Forbairt Fs Foghlaim www pdst ie PDST 2016
Forbairt Fís Foghlaim www. pdst. ie © PDST 2016 This work is made available under the terms of the Creative Commons Attribution Share Alike 3. 0 Licence http: //creativecommons. org/licenses/by-sa/3. 0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
www. pdst. ie A common approach to grammar teaching annegrills@pdst. ie
Bienvenue www. pdst. ie Benvenuti Fáilte Willkommen Bienvenida
www. pdst. ie
Aim of the workshop • To explore practical strategies for teachers so that they can confidently engage in teaching grammar in context in their classrooms. www. pdst. ie #MFLgrammar 2016 www. padlet. com/philfox/mflsuggestions
What do you think grammar is? www. pdst. ie Why teach it?
What does grammar mean? • The rules of the language www. pdst. ie • The system of a given language • The way words are put together.
Why should we teach grammar? www. pdst. ie • • To ensure accuracy/proficency To enrich the students’ communication skills To develop the standard of students’ language To allow students to see how grammar impacts their ability to effectively communicate in the context of their work/ topic.
Key messages www. pdst. ie Grammar is a necessary component of teaching and learning. Grammar should be taught in context. Practical guidelines are necessary in order to teach grammar effectively and confidently.
Language Acqusition www. pdst. ie Listening Writing Understanding Reading Repetition Speaking
www. pdst. ie Grammar Mat • Designed for use with 4 students to encourage and facilitate group work. • Can write on the boards with marker • Primary colours reflect the primary elements of language • Word order • Blue – verbs • Red – noun (be careful of gender/case etc. ) • Green – green itself is an adjective. Go! • Most likely to be the colours of pens students have.
www. pdst. ie
www. pdst. ie Uses and Activities • When students are familiar with vocabulary they can be given a selection of words to place / write on the mat • Ask students to compose sentences with these words – they should begin to notice the patterns • Could extend this then by asking them to change tenses / adjectives
www. pdst. ie If these are used in different language classes then the grammar elements are reinforced and students become more aware of the structure of different languages
• Go from a text you are using and ask students to take sections and write out the elements onto the mat www. pdst. ie • When they are familiar with the technique they can use their own pens / highlighters to underline words in the text. Can have different groups working on different elements (differentiation) • This could be done in a carousel fashion. Underline your terms then pass it on.
www. pdst. ie • • Using dice / spin wheel Running to mats Restructure sentences with the elements ‘Jamais Plus’ – colour code. Pick 5 from each section for example and extend mat work to Af. L
www. pdst. ie Other ideas?
Grammar Activities • Grammar charades • Running to board • Snakes and ladders • Poetry www. pdst. ie • Film • Scaffolding • Visual aids – ‘climb every mountain’ / verb bugs / flower
Ideas • Emoji • Role cards • White boards • White strips www. pdst. ie • Study cards • Matching cards / fish in the pond • Word bank
www. pdst. ie Verb Bugs
More PDST Resources • http: //www. pdst. ie/sc/mfl/workshop www. pdst. ie • ‘The Next Step’ – ‘Springboard to TY and Beyond’. Check out material for Dice Game with verbs, place mat activities, videos……
www. pdst. ie Effective Correction
www. pdst. ie It is worth focusing the students’ attention on pertinent grammar points, and on redrafting, instead of correcting students’ work and giving feedback at the end.
Feedback The only effective feedback is that which is used. www. pdst. ie …feedback must cause students to engage in some form of thinking… (Jones & Wiliam, p. 13, 2008) Feedback is among the most powerful moderators of learning. (Hattie, 2012)
Do students read and understand the feedback given by us? www. pdst. ie Do they act on the feedback? Can we engage students in the assessment process more effectively?
www. pdst. ie Sample Feedback Code V SP Msc/Fm Str. Prep = Verb (pt, pr, ftr) = Spelling = Masculine/Feminine = Sentence structure = Preposition
Self Assessment Grid www. pdst. ie Date of work completed What I needed 2 things I did to include well 1 thing I need to How will I know do differently if I have improved
Self Assessment Grid (Deutsch) www. pdst. ie Abgabedatum Das habe ich 2 Dinge, die Das würde ich Woran mit ich gut das nächste erkenne ich, einbezogen gemacht habe Mal anders dass ich machen verbessert habe
Self Assessment Grid (Le Francais) www. pdst. ie J’ai fini ce travail le……. Je devais avoir……. . J’ai bien fait …. Une chose que je dois (deux choses) améliorer Comment savoir que je me suis amélioré ?
Self Assessment Grid (Italiano) www. pdst. ie Data in cui il Cosa da lavoro e stato includere ultimato 2 cose che ho 1 cosa che Il prossimo ho bisogno di passo fatto bene fare in modo diverso
Self Assessment Grid (Español) www. pdst. ie Fecha de terminar el trabajo Lo que necesitaba incluir Dos actividades que hice Una cosa que necesito hacer de otra forma bien Cómo voy a saber si he mejorado
Terminology Nouns (gender) Adjectives Verbs (tenses) Consonants and vowels (alphabet) • Cases www. pdst. ie • • • Prepositions Pronouns The (in)definite Article Punctuation Conjunctions
www. pdst. ie How do you teach grammar?
4 Step approach to grammar teaching 1. Work it out: Focus the students’ attention on structure in different contexts. 2. Understand: Teach the structure in context (formal grammar teaching). Explain the structure, the meaning and the use of particular points of grammar. www. pdst. ie 3. Practice: Allow the students time to practice. 4. Use: Help them to process and use the learning as naturally as possible. (Jim Scrivener: Teaching Grammar, 2003)
Step 1: Work it out • Focus the students’ attention on structure in different contexts. www. pdst. ie • Give them an opportunity to discover the rule for themselves.
Step 2: Understanding www. pdst. ie • Teach the structure in context. How?
Step 3: Practice www. pdst. ie • Allow them to practice the rule.
Step 4: Use • Help them to process the structure www. pdst. ie naturally.
www. pdst. ie
Aim of the workshop www. pdst. ie Have you a deeper understanding of practical grammar strategies? Are you more confident to teach grammar in context in your classroom?
www. pdst. ie
PDST Active Learning Toolkit • www. pdst. ie/publications - Free PDFs • www. laoiseducationcentre. org/pdstpublications www. pdst. ie To order print copies at cost price + P & P
Grammar Pack for MFL www. pdst. ie • www. pdst. ie/publications - Free PDFs • www. laoiseducationcentre. org/pdstpublications To order print copies at cost price + P & P
www. pdst. ie Grammar workshops 2016 Date Venue Time Monday, 10 th Oct Dublin West Ed. Centre 7. 00 pm – 9. 00 pm Monday, 10 th Oct Blackrock Education Centre 7. 00 pm – 9. 00 pm Tuesday, 11 th Oct Navan Ed. Centre 7. 00 pm – 9. 00 pm Tuesday, 25 th Oct Kilkenny Education Centre 7. 00 pm – 9. 00 pm Tuesday, 18 th Oct Waterford Teachers Centre 7. 00 pm – 9. 00 pm Monday, 17 th Oct Athlone Education Centre 7. 00 pm – 9. 00 pm Monday, 17 th Oct Mayo Education Centre 7. 00 pm – 9. 00 pm Tuesday, 18 th Oct Limerick Education Centre 7. 00 pm – 9. 00 pm
www. pdst. ie
- Slides: 46