Title: Professional Development Workshops for Teachers of English
1Professional Development Workshops for Teachers
of English
- Communicative Learner-Centred Grammar
- Peter Lucantoni
2Peter Lucantoni
- Started teaching in 1979 in UK, lived and worked
in Europe and Middle East, now based in Cyprus - MA TESOL (Edinburgh) Dissertation Expectations
of Cypriot Teachers of English - Author Teacher Trainer
- Cambridge University Press (IGCSE English as a
Second Language levels 1 2, Our English Levels
1, 2 3, Teaching and Assessing Skills in IGCSE
E2L) - Longman (KET Practice Tests Plus)
- Macmillan (Super Skills A, B C)
- Hodder Murray (International English Levels 1, 2
3 - Cambridge TKT, CELTYL, CELTA DELTA trainer,
CELTYL assessor examiner for speaking tests - Classroom teacher
3Workshop overview
- What is grammar?
- What is a mistake?
- Who decides whats wrong?
- Why do learners make mistakes?
- Grammar activities
- Conclusions
4Activity 1
- What is grammar?
-
- Discuss with your colleagues and try to agree on
a working definition.
5-
- Use the words provided here to complete the gaps
in the paragraph below. - grammatical parts of speech
- meaning rules
- Grammar is a set of for combining words to
express . . Words are given labels to
help us to identify their roles. These
labels are known as .
6-
- Grammar is a set of rules for combining words to
express meaning. Words are given labels to
help us to identify their grammatical roles.
These labels are known as parts of speech .
7Words carry more meaning than grammar, so, in
general, words determine grammar Michael Lewis,
The Lexical Approach, LTP 1999 Grammar is a
process for making meaning clear when
contextual information is lacking Scott
Thornbury, How to Teach Grammar, Longman 2001
8Activity 2
- Language without grammar would leave
- us seriously handicapped (Batstone, 2000)
- up and he that the in Bill Jane
- stand announce spring marry
9Activity 3
- Can you understand the following grammar-less
- exchange?
- A Coffee?
- B Please.
- A Milk?
- B Just a drop.
- A Sugar?
- B Im on a diet.
- A Juice?
- B Mmm.
10What is a mistake?
- 6 7 14
- can never be right
- Did you go to the beach yesterday?
- Yes, I go yesterday
- wrong structure, but effective communication,
comprehensible - usefully he kitchen like black the by
- wrong and incomprehensible
11Who decides whats wrong?
- English is constantly changing, acquiring new
words and usages from other languages, and
excluding others - English has wide variety of dialects, variations,
registers, modern vs old-fashioned - Dictionaries do not always agree
- Anybodys knowledge of language can only ever be
partial
12- Mistakes are part of learning a language
- They are inevitable
- Teachers/learners may be able to eliminate some
mistakes, but not all
13Activity 4
- Some mistakes should be encouraged (Bartram
Walton, 1994) - Do you agree? Which ones?
14He goed to the cinema yesterday He went to the cinema yesterday He go to the cinema yesterday
Speaker knows everything about past simple Speaker knows nothing about past simple Speaker knows something about past simple
15Im sorry sir, I did a mistake.
You didnt DO a mistake, you idiot, you MADE a
mistake!
16Why do learners make mistakes?
- An L2 learner
- is exposed to language
- forms ideas about how language works
- tries out language using ideas
- is exposed to more language
- changes original ideas
- tries out new ideas
- Adapted from Bartram Walton, 1994
17- Approaches and methods
- in teaching grammar
- The grammar-centred approach, grammar
translation - Communicative language teaching CLT
- And now a return to grammar
18Principles
- There is a need for grammar
- If learners attention is directed solely to
expressing meaning, they may neglect attention to
accuracy and precision - Noticing an aspect of form is the first stage of
learning it teachers can help learners do this - But, learner has to do the learning just
teaching grammar doesnt make it happen - There is a role for the explicit teaching of
grammar and metalanguage
19- Noticing an active process in which learners
become aware of structure and notice connections
between form and meaning - Structuring bringing new grammar patterns into
learners internal grammars. Usually requires
controlled practice - Procedurising making the new grammar ready for
instant and fluent use in communication - Rob Batstone, Grammar, OUP 2000
20- You are going to participate in some more
activities which involve grammar. What do you
like/dislike about each one? Which of your
classes could/nt you use the activities with?
Why/not? What variations can you think of?
21Sloobie
- A sloobie is a brumpting silop which draches in
a layod. It okuls from Klooblie, an ert in Fring.
In order to ning a sloobie, the layod is larted
by a ticfrous layoder.
22Sloobie
- Use these words
- country, fish, dancing, river,
- comes, Asia, lives
- A sloobie is a brumpting silop.
- It draches in a layod.
- It okuls from Klooblie.
- Klooblie is an ert in Fring.
23Conclusions
- Grammar is more than lists of labels and rules
found in grammar books it is closely tied to
the meaning and use of language and
interconnected with vocabulary - Communicating through a language and learning a
language can conflict focussing on meaning does
not guarantee language development on all fronts
24 Contacts
- lucantoni_at_gmail.com
- peter_at_response-education.com.cy
- www.response-education.com.cy
- 357-99386227