Vovchenko Nadiia
Practice makes perfect. To start with, I’ve learnt about grammar teaching methods and approaches during the professional development course A-E ETeacher Program during the winter 2017 term. While grammar translation and audio-lingual methods had been familiar for me, communicative approach became a real “treasure”. It corresponds to my teaching style and meets my students’ interests and needs. I’ll explain why. I tend to use communicative approach in teaching other aspects of the language (e. g. vocabulary) and wanted to learn how to teach grammar communicatively too. I've found communicative approach of teaching grammar and David Nunan's metaphor when he compares it with organic garden, particularly powerful. It is relevant for my students because this approach "focuses on the idea that people learn language if they have opportunities to use it." My students have a desire and I provide them with a purpose and a context to communicate to make the use of language realistic. It is interesting for my colleagues because they often complain that students can't speak English fluently for their own purposes outside the classroom. Communicative approach can help deal with this problem. The only limitation which can be is time limits. Communicative tasks and activities are time-consuming and we have to plan carefully not to skip other important aspects of teaching language. How do I apply it in my teaching? Firstly, I’ve already created an “organic garden” (as David Nunan calls it) inside my classroom, awakening my students’ desire to communicate and providing them with the purpose for doing it. I still use “brickwall approach” (according to David Nunan) as it has its advantage (e.g. it helps to pay more attention on accuracy). Besides, the 3 x’s approach (explanation, examples, exercises), suggested by Michael Swan is not bad if input doesn’t take more than 25 % of the time while the rest 75% is given to output. However, I’ve shifted from 3 x’s to 3 e’s: exposure, explanation, engagement. When students have an opportunity to use the language in real-life situations, in context or for personal use, they are more likely to learn it. It should be meaningful for them and, of course, they should be actively engaged in the process of presentation either implicitly or in co-
constructed grammar explanation. By doing it, a teacher can avoid “inert knowledge problem”, described in the interview with Diane Larson-Freeman. That’s why I quit spending much time on explaining grammar rules. Instead, I give a chance to my students to explore funny or engaging examples and to understand it's form, meaning (and use) by themselves. I also apply themebased, content-based and task-based methods in my classroom. Secondly, I’ve refused using segregated approach and use integrated one instead. For error-correction at such lessons, I practice student-generated repairs, which are important in language learning because students are engaged in a learning process. Thus, not forms but clues should be provided by a teacher to help students consider how to reformulate incorrect language. Finally, it’s very important to work not only on form and meaning but on use also. Freer practice activities are of great help here. Firstly, freer practice activities give students a chance to apply or review the learnt grammar point in communicative, often real-life, situation. Secondly, these activities are funny and engaging. Finally, they give a chance for students to speak freely and fluently. I often use such activities as grammar jazz chants, 4/3/2, information gap drawing dictation, information gap mingle activities and others. To sum up, whatever we do, we should keep in mind our students’ interests, needs and abilities and not to overload them with our “deep knowledge”.
My plans Teaching Grammar Communicatively Final Project – Lesson Plan Template Lesson plan prepared by: This is: Nadiia Vovchenko Task-Grammar Lesson Integrated Skills Grammar Lesson TOPIC: Theme Parties LEVEL: Pre-Intermediate Time: 45 min Target language (grammar and Grammar: modal verbs might, could vocabulary): Vocabulary on topic “Parties” (masquerade, mystery, toga, taco, theme, stereotype, etc) Skill in focus: Reading, speaking Secondary skill focus: Lesson objective :
Writing, listening By the end of the lesson students will have been able to speak about theme parties in America and Ukraine and about their plans for the party using modal verbs “might, may” and “will”.
Preliminary considerations: What vocabulary/grammar/information/skills do your students already know in relation to today’s lesson?
Ss will already have studied and be familiar with modal verbs “can, may, must”, Future Simple and vocabulary on topic “Festivals and Holidays” Ss will have recently reviewed how to give advice-recommendation using “should” and “it would be better to”.
What aspects of the lesson do you anticipate your students might find challenging/difficult? 1)Matching new words with their definitions
2)Presenting the reports
Time 6m
Stage /Purpose Warming Up Brainstorming the vocabulary Pre-Task Developing
How will you avoid and/or address each of these problem areas? I will suggest them working in groups to accumulate knowledge and ideas. Besides, groups will compete with each other which would motivate them . I will not correct students immediately and I will allow groups to choose the presenter.
Procedure /steps
Interaction
Teacher draws a mind map on the blackboard and asks students to list the theme parties they have been to or have known (“Ukrainian Parties”).
T-S
T.: Can only children have theme parties? What theme parties can adults have? Look at the mind map of
speaking and thinking skills 10m
Vocabulary practice Pre-reading (prediction) Developing reading (for specific information) skills
1m
Task Cycle Task Developing problemsolving skills Brainstorming the ideas
American parties. Guess what adults do at each of this parties. Compare Ukrainian and American parties. Students match new words with their definitions (in 3 groups- for each correct matching a group gets 1 point) (appendix #1). Students try to answer the questions (from “Comprehension” section http://www.rongchang.com/customs/comp/uacccomp085.htm) Students are given the handouts (appendix #2) and read the text individually to find out if their answers are correct or not. They discuss the answers. (http://www.rongchang.com/customs/cc/customs085.htm ) Students fill in the missing words in pairs (http://www.rongchang.com/customs/cloze/uacccloze085.htm ) Teacher explains the task: “Choose one theme party you would like to have (and will have) and write a plan, including the following information:
1) What theme will you choose? 2) What might (teacher’s comment: we use it for future possibilities) you do/wear/play? 3) What should you buy/prepare?”
Group work
Individual work Pair Work
T-S
T-S
Teacher writes on the blackboard: “People might:” and students find in the text what they might do at the parties. (Suggested answers: dance, sing, speak, dress according to the theme, play games, enjoy the food” 10m
Planning Developing writing skills
5m
Report Developing speaking and listening skills
4m
Language Focus Analysis
Students work in 3 groups. They write the plan, prepare to report to the whole class what they have decided. (Teacher can appoint one member of the group to act as a “spokesman” and speak for the group after the discussion. Teacher can also allot other roles: a group secretary, who will take notes; a chair, who will control the discussion, nominating speakers and summing up at the end. Once the discussion begins, teacher leaves learners to get on with it by themselves as far as possible and helps if they ask for it.) Groups present their reports to the class. Peers can ask questions after each presentation. Finally, they compare plans and vote for the best plan of the party they would like to have one day. (Teacher makes notes of errors they are making). Students underline the sentences with modal verbs. They examine and discuss the form and meaning of modals of future possibilities: “might, may and will”. Teacher explains the difference between may, might and will: T: So, you will eat…(eliciting the answer) at the party. Ss answer.
Group work
S-S
T-S
6m
Practice Self/peercorrection
1m
Evaluation
1m
Feedback and assessment
1m
Homework
T: And you might wear …(again eliciting the answer) Teacher explains that we use “will” if we are certain and “might” if not. May and might + infinitive are used to express present or future possibility. May expresses a greater degree of certainty. In informal situations ‘might’ is more common than ‘may’ when we want to talk about what someone will do in the future. Often "May," "might," and "could" can all be used to say that something is possible, as in "The story may/might/could be true" . Form: Subject+could/might +infinitive… (Only affirmative sentences are to be introduced at this lesson) Students fill in “will, may or might”. (appendix #2 ). They should explain their choice. Teacher reads the sentences or phrases with errors from the notes and students correct them. (e.g. We might to bring masks) . Using the plan, students have voted for, they make correct sentences with “will, may and might”. Students evaluate their ability to speak about future party using “might, may, will” (they write 10,20 or…% on a post-it note and stick it on the blackboard). (appendix # 4 ) Teacher gives feedback and assesses students’ work using rubric (appendix #3). Students have to write a description of their future birthday party using “might, may, will”.
Pair work T-S
T-S
T-S
Appendix #1 Match the words with their definitions (from http://www.rong-chang.com/customs/cc/customs085.htm) blackjack
stereotype
board taco boring theme casino toga ethnic variation fake sheet fictional portray masquerade poker murder offensive mystery a type of card game played for money a flat piece of wood or other hard material with a special pattern on it, used for playing games not interesting or exciting building where games, especially roulette and card games are played for money a person belonging to an ethnic group not real, but made to look or seem real imaginary behaviour that is intended to prevent the truth about something unpleasant or notwanted from becoming known the crime of intentionally killing a person something strange or not known that has not yet been explained orunderstood a game played with cards in which people try to win money from each other to represent or describe someone or something in a painting, film, book, or other artistic work a large, thin, flat, usually rectangular piece of something a set idea that people have about what someone or something is like,especially an idea that is wrong a hard, folded tortilla (= thin flat bread) filled with meat, cheese, etc. and often ahot, spicy sauce the main subject of a talk, book, film, etc
a piece of clothing worn by people in ancient Rome, consisting of a long piece ofcloth wrapped around the body and hanging loosely from the shoulders unpleasant a change in amount or level
Appendix #2 (from http://www.cambridge.org/grammarandbeyond/wpcontent/uploads/2012/09/Communicative_Activity_Hi-BegIntermediate-Will_May_Might.pdf )
Fill in will, may or might How … technology affect our lives in the future? Some people predict that robots … play a larger role. For example, some families of the future … have a robot in their homes. These robots … probably prepare food and clean the house. They … care for young children, too. Robots … also take care of sick people in hospitals. Therefore, it … be important to feel comfortable around robots. In fact, researchers are already teaching robots to speak and to move like humans. As a result, robots … behave more like humans in the future. They … also appear to show emotions, such as joy or anger. For all of these reasons, it is possible that human-like robots … be very important someday. Appendix #3 Assessment
Appendix #4 Evaluation Sketchnote by Sylvia Duckworth, thoughts by Ralph Marston - The Daily Motivator
The photos of the lesson (Nadiia Vovchenko) https://padlet.com/v_nadia/ypi35e4w5z5v
Type of Class: mixed abilities
Level:
Topic: Describing animals.
Beginners (5th grade)
Target grammar item: Present Simple Tense Lesson objective By the end of the lesson, learners will be able to ask and answer questions about the animals employing
Present Simple Tense.
Stage Presentation Warmer
Time 10m
Activity A song (children make actions and sounds): https://www.youtube.com/watch?v=I9to-ILXbBQ Teacher asks questions: -So, what….(has a trunk)? -An elephant has a trunk A game: Teacher gives a picture of an animal to one student standing in front of the class. Others ask questions and he or she answers them. The class guesses what animal is this. Teacher writes down students’ questions (both correct and incorrect) on the blackboard. Teacher explains that they are going to learn how to ask and answer questions correctly. Teacher gets a class vote on which sentences on the blackboard are correct and confirms the answers. Then teacher ask students to decide why the sentences are not correct. Together they form a rule (see “a train” (attachment #2 and #3). CCQs: What goes first/ second/ third/ fourth? Do these questions refer to the present, past or future? Can “is” and “does” be in the same question? How do we know when we need to call “do/does” for help?
Restricted (Guided) Practice
15m
Attachments #4, #5 (Individual work, teacher is a facilitator)
Attachment#6 (pair work) Students read the answers and peers correct each other. Teacher helps when necessary. Attachment #7 (group work : students make up their own questions using the “train”. They may ask any questions they want to know answers to.) Then groups exchange their “trains” and check the questions of other groups. After that, students ask and answer their questions. Freer /Communicative Practice
17m
( Group work3 groups) Students draw an imaginary animal, give it a name, write down its parts of body and description. (according to the plan: kind of animal: they can: they've got: they weigh: they live: they eat: they live for: ). Students don't show their pictures to other groups. Then group 1 asks group 2 questions about their animal (again according to the plan plus teacher can write and review question words with them: what, where, how uch, how long) ). Group 2 answers them and one representative of group 1 draws the animal on the blackboard. After that, all groups compare drawings and find the differences. (in picture 1 it has got .. but in picture 2 it hasn't got). Then group 2 asks group 3 questions about their animal.... Teacher gives feedback Exit card:(the idea is taken from the lesson plan template )
3m
Students have to finish the following sentences: Now I can… I need more practice with:
Homework
Attachment #8
Attachment #1 Lyrics for the song Do you know what has a trunk? Has a trunk? Has a trunk? Do you know what has a trunk? And makes this animal sound? An elephant, you were right, Makes this sound as it walks around. An elephant, you were right, Makes this animal sound. Do you know what swings from trees? Swings from trees? Swings from trees? Do you know what swings from trees And makes this animal sound? A monkey, yes, you were right, Makes this sound as it swings around. A monkey, yes, you were right, Makes this animal sound. Do you know what’s big and brown? Big and brown? Big and brown? Do you know what’s big and brown And makes this animal sound? A lion, yes, you were right, Makes this sound and it’s big and brown A lion, yes, you were right, Makes this animal sound. Do you know what swims and plays? Swims and plays? Swims and plays? Do you know what swims and plays And makes this animal sound? A seal, yes, you were right, Makes this sound and it swims around A seal, yes, you were right, Makes this animal sound. Do you know what slithers around? Slithers around ? Slithers around? Do you know what slithers around And makes this animal sound? A rattlesnake, you were right, Makes this sound and it slithers around A rattlesnake, you were right, Makes this animal sound. Listen to the animal sounds Animal sounds Animal sounds Listen to the animal sounds
Attachment #2
https://www.dreamstime.com/royalty-free-stock-photos-kids-train-banners-image5808548
Attachment #3
Attachment #4
(Enterprise 1 Beginner Coursebook by Virginia EvansJenny Dooley Express Publishing, 1998, p.43) Attachment #5
(Enterprise 1 Beginner Test book by Virginia EvansJenny Dooley Express Publishing, 1998)
Attachment #6
(Enterprise I Workbook by Virginia EvansJenny Dooley Express Publishing, 1998 p.26) Attachment #7
Attachment #8
Photos of students’ works https://padlet.com/v_nadia/snplmq5rimfz
Level: Beginners (6 form-11-12 years old) Time: 45 minutes Theme: “Shopping” Main aims: By the end of the lesson learners will have been able to advertize different goods, to compare their qualities and prices, to buy goods and to drive a hard bargain using such expressions as: “It’s a bargain!”, “It’s worth buying”,etc. Sub aims: learners will have used the following idioms related to shopping: “apple of my eye”, “white elephant”, “to foot the bill”, “in over one’s head”, “to pay through the nose”. They will have developed using degrees of comparisons in reallife situations and will have improved reading (scanning) and thinking skills; Personal aims: to make sure I include all the students, to assess objectively, to give clear instructions; Learning Outcomes: one big poster, consisting of 3 smaller ones, which will represent a 3- storied department store. Class profile: It’s a mixed-ability class, not all students have high thinking skills. Assumptions: Learners may be too young to know world famous brands, however they may know the ones they use to shop at, like “Bershka”, “Pull and Bear”, etc. Anticipated problems and solutions: Problem: students may use native language working in groups; Solution: to make them “pay” to other groups for each Ukrainian word. Aids/ Materials: money (not real, of course), flashcards of different goods, pictures from the magazines, handouts with texts, markers, toy fast food.
Procedure: 1. Warmer
Pre-Task activity is: “A Penny for a Compliment”- All students are given a certain sum of “unreal” money, they should mingle and trade money for a compliment. Then they will use this money for shopping. 2. Lead-in
Introducing the task: A new mall has been built in Cherkasy. Your task is to make a poster, showing which departments will be there, what the names of these departments will be (you can use famous brands), what goods will be sold there and finally, you should attract customers advertizing them. Watch the video “Shopping in London” as an example of how to advertize shopping areas. 3. Task Cycle Listing and Brainstorming: A Mind Map- list all the places for shopping you know; what can you buy in each of them? St-s write them on the blackboard, recycling the vocabulary. painkillers, pills, … chemists
Shopping Ordering and sorting: Groupwork: Grouping according to “ numbered heads together”. Each student is given a number (1-6). The students put their heads together to work on the problem. At the end of the time, I call on the student with a certain number to share their thoughts and solutions.
Each group chooses 5 departments: 1 st group -for the 1st, 2nd – for the 2nd and 3rd – for the 3rd floor of the department store. Students draw these departments on the poster and think of the right order for them, keeping in mind customers’ needs). They explain the reasons for such an order. Then they choose appropriate pictures and glue them. Then, they choose and glue the goods for their departments. (e.g Ladies’ fashion clothes are sold next to the ladies’ fashion shoes because when a
lady buys a dress, she will be more likely willing to buy some shoes which suit the dress and then we suggest to sell bags in the nearest department.) Matching: Learners read the texts about different world famous brands and match the names with their departments. They explain the class how they were able to match them (e.g. Gucci is the best name for this department because designer clothes of this brand are always in trend). Sharing personal experiences: Students share where they go shopping and name the brands they know. They also share what they often/ sometimes/ rarely buy there. Comparing and Problem-solving: Students write down the prices for each piece of cloth or whatever they have on their posters. Teacher explains that each group is going to a birthday party tonight. They have to make a list of things they need to buy but they can use only that money they got as a group at the beginning of the lesson and that they earned for the compliments. Then, they go to all the departments (including other groups’ ones), compare the prices and “buy” different goods using money they’ve got. They may drive a hard bargain. Each group counts the money earned. Then, each group explains how they are going to use the bought goods at the party. A teacher provides the learners with the following items of vocabulary: “It’s a bargain!”, “It’s worth buying”, etc Idioms: “apple of my eye”, “white elephant”, “to foot the bill”, “in over one’s head”, “to pay through the nose” 4. Presentation: Each group should advertize one of their departments. They can use the speech patterns from the texts, adding their own ideas. 5. Language Focus: Teacher makes notes of students’ mistakes during the presentation stage and suggests self- and peer correction after it. 6. Evaluation: Learners evaluate peers by commenting on their outcomes: whose ad was the most convincing, who was the best buyer, etc 7. Assessment: Each student sticks one sticker on the picture of the department they would go shopping more often. All members of the group which has got more stickers on their floor plus earned more money, get excellent marks; other students are assessed according to their work. 8. Feedback. Teacher asks students how they can use the knowledge gained at the lesson in real life, asks what new items of vocabulary they have learnt, etc
9. Hometask: to make 5 sentences with each idiom, to read and translate texts (each student is given a different text, which they have just scanned at the lesson) and to be able to present the information from the text to the class.