Grammar teaching has always been one of the most controversial and least understood and less understood aspects of language teaching. Few teachers remain indifferent to grammar and many teachers become obsessed by it.
Scott Thournbury (1999)
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Hello!
ResponderEliminarThe blog's design is according to your pupils' level. Your definition of grammar is complete. your work is good!!
Grammar is so important because unconsciously we use grammar all the time in speaking, listening, reading and writing. If we want to improve our English language skills, grammar is the best choice.
HI GIRLS!
ResponderEliminarTHE MORE I READ OUR BLOGS, THE MORE CONVINCED I AM THAT AUTHORS MIGHT SAY RULES, TECHNIQUES, METHODS, APPROACHES...BUT THESE ARE ADAPTED OR MODIFIED ACCORDING TO THE TEACHER'S CRITERIA AND STUDENTS' CONTEXT.
I WOULD LIKE TO SAY THAT I AM AMAZED WITH MY VIDEO CLASS - IT WAS SO USEFUL BECAUSE I NOTICED SOME OF MY WEAKNESSES AS TEACHER BUT ABOVE ALL, I LEARNT A BIT MORE ABOUT MY STUDENTS IN ORDER TO WORK IN THEIR WAY.
it is true, teaching english.it is a hard work for us as teachers. we must adapted our techniques, methods to teach english grammar our students in a pedagogical way
ResponderEliminargood job girls
Hello,
ResponderEliminarAll your comments about teaching grammar are very well addressed. Researchers can write different things about teaching rules or methods, but it is the teacher the one that adapts and uses grammar plus other skills to make students learn.
I hope that the comments received on your class give you an idea of how people can judge a class. Most of the times, being observed or being recorded makes it alll different... Students and teachers behave in a different form.
I would like to comment about Cynthia's class. I agree with you about the team work, students share experiences and they can learn from each other.
ResponderEliminarWhen you try new things with your students, as you did when drilling, they don't know how to behave. It also happens to you because you are not used to do that. I consider important to feel secure about what you are doing so students feel the same.
I would also recommend you to take extra - activities with you, so you can use them in case you finish before
Hello dear colleagues.
ResponderEliminarI like your blog you have mnay interesting information.
On the other hand, about Cynthia's comments I would like to say that I have used the PPP model in some clases with grat results. It not only let students learn grammar, but they also apply the learned knowledgue that in my opinion, it provoques meaningful learning.
About Dara's class, I agree with her. After watching the recorder class we realize there were a lot of mistakes that it is not a perfect class, I thought the same after watching my recorder class. But, personally I believe that the most important is being aware of those mistakes and about students performance with our classes because it will let us to improve our weakness. And, I think that, we could do it through reading our partners analysis and learning more about the teaching grammar methods like the PPP model and the inductive or deductive approach.
Great job girls!!!
Olivia Sánchez Solis
Hello, web mates, I was interesting to read you.
ResponderEliminarI did not know traditional grammar had limitations. What I did know was that we could not do this "I am knowing" or in the imperative mood like "Know!" but I never thought it was for “limitations” of the traditional grammar.
I liked when mentioning the definition of the traditional grammar as “The collection of prescriptive rules and concepts about the structure of language that is commonly taught in schools” (Williams, 2005) since my first thought was related to the school itself.
Talking about the communicative approach, I’ve learned that feedback and correction should usually be given by the teacher after tasks have been completed when I generally corrected at the moment without thinking I interrupted the flow of the conversation. However, I reaffirm that Ss are often more motivated with this approach.
About some rules of thumb, I also agree when mentions they should be: truth (when showing resemblance to the reality); clarity (using clear terminology); simplicity (without overburdening the rule with sub-categories) but also familiar, I mean, use of concepts already familiar to the learners. Furthermore, relevant which should answer only those questions that the Ss needs answered.
It was surprising to know that “Generative grammar was associated with several schools of linguistics, including transformational grammar, relational grammar, categorical grammar, tree-adjoining grammar, head-driven phrase structure grammar, generalized phrase structure grammar, relational grammar, and lexical-functional grammar”. What I suppose I’m going to look for those terms on vacations.
About your evaluation of the teaching: we know that “Teaching involves making a great number of individual decisions” as Richards (1996: 78) establishes. One of these kinds of individual decisions take part during the lesson itself, those are called interactive decisions which demand that teacher has to make instantly decisions concerning different aspects of the lesson that, of course, has not been planned at all.
Therefore, when you monitored the activity and noticed that the students were confused about it, you had to stop the activities, gave an example and repeated the instructions again what allowed you teach or show to the students what they really had to do.
I must say that I cannot see as a mistake, as you see but as the opportunity of giving security to your Ss about what had to do because I am sure after you second explanation they did not feel frustrated and did what you really wanted and needed as teacher and what they needed as Ss. So, Good for you!!!!
About your overall class observation: What kinds of grammar the Tt used in the class? Traditional, Generative, Mental, Pedagogical or Transformational Grammar?
When talking about the listening section, did the teacher establish the purpose of the listening passage? I mean, Looking for specific information or discriminating between sounds, etc or did he give them some words in advance to identify them? If we want Ss to do something is really important tell them beforehand in order to make them feel confident and no frustrated as generally happens when we don’t say the purpose or goal of the determined section or exercise.
Talking about the final product: I completely agree with you when mention that “communication in the classroom must be in English” since for me, it allows Ss to practice language when teacher is the only source. Beside Data hits the nail on the head at the end of her class part when mention “they (SS) have to receive a lot of input to produce output.
VIANEY FRANCO.
Williams, J. D., (2005), “The Teacher's Grammar Book”. Routledge
Hello. I agree with Ana Torres. Even there are a lot of methods and techniques, we are the ones that decide what is the best to use in class. Of course that use a techniques to integrate skills is important to help students to improve English and that they find the learning process interesting and meaningful.
ResponderEliminar