Dear Colleague, Please refer to the First Page of Action Pack 8 Training This is the 2nd page of training material for the Action Pack 8. It has more text versions of the PowerPoint presentations which can be used as starting points for discussions.
Action Pack 8 Slides text version JOINING FORCES ====================================== Slide 1 Sample: JOINING FORCES: Combining grammar and skills work A picture of Action Pack 8, Student's Book cover page Comments: Joining Forces: combining grammar and skills work One of the greatest challenges for language teachers is getting the right balance between grammatical input and practising language skills. A lack of range and variety in grammatical structures will limit a learner’s ability to operate in the foreign language. Conversely a language learner with a deep awareness of structure is not always able to use the language. This session will try to resolve why one just doesn’t seem to work without the other. ======================================= Slide 2 Sample: The past perfect Simon where Petra had had had had had had had of course had had had been the right answer. Simon, where Petra had had ‘had’ had had ‘had had’: of course ‘had had’ had been the right answer. 1. Who got the grammar question right? Simon, who had had ‘had had’. ====================================== Slide 3 Sample: What is language? Language is a way to transfer a pattern from our brain to another person’s brain It involves two brains, not just one Communication is pervasive in nature, language being just one aspect of it Comments: Communication establishes relationships and makes organizing possible. Every message has a purpose or objective. The sender intends -- whether consciously or unconsciously -- to accomplish something by communicating. Grammar is described as ‘a set of shared understandings that enable people to communicate successfully. It is a resource used for making meaning in texts and it is always related to acceptance and intelligible meanings made in a particular context’ (Geslin et al. 1998 : 3). In teaching grammar, the context is used to unify the various language structural elements. ====================================== Slide 4 Sample: Language is infinite The cat The woman talked to the boy. I said that the woman talked to the boy. The newspaper reported that I said that the woman talked to the boy. John doubts that the newspaper reported that I said that the woman talked to the boy. Comments: If you interrupt a sentence at any given point, there is an average of 10 different words that could come next. In a 90 year lifetime: 2,838,240,000 or 2.8 x 109 seconds total Compare: 2.8 x 109 seconds in your life, 1020 possible sentences… ========================================= Slide 5 Sample: SB, Module 1, page 15 Grammar in context When, while 4 A number of pictures illustrating the use of when, while Comments: Take this simple example from Action Pack 8 Module 1 Lesson 2. Students are learning past simple and while and when. These simple pictures provide a context for the new language. Students will process the pictures visually making sense and meaning in their own language. Our job as language teachers is to provide comprehensible input which highlights clearly the linguistic limits of the new language. In other words we can help our students by showing them what is appropriate and effective to say/write in different contexts. Over to You sections are an opportunity for students to express their own ideas within the context of the lesson.These exercises allow students to experiment with the possibilities of the new language that they are learning. =========================================== Slide 6 Sample: Generative grammar We understand sentences that we have never heard before The number of sentences in a language is potentially infinite, but there is a finite system of rules that defines which sentences can be built Grammar = rules that account for all valid sentences of the language Comments: Generative grammar (Noam Chomsky) Application of formal logic to linguistics Language = set of sentences Sentence = finite string of words from a lexicon Grammar = set of rules that determine whether a sentence belongs to the language A language is "recursively enumerable" Deductive approach to language: how to derive all possible sentences of a language from an abstract structure The teaching of grammar is referred to in different ways. When it is seen as ‘structure,' the focus of teaching is on the way in which the language is structured and not the way in which it is used on daily basis. Of importance to note here is that structure should ultimately lead to functionality, that is how that structure ought to be used. In other cases, a distinction is made between the form of language and its function and meaning. This becomes quite evident through various classroom activities, covering a wide range, from purely formal to more functional activities. In other words, from activities that focus on correct grammar to those that are more concerned with using the language for communication purposes. In some instances, ESL educators use activities which ---are mainly targeted at manipulating the language structures rather than on activities that communicate information. ====================================== Slide 7 Sample: On teaching a language The majority of bilinguals in the world acquire a second language in naturalistic environments, not in classroom settings. They acquire speaking and listening skills and develop some form of linguistic competence in the L2 through exposure to a target language in language contact situations. Comments: The social-pragmatic view of language acquisition has had a long and not particularly successful history. For about twenty years now people have been claiming that language is acquired as a means of communication, and that it is possible to explain the process of language acquisition as part of a process of acquiring communicative competence. In the best Vygotskian tradition, it has been pointed out that the ability to communicate verbally must be learned in the context of interaction between the child and his or her social environment, and that such an intersubjective, culturally determined medium of social exchange as language cannot but be culturally transmitted (cf Bates, 1976; Bruner, 1974; Ryan, 1974; and Snow, 1979). First language acquisition, or what does a baby need in order to start speaking. Innate capacities and learned behaviour. Role of the environment and social interactions. Second language acquisition. Cognitive approach and justification for the "play-and-learn", role-based techniques. A sample model imitating first-language-acquisition process.. ======================================== Slide 8 Sample: Grammar strain LearningèçAcquisition PerformanceèçCompetence KnowledgeèçUse GrammarèçSkills Comments: Krashen’s Hypotheses “Acquisition” is unconscious with respect to the rules “Acquisition” requires meaningful interaction in the target language “Learning” is a conscious activity that proceeds by formal instruction and results in knowledge about the language “Acquisition” is more important than “learning Grammatical competence (Unconscious knowledge of possible grammatical structures in an idealized speaker) *What eats John? What does John eat? Performance (Actual production and comprehension of language in specific instances of language use) Whe..When are you coming? I don’t… well uhm, maybe tomorrow WHOLE LANGUAGE APPROACH TO TEACHING GRAMMAR. As the name indicates, whole language approach assumes that language must be seen as a whole, despite the fact that an educator might decide to split it in bits and pieces during various teaching sessions. The context within which various linguistic structures are placed, finally determines the sense or meaningfulness of these linguistic structures. ===================== Slide 9 Sample: The notion of proficiency Language competence develops through language use. Proficiency: development of language competence through language use. Basic language use skills: Speaking, listening, reading and writing Comments: Communicative competence Hymes (1972): Knowledge of the appropriateness of an utterance to a particular situation or context and of its sociocultural significance. The Social-Constructivist Model emphasizes that learning always has a social purpose connects very well with the communicative approach student-centered classroom emphasis on fluent communication grammar explanations and grammar correction kept to a strict minimum Rather than “teaching” a language we are facilitators in the process of language acquisition. Our main role is to provide adequate input and a positive environment for acquisition to take place. ==================================== Slide 10 Sample: SB, Module 1, page 5 OUTCOMES You will be able to: Talk about sport and activities Discuss the Olympics Talk about the past Give opinions Comments: Action Pack 8 takes the view that a child’s proficiency in the language can only be extended by increasing the range of language skills which the child can successfully perform. As we can see from this opening page from Module 1 the outcomes for the module are expressed in terms of skills development e.g. Discuss the Olympics or give opinions. The language input such as grammar and vocab are included so that these skills can be achieved. In other words the input we will give will provide acquisitional possibilities for the students. ================= Slide 11 Sample: Examples to explore ”I’ve chopped the onions.” Focus on the result of the action. They are ready to fry. ”I’ve been chopping onions.” Focus on action to explain the result. That’s why I am crying. Comments: The purpose of this stage of the grammar lesson is to help students explore the depth of the grammar point, and to begin to differentiate between structures. This is the first stage of inductive learning where students begin to see patterns and rules from examples they are given. With the help of their teacher, students should be able to recognise how a grammar pattern works. Students also prefer this kind of active learning. As they mentally process the grammar point they learn more about it and have a deeper understanding of it. One example might be the sentences given here containing the present perfect simple and present perfect continuous. One piece of advice that we might give to students to distinguish these 2 is that Pres. Perf. Allows us to focus on the present result e.g. in this sentence that the onions are ready to fry. Often it is said that Pres. Perf. Cont. Focuses on the activity. This has to be handled carefully though as focusing on the activity is only relevant if it explains to result – here that is why the person is crying. Examples : My face is red. (I’ve been running), I’m sorry the house is such a mess (We’ve been decorating), Here you are (I’ve brought the CD you asked for). ====================================== Slide 12 Sample: SB, Module 4, page 50 Making Plans A conversation accompanied by a picture of Jaber and his friends making plans. Comments: Action Pack 8 provides lots of functional language in the form of dialogues too. Here is a good example from Module 4 lesson 7 Ideas and Thoughts. Students are learning present continuous for future and the dialogue between Jaber and his friends provides a good context for the structure as it would be used in everyday life. Students are asked to make notes about the different plans of the boys in the dialogue. In other words they pick out the target structure in a meaning full and purposeful way. =========== Slide 13 Sample: Speaker (Writer) Encodes Message-----—Sends Message What I want to say What I say Listener (Reader) Receives Message—-----Decodes Message I hear him/her/ say I think he/she means Comments: We have talked often of what commuication entails. This is an important concept for language teachers. Often we mention the need for an exchange of information. However usually people are interacting for some purpose which leads to some kind of outcome. The cultural ways in which we achieve this are numerous and often contradictory. Take for eaxmple a service exchange in North Africa or the Arab world and one in western Europe. The exchange of a message across a communication channel from one person to another Three problem areas..... Michael Reddy (1979) has noted our extensive use in English of 'the conduit metaphor' in describing communicative acts. In this metaphor, 'The speaker puts ideas (objects) into words (containers) and sends them (along a conduit) to a hearer who takes the idea/objects out of the word/containers' (Lakoff & Johnson 1980: 10). The assumptions the metaphor involves are that: Language functions like a conduit, transferring thoughts bodily from one person to another; in writing and speaking, people insert their thoughts or feelings into the words; words accomplish the transfer by containing the thoughts or feelings and conveying them to others; in listening or reading, people extract the thoughts and feelings once again from the words. (Reddy 1979: 290) ========================================= Slide 14 Sample: Problem Area 1 Intended Message Versus Message Sent Think about what you want to communicate – choose grammar and vocabulary Practice what you want to communicate Comments: As Reddy notes, if this view of language were correct, learning would be effortless and accurate. The problem with this view of language is that learning is seen as passive, with the learner simply 'taking in' information (Bowers 1988: 42). I prefer to suggest that there is no information in language, in books or in any medium per se. If language and books do 'contain' something, this is only words rather than information. Information and meaning arises only in the process of listeners, readers or viewers actively making sense of what they hear or see. Meaning is not 'extracted', but constructed. Thought: First, information exists in the mind of the sender. This can be a concept, idea, information, or feelings. Encoding: Next, a message is sent to a receiver in words or other symbols. Decoding: lastly, the receiver translates the words or symbols into a concept or information that he or she can understand. During the transmitting of the message, two processes will be received by the receiver: content and context. Content is the actual words or symbols of the message which is known as language - the spoken and written words combined into phrases that make grammatical and semantic sense. We all use and interpret the meanings of words differently, so even simple messages can be misunderstood. And many words have different meanings to confuse the issue even more. Context is the way the message is delivered and is known as Paralanguage - it includes the tone of voice, the look in the sender's eye's, body language, hand gestures, and state of emotions (anger, fear, uncertainty, confidence, etc.) that can be detected. Although paralanguage or context often causes messages to be misunderstood as we believe what we see more than what we hear; they are powerful communicators that help us to understand each other. Indeed, we often trust the accuracy of nonverbal behaviors more than verbal behaviors. ====================================== Slide 15 Sample: SB, sample Pronunciation rubbish, food, visible Exe.5 Listening 6.4 Reading aloud Comments: Therefore one of the first steps in successful communication is to wrap up your thoughts and ideas in the write words and structure and vocalise them using pronunciation that is clear and thus interpretable. Action Pack provides regular Pronunciation sections which provide students with practise in the areas Arabic speaker sometimes find difficult. There is plenty of practise in distinguishing between like sounds which are difficult sometimes to tell apart. Minimal pairs are a more serious problem than simple poor pronunciation or listening skills on the part of a student. This is because mistakes with minimal pairs do not simply impair understanding; they can lead students to believe that they understand when in fact they are quite mistaken. These kinds of mistakes can hamper their conversation skills in the obvious way that they are difficult to understand, but it can also affect their confidence and thus their inclination to even try to communicate in the first place. ================= Slide 16 Sample: Problem Area 2 Message Sent Versus Message Received Actual words/sentences used Nonverbal cues Amount of information Comments: Nothing is so simple that it cannot be misunderstood. – Freeman Teague Human beings pay attention to incoming messages selectively, and base their responses on prior experience and anticipation of future events. Anything that prevents understanding of the message is a barrier to communication. Many physical and psychological barriers exist: Culture, background, and bias - We allow our past experiences to change the meaning of the message. Our culture, background, and bias can be good as they allow us use our past experiences to understand something new, it is when they change the meaning of the message then they interfere with the communication process. Noise - Equipment or environmental noise impede clear communication. The sender and the receiver must both be able to concentrate on the messages being sent to each other. Perception - If we feel the person is talking too fast, not fluently, does not articulate clearly, etc., we may dismiss the person. Also our preconceived attitudes affect our ability to listen. We listen uncritically to persons of high status and dismiss those of low status. Message - Distractions happen when we focus on the facts rather than the idea. Our educational institutions reinforce this with tests and questions. Semantic distractions occur when a word is used differently than you prefer. For example, the word chairman instead of chairperson, may cause you to focus on the word and not the message. ================ Slide 17 Sample: SB, Module 4, page 49 Exe.4 Grammar in Context: present continuous as future exe.5 Talking about future plans Comments: Students need plenty of chances to try out the new language items. They need to be allowed to formulate sentences that hopefully contain the correct and effective communicative force. I am convinced that one reason our traditional teaching of grammar has little transfer to writing situations is the underlying behaviorist learning theory. We have simply taken for granted the behaviorist ideas that practice makes perfect and that skills practiced in isolation will be learned that way and then applied as relevant. We have assumed that this is the way teaching and learning should work, despite the overwhelming evidence that it doesn't. With respect to grammar, Harris and Rowan (1989) show quite convincingly that a conscious grasp of grammatical concepts requires a depth of understanding that is not often gained through practice exercises alone. Action Pack tries to provide this more challenging practise by personalising the structures through interaction as Krashen suggests. ======================================== Slide 18 Sample: Problem Area 3 Message Received Versus Message Interpreted Listening skills Emotional state Bias/prejudice/pre-conceptions Comments: People speak at 100 to 175 words per minute, but they can listen intelligently at 600 to 800 words per minute (WPM). Since only a part of our mind is paying attention, it is easy to go into mind drift - thinking about other things while listening to someone. The cure for this is active listening – which involves listening with a purpose. It may be to gain information, obtain directions, understand others, solve problems, share interest, see how another person feels, show support, etc. It requires that the listener attends to the words and the feelings of the sender for understanding. It takes the same amount or more energy than speaking. It requires the receiver to hear the various messages, understand the meaning, and then verify the meaning by offering feedback. The following are a few traits of active listeners: Spends more time listening than talking. Do not finish the sentence of others. Do not answer questions with questions. Are aware of biases. We all have them...we need to control them. Never daydreams or become preoccupied with their own thoughts when others talk. Plans responses after the other person has finished speaking...NOT while they are speaking. Provides feedback, but does not interrupt incessantly. Analyzes by looking at all the relevant factors and asking open-ended questions. Walks the person through your analysis (summarize). Keeps the conversation on what the speaker says...NOT on what interests them. ======================================= Slide 19 Sample: The importance of listening 70% of a manager’s job is spent communicating Of that time: 9% is spent writing 16% is spent reading 30% is spent speaking 45% is spent listening Comments: Dictation can really help your students' spelling in English. It is therefore a good idea to give a dictation task every week. Choose four or five lines from the input passage of the lessons for dictation. Tell your students to listen to these lines at home several times on the Class cassettes and read the lines from the Students' book at the same time. They can then compare the oral and written form. If your pupils do this, you will see that they will be more successful when you give them the dictation. The stories in the Action Pack series are usually in two or three parts. Ask your students to listen to the appropriate part of the story in advance of the reading in class. You will find this cuts down enormously on the time you have to spend on the presentation of the story in the class. ===================================== Slide 20 Sample: SB, Module 4, page 45 Listening Exe.4 Listen to an interview with Bill Ross. Comments: They key to helping students improve their listening skills is to convince them that not understanding is OK. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others. Another important point that I try to teach my students (with differing amounts of success) is that they need to listen to English as often as possible, but for short periods of time. I like to use this analogy: Imagine you want to get in shape. You decide to begin jogging. The very first day you go out and jog seven miles. If you are lucky, you might even be able to jog the seven miles. However, chances are good that you will not soon go out jogging again. Fitness trainers have taught us that we must begin with little steps. Begin jogging short distances and walk some as well, over time you can build up the distance. Using this approach, you'll be much more likely to continue jogging and get fit. Students need to apply the same approach to listening skills. Encourage them to get a film, or listen to an English radio station, but not to watch an entire film or listen for two hours. Students should often listen, but they should listen for short periods - five to ten minutes. This should happen four or five times a week. Even if they don't understand anything, five to ten minutes is a minor investement. However, for this strategy to work, students must not expect improved understanding too quickly. The brain is capable of amazing things if given time, students must have the patience to wait for results. If a student continues this exercise over two to three months their listening comprehension skills will greatly improve. ====================================== Slide 21 Sample: Joining grammar and skills skills are the priority - grammar to assist communicative repertoire relevance - helping students to see how skills can be applied in the real world moderate amount of discrepancy or incongruity - stimulate students' curiosity, an intrinsic motivator defining tasks in terms of specific, short-term goals - helps students to associate effort with success Comments: Grammar points can only be successfully mastered id students become confident in integrating them to achieve skills goals e.g. mastery of the passive voice will only be useful if students can write better descriptions of processes or describe historical events. Various task dimensions can also foster motivation to learn. Ideally, tasks should be challenging but achievable. Relevance also promotes motivation, as does "contextualizing" learning, that is, helping students to see how skills can be applied in the real world (Lepper). Tasks that involve "a moderate amount of discrepancy or incongruity" are beneficial because they stimulate students' curiosity, an intrinsic motivator (Lepper). In addition, defining tasks in terms of specific, short-term goals can assist students to associate effort with success (Stipek). Verbally noting the purposes of specific tasks when introducing them to students is also beneficial (Brophy 1986). Extrinsic rewards, on the other hand, should be used with caution, for they have the potential for decreasing existing intrinsic motivation. ======================================== Slide 22 Sample: What’s wrong with the sign? Jonesandson There are no gaps between Jones and ‘and’ and ‘and’ and son! Comments: REFERENCES. Adair-Hauck,B; Donato,R. and Cumo.P Using a Whole Language Approach to Teach Grammar: In Teacher’s handbook. Boughey, C 1997. Learning to write by writing to learn: a groupwork approach: ELT journal 51/2 126 - 134. Cornish, S 1992. Community access: Curriculum guidelines. New South Wales: Ames. Dubin, F and Bycina, D 1991. Academic reading and the ESL/EFL teacher. In Celca-Murcia, M (ed). Teaching English as a second or foreign language, second edition, pp195 -215. New York: Newbury House. Geslin,N and Wade, R 1991. Some practical and pedagogical teaching. (http://www.und.ac.za/und/ling/archive/gesl-vl.html). Kilfoil,W.R. Van der Walt,C.1989. Learn 2 teach. A guide to the communicative teaching of English as a second language. Second edition: Academica. Krashen, S 1982. Principles and Practices in Second Language Acquisition. Oxford: Pergamon. Richard, J, C, and Rodgers, T.S. 1986. Approaches and methods in language teaching. A description and analysis. New York: Cambridge University Press. ======================================== Slide 22 Sample: Language Killer sentenced to die for second time. The dishonest mayor wins on budget but more lies ahead ======================================= |