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ENHANCING GRAMMAR AND VOCABULARY TEACHING AND LEARNING

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ENHANCING GRAMMAR AND VOCABULARY TEACHING AND LEARNING

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    1. ENHANCING GRAMMAR AND VOCABULARY TEACHING AND LEARNING Presenter: Ms. Jessy Lostaunau La Cantuta February 2010

    3. WHAT S GRAMMAR Rules about sentence formation, tenses, verb patterns, etc. The moment by moment structuring of what we say as it is being spoken. Exercises about tenses, adjectives, etc. Our internal database as to what are possible or impossible sentences.

    7. How can students use the language competently, fluently and accurately?

    8. Restricted Output: Drills, Exercises, Dialogues and Games Activities that focus on: Limited options for use of language Limited options for communication Focus on accuracy

    9. DRILLS Substitution drills Transformation drills True sentences

    10. Feedback Strategies for drills Tell the students the correction Ask for self correction Ask for peer correction Facial expressions Echo Ask a question Write / say the clue

    11. W ritten Exercises

    12. Elicited Dialogues

    13. Elicited Dialogue WAITER CUSTOMERS Good morning. Are you ready to order. What would you like to eat? And you sir? Anything to drink? Yes, please. Ill have the chicken salad. Bring the steak for me. Id like hot tea. A large coke for me.

    14. Clarification, Presentation, and Practice

    15. Clarification, Presentation, and Practice

    16. Task 5: Possible answers Narratives, history texts, biographies, obituaries Itineraries News stories Written instructions, recipes, directions, guide books Rules of a game, regulations

    17. Clarification, Presentation, and Practice

    18. Examples

    24. Conclusions Theres no single method to teach grammar. We should encourage and help learners to try using the language themselves. Personalize the grammar activities Teaching grammar is primarily practice rather than presentation. Students need information about the grammar item being presented but not all of it.

    26. Vocabulary, Lexis, and Grammar

    27. Words

    28. Task 2. 1. Same word class a) all adjectives b) all verbs Same word family (a root and its derivatives) Synonyms 4. Antonyms

    29. Identifying Words Word classes (nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, determiners) Word family (root, affixes, inflections, derivative) Word formation Collocations Chunks Homonyms (homophones, homographs) Polysemes Synonyms Antonyms Hyponyms Lexical fields

    30. Identifying Words

    31. Task 3. Synonyms: models, figures Antonyms: soft, hard Co-hyponyms: wood, stone, concrete, clay, glass, metal, cloth (all materials) Hyponym and superordinate term: wood and material, bronze and metal, sculpture and art Lexical field: art, carving, mould, sculpture, etc. A root and its derivative: hard harden, mould molding

    32. What it means to know a word To understand a word when it is written or spoken To recall it when you need it To use it with the correct meaning To use it in a grammatically correct way To pronounce it correctly To know which other words you can / cannot use with it To spell it correctly To use it in the right situation To know if it has positive or negative connotation To know when /when not to use it

    33. Presenting Recycling and revising words

    34. Task 4: Focus on meaning

    35. Topic:

    36. Focus on form

    37. Task 5: Through mime Through a story Through recorded examples of music or by reference to known musicians By means of visual aids or definitions Through situations related to work

    38. Conclusions Learners need task and strategies to help them organize their mental lexicon Words need to be presented in context Learners need to build a vocabulary as soon as possible Vocabulary learning is item learning, network building, and memory task It involves creative and personalized used.

    39. Reference: How to teach Grammar, Scott Thornbury How to t-each Vocabulary, Scott Thornbury Learning Teaching, Jim Scrivener Teaching Language: From Grammar to Grammaring, Diane Larsen-Freeman

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