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PACE yourselves when teaching grammar

PACE yourselves when teaching grammar. Shrum and Glisan – Rev. 6. Standards emphasize three modes of communication Briefly explain the three modes of communication to a partner in the class Which of these do you think is most important? Why?. Input Hypothesis What is input?

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PACE yourselves when teaching grammar

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  1. PACE yourselves when teaching grammar

  2. Shrum and Glisan – Rev. 6 • Standards emphasize three modes of communication • Briefly explain the three modes of communication to a partner in the class • Which of these do you think is most important? • Why?

  3. Input Hypothesis • What is input? • Any example of the target language that students come into contact with • Without input there is no output  - Rob A. Martinsen, ph.d. Input LAD output El País, BBC Mundo, La voz de tumaestra Hola, ¿Cómote llamas? No, preferiríaque el presidenteutilizarasupoder de otromodo, porejemplo

  4. Two types of processes • Top down • Bottom up • Which of these is related to the text and which the reader? • Reader/Listener/Viewer • Text, includes written/audio/video

  5. Vitamin 5 C’s • What are they? Quiz a partner. • Contamination • Consternation • Civilization • disCombobulation • Where is grammar in all of this? • It’s everywhere.

  6. S and G on Grammar • Three general types: • What’s inductive and deductive? • Start with rule or start with data? • Which of these lends itself to sociocultural theory? (ZPD etc.) • i.e. where does Lev live? Inductive Dialogic Deductive

  7. La Voz Pasiva…..Inductively Thepassivevoice…..Inductively

  8. Pablo Picasso pintó este cuadro. Picasso lo pintó en 1903. Picasso lo pintó en Madrid. Picasso lo creó en su periodo azul. Este cuadro fue pintado por Picasso. Fue pintado en 1903. Fue pintado en Madrid. Fue creado en su “periodo azul” El Viejo GuitarristaUn guía en un museo da información sobre un cuadro famoso(a museum guide givesinformationabout a famouspainting) Y estas en la voz pasiva. ¿Qué diferencias hay entre esas oraciones? (and these in thepassivevoice. Whatdifferences are therebetweenthesesentences?) Estas oraciones están en la voz activa.(Thesesentences are in the active voice.)

  9. Dalí hizoeste cuadro. Dalí pintó este cuadro en el estilo surrealista. Dalí pintó este cuadro en 1952. ¿Puedes describir este cuadro cambiando estas oraciones a la voz pasiva? Can you describe thispaintingbychangingthesesentencestothepassivevoice? Este cuadro fue hecho por Dalí. Fue pintado en el estilo surrealista. Fue pintado en 1952.

  10. Nombre: Las Meninas Diego Velázquez Madrid, 1656 Estilo: Naturalismo Aquí tienen otro cuadro famoso. Imaginen que son guías en el museo del prado y describan este cuadro a un compañero usando la voz pasiva.Hereisanotherfamouspainting. Imagine thatyou are guides in the Prado museum. Describe thispaintingto a partnerusingthepassivevoice.

  11. What were the strengths and weaknesses of this activity? • Students are very active. • “Deeper processing.” • Sometimes students don’t pick up what you want them to. • Was this purely inductive?

  12. La vozpasiva The passive voice

  13. En españolmuchasoracionesestán en la vozactiva.(in Spanish many sentences are in the active voice) • Ejemplo: ¿Quiénrompió la ventana?(Who broke the window?) • El jeferompióla ventana. • Ponenemfasis en el sujeto. sujeto objeto verbo

  14. En españolmuchasoracionesestán en la vozpasivatambién.(in Spanish many sentences are in the passive voice also) • Ejemplo: ¿Quiénrompió la ventana?(Who broke the window?) • La ventanafuerota. • Ponenemfasis en el objeto. objeto verbo Sujeto???

  15. Vozpasiva Un ejemplo. . . El presidente comió las pizzas. _________ _______ _____. Las pizzas _______ _____. (ser) Las pizzasfueron ________. (comer) • Pones el objeto en el lugar del sujeto.(You puttheobject in the place of thesubject.) • Usas el verbo ser. • Luego, sigue el participio pasado del otro verbo. Las pizzas fueron comidas

  16. Túhicistemuchascosasmalasporqueestabasenojado con tucompañero de cuarto, pero no quieres la culpa. Con otromiembro de la clase, contestalaspreguntasterminandolasoraciones con la vozpasiva. • ¿Quiéncomiómis tacos?(Who ate the tacos?) • No importa. Los tacos ____ _____.(It doesn’t matter. The tacos were eaten.) • ¿Quiénrompió mi radio? • No sé. La radio __ ___. • ¿Quépasócon mi coche? • Tucoche ___ ____ (quemar). http://www.gearlog.com/images/taco.jpg fueroncomidos http://www.jemeenthet.nl/fabian/images/log/BrokenRadio.gif fuerota fuequemado http://mvcfs.asn.au/Car%20Fire4.jpg

  17. What were the strengths and weaknesses of this activity? • Appeals to analytical and learners. • They don’t blame the teacher . • Clarity about the point of activity. • Students may not be very active. • They still might not know what it means. • Younger learners struggle. • Somewhat decontextualized.

  18. PACE Model: • What does PACE stand for? • What kinds of activities do you see in each stage? • P - PRESENTATION  of meaningful language • A - ATTENTION • C - CO-CONSTRUCT AN EXPLANATION • E - EXTENSION ACTIVITIES • P. 229 • Model is circular

  19. Examples • Who is is this man? • Magic Johnson • How does teacher use students in telling story? • What does she do to make input comprehensible? • Why use stories? • Old as time. • Naturally engaging • Students are familiar • Provide context which aids in connecting meaning with grammar.

  20. Extension…………….. • Information gap • Games • Authentic writing projects • Paired interviews • Role plays • Class surveys • Dramatizations • Group presentations • Web-based activities

  21. The curious case of Mr. West… • This is Mr. West. • He teaches High School French. • Read his story and then…. • Ask yourself these questions: • 1. Why are the learners bored and uninterested? • 2. How would you evaluate Mr. West’s presentation? Does it satisfy the requirements of a presentation in the PACE model? Why or why not? • 3. What would you have done when Mike responded with “French sentences beginning with Je”? • 4. How do you think the learners feel about Mr. West’s lesson?

  22. Do you think Shrum and Glisan give a fair shake to Deductive grammar teaching? • Why or why not? • Learning style, Abraham (1985) • Field Dependent v. Field Independent

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