Grammar Games

Transcript

Fu n Gr am m ar  Games and an d  Ac  A c t i v i t i es Peter Lucantoni Pete terr Lu Luca cant nton onii • Started teaching in 1979 in UK  • Lived and worked in Europe and Middle East, now based in Cyprus • Author, Educational Consultant & Teacher Trainer mb ridg dge e Universi ni versity ty Press for Cambri • Cambridge TK TKT, T, CE LTY LTY L, CE C E LTA LTA & DE LTA LTA tr trainer • Cambridge CELTYL assessor • Examiner for Cambridge ESOL speaking examinations • Class lassroom teacher Pete terr Lu Luca cant nton onii • Started teaching in 1979 in UK  • Lived and worked in Europe and Middle East, now based in Cyprus • Author, Educational Consultant & Teacher Trainer mb ridg dge e Universi ni versity ty Press for Cambri • Cambridge TK TKT, T, CE LTY LTY L, CE C E LTA LTA & DE LTA LTA tr trainer • Cambridge CELTYL assessor • Examiner for Cambridge ESOL speaking examinations • Class lassroom teacher • What is ‘grammar ’? Discuss with your colleagues and try to agree on a working definition. Wha hatt i s gr gra am m ar ? s y s t em combining gra gr amm mma ati tica call ro role les s mea me ani ning ng Grammar  is a set of rules for ………. words to express ………. . It is the ………. of a language. Words are given ‘labels’ to help us to identify their ………. . What is grammar? Grammar  is a set of rules for combining words to express meaning . It is the system of a language. Words are given ‘labels’ to help us to identify their grammatical roles . What is communicative grammar? Communicative grammar is based on the communicative approach to the teaching of  a second language. Language structures must not be taught in isolation but integrated to the four skills of language. In this way, a structure is practiced orally and in written form. http://wiki.answers.com/Q/What_is_the_definition_of_communicative_grammar What is communicative grammar? Grammatical patterns must not only be learned at the utterance level but at the discourse level; the main objective focuses on the development of  communicative grammatical competence, which is understood as the ability to use and understand a structure in a variety of situations spontaneously. http://wiki.answers.com/Q/What_is_the_definition_of_communicative_grammar What is communicative grammar? • Needs to be an active involvement in the learning process • Examples from texts need to be isolated and used as a basis for tasks • Tasks should focus on both concept and form of target grammar • Students should be encouraged to find other examples and work out rules for themselves Adapted from: Thacker with Puchta & Stranks, English in Mind  Teacher’s Book 2, Cambridge University Press, 2009 What is CLT? • What is communicative language teaching? Discuss with your colleagues and try to agree on a working definition. What is CLT? ‘Communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning , and the roles of teachers and learners in the classroom.’  J ack Richards, Communicative Language Teaching Today , Cambridge University Press, 2006 What is CLT? CLT is not a ‘method’ • CLT “is best considered an approach rather than  a method” (Richards & Rogers) • Teachers are free to interpret the ‘rules’ • Wide variety of classroom techniques feasible • CLT should move us away from learners who are ‘structurally competent ’ but ‘communicatively incompetent ’ (J ohnson 1981) What is CLT? However … • “it is clearly not possible to engage in purposeful  communication in a language without being able  to formulate the structures of that language as  well” (McDonough & Shaw 2000: 25) • “it is essential for teachers to interpret the rules  and strike a balance between consolidating  structures and developing communicative  competence in their E2L students” (Lucantoni 2002: 14) How does CLT affect our teaching? • We need to ensure that learning at this level is focused on tasks and problem-solving • Learners need to be interacting with someone else (but teachers should not regard learners working on their own as bad!) • Learners learn to use language already acquired to complete tasks • Teachers should provide support & assistance in language areas where learners have problems How does CLT affect our teaching? ‘ Language without grammar would … leave us seriously handicapped ‘  (Batstone, 2000) Why? How does CLT affect our teaching? • Noticing – an active process in which learners become aware of structure and notice connections between form and meaning • Structuring – bringing new grammar patterns into learners’ internal grammars. Usually requires controlled practice • Procedurising – making the new grammar ready for instant and fluent use in communication Rob Batstone, Grammar , OUP 2000 From letters to grammar  • Listen to the letters • Think of a grammatical and meaningful phrase that uses each letter as the first letter of a word. The order of the letters  is not important. • Examples: A, D, I, F = A d  ay i  n F  rance, F  ried d  ates a re i  ncredible  I a te D avid’s f  ruit  From letters to grammar  •G P O S •H Y T V •C K L W • In groups, choose 4 letters and give them to another group to make a phrase Question-Question  Ali >>> Pretty good. Where  are you going?  I’m nosey. Can I  come with you?  I said ‘How are you?’  Hi, Badra, how are  you?  <<< Badra I’m ok. What about  you?  What did you say?  Ahhh, that’s my  secret! Why do you  want to know?  Are you crazy?  Question-Ques Ali Badra Ali Badra Ali Badra li Hello, how are you? What did you say? I said ‘How are you?’ I’m ok, what about you? Pretty good. Where are you going Ahhh, that’s my secret! Why do y want to know? ih Useful que • What did you say? • Why do you ask? • Can you say that again? • Can we stop this? • Are you deaf? • What do you mean? Topic vocabulary Girl’s name Country Capital city Vegetable Month/Day Clothing Transport Fruit Sport Colour Furniture Animal Who cou • This activity practises the structure either … or & neither … nor  • But it also provides reading and writing skills development in a communicative and learner-centred manner Possible candidates 31 Muscat Home Hobbies Loves music, plays piano Job Doctor Speaks Arabic, English & some French Other  Dislikes pets  Age SALMA Possible candidates 48 Home Frankfurt Hobbies Stamp collector, weightlifting Job Dairy farmer Speaks German Other  Vegetarian  Age HARRY Who could …? 1 help move heavy furniture? 2 sing a song? 3 advise you about your health? 4 cook a meal? 5 entertain a visitor from Greece? 6 drive you to the airport? 7 teach you how to play better football? 8 entertain an Arabic-speaking visitor? 9 tell you about collecting things? 10 …  Alphabet dialogue • Create a paired dialogue so that each line begins with the next letter of the alphabet • For example:  A hmed, how are you? B ad, really bad! Come on, it can’t be that bad! Do you think I’m joking? E ??? The world • Listen to the words • Think about in which country you can write them • Example: ‘coffee’ could go in Italy because the coffee is good there, or in Brazil because coffee beans grow there • Discuss with your partners and give reasons for your choices The world coffee football history wild animals oil coffee peace chocolate water mountains music fishing The world • Where did you put coffee? • Why did you put coffee in Brazil? • I put coffee in Brazil • I chose Brazil because … • I agree / disagree • So did I / I didn’t Presenting a new product – – – – – – – Umbrella Paper clip Candle Fork Coat hanger Highlighter Chopsticks Presenting a new product • Choose the product you want to present • Think of five new features for it • Draw and label it, showing the new features • Look at the talk skeleton and make notes about your product • Prepare and deliver your presentation to the class Presenting a new product •  Thank you very much for coming to our presentation. • Our wonderful new product is called ………. • I’m going to tell you about it. Afterwards, you can ask questions. •  The ………. is fantastic! • Firstly ………. • Secondly ………. • Also ………. • And ………. • Finally ………. • We believe that our ………. is ………. • I have time to answer two or three questions now •  Thank you all for listening! Mistakes maze • This activity gives learners an opportunity to focus on identifying grammar mistakes, in order to make their way through a maze • Furthermore, learners work on correcting grammar mistakes, and can also create their own mistakes maze Mistakes maze IN. I live with my mum and dad on number 20. 1. I’ve got a letter from my cousin. 2. He’s quite interested at cooking. 3. What’s the capital of Italy? 4. Have you got my new CD? 5. They’re Mr Saleem’s books. 6. There are lots of interestings things to do in Salalah. 7. Has he got short curly hair? Mistakes maze 8. Ahmed and I are both live in the same house. 9. Said doesn’t like meat. 10. Giraffes clean sometimes their ears with their tongues. 11. I’m wearing my green and yellow shirt. 12. I’m going to drawing that dinosaur. 13. At first, did they had a lot to eat? 14. Our bus was late this night. Mistakes maze IN. I live with my mum and dad on number 20. 1. I’ve got a letter from my cousin. 2. He’s quite interested at cooking. 3. What’s the capital of Italy? 4. Have you got my new CD? 5. They’re Mr Saleem’s books. 6. There are lots of interestings things to do in Right? Go to 3 Wrong? Go to 14 Salalah. 7. Has he got short curly hair? 8. Ahmed and I are both live in the same house. 9. Said doesn’t like meat. 10. Giraffes clean sometimes their ears with their tongues. Right? Go to 8 11. I’m wearing my green and yellow shirt. Wrong? Go to 6 12. I’m going to drawing that dinosaur. 13. At first, did they had a lot to eat? 14. Our bus was late this night. Sloobie • In this activity, learners look at a text which contains ‘nonsense’ words, and try to make sense of it from a grammatical perspective • In addition, they use their knowledge of  grammar in order to create the story Sloobie A sloobie is a brumpting silop which draches in a layod. It okuls from Klooblie, a zert in Fring. In order to ning a sloobie, the layod is larted by a ticfrous layoder. Sloobie Use these words: country, fish, dancing, river, comes, Asia, lives A sloobie is a brumpting silop. It draches in a layod. It okuls from Klooblie. Klooblie is a zert in Fring.