SlideShare uma empresa Scribd logo
1 de 26
Baixar para ler offline
TDC 1
Pedagogical Grammar
Class 1
Getting to Know More about Each Other
1.    Other towns lived in
2.    Married: yes/no
3.    Present job
4.    School/College/University
5.    Interests/Hobbies
6.    Reason for learning English
7.    Other foreign languages spoken
8.    Favorite food
9.    Pet that you hate
10.   Last foreign country visited – reason
11.   (My) good points
12.   (My) bad points
13.   Main ambition
14.   TDC – Why?
PETER WATCYN-JONES, Grammar: Games and Activities for Teachers. Penguin Books. Middlesex. 1995.
Course Structure
TDC1 - Pedagogical Grammar (1 semester)
TDC2 - Writing (2 months)
       and Phonetics and Phonology (2 months)
TDC3 - Principles of Language Learning and Teaching
       (1 semester)
TDC4 - English Teaching Methodology (3 months)
       and Educational Technology (1 month)
TDC5 - Special Topics in TEFL (2 months)
       and Supervised Teaching Practice (STP) (2 months)
TDC 1 – Pedagogical Grammar
•   Syllabus
-   An Introduction to Grammar for ELLs
-   Basic English Grammar: Usage and Terminology
-   15 Keys to ELL Grammar
-   Grammar Questions from ELLs

•   Grading Policy
-   Exams
-   Quizzes
-   Written Work
-   Participation
Moodle
Pre-Tests: Assessing Your ELL Grammar Knowledge




Book: Pages 4 - 9
Discussion Topics
1. The word grammar has two different
   meanings. What are they?
2. English is also studied by native
   speakers at school. How does it differ
   from those who studied it as their
   second or foreign language?
3. What do you know about the history
   of the English language?
Discussion Topics


1. The word grammar has two different
meanings. What are they?
Grammar
          • ... the way we organize the
            sounds and signs of a language
            into something meaningful.




          • ... the study and description of
            what is at work when we use
            language in an organized way.
Discussion Topics


2. English is also studied by native
speakers at school. How does it differ
from those who studied it as their
second or foreign language?
Native Speakers X ELLs
Native Speakers           ELLs
Structure                 Communication +
                          Structure

Focus on Saying Things    Focus on Words / Idioms
Better and Avoiding
.

                          and Putting this new
Common Native Errors      Vocabulary Together

No Need for the Reasons   Why Something is
Why Something is          (In)Correct
                          .
                          .




(In)Correct
Discussion Topics


3. What do you know about the history
of the English language?
History of the English Language



    • The History of English in Tem Minutes
Approaches to Teaching ELL Grammar

What do you think the difference between a
direct approach and an indirect approach to
teaching grammar is?

Book Page 16
Take a look at these two different lesson plans.
Which one follows a direct approach and
which one follows an indirect approach?
Approaches to Teaching ELL Grammar
Aim: Improving Telephoning Skills
Activity: Role playing using office telephone lines
Level: Intermediate to advanced
Outline:                                          Indirect Approach
• Review phrases used in telephoning.
• Ask each student to write out notes for a telephone conversation that they
  would typically have with a native speaker.
• Ask students to choose another student who should respond to the call for
  which he/she has written notes.
• Stress the fact that students need to understand and take note of everything
  crucial. If they do not understand they need to ask you to repeat, tell you to
  speak more slowly - anything that is needed to understand.
• Ask your students to go to a different office, make sure to get the extension for
  the office. Ask students to take notes on the call.
• Now, take the various notes, call the other extension and ask for the person
  suggested by the student who wrote the notes.
• Once you have repeated this exercise, get students to call each other in their
  own offices to repeat the exercise. Remember it is crucial to actually use the
  phone, as the difficulty lies in understanding English over the phone.
Approaches to Teaching ELL Grammar
Aim: Improve recognition of the first and second conditional forms used in
conditional statements, while inductively reviewing the structures.
Activity: Reading a text with first and second conditional forms, developing
questions using the first and second conditionals, replying to questions
Level: Intermediate
Outline:
                                                     Direct Approach
• Ask students to imagine this situation: You’ve arrived home late at night and you
  find that the door is open to your apartment. What would you do?
• Refresh students awareness of the conditionals.
• Have students read prepared extract using conditionals.
• Ask students to underline all conditional structures.
• In groups, students complete fill-in activity based on previous reading.
• Go over corrections as a class.
• In groups, have students prepare two “What if…” situations on a separate piece
  of paper. Ask students to employ first and second conditionals.
• Ask students to exchange their prepared situations with another group.
• Students in each group discuss the "what if..." situations.
• Move around the class and help students to correctly produce the first and
  second conditional forms.
Direct X Indirect Approach



• Workbook pages 8 and 9
Prescriptive Grammar
Descriptive Grammar


What do you think Prescriptive
Grammar means?
What about Descriptive Grammar?
Descriptive or Prescriptive?
Grammar Topic        ?
                Prescriptive              ?
                                        Descriptive

who / whom Always use          1. We always use who as a
           who as a               subject.
           subject and         2. In everyday language,
           whom as an             people also use who as
           object.                an object. In very formal
                                  language, we always use
                                  whom in the object
                                  position.
                               3. When directly preceded
                                  by a preposition, people
                                  usually use whom.
Descriptive or Prescriptive?


Grammar Topic         ?
                     Descriptive                    ?
                                           Prescriptive
splitting an    People often split    1. Never split an
infinitive      infinitives with         infinitive.
                adverbs of manner (to
                quickly arrest) or
                adverbs of degree (to
                almost double)
Descriptive or Prescriptive?
Grammar Topic         ?
                   Prescriptive                ?
                                           Descriptive

possessive      Indefinite         People often use their to
adjective       pronouns such      refer to indefinite
agreement       as everyone and    pronouns. When trying
with            somebody are       to sound more correct –
everyone        always singular.   especially in formal
                When referring     writing, people often
                to indefinite      use the phrase his or
                pronouns, use      her, even though its
                his.               repetitiveness can
                                   sound awkward.
Descriptive or Prescriptive?
Deductive X Inductive Teaching



  Bud Brown – Inductive and Deductive Reasoning
Deductive X Inductive Teaching
     DEDUCTIVE                       INDUCTIVE
• More traditional form of      • Constructivist model of
  teaching                        teaching; based on guided
• The teacher typically           discovery learning
  provides information,           philosophy
  shares specific examples of   • The teacher provides
  the concept or skill being      examples, the students
  taught, allows the students     analyze and figure out the
  to practice.                    rules themselves.
• More teacher-centered         • More student-centered
  model of teaching / Rule        model of teaching /
  driven                          Experimental
Homework
Book:
- Pages 10 – 13 (Self-study)
   “Can you explain ELL Grammar Errors?”
   “On the Hot Seat: Answering ELL Questions”

Workbook:
- Pages 1 – 5 (Self-study)
   “Distinguishing Traditional Grammar and ELL
    Grammar”
   “Answering / Researching ELL Grammar Questions”
   “Identifying ELL Errors in Authentic Material”
Moodle Week
1) The Role of                          • Observing the Growth of ELLs’
                                          Language
Students, Setting, and
                                        • Answering ELLs’ Questions
Course                                  • An Inquisitive Teacher
• Learners’ Objectives                  • An ELL Teacher
• Course Logistics
• Course Location
2) Teaching Settings                    3) Common Grammar
•   An ELL Grammar Teacher              Errors Made by Native
•   The Composition Teacher             Speakers
•   Judging the Readability of Texts
                                        • Why Grammar Matters
•   Teaching a K-12 and Other Non-ELL
                                        • Pre-Test
    Content Classes

Mais conteúdo relacionado

Mais procurados

approaches, methods and activities in language teaching
approaches, methods and activities in language teachingapproaches, methods and activities in language teaching
approaches, methods and activities in language teachingPachica, Gerry B.
 
Workshop on Teaching vocabulary
Workshop on Teaching vocabulary Workshop on Teaching vocabulary
Workshop on Teaching vocabulary Ihsan Ibadurrahman
 
Stages of second language acquisition
Stages of second language acquisitionStages of second language acquisition
Stages of second language acquisitionRichelle Jumalon
 
Australian values unit
Australian values unitAustralian values unit
Australian values unitViviana Mat
 
Vocabulary chapter 2 word tiers
Vocabulary chapter 2 word tiersVocabulary chapter 2 word tiers
Vocabulary chapter 2 word tiersmichelled1968
 
10 Stages of Language Learning: How to Get Started and Keep Going
10 Stages of Language Learning: How to Get Started and Keep Going10 Stages of Language Learning: How to Get Started and Keep Going
10 Stages of Language Learning: How to Get Started and Keep GoingTransparent Language, Inc.
 
Research on Vocabulary Instruction and Acquisition
Research on Vocabulary Instruction and AcquisitionResearch on Vocabulary Instruction and Acquisition
Research on Vocabulary Instruction and AcquisitionBrent Daigle, Ph.D.
 
TOOLS FOR TEACHING ACADEMIC VOCABULARY
TOOLS FOR TEACHING ACADEMIC VOCABULARYTOOLS FOR TEACHING ACADEMIC VOCABULARY
TOOLS FOR TEACHING ACADEMIC VOCABULARYCARLOS MARTINEZ
 
Eltmethodstogether
EltmethodstogetherEltmethodstogether
Eltmethodstogetherwilmuchis20
 
Vocabulary development
Vocabulary developmentVocabulary development
Vocabulary developmentHaroon Baig
 
SIOP Building Background
SIOP Building BackgroundSIOP Building Background
SIOP Building BackgroundStacyschneider
 
Teaching Vocabulary
Teaching VocabularyTeaching Vocabulary
Teaching VocabularyIrina K
 
What does learning grammar involve? and the organization of grammar teaching
What does learning grammar involve? and the organization of grammar teachingWhat does learning grammar involve? and the organization of grammar teaching
What does learning grammar involve? and the organization of grammar teachingjuliovangel
 
Language Objective T O P S
Language  Objective  T O P SLanguage  Objective  T O P S
Language Objective T O P Smngander
 

Mais procurados (20)

approaches, methods and activities in language teaching
approaches, methods and activities in language teachingapproaches, methods and activities in language teaching
approaches, methods and activities in language teaching
 
Workshop on Teaching vocabulary
Workshop on Teaching vocabulary Workshop on Teaching vocabulary
Workshop on Teaching vocabulary
 
Vocabulary
VocabularyVocabulary
Vocabulary
 
Stages of second language acquisition
Stages of second language acquisitionStages of second language acquisition
Stages of second language acquisition
 
Australian values unit
Australian values unitAustralian values unit
Australian values unit
 
Teaching vocabulary effectively
Teaching vocabulary effectively Teaching vocabulary effectively
Teaching vocabulary effectively
 
Teaching Grammar Through Technology
Teaching Grammar Through TechnologyTeaching Grammar Through Technology
Teaching Grammar Through Technology
 
Vocabulary chapter 2 word tiers
Vocabulary chapter 2 word tiersVocabulary chapter 2 word tiers
Vocabulary chapter 2 word tiers
 
10 Stages of Language Learning: How to Get Started and Keep Going
10 Stages of Language Learning: How to Get Started and Keep Going10 Stages of Language Learning: How to Get Started and Keep Going
10 Stages of Language Learning: How to Get Started and Keep Going
 
Teaching of Vocabulary
Teaching of VocabularyTeaching of Vocabulary
Teaching of Vocabulary
 
Research on Vocabulary Instruction and Acquisition
Research on Vocabulary Instruction and AcquisitionResearch on Vocabulary Instruction and Acquisition
Research on Vocabulary Instruction and Acquisition
 
TOOLS FOR TEACHING ACADEMIC VOCABULARY
TOOLS FOR TEACHING ACADEMIC VOCABULARYTOOLS FOR TEACHING ACADEMIC VOCABULARY
TOOLS FOR TEACHING ACADEMIC VOCABULARY
 
Eltmethodstogether
EltmethodstogetherEltmethodstogether
Eltmethodstogether
 
Vocabulary development
Vocabulary developmentVocabulary development
Vocabulary development
 
SIOP Building Background
SIOP Building BackgroundSIOP Building Background
SIOP Building Background
 
How to teach grammar
How to teach grammarHow to teach grammar
How to teach grammar
 
Teaching Vocabulary
Teaching VocabularyTeaching Vocabulary
Teaching Vocabulary
 
What does learning grammar involve? and the organization of grammar teaching
What does learning grammar involve? and the organization of grammar teachingWhat does learning grammar involve? and the organization of grammar teaching
What does learning grammar involve? and the organization of grammar teaching
 
Language Objective T O P S
Language  Objective  T O P SLanguage  Objective  T O P S
Language Objective T O P S
 
Lexical Approach
Lexical ApproachLexical Approach
Lexical Approach
 

Semelhante a TDC 1 - F2F Class 1

The nature of learner language
The nature of learner languageThe nature of learner language
The nature of learner languageIntan Sulistianto
 
Grammar – translation method
Grammar – translation methodGrammar – translation method
Grammar – translation methodasouma salma
 
Teacher Training Seminar on TEYL
Teacher Training Seminar on TEYLTeacher Training Seminar on TEYL
Teacher Training Seminar on TEYLMarianthi Kotadaki
 
English as Second Language Approaches.pptx
English as Second Language Approaches.pptxEnglish as Second Language Approaches.pptx
English as Second Language Approaches.pptxMarkdarwinGarcia1
 
Teaching Grammar by Uzma Bashir
Teaching Grammar by Uzma BashirTeaching Grammar by Uzma Bashir
Teaching Grammar by Uzma Bashiruzma bashir
 
Second Language Acquisition: An Introduction
Second Language Acquisition: An IntroductionSecond Language Acquisition: An Introduction
Second Language Acquisition: An IntroductionJane Keeler
 
Classroom research lessons 4 5
Classroom research lessons 4 5Classroom research lessons 4 5
Classroom research lessons 4 5Margo Russell
 
The Nature of Language Teaching Methodology Theories
The Nature of Language Teaching Methodology TheoriesThe Nature of Language Teaching Methodology Theories
The Nature of Language Teaching Methodology Theoriesboim007
 
Pp clc white group project
Pp clc white group projectPp clc white group project
Pp clc white group projectMayra Delgado
 
Demystifying Interlanguage Pragmatics for EFL Teachers
Demystifying Interlanguage Pragmatics for EFL TeachersDemystifying Interlanguage Pragmatics for EFL Teachers
Demystifying Interlanguage Pragmatics for EFL TeachersOmaima Ayoub
 
Teaching grammar
Teaching grammarTeaching grammar
Teaching grammarSaidBaalla
 
Building and enhancing new literacy across curriculum 1.pdf
Building and enhancing new literacy across curriculum 1.pdfBuilding and enhancing new literacy across curriculum 1.pdf
Building and enhancing new literacy across curriculum 1.pdfAnjelaMayHintoloro
 
LANGUAGE TEACHING and EVALUATION APPROACHES & TECHNIQUES.pptx
LANGUAGE TEACHING and  EVALUATION APPROACHES & TECHNIQUES.pptxLANGUAGE TEACHING and  EVALUATION APPROACHES & TECHNIQUES.pptx
LANGUAGE TEACHING and EVALUATION APPROACHES & TECHNIQUES.pptxJorlin2
 

Semelhante a TDC 1 - F2F Class 1 (20)

Grammar translation method
Grammar translation methodGrammar translation method
Grammar translation method
 
TDC 1 Class 3
TDC 1   Class 3TDC 1   Class 3
TDC 1 Class 3
 
TDC1 Class 3
TDC1 Class 3TDC1 Class 3
TDC1 Class 3
 
The nature of learner language
The nature of learner languageThe nature of learner language
The nature of learner language
 
Grammar – translation method
Grammar – translation methodGrammar – translation method
Grammar – translation method
 
Teacher Training Seminar on TEYL
Teacher Training Seminar on TEYLTeacher Training Seminar on TEYL
Teacher Training Seminar on TEYL
 
English as Second Language Approaches.pptx
English as Second Language Approaches.pptxEnglish as Second Language Approaches.pptx
English as Second Language Approaches.pptx
 
Teaching Grammar by Uzma Bashir
Teaching Grammar by Uzma BashirTeaching Grammar by Uzma Bashir
Teaching Grammar by Uzma Bashir
 
Second Language Acquisition: An Introduction
Second Language Acquisition: An IntroductionSecond Language Acquisition: An Introduction
Second Language Acquisition: An Introduction
 
Classroom research lessons 4 5
Classroom research lessons 4 5Classroom research lessons 4 5
Classroom research lessons 4 5
 
The Nature of Language Teaching Methodology Theories
The Nature of Language Teaching Methodology TheoriesThe Nature of Language Teaching Methodology Theories
The Nature of Language Teaching Methodology Theories
 
Pp clc white group project
Pp clc white group projectPp clc white group project
Pp clc white group project
 
Demystifying Interlanguage Pragmatics for EFL Teachers
Demystifying Interlanguage Pragmatics for EFL TeachersDemystifying Interlanguage Pragmatics for EFL Teachers
Demystifying Interlanguage Pragmatics for EFL Teachers
 
Mini Lessons on Phonology
Mini Lessons on PhonologyMini Lessons on Phonology
Mini Lessons on Phonology
 
Teaching grammar
Teaching grammarTeaching grammar
Teaching grammar
 
Building and enhancing new literacy across curriculum 1.pdf
Building and enhancing new literacy across curriculum 1.pdfBuilding and enhancing new literacy across curriculum 1.pdf
Building and enhancing new literacy across curriculum 1.pdf
 
It parent director conference
It parent director conferenceIt parent director conference
It parent director conference
 
It parent director conference
It parent director conferenceIt parent director conference
It parent director conference
 
LANGUAGE TEACHING and EVALUATION APPROACHES & TECHNIQUES.pptx
LANGUAGE TEACHING and  EVALUATION APPROACHES & TECHNIQUES.pptxLANGUAGE TEACHING and  EVALUATION APPROACHES & TECHNIQUES.pptx
LANGUAGE TEACHING and EVALUATION APPROACHES & TECHNIQUES.pptx
 
The Natural Approach .pptx
The Natural Approach .pptxThe Natural Approach .pptx
The Natural Approach .pptx
 

Mais de Frank Couto

Marina and Patrícia
Marina and PatríciaMarina and Patrícia
Marina and PatríciaFrank Couto
 
Milena and verônica
Milena and verônicaMilena and verônica
Milena and verônicaFrank Couto
 
Leonardo and bárbara
Leonardo and bárbaraLeonardo and bárbara
Leonardo and bárbaraFrank Couto
 
André and lígia
André and lígiaAndré and lígia
André and lígiaFrank Couto
 
Marina and joão paulo
Marina and joão pauloMarina and joão paulo
Marina and joão pauloFrank Couto
 
Aline and lívia
Aline and líviaAline and lívia
Aline and líviaFrank Couto
 
Alan and letícia
Alan and letíciaAlan and letícia
Alan and letíciaFrank Couto
 
Ana and luciana's articles
Ana and luciana's articlesAna and luciana's articles
Ana and luciana's articlesFrank Couto
 
Tdc 1 phrasal verbs
Tdc 1   phrasal verbsTdc 1   phrasal verbs
Tdc 1 phrasal verbsFrank Couto
 
Tdc 1 present verb tenses
Tdc 1   present verb tensesTdc 1   present verb tenses
Tdc 1 present verb tensesFrank Couto
 
Tdc 1 present verb tenses
Tdc 1   present verb tensesTdc 1   present verb tenses
Tdc 1 present verb tensesFrank Couto
 
Patrícia gonçalves bruna sardinha - juliana canielo
Patrícia gonçalves   bruna sardinha - juliana canieloPatrícia gonçalves   bruna sardinha - juliana canielo
Patrícia gonçalves bruna sardinha - juliana canieloFrank Couto
 
Patrícia gonçalves bruna sardinha - juliana canielo
Patrícia gonçalves   bruna sardinha - juliana canieloPatrícia gonçalves   bruna sardinha - juliana canielo
Patrícia gonçalves bruna sardinha - juliana canieloFrank Couto
 
Brenda oliveira paula beatriz
Brenda oliveira   paula beatrizBrenda oliveira   paula beatriz
Brenda oliveira paula beatrizFrank Couto
 
Alexandre isomura
Alexandre isomuraAlexandre isomura
Alexandre isomuraFrank Couto
 
2nd Alumni - CTJ - IBEU Conference - Assessing Outside the Box
2nd Alumni - CTJ - IBEU Conference - Assessing Outside the Box2nd Alumni - CTJ - IBEU Conference - Assessing Outside the Box
2nd Alumni - CTJ - IBEU Conference - Assessing Outside the BoxFrank Couto
 
TDC 1 - Prepositions
TDC 1 - PrepositionsTDC 1 - Prepositions
TDC 1 - PrepositionsFrank Couto
 

Mais de Frank Couto (20)

Marina and Patrícia
Marina and PatríciaMarina and Patrícia
Marina and Patrícia
 
Milena and verônica
Milena and verônicaMilena and verônica
Milena and verônica
 
Leonardo and bárbara
Leonardo and bárbaraLeonardo and bárbara
Leonardo and bárbara
 
André and lígia
André and lígiaAndré and lígia
André and lígia
 
Marina and joão paulo
Marina and joão pauloMarina and joão paulo
Marina and joão paulo
 
Aline and lívia
Aline and líviaAline and lívia
Aline and lívia
 
Alan and letícia
Alan and letíciaAlan and letícia
Alan and letícia
 
Ana and luciana's articles
Ana and luciana's articlesAna and luciana's articles
Ana and luciana's articles
 
Tdc 1 phrasal verbs
Tdc 1   phrasal verbsTdc 1   phrasal verbs
Tdc 1 phrasal verbs
 
Tdc 1 present verb tenses
Tdc 1   present verb tensesTdc 1   present verb tenses
Tdc 1 present verb tenses
 
Tdc 1 present verb tenses
Tdc 1   present verb tensesTdc 1   present verb tenses
Tdc 1 present verb tenses
 
Patrícia gonçalves bruna sardinha - juliana canielo
Patrícia gonçalves   bruna sardinha - juliana canieloPatrícia gonçalves   bruna sardinha - juliana canielo
Patrícia gonçalves bruna sardinha - juliana canielo
 
Patrícia gonçalves bruna sardinha - juliana canielo
Patrícia gonçalves   bruna sardinha - juliana canieloPatrícia gonçalves   bruna sardinha - juliana canielo
Patrícia gonçalves bruna sardinha - juliana canielo
 
Brenda oliveira paula beatriz
Brenda oliveira   paula beatrizBrenda oliveira   paula beatriz
Brenda oliveira paula beatriz
 
Alexandre isomura
Alexandre isomuraAlexandre isomura
Alexandre isomura
 
2nd Alumni - CTJ - IBEU Conference - Assessing Outside the Box
2nd Alumni - CTJ - IBEU Conference - Assessing Outside the Box2nd Alumni - CTJ - IBEU Conference - Assessing Outside the Box
2nd Alumni - CTJ - IBEU Conference - Assessing Outside the Box
 
TDC 1 - Class 8
TDC 1 - Class 8TDC 1 - Class 8
TDC 1 - Class 8
 
TDC 1 - Prepositions
TDC 1 - PrepositionsTDC 1 - Prepositions
TDC 1 - Prepositions
 
TDC1- Class 7
TDC1- Class 7TDC1- Class 7
TDC1- Class 7
 
TDC1 - Class 6
TDC1 - Class 6TDC1 - Class 6
TDC1 - Class 6
 

Último

How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 

Último (20)

How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 

TDC 1 - F2F Class 1

  • 2. Getting to Know More about Each Other 1. Other towns lived in 2. Married: yes/no 3. Present job 4. School/College/University 5. Interests/Hobbies 6. Reason for learning English 7. Other foreign languages spoken 8. Favorite food 9. Pet that you hate 10. Last foreign country visited – reason 11. (My) good points 12. (My) bad points 13. Main ambition 14. TDC – Why? PETER WATCYN-JONES, Grammar: Games and Activities for Teachers. Penguin Books. Middlesex. 1995.
  • 3. Course Structure TDC1 - Pedagogical Grammar (1 semester) TDC2 - Writing (2 months) and Phonetics and Phonology (2 months) TDC3 - Principles of Language Learning and Teaching (1 semester) TDC4 - English Teaching Methodology (3 months) and Educational Technology (1 month) TDC5 - Special Topics in TEFL (2 months) and Supervised Teaching Practice (STP) (2 months)
  • 4. TDC 1 – Pedagogical Grammar • Syllabus - An Introduction to Grammar for ELLs - Basic English Grammar: Usage and Terminology - 15 Keys to ELL Grammar - Grammar Questions from ELLs • Grading Policy - Exams - Quizzes - Written Work - Participation
  • 6. Pre-Tests: Assessing Your ELL Grammar Knowledge Book: Pages 4 - 9
  • 7. Discussion Topics 1. The word grammar has two different meanings. What are they? 2. English is also studied by native speakers at school. How does it differ from those who studied it as their second or foreign language? 3. What do you know about the history of the English language?
  • 8. Discussion Topics 1. The word grammar has two different meanings. What are they?
  • 9. Grammar • ... the way we organize the sounds and signs of a language into something meaningful. • ... the study and description of what is at work when we use language in an organized way.
  • 10. Discussion Topics 2. English is also studied by native speakers at school. How does it differ from those who studied it as their second or foreign language?
  • 11. Native Speakers X ELLs Native Speakers ELLs Structure Communication + Structure Focus on Saying Things Focus on Words / Idioms Better and Avoiding . and Putting this new Common Native Errors Vocabulary Together No Need for the Reasons Why Something is Why Something is (In)Correct . . (In)Correct
  • 12. Discussion Topics 3. What do you know about the history of the English language?
  • 13. History of the English Language • The History of English in Tem Minutes
  • 14. Approaches to Teaching ELL Grammar What do you think the difference between a direct approach and an indirect approach to teaching grammar is? Book Page 16 Take a look at these two different lesson plans. Which one follows a direct approach and which one follows an indirect approach?
  • 15. Approaches to Teaching ELL Grammar Aim: Improving Telephoning Skills Activity: Role playing using office telephone lines Level: Intermediate to advanced Outline: Indirect Approach • Review phrases used in telephoning. • Ask each student to write out notes for a telephone conversation that they would typically have with a native speaker. • Ask students to choose another student who should respond to the call for which he/she has written notes. • Stress the fact that students need to understand and take note of everything crucial. If they do not understand they need to ask you to repeat, tell you to speak more slowly - anything that is needed to understand. • Ask your students to go to a different office, make sure to get the extension for the office. Ask students to take notes on the call. • Now, take the various notes, call the other extension and ask for the person suggested by the student who wrote the notes. • Once you have repeated this exercise, get students to call each other in their own offices to repeat the exercise. Remember it is crucial to actually use the phone, as the difficulty lies in understanding English over the phone.
  • 16. Approaches to Teaching ELL Grammar Aim: Improve recognition of the first and second conditional forms used in conditional statements, while inductively reviewing the structures. Activity: Reading a text with first and second conditional forms, developing questions using the first and second conditionals, replying to questions Level: Intermediate Outline: Direct Approach • Ask students to imagine this situation: You’ve arrived home late at night and you find that the door is open to your apartment. What would you do? • Refresh students awareness of the conditionals. • Have students read prepared extract using conditionals. • Ask students to underline all conditional structures. • In groups, students complete fill-in activity based on previous reading. • Go over corrections as a class. • In groups, have students prepare two “What if…” situations on a separate piece of paper. Ask students to employ first and second conditionals. • Ask students to exchange their prepared situations with another group. • Students in each group discuss the "what if..." situations. • Move around the class and help students to correctly produce the first and second conditional forms.
  • 17. Direct X Indirect Approach • Workbook pages 8 and 9
  • 18. Prescriptive Grammar Descriptive Grammar What do you think Prescriptive Grammar means? What about Descriptive Grammar?
  • 19. Descriptive or Prescriptive? Grammar Topic ? Prescriptive ? Descriptive who / whom Always use 1. We always use who as a who as a subject. subject and 2. In everyday language, whom as an people also use who as object. an object. In very formal language, we always use whom in the object position. 3. When directly preceded by a preposition, people usually use whom.
  • 20. Descriptive or Prescriptive? Grammar Topic ? Descriptive ? Prescriptive splitting an People often split 1. Never split an infinitive infinitives with infinitive. adverbs of manner (to quickly arrest) or adverbs of degree (to almost double)
  • 21. Descriptive or Prescriptive? Grammar Topic ? Prescriptive ? Descriptive possessive Indefinite People often use their to adjective pronouns such refer to indefinite agreement as everyone and pronouns. When trying with somebody are to sound more correct – everyone always singular. especially in formal When referring writing, people often to indefinite use the phrase his or pronouns, use her, even though its his. repetitiveness can sound awkward.
  • 23. Deductive X Inductive Teaching Bud Brown – Inductive and Deductive Reasoning
  • 24. Deductive X Inductive Teaching DEDUCTIVE INDUCTIVE • More traditional form of • Constructivist model of teaching teaching; based on guided • The teacher typically discovery learning provides information, philosophy shares specific examples of • The teacher provides the concept or skill being examples, the students taught, allows the students analyze and figure out the to practice. rules themselves. • More teacher-centered • More student-centered model of teaching / Rule model of teaching / driven Experimental
  • 25. Homework Book: - Pages 10 – 13 (Self-study) “Can you explain ELL Grammar Errors?” “On the Hot Seat: Answering ELL Questions” Workbook: - Pages 1 – 5 (Self-study) “Distinguishing Traditional Grammar and ELL Grammar” “Answering / Researching ELL Grammar Questions” “Identifying ELL Errors in Authentic Material”
  • 26. Moodle Week 1) The Role of • Observing the Growth of ELLs’ Language Students, Setting, and • Answering ELLs’ Questions Course • An Inquisitive Teacher • Learners’ Objectives • An ELL Teacher • Course Logistics • Course Location 2) Teaching Settings 3) Common Grammar • An ELL Grammar Teacher Errors Made by Native • The Composition Teacher Speakers • Judging the Readability of Texts • Why Grammar Matters • Teaching a K-12 and Other Non-ELL • Pre-Test Content Classes