Module 2, Task 3: Exploring Grammar Presentation Techniques

 


this is a required task


 What can teachers do to make grammar encounters memorable? (40 minutes)

 


In this task, you will explore what teachers can do to set up memorable grammar encounters, that is, to present new grammar items in an efficient and engaging way.

Terminological clarification

When talking about their work in grammar lessons, many teachers use just two categories: presentation and practice. These terms have wide definitions and this sometimes causes confusion. In this section, we are going to focus on presentation. To avoid confusion, we need to specify how we are going to use this term.

What is our definition of presentation?

‘Presentation’ is used here to refer to a lesson stage in which the teacher employs various techniques and procedures to introduce a new grammar item to learners. This is the stage when…

  • students encounter a “chunk” of target language, that is, input (the language learners are exposed to, such as examples given by the teacher, a text, a video, listening material, etc.), AND /OR
  • have its form, meaning and/or use explained explicitly (the teacher provides the rules), AND/OR
  • or implicitly (the teacher provides information, students make their own conclusions), AND/ OR
  • something in-between: the teacher carefully leads the students to discover grammar rules; teachers and students collaborate to produce a co-constructed grammar explanation.

Presentation components

When planning the presentation stage, the teacher has to decide:

  • How to expose students to the target structure;
  • Whether to explain grammar rules to students, when to do this, and how to do this;
  • How the students will be engaged.

There is no single recipe for putting these core ingredients (Exposure, Explanation and student Engagement) together and preparing effective grammar presentations. However, there are some factors that can help teachers decide what would be the most appropriate mix for a particular group of students.

Let’s explore this matter further!

 

Step 1: Listen to two World Learning teacher trainers, Andy Noonan and Radmila Popovic, talking about the characteristics of a good grammar presentation. Take notes (on paper or your computer) on the most important points they make. The notes will help you respond to the discussion questions.

Click  Download HEREto download the entire transcript of this video.

Part 1: https://www.youtube.com/watch?v=_Dp-KIp873g&t=177s

Part 2: https://www.youtube.com/watch?v=ZW80Hfhd4QU&t=265s

If you are having trouble viewing this video, or you would like to download it, click here for Part 1Links to an external site. and Part 2Links to an external site..

How can grammar presentations be staged?

Step 2: Watch "Sample Grammar Presentation 1" and answer the questions included in it.

Click  Download HEREto download a transcript of this video.

https://www.youtube.com/watch?v=4gw2pKlG2gw&t=157s

If you are having trouble viewing this video, or you would like to download it, click hereLinks to an external site..

Step 3: Watch "Sample Grammar Presentation 2" and answer the questions included in it.

Click  Download HERE to download a transcript of this video.

https://www.youtube.com/watch?v=L6G7yobnCXg&t=5s

If you are having trouble viewing this video, or you would like to download it, click hereLinks to an external site..

Conclusion

There are many ways in which teachers can introduce new grammar items. In order to prepare an effective grammar presentation for their students, teachers must take into consideration several factors: the nature of learning challenge, the specific needs of their students, their age, proficiency level, and the teaching context.

Effective grammar presentations share the following characteristics:

  • Students encounter the target grammar item in context. For example, the teacher sets up a situation (e.g. presents a dialogue, shows a picture, tells a simple story, etc.) in which the target item is used.
  • The teachers use various techniques to help students notice the most important features of that item (diagrams, different colors, timelines, etc.).
  • Students are actively engaged (they answer meaningful questions, sometimes they research new language).
  • Explanations given by the teacher are brief and memorable.

 

Task for you:

Take Canvas Quiz 1 to check your understanding of core concepts related to grammar presentation.

 

To cite this page:

World Learning. (2019). Exploring Grammar Presentation Techniques. In “Teaching Grammar Communicatively” [MOOC].

Nhận xét

Đăng nhận xét

Bài đăng phổ biến từ blog này

Module 1 Overview

Hình ảnh
  What does grammar teaching involve? Welcome to Module 1!  In this module, you will learn how the course is structured and what you need to do to complete it successfully. After that, you will read a brief history of grammar teaching and then focus on the main characteristics of communicative grammar teaching. Learning objectives: By the end of the module, you will be able to: explain the difference between three main approaches to grammar teaching understand core concepts related to grammar acquisition identify main characteristics of a communicative grammar lesson. Below are the tasks you need to complete in Module 1 with the recommended time as a guide. These time guidelines are only approximate: you may find that you spend longer or shorter on some tasks, depending on your experience with and interest in the topic. Getting started "Untitled"   Links to an external site. by Fabio Santaniello Bruun via Unsplash is  licensed under CC0 Links to an external site. Tas...
Đọc thêm

Module 4, Task 5: Task Types in TBLT -Whats and Hows

Hình ảnh
    Selecting an appropriate task for a particular group of students is the first and perhaps most important step in ensuring the success of a TBLT lesson. The knowledge of students’ current or future language needs can help teachers choose relevant tasks that will generate rich interaction and create contexts that facilitate language learning. In order to ensure that students experience a wide range of learning experiences, teachers should make an effort to include a variety of tasks in their teaching practice. The table below introduces s ix main types of task that could be modified for use with almost any topic . Tasks Task type Processes What Sample tasks Things to keep in mind Listing Brainstorming   (requires students to draw on their own knowledge and experience) Fact-finding  (students find things out by interviewing each other or other people, or by checking relevant resources, e.g. books, the internet) People, places, things, actions, words, qualities, jo...
Đọc thêm

Module 4, Task 10: Summary

Hình ảnh
      Congratulations on the successful completion of Module 4!   Watch the video summarizing the main themes discussed in Module 4. Click  HERE   Download HERE to download the transcript. If you are having trouble viewing this video, or you would like to download it, click  here Links to an external site. . Transcript: In this summary, we’ll review the main characteristics of task-based grammar teaching, and offer some suggestions on how you can integrate it in your daily practice, even if you work with mandatory course books. Key Characteristics of Task-Based Learning Students are focused on completing a task on their own. The language used during the task is a means to achieve the goal. Learning is organized around  task completion . Teachers give students different tasks to accomplish, and then give them examples of language they can use to accomplish that goal. Task-based lesson format allows students to first focus on meaning, and then on fo...
Đọc thêm