules in a different context.

• Students cannot memorize grammar rules.

• Students can use the language from the beginning rather than learn about the language.

Reorder

Reorder the following statements.

The process of the inert knowledge problem can be broken down into three main stages:

• Students are taught grammar as a set of rules. (Acquisition)

• Students can remember the rules and do exercises successfully. (Storage)

• Students can't activate their knowledge of the rules when communicating during a lesson and in another context. (Application)

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Multiple Choice

How do new methodologies address the inert knowledge problem?

• Having students use the language from the beginning.

• Having students learn about the meaning first.

• Having students learn the form first.

• Having students use grammatical structures accurately from the beginning.

What can newer methodologies try to do?

Multiple Choice

TRUE or FALSE?

Form, meaning, and use need to be taught in the same way because they are just different dimensions of a grammar structure.

• TRUE

• FALSE

Match

Match the following to complete the statement.

The essence of good teaching is ....

• learning to watch

• learning to read

• knowing

• knowing

your students

your students' interests, attention and engagement

when to move on

when to stay.

• your students

• your students' interests, attention and engagement

• when to move on

• when to stay.

What can you do as a teacher to overcome the inert knowledge problem?

Exposure

Explanation

Engagement

​2. Grammar Presentation Techniques

Multiple Choice

Which characteristic is NOT effective in grammar presentations?

• Students working in small groups try to create a rule, then present it in mini presentations or posters.

• Teacher gives examples, using students’ names and details.

• The teacher sets up a situation (e.g. presents a dialogue, shows a picture, tells a simple story).

• 75% of a grammar lesson on input with 25% as output

Match

Match the following statements regarding presentation instructions.

• Input

• Explicit instruction

• Implicit instruction

• "something in-between"

Students encounter a “chunk” of target language (video, text, etc.)

Teacher provides the rules.

Teacher provides information and students make their own conclusions.

Teachers and students collaborate to produce a co-constructed grammar explanation.

• Students encounter a “chunk” of target language (video, text, etc.)

• Teacher provides the rules.

• Teacher provides information and students make their own conclusions.

• Teachers and students collaborate to produce a co-constructed grammar explanation.

Reorder

Reorder the following statements to make an effective grammar presentation.

• Introducing the context. Elicitation: testing whether Ss can produce the target item

• Engaging the students in language analysis.

• Helping the students to detect the meaning of the target structure.

• Expliciting focus on form.

• Checking understanding and summarizing the rule.

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Open Ended

What technique /activity do you find it effective to teach grammar in your context?

3.Why, What and How to cascade new knowledge?

Multiple Choice

Why is there cascading in this course?

• Increasing the course impact and doubling your learning.

• Decreasing the workload for teachers.

• Developing the training materials.

4.Breakout Rooms

2.Any challenges in grammar presentation in your context to share?

1. Any interesting grammar presentation activity to share?

There is 25% of a grammar lesson on input with 75% as output. (Michael Swan)

25/75 RULE

Attendance Check

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