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How to PACE your grammar lessons


Enrique Liñan

on 28 September 2014

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Transcript of How to PACE your grammar lessons

B. While-storytelling
C. Post-storytelling
How to P.A.C.E. your Grammar Lessons
Dialogic Story-based Language Teaching
Teacher presents the story orally to facilitate aural comprehension and the acquisition of meaning and form
Teacher foreshadows the grammar explanation through the use of integrated discourse.
Choose a text that illustrates a target structure
Become familiar with the story (dress rehearsal)
Present the story in an interactive way
Incorporate graphic organizers (pair/group work) - mediational tools to organize learners' thinking and use critical thinking skills

Provide both controlled and independent practice

Debriefing activity: Focus attention on common or frequently made errors
By Enrique Liñan
I. Conceptual Orientation
I. Conceptual Orientation
comprehensible input
Focus on meaning
Focus on form
Deductive grammar
Inductive grammar
Connected discourse
Zone of Proximal Development
The P.A.C.E. model
... contextualizes lessons about language form in the context of interesting cultural texts.
… is carried out in multiple lessons over several days.
… allows for learners to construct understandings of relevant and meaningful form in collaboration with the teacher and each other.
A. Pre-storytelling
 Guessing from pictures
 Hangman to present new vocabulary
 Short video clip about the topic
 Miming a few words from the text
 Prediction (What will happen next?)
 Hand motions (thumbs-up/down for comprehension checks)
 Cued repetitions (drills)
 Dramatizations (role-plays)
 Cloze exercises
 Visual aids, puppets, prompts, realia
 Kinesthetic cues & voice techniques
 Put the story in order
 K-W-L activities
 Story re-telling using illustrations
 Write questions concerning the setting, character, major events, and final outcome
 Comprehension games: “I Have: Who Has”
 Correcting false information
c _ _ _ _ _ _ _ _
d _ _ _
p _ _ _ _ _ _ _ _ _
a _ _ _ _ _ _ _
f _ _ _ _
Hand out copies of the text
Highlight the grammatical feature of the language to be discussed
Ask questions that direct attention to patterns found in the text (FonF) and words and phrases repeated in a story (FonM)
Prepare over-head transparencies, PowerPoint or Prezi presentations of example sentences from the story
Have students circle or underline important words and phrases
Begin the conversation by asking questions that are well-chosen, clear and direct.
 What words do you hear or see repeated in the text, and what could they mean?
 What pattern do you see in this group of words?
 How do certain words change as their meaning change?
Encourage learners to ask questions (Promote interaction)
Have students apply their generalizations to new situations
Elicit students’ observations, understandings, and misunderstandings
• The process of understanding a story in a foreign language creates a ____________________ (ZPD) where responsive assistance is provided and target language development occurs.

A story-based language approach stresses __________ ___________and encourages learners to comprehend meaningful texts from the very beginning of the lesson.

• Foreshadowing of new language elements provides learners with a “feel” for what is to come.
The P.A.C.E. model
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