Teaching Grammar in Context: - PowerPoint Presentation

Teaching Grammar in Context: Through Meaning CWP004 PDP-Saturday mode-2019/20 Semester 1 Dr Leo Francis Hoye leohoye@gmail.com 1

Wake up in a good mood Balanced Meal2

Mad GabsDried Hog FeudDisc Possible Dye PurseDepot Stall Fizz3 Dry Dog FoodDisposable DiapersThe Post Office

4 What is this?

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A Teaching Grammar in Context: Overview6

BASIC PRINCIPLESA REMINDER7

Basic Principle #1: Grammar and lexis cannot be separatedGrammar involves structures and patterns that are made up of words.Words are the starting point. Words Phrases Lexical constructions Lexical chunks Pre-fabricated unitsWords combine together to create meaning. 8

Basic Principle #2: Grammar and lexis cannot be separatedThe ability to put words together appropriately to form meanings is the 5th language skill:ReadingWritingListeningSpeaking Grammaring9

Basic Principle #3: Grammar has three dimensions: FORM, MEANING and USEFORMMEANING USE10Are equally important. Require different teaching/learning methods.

A 3D grammar framework: Questions every teacher should ask before teaching a grammar item11 FORM How is it formed? MEANING What does it mean? Larsen-Freeman, D. (2003 & 2013)

Basic Principle #3½ : Grammar makes meaning in a context for a purposeNot solely rules.12 Input: formulasInput: RulesInput: Patterns Input: formsUSE? MEANING

Basic Principle #4: Grammar teaching should be meaning-focused and text-basedA focus on meaning and use causes learners to THINK about languageThinking learning13 What grammatical choices should I make to fit the context and my purpose appropriately?

Basic Principle #5: Unless internalised, grammar knowledge is not usefulGrammar knowledge becomes internalized through:Comprehensible inputNoticingStretched output 14

Basic Principle #6: Vocabulary knowledge is complex 15Sound, Spelling , Mea ning, Use,Grammar function, Connotations ,Collocation, Re lated Words, ChineseKNOWING/USING > INTERNALISATION OF:Sound, Spelling , Meaning, Use,Grammar function, Connotations,Collocation, Related Words, Chi nese

Teaching Grammar through MeaningTOPIC 4: The Compare-Contrast Strategy16

Comparing and contrastingStrategyChoose two similar texts which differ in one area of grammar.Students read, or listen to, the two texts.Encourage students to notice the grammatical differences between the texts.Get students to make changes to the texts and notice how the meaning changes as a result.Ask students to write their own texts similar to the examples they have compared, so that they can practise using the grammatical construction.17 Underlying Principles Text-based grammar Grammar in Context Comprehensible inputNoticingPushed output

Compare-Contrast Strategy (HANDOUT 4-1)Primary 4Articles18

Stupid Robber What is happening?19 Shop

SOUND EFFECTS 20

Stupid Robber: With sound effects21 Shop Give me your money!

STEP ONE22

STEP 1: Write “a car” , “a shop” “a man” or “a gun” - HANDOUT Page 1 Locked out stopped in front of _. got out of _ and ran into pulled out and pointed at the shopkeeper. The shopkeeper got money from the till*. took the money and ran out of But when got back to _ couldn’t open the door of had locked with the keys inside. 23

Locked OutWrite your story (HANDOUT Page 2)24

STEP TWO25

Step 2: Locked Out26Pair work:A: Tell your partner (B) the story. B: Listen to your partner (A) carefully. COUNT: how many cars? Shops? Men? Guns? Record in the squares on page 2. A B

Locked Out27A car stopped in front of a shop. A man got out of a car and ran into a shop. A man pulled out a gun and pointed a gun at the shopkeeper. The shopkeeper got money from the till. A man took the money and ran out of a shop. But when a man got back to a car, a man couldn’t open the door of a car. A man had locked a car with the keys inside. How many? 5 6 3 2

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STEP THREEHANDOUT Page 329

Step 3: REWRITE the storyWRITE “a” for the first time you see a picture “the” for the second, third etc. times. Locked out stopped in front of _. got out of _ and ran into pulled out and pointed at the shopkeeper. The shopkeeper got money from the till*. took the money and ran out of But when got back to _ couldn’t open the door of had locked with the keys inside. 30

STEP FOURPage 331

Step 4: Locked Out32 AB Pair work:B: Tell your partner (A) the story. A: Listen to your partner (B) carefully. COUNT: how many cars? Shops? Men? Guns? Record in the squares on page 3.

Locked Out33A car stopped in front of a shop. A man got out of the car and ran into the shop. The man pulled out a gun and pointed the gun at the shopkeeper. The shopkeeper got money from the till. The man took the money and ran out of the shop. But when the man got back to the car, the man couldn’t open the door of the car. The man had locked the car with the keys inside.How many? 1 1 1 1

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Compare-Contrast StrategySecondary 1Pronouns35

Part 1: Too Heavy (HANDOUT page 4)36 walked into a bank and took away a heavy bag of coins. Then ran away quickly but fell down and dropped the bag. All the coins fell on the floor. was trying to pick up the coins when3636 the police arrived. Write “a man” every time you see

37Pair work:A tells B the story. AB

Too Heavy38 A man walked into a bank and took away a heavy bag of coins. Then a man ran away quickly, but a man fell down and dropped the bag. All the coins fell on the floor. A man was trying to pick up the coins when the police arrived. Change “a man” to “he”: 2nd, 3rd, 4th pictures

39Pair work:B tells A the changed story. AB

Too heavy______ walked into a bank and took away a heavy bag of coins. Then _____ ran away quickly, but _____ fell down and dropped the bag. All the coins fell on the floor. ____ was still trying to pick the coins up when the police arrived. When do we use a man/ he ?Why can’t we use “a man” all through the story?40

Too heavyA man walked into a bank and took away a heavy bag of coins. Then the man he ran away quickly, but the man he fell down and dropped the bag. All the coins fell on the floor. The man he was still trying to pick the coins up when the police arrived. Can we use “the man” instead of “he”?41

Part 2: Locked Out (again!) (HANDOUT page 5)42A car stopped in front of a shop. A man got out of the car and ran into the shop. The man pulled out a gun and pointed the gun at the shopkeeper. The shopkeeper got money from the till. The man took the money and ran out of the shop. But when the man got back to the car, the man couldn’t open the door of the car. The man had locked the car with the keys inside.Underline the car, the man Change the 4th the car into ‘it’Change the 3rd , 4th, 5th the man into ‘he’

Part 2: Locked Out (again!) (HANDOUT page 5)43A car stopped in front of a shop. A man got out of the car and ran into the shop. The man pulled out a gun and pointed the gun at the shopkeeper. The shopkeeper got money from the till. The man took the money and ran out of the shop. But when the man got back to the car, the man couldn’t open the door of the car. The man had locked the car with the keys inside.Underline the car, the man Change the 4th the car into ‘it’Change the 3rd , 4th, 5th the man into ‘he’

Part 2: Locked Out44A car stopped in front of a shop. A man got out of 1the car and ran into the shop. 1The man pulled out a gun and pointed the gun at the shopkeeper. The shopkeeper got money from the till. 2The man took the money and ran out of the shop. But when 3the man got back to 2the car, 4the man couldn’t open the door of 3 the car. 5The man had locked 4the car with the keys inside. Change the 4th the car into ‘it’Change the 3 rd , 4th, 5th the man into ‘he’

Part 2: Locked Out45A car stopped in front of a shop. A man got out of the car and ran into the shop. The man pulled out a gun and pointed the gun at the shopkeeper. The shopkeeper got money from the till. The man took the money and ran out of the shop. But when he got back to the car, he couldn’t open the door of the car . He had locked it with the keys inside.

Which version is better?How does “he” make meaning?A car stopped in front of a shop. A man got out of the car and ran into the shop. The man pulled out a gun and pointed the gun at the shopkeeper. The shopkeeper got money from the till. The man took the money and ran out of the shop. But when the man got back to the car, the man couldn’t open the door of the car. The man had locked the car with the keys inside. A car stopped in front of a shop. A man got out of the car and ran into the shop. The man pulled out a gun and pointed the gun at the shopkeeper. The shopkeeper got money from the till. The man took the money and ran out of the shop. But when he got back to the car, he couldn’t open the door of the car. He had locked it with the keys inside.46

Locked Out47Change all “the car” into it and all “the man ” into “he” ? A car stopped in front of a shop. A man got out of the car and ran into the shop. The man pulled out a gun and pointed the gun at the shopkeeper. The shopkeeper got money from the till. The man took the money and ran out of the shop. But when the man got back to the car, the man couldn’t open the door of the car . The man had locked the car with the keys inside. [Adapted from Lock 2010, lecture notes]

Making use of the visual approachAlternatively…48

Locked out stopped in front of . got out of and ran into pulled out and pointed at the shopkeeper. The shopkeeper got money from the till*. took the money and ran out of But when got back to couldn’t open the door of had locked with the keys inside. 49 REVIEW your story CAN YOU CHANGE “the” TO “it” “he” “him” or “them” ?

“Locked Out” Focus on Forms (1a-4a/1b-4b)Pair work.One reads the text.The other notes differences.Pairs discuss together what the differences are and why there is a problem/ difference.50By comparing and contrasting texts they have worked with, students’ attention is drawn to grammatical form, and the meanings communicated by grammatical changes

“Locked Out”GRAMMAR IN CONTEXT:ANAPHORIC REFERENCEWhen do we use “the” to refer back?When is “he”, “she”, “it” or “them” more suitable?E. g.: A car stopped in front of a shop. A man got out of it and ran into it. A man got out of the car and ran into the shop. 51We normally use pronouns to refer back. But when a pronoun might cause confusion, we use ‘the + noun’ instead

“Locked Out”GRAMMAR IN CONTEXT:SITUATIONAL REFERENCE“The shopkeeper”; “... the till”ELLIPSISWhat we can leave out of a sentence, and still make sense e.g. “... when he got back to the car he couldn’t open the door (of the car)”52 Our schematic understanding of a scenario like ‘shop’ for example, contains certain items by default. A small shop has a shopkeeper, a till, a counter etc. They are specific items in a specific location, and hence definite – ‘the shopkeeper (who owns the shop)’ / ‘the till (on the counter in the shop)’

Thinking back… (HANDOUT pages 1-6)Which grammar teaching principles were demonstrated in the activities listed below:1). Comparing the use of “the” versus “a” a. noticing b. pushed output c. text-based approach d. a, b and c2). Using the McDonald’s song to teach articles (from last week) a. comprehensible input b. grammar in context c. memorization of rules d. noticing53

54Part 3: The Paper Bag Princess (HANDOUT pages 6 and 7)A princessSheThe princess

COMPARE CONTRASTwithTENSES 55

Jackie Chan 56

Activity 3: Ordering the events (HANDOUT page 8)Number the pictures to show the correct order of events. 57Circle the verbsWhat verb tense is used in the first and last sentence? What verb tense is used in the rest of the passage? Why are these different?

The meaning….PARAGRAPH 4.Change all the verbs to PRESENT TENSE.58Paragraph 4:Jackie loved fighting. He often fought with other children who were unkind to his friends.58

59What happens to the meaning?Jackie loves fighting. He often fights with other children who are unkind to his friends.

Jackie’s parents?What were their jobs?In which paragraph can you find this information?60

3) In 1960, Jackie went to Nan Hua Elementary School. He was a bad student. He did not like studying and never did his homework. He had very bad results. 5) When Jackie was seven, he went to the Chinese Opera School. He started lessons at 5 a.m. and finished at midnight every day. He learnt acrobatics, kung fu, Chinese opera, dancing, singing and acting. 6) Since he was eight years old, Jackie has made more than eighty films. In 1972, he became famous as a stunt man in the Bruce Lee film Fist of Fury. In 1978, Jackie starred in his first successful film, Drunken Master, which made HK$8 million at the box office. In 1985, Jackie starred in Police Story. Then in 1994, Rumble in the Bronx made Jackie a star both in Hong Kong and the USA. What happens if we change all verbs to the present tense? 61

In 1960, Jackie goes to Nan Hua Elementary School. He is a bad student. He does not like studying and never does his homework. He has very bad results. When Jackie is seven, he goes to the Chinese Opera School. He starts lessons at 5 a.m. and finishes at midnight every day. He learns acrobatics, kung fu, Chinese opera, dancing, singing and acting. Since he is eight years old, Jackie makes more than eighty films. In 1972, he becomes famous as a stunt man in the Bruce Lee film Fist of Fury. In 1978, Jackie stars in his first successful film, Drunken Master, which makes HK$8 million at the box office. In 1985, Jackie stars in Police Story. Then in 1994, Rumble in the Bronx makes Jackie a star both in Hong Kong and the USA. What other language is used to show time? 62

63Adapting Local Textbooks (HANDOUT pages 10-12)

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 Underline all the verbs that are in past tense. Change these to present tense. What happens to the meaning of the story when you do this? Put a box around all the words and phrases that the writer uses to show time. What verb tenses are used when these phrases occur in the text?Why is the last sentence written in the present tense?65 SLA: Noticing; Raising awareness

Pushed Output (PO)66What is meant by the concept of PO is that learners are “pushed” or “stretched” in their production as a necessary part of making themselves understood.

What activity could you design for “pushed output” with your students?67Some years ago, a very strange thing happened to me. I thought of it last night while I was watching a horror film on TV. I was camping with some friends in the New Territories. We went camping often then and enjoyed many happy times in the open air. One night, while Joe Chan and I were taking his dog, Jet, for a walk, we suddenly heard a scary, howling sound. Did Jet hear it too? Definitely, as he immediately ran towards it. When we found him a few minutes later, he was sitting outside an old hut. Was someone staying there at the time? I didn’t want to know, but for some reason Joe opened the door. Suddenly we saw a man with a knife. A second later, the hut was empty. Did we really see the man? I think so, and it’s because of him that I now believe in ghosts!

Narrative Text-TypeStructureWhat information is found in the first 4 sentences?Sets the scene; provides background information.What information is found in the following 7 sentences?Chronological order of what happenedWhat is the function of the last sentence?Result of the eventPersonal evaluation 68 Language What verb tenses are used?Past; past progressive; present(When are they used?)What signal words/phrases are used?Some years ago, last night, one night, suddenly, a few minutes later, now What types of sentences are used? Statement (declarative), question (interrogative); exclamatoryWhat pronouns are used?I, we, him, he, his These choices of language are appropriate for the purpose of the text.

4-Square Writing Technique (HANDOUT page 12)Graphic organizer69

The man with the knifeWho? My friend and IWhat? CampingWhen? A few years agoWhere? New Territories Supporting detail:Supporting detail:Supporting detail:Conclusion with personal comment Past tense Past tense Past tensePresent tense70

71Other Examples

FYI: Historical Present TenseThe present tense is used to relate a past event.It is commonly used in oral narratives.Backgrounding in one tense (past) and then switched back to the historical present for the rest of the narrative.Example:One night while Joe and I are walking his dog… we hear … Does Joe hear it too?The Point: Meaning changes with these choices of grammar. (Oral narrative versus written; present tense functioning to give current relevance; closeness with the reader). Look back at the Jackie Chan example (HANDOUT page 8)72

This horse comes into a bar …73

In 1960, Jackie goes to Nan Hua Elementary School. He is a bad student. He does not like studying and never does his homework. He has very bad results. When Jackie is seven, he goes to the Chinese Opera School. He starts lessons at 5 a.m. and finishes at midnight every day. He learns acrobatics, kung fu, Chinese opera, dancing, singing and acting. Since he is eight years old, Jackie makes more than eighty films. In 1972, he becomes famous as a stunt man in the Bruce Lee film Fist of Fury. In 1978, Jackie stars in his first successful film, Drunken Master, which makes HK$8 million at the box office. In 1985, Jackie stars in Police Story. Then in 1994, Rumble in the Bronx makes Jackie a star both in Hong Kong and the USA. Can you imagine a context in which someone might tell the story of Jackie Chan’s life in this way? 74

In 1960, Jackie goes to Nan Hua Elementary School. He is a bad student. He does not like studying and never does his homework. He has very bad results. When he’s seven, he goes to the Chinese Opera School. He starts lessons at 5 a.m. and finishes at midnight every day. He learns acrobatics, kung fu , Chinese opera, dancing, singing and acting. Since he is eight years old, Jackie makes more than eighty films. In 1972, he becomes famous as a stunt man in the Bruce Lee film Fist of Fury. Hey, look at this great idea for a movie. The life of Jackie Chan! Yeah, yeah, let me think about it. It might work! 75

What we did…OUR FOCUS was on….Using a Compare/ Contrast Strategy to focus on articles, pronouns and verb tensesAdapting a local text to promote noticing verb tense choices in a narrative textDemonstrating a text-type approach to a narrative text (which focuses on both organization of the text type and language choices which fulfil the purpose of the text)Using the 4-Square writing technique as a possible graphic organizer 76

3-2-1 Reflection3 ideas from today that you will/may use in the future___________________________________________________________________________________________________________________________________________________________________________ 2 things that you will do as a result of what was learned today__________________________________________________________________________________________________________________ 1 question that you still have _______________________________________________________77

78QUESTIONS?

NEXT SESSION: Next week!Games and activitiesPlease be prepared to share some of your great ideas with your classmates!What quick games/activities have you found to be effective in your classroom?What quick activities do you use for reviewing? Warm-ups?79

80See you next week!