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ILS: 07 (v2) English didactics - Language learning, Grammar and vocabulary

PPU3310L, session 5
by

Lisbeth M Brevik

on 2 May 2016

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Transcript of ILS: 07 (v2) English didactics - Language learning, Grammar and vocabulary

PURPOSE
"Moreover, when using the language for communication we must also be able to take cultural norms and conventions into consideration."
The session aims to present how we meet the world through English, how digital resources in language learning can be related to grammar and vocabulary teaching, and how resources in the programme
Word
can enhance pupils’ grammatical and vocabulary skills. Finally, the session aims to relate the teaching of grammar and vocabulary to the development of language views and language teaching
(ref session 2).
Preparation
(2) Choose a paragraph from a Norwegian text among the mandatory texts on the reading list. Translate the paragraph into English by using three different translating sites on the internet (i.e. Google Translate, TriTrans), plus your own translation. Bring all five versions to class. Prepare to discuss which translation you think is the best and why, plus which aspects of grammar and vocabulary became prominent through the translations. Also, prepare to explain how you would use this experience in your own teaching.
KNOWLEDGE PROMOTION
ENGLISH CURRICULUM - PURPOSE

Language Learning:
"To succeed in a world where English is used for international communication, it is necessary
to be able to use
the English language and to have knowledge of how it is used in different contexts.
Thus
, we need to develop a vocabulary and
skills in using
the systems of the English language, it`s phonology orthography, grammar and principles for sentence and text construction and to be able to adapt the language to different topics and communication situations.
This involves being able to distinguish between oral (spoken) and textual (written) styles and formal and informal styles.
Moreover, when using the language for communication we must also be able to take cultural norms and conventions into consideration."

COMPETENCE AIMS


Facebook
Aim
Contextualized grammar use
Digital resources
Language learning:
Grammar and vocabulary in ELT

Lisbeth M Brevik (session 4 ELT)
Udir (2006, 2013)
Language learning I:
YEAR 10: "identify significant linguistic similarities and differences between English and one’s native language and use this knowledge in one's own language learning"

Vg1/Vg2: no similar aim
Language learning II:
YEAR 10: "select different digital resources and other aids and use them in an independent manner in own language learning"

Vg1/Vg2: "evaluate different digital resources and other aids critically and independently, and use them in own language learning"
Oral communication:
YEAR 10: "understand and
use
a general vocabulary related to different topics" & "
use
the central patterns for pronunciation, intonation, word inflection and different types of sentences in communication"

Vg1/Vg2: "understand and
use
a wide general vocabulary and an academic vocabulary related to his/her own education programme" & "
use
patterns for pronunciation, intonation, word inflection and various types of sentences in communication"
Written communication:
YEAR 10: "understand and
use
a general vocabulary related to different topics" & "
use
central patterns for orthography, word inflection, sentence and text construction to produce texts"

Vg1/Vg2: "understand and
use
an extensive general vocabulary and an academic vocabulary related to one’s education programme" & "
use
patterns for orthography, word inflection and varied sentence and text construction to produce texts"
Word
Word
Word
Mor: Pugger sterke verb med Hilde. Det er ondskap !!
Venn 1: Heng dem på doveggen. Det er både nyttig, og det er en slags rettferdighet i det.
Venn 2: Jeg er dritgod altså, gi meg et verb!
Venn 3: Sprang, spring, sprunge
Venn 4: Drypp, drypp, drapp har dråppet. Dråpp it!
Venn 1: Å sykle, sykler, saklet, har suklet.
Venn 3: flim, flam, hev flummi
Venn 5: Håpløst!!!
Mor: Haha! Tror dette kan bli et fint surrealistisk dikt. Vurderer å gi det ut.
Venn 6: Pugget verb kl 23 om kvelden med unger ikke bare ondskap men og galskap he he
Venn 2: Å radbrekke ...
Mor: Vi har forresten ikke fått svar fra faglæreren, men Hilde kom hjem og sa at de bare skulle få 10 verb på prøven, og de trengte ikke skrive setninger, bare kunne matrisen.
Task 1: form groups

Compare the two texts below about the Boston Tea Party.

Make sure you profit more from group work than on your own ;-)
Textbook version
Boatloads of tea were sent to America. Since it was cheaper than ever, the British thought that surely the colonists would buy tea now! They were wrong. Tea was burned. Tea was left to rot.
Re-written version
Since it was now cheaper than ever, the British thought that surely the colonists would buy tea! So they sent boatloads of tea to the colonies. But, because the tea still had tax on it, the colonists burned some of the tea. They left some to rot.
(a) Which grammatical and lexical features differ between the two texts?
(b) Lee & Spratley (2010) have referred to these two texts saying that, “in the attempt to create short texts with simple sentences, textbook writers often inadvertently make it more difficult for students to understand concepts” (p. 8). Discuss what they might have meant.
Source: Beck, McKeown, Sinatra & Loxterman (1991).
Task 2: form groups

Design a lesson where you want your pupils to learn specific grammar and vocabulary aspects that you experienced as relevant in the two text versions in task 1.

Again: make sure you profit more from group work than on your own ;-)
Læringsmål (6. klasse): kunne alle uregelrette verb s. 184 i textbook "PRØVE torsdag/fredag. Øv på alle verb s. 184 i textbook. Du skal kunne skrive setninger med verb i alle former, så øv på setninger både muntlig og skriftlig."
How would you have improved the task?
YEAR 7

Oral communication: "use basic patterns for pronunciation, intonation,
word inflection
and
different types of sentences
in communication"

Written communication: "use basic patterns for orthography,
word inflection
,
sentence
and text
construction
to produce texts"
KUD (2006, 2013)
Nemi.no
Nemi.no
What does this word mean in this context (cartoon)?
What does this word mean in this context (cartoon)?
What kind of knowledge do the pupils need to understand this?
What do you think about these kinds of resources?
Wordle.net
Gap tasks
The Flatmates
http://www.bbc.co.uk/worldservice/learningenglish/flatmates/
(1) Compare the teaching of grammar and vocabulary, as expressed in the articles by Mahan, Myhill, Thornbury, and colleagues to the development of language views and language teaching (from session 2).
Lisbeth M Brevik
l.m.brevik@ils.uio.no
Myhill: Implications from grammar teaching
‘Research over a period of nearly 90 years has consistently shown that the teaching of school grammar has little or no effect on students’ (Hillocks & Smith, 1991)

‘Where research seems to be more consistent in highlighting the value of grammar is where the grammar point is taught in the context of writing, either in the context of the linguistic demands of a particular genre, or the writing needs of a particular child’ (Myhill, Lines & Watson, 2011)

We need to make sure the students see a connection between a particular grammar point and creating meaning in text and speech.
Mahan & Brevik: "I can English very good"
Mistakes linked to style or connotation = most common

Students simplify and use informal English

Mistakes are influenced by Norwegian language usage

Message: Teach in context
Remember to teach students, not grammar
2 min per student
4 min per student
Episode 162: Verb patterns - different meanings
Vocabulary
to follow through with your arm
To continue the arm movement after you have released the bowling ball

bowling alley
the place where you play ten-pin bowling

a strike
when you are playing ten-pin bowling and you knock over all ten pins in one go
In the bowling alley

Sometimes in a sentence, one verb follows another. For example, 'I remember telling her about the bowling'. The first verb is 'remember', the second verb is 'tell'.

In sentences like this, there are two main patterns. For example:

(a) I want to buy a diamond ring.
(b) I remember telling her about the bowling.

In sentence A, the first verb is followed by an infinitive.
In sentence B, the first verb is followed by a gerund (-ing) form.

The verb patterns are dependent upon the first verb. Sometimes, if a verb has two patterns, each pattern can have a different meaning or use. Here are some examples of verbs that change meaning with each pattern:
Remember:
Remember + ___ing

1. I remember telling her about the bowling.
2. I remember hitting the car, but after that I don't know what happened.

In this case, 'remember' means that you have the memory of that action or event. You know it happened because you can now remember it.

Remember + to ___

3. I remembered to turn off the lights when I left the room.
4. Remember to bring your passport with you.

In this case, remember means that you do not forget to do something.
Try:
Try + ___ing

1. Try using a heavier bowling ball.
2. If you want to lose weight, try doing more exercise.

In this case, we use try when we suggest a way to achieve something. For example, there are many ways you can lose weight...

Try doing more exercise
Try changing your diet
Try eating less

All of these suggestions are good ways to achieve your goal; they are all ways to lose weight.

Try + to ___

3. I tried to open the window but it was impossible.
4. I am trying to hit the pins, but I keep missing them.

In this case, try means that we attempted to do something, but we failed to do it. We made an unsuccessful attempt to do something.
Forget:
Forget + ___ing

1. I've forgotten telling you that it is my birthday today.
2. He's forgotten promising to send you the pictures.

In this case, forget means that you did the action, but now you cannot remember that you did it. So, in sentence 2, he promised to send you the pictures, but he still hasn't sent them to you. Why? Because he has forgotten about his promise.

Note: For this meaning, we often use a 'that clause', rather than the '___ing' form. For example:

I've forgotten that I told you that it is my birthday today.
He's forgotten that he promised to send you the pictures.

Forget + to ___

3. I forgot to telephone the bank before I went on holiday.
4. She's forgotten to bring her passport. We can't go on holiday now!

In this case, forget means you didn't do something.
Regret:
Regret + ___ing

1. She regrets leaving her last boyfriend. She still loves him.
2. I regret changing my job. I don't like my new one.

In this case, regret means that you did something in the past, and now you feel sad that you did it.

Regret + to ___

3. We regret to tell you that your flight has been cancelled.
4. I regret to say that you have not passed your exam and that you must now leave the university.

In this case, regret means that, right now, you are sorry to give bad news to someone.
Full transcript