No class next Monday, November 14!

1. No class next Monday, November 14!

2. Comments about the 1st assignment • Sending empty emails…  • Calling me (esteemed) professor  • Reviewing/editing your work  • Writing off topic  • Respecting the format (font, size, line space) • Only the essays sent in on time will be marked again. There is no third attempt at getting things right. • 2nd assignment – expect the comments in the 2nd half of November.

3. What do we know about learning grammar? Lecture 5

4. In this lecture… • Review • Learning grammar (what we know): • Noticing • Reasoning and hypothesizing • Structuring and restructuring • Automatizing • Explaining the logistics of microteaching

5. Review • Chose one of the following exam questions to write about (notes, or a couple of paragraphs). • Hand it in to be marked, if you want (don’t sign it, use a code, nickname). • You have 10 minutes. • Defining grammar • What are some of the bad reasons for teaching grammar? (name at least five) • How are the Natural Approach and the natural order of acquisition connected to teaching grammar? • Reasons why grammar should be taught (sentence-making-mechanism, fine-tuning and fossilization) • What are the characteristics of the Communicative Language Teaching? Describe how grammar is taught with this method.

6. What do we know about the learning of grammar? • Noticing • Learners need to notice a grammar structure, therefore it needs to be noticeable. • It should occur frequently; • It makes sense to learners; • Its functions are important to the learner. How noticeable are these structures? Present Simple The mixed conditional Comparison of adjectives

7. What do we know about the learning of grammar? • Reasoning and hypothesizing • Adults often analyze the FL, they don’t just pick it up: • Reasoning deductively – they apply the rules they know to the new structures, and they make mistakes (*Can you tell me what is the time?). They want the rules of a language to be laid out for them, so they can reason deductively, not inductively. • Analyzing contrastively – learners compare their first language, or other languages they know, to the one they are learning.

8. Reasoning and hypothesizing • Adults often analyze the FL, they don’t just pick it up: • Translating – they feel the need to mentally translate the FL structures, in the early stages of learning and consolidation. This is a helpful strategy if it does not extend too much. • Transferring – using the knowledge from another language to make conclusions about the FL you are learning. • Positive: learning subject, object and genitive case. • Negative: *No like fruit. (Serbian: Ne volimvoće.)

9. What do we know about the learning of grammar? • Structuring and restructuring • Learners work out new rules, integrate them into what they know, and restructure them as they move on to something else. *No car. No have any car. I not like cars. (stage 1) *He don’t like cars. I don’t can drive. (stage 2) *I don’t have car. He don’t have car. (stage 3) He doesn’t have a car. I didn’t have a car as a boy. *He doesn’t has a car. I didn’t had a car. (stage 4)

10. What do we know about the learning of grammar? • Automatizing • Like shifting gears when driving a car: learners can be part of a conversation, regular and consistent in their responses, i.e. the structure has been automatized.

11. Microteaching • Plan a short (grammar) activity which you will present in class. • Write a plan for that activity. • Teach it to your colleagues. • Use one of the following: deductive approach, inductive approach or teaching through texts (which can be one or the other, just using a text). • Reflect on your own performance. • Observe a colleague and give feedback after their activity. • Write a reflection paper, at home, 1-2 pages.

12. Useful materials • Theory / explanations / activity examples • Handouts for this course; • Grammar Practice Activities: A practical guide for teachers, Penny Ur; • How English Works: A grammar practice book, M. Swan & C. Walter; • Grammar Games: Cognitive, affective and drama activities for EFL students, M. Rinvolucri; • English Grammar in Use, R. Murphy; • Useful websites: • http://www.cambridge.org/grammarandbeyond/communicative-activities • https://www.havefunteaching.com/activities/english-activities/grammar-activities/ • https://www.superteacherworksheets.com/grammar.html

13. You may use various sources (textbooks, workbooks, the Internet, etc.), but make sure that you acknowledge all of them (title/website, author(s)) and that you make your own contribution (adapt the material, design new exercises, provide explanations, etc.). PLAGIARISM

14. Take a couple of minutes to study the second plan. Compare it to the first one. Take a couple of minutes to observe this plan. What are some of the problems? Discuss with a partner.

16. Observers • Delivery (poise, volume, fluency, rate, gestures); • Content (too much, appropriacy, grammar books - terminology, use of examples/visuals); • Methods used; • Opportunities for learner participation; • Handling of questions and answers (naughty students).

17. Reflection paper • The strengths and weaknesses of your plan (explain the approach and justify the choices made); • Your strengths and weaknesses as a teacher; • Any problems you encountered with your presentation plan and how you were / were not able to resolve them; • Any changes you would make in the plan or delivery based on the feedback you received from the observer / peers / teacher trainer.

18. Assignment 3 • Microteaching (plan & reflection paper) • Due: Sunday, 11/12/2016 • Send by email (attachment, one document or two) to teachinggrammar3@gmail.com Subject: Assignment 3 - Name Surname, booklet number (year/number) by 11:59 pm Sunday, 11/12/2016 • Format: 1-2 pages;12-point Times New Roman font. • Line spacing: 1.5 • Indent the first line of every paragraph (5-7 spaces). • Margins: top and bottom 2.5cm left and right 2.5cm • Heading: 14-point bold Times New Roman, centred, separated from the text by a blank line