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bringing a focus on grammar to a content- based lesson - Coggle Diagram
bringing a focus on grammar to a content- based lesson
[article) (
https://ehttp://minnetesoljournal.org/journal-archive/mtj-2019-1/bringing-a-focus-on-grammar-to-a-content-based-lesson/xample.com
)
CBI: content based instruction
that language is best learned when used to make meaning, and academic language is best learned when heard and used in academic settings
"25% of class time should consist of language-focused learning in which students are attending to, processing, and discussing language features"
content objectives - language objectieves
revisit review and reenter !
teach grammar explicitly or implicitly? explicitly, but balance between a focus on meaning and a focus on form.
i like stop and dissect a paragraph. or peer share their writing.
Salience:how noticeable something is in the input. ex)The “s” on the end of third person singular verbs,“ed” on the end of a verb to mark past tense. "swings, jumped"
learners dont notice these things because they are not heard or acquired. explicit focus on grammar to their teaching, it is wise to begin by helping learners to notice the forms.
input flood: raise the number of times the feature appears in the learner’s input.
figure 1. in website
input enhancements: bolding, highlighting, underlining the targetted form. ex) the running water of the river wears away the ground,
FORMING
a canyon
Student Friendly Rule: practice to acquire, fiting it in whether it be push in lesson or fit grammar into lesson. examples: "stop and look at sentence" moments, language focused warm up, pausing while working to focus in on a paragraph or two on targeted form.
Academic Language Functions
chart link
look at the thinking map ideas! scaffolding gold!
each academic language function has different graphic organizers and key words! good tool for teaching.
Language Functions and Forms:oral & academic
oral -• giving instructions
• making requests
• defending an argument
academic
describing processes
• comparing or contrasting things or ideas
• classifying objects or ideas
While functions address what we do with language,
forms are the language structures and vocabulary that are used to support those functions
language forms :
• verbs (e.g. hypothesize, analyze),
• complex prepositions, (e.g. in contrast to, as well as), and
• nouns (e.g. comparison, conclusion, analysis)
look at examples
Teacher's Corner: Teaching Grammar for Communicative Competence.
help students to build their communicative competence
we dont use language without grammar. - organic.
GTM: Grammar translation method-grammar taught seperate from the larger contexts. - good for receptive reading knowledge of language, but not communicatively.
ALM: Audiolingulaism-communicative competence- designing grammar lessons to include a communicative task or activity
accuracy
2.fluency
ex) games, role play discussion activites
large class instruction: pairing & groups , poetry, singing competitions. hw. assignments, interviews, writing scripts.
links to ideas
“Grammar Games” on Teacher’s Corner focuses on using games for grammar practice:
https://americanenglish.state.gov/resources/teachers-corner-grammar-games
Activate: Games for Learning American English has many fun communicative grammar games:
https://americanenglish.state.gov/resources/activate-games-learning-amer
...
A great way to develop practical skills for teaching grammar communicatively is through the Teaching Grammar Communicatively MOOC:
https://www.aeeteacher.org/MOOC
.
Sentence-level grammar refers to parts of speech, tenses,quottes, phrases, clauses, and word order.
When teaching grammar in context, it’s important to consider students’ proficiency levels as well as their previous experience with the target grammar item.
Link article