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8/4/2019 Teaching Grammar Using Story
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Imprint:
8/4/2019 Teaching Grammar Using Story
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'UsiingaStory-to Ieoch rcmmor
Ph.D. and Richard Ph.D.will Iearn about:
deductive and inductivegrammar instruction
focus on form
to
. .
CONCEPTUALORIIENTATION---_._ .._------_.In thiscultural stories as the of astruction. The model that will be
rules.rather than as a mini-lesson
raised as acommunicative tasks and
8/4/2019 Teaching Grammar Using Story
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to grammar instruction often involveof the and grammarrules, In contrast, the model we propose in this
focus on a well-chosen form of after theestablished in and1 1 1 this
a , pas! tense ser VS. estar, aspenmarkers in Chinese) but rather focus that is relevantto understand the story and to express about the text, !nthis way, the is examined in smaller installments rather than in lists of decon-
grammarthis form has been
textualizecl rules and to these rules characteristic of many textbook grammarfor communication often findommitted to
iT their curriculum and lessons.vt'he SFlLstress that system, grammar ..vocabuogy, and contributes 10 theaccuracy of communica-tion. Researchers agree that 011 aspects of the tJIi
8/4/2019 Teaching Grammar Using Story
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need tor communication
roleteacher's
ansituations in which students
the target and how to use grammar in mean-learners need to understand how grammar VI/Ui enable
Deductive cllndInductiveresearchers agree on
has a ofthat deductive and inductive
agreetypes of grammar in-
include the use of tasksforms
organized view of grammar'J",'UJILc> to represent two dichotomous
on how grammar is and learned. On the deducttue side of the dichotgrammar instruction that involves teacher of rules followed
exercises intended to the new SlTucture,,,]['he ",",v,,",,,,',..pr,is that students learn the forms of thewill be able to selected communicative or
learners havestructiori, Most textbooks still present grammar
drills that are cast in shallow and artificial contexts unrelated to thereal communicative intentions of learners
[0learners and are no!areteachers to observe that these artificial after the teacher's gram-matical is delivered often result in unmotivared and responses in
no matter how much context is in the directions or how muchfor these results from a deductive
that it invests the teacher with the for understand-
218 a 10 Teach Grammar
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\1Vlut is deductive grammar instruction?are its
does it to some educators? \1\lbat
is the inducttoe grammar'rerrell and
ofargue that learners can
sufficient from the teacher.follows its own natural internal anv ex-
and not worth theinstructional time and effort of theteacher and. the students. If learners are to a sufficient amount of thatinterests them and is understandable 10induce 110\\1 the structures of the As the goes.Jea rners sIH)U ld beable to and on their 01NI1 :IS
some learners doon the basis oflittle
nOI attend to or "induce" thethisthe SIU
instructional assistance Herron and Tomasellocannot guarantee that the learner will dis-
cover the concepts ()II thai theinduced concepts willcorrect. In the research of Adair-Hauck was found that when learners were
asked about their "discoveries" aboutconcept. Addi-
some students failed pattern [11m the teacher pre ..sented even when the structure was embedded in a context and made salient
the Even in the studies of enhancement, where thein . some way to CIn':I\V the individual learner's at-
of successful outcomes arc inconsistent,can frustrate adolescent or adult marry of whom
with to the rules dLH govern their nativeThese learners wan! 10 hasten the process
their own native the rules that govern rhe new target
Orientation 2119
8/4/2019 Teaching Grammar Using Story
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contexts found inprovernents in the
What are its
in the individual rather than situated in the interactions betweenthem, A sociocultural to instruction 1) Indicates that is an
and interactive process situated in cultural contexts, such as schools andand assisted the IDOS( notable
views of grammara number of reasons that will be discussed later
embedded in the use ofhold the 10 dramaticim-
of grammar.F IGURE 1 A Dialogic Storv-Bosed Approach 10 Grammar Instruction
INDUC1WE APPROACHTeachers provide explanationFor learners
DEDUCTIVE APPROACHTeacher and learners collobo-role on and co-construct the
explcnction.
1 1 ' " 1 1 oleForeign Lorl/
8/4/2019 Teaching Grammar Using Story
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advice. students 1 1 deductivewhich does not situ are its use and fails to illustrate how the
in a decontextualized academicexercise in lanzuaze, , : : ?
H'words lake on theiruse ..
and function when used in connection to eachand con-
on form can be a
take on and their uses become trans-parent. Once learners understand the of the whole text" wUI be better ableto focus on and understand the contribution of (he pans of the text to the of thewhole & 1997; Adair-Hauck & . Donato,
1992; &1stresses connected discourse and encourages
of the lesson.a lesson with a whole text. the teacher uses tile grammatical feature
in a Widea of
(ranlt'\vurk" for the He\Vattention is focused on the
is also linadvance
Orientation 221
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the unoncanortime:
of
and tell storiesresearch in sociocultural has turned attention to the
of collaborative interaction in several. academic In an effort to situate gram-discuss the of a
how toand use of grammar.
since it is natural
hear. After these initial activities and interactions havelearners to understand the 'O f the
has been achieved and inWhich elements of the make it
A.Model for Dialoguing about FormL,anguag,e.Approach a Story~Based---',---'-__------,-------,-"''-------,',,-,,-----should
gel mrnar instruction be'grammar instructionto mean instruction
222 10 Teach Grammar
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to to name a few, [H'U"HYforms function in texts. Thatnever enable learners to use the structure fornot whether a teacher should focus on
wmbelow is a way for learners toincludes form and focus, This
form from aanother
is at the crux of 'what it means to know grammar.
The PACE App ro a ch
focus on fOD11in the context of illas the framework for a unit of
In addition to the
four sections presentform in the context
a model for lessons withcultural texts, PACE (Donato &
for'model should be
The
richand modes of communication, the PACEmodel also allows for I(~:lrncrs 10 (:011-
of relevant and form in collaboration with the reacheras will beillustrated contrasts deductive
can beof grammar and inductivestudents on their own.
strucru reshear,
P : PRESENTAT ION o f Mean in gfu l IonquoqeThis first step ofPACl~way. It can he anauthentic
in :1I'IlVI11:llic
are found to benized stories include actions and evenls thatsince the of these texts can be
or TI'R
ra lsentences
'rile Pn.'senralionrhe larget forru in
Orientotion 223
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new elements of the targetof the teacher
an entire class session, Ofon the story selected and theshould be
the teacher presents the story which facilitatesof and students do not see the written
A : A TT ENT IONT'his second PACE step focuses learners' attention
the Presentation, In the Presentationaspects of the
takes
on. some aspect of the usedand students
to move to :1in this
be discussed.abouthea d
then] progress inafter the class has understood the story and is
the story.can be achieved in several ways. 'reachers can ask
in a story. Over-sentences hum the Presen-
circled or underlined,of this is to learners to focus attention on the target form without
needless elaboration or wastedtime,The purpose of this step is CO ensure that learners are focused on the
element chosen for which after the purpose ofthe PACE model. Recall Ih,1I research has shown that learners donor
Adair-HaucklH)CeSS or attend 10 in w ays that \;ve expect (Herron &
224 to Teach Grammar
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not
found thai when learnerswere pnes(;ntecltaken from the "Le lion et la souris"
the new verb
and included the wordssentences. After attention to the semanticwere able 10attend to the ~UI~f;"rl'"
!>J'UlUl,LU out that learners might showteachers are in the ZPD of the
teritive to where their students' is headed and not lessonas determined andoutcomes for the les-son, teachers should allow for the may be setstudents when their about the emerges. whether atten-tion was drawn to a structure and what structures students express interest inunderstanding more about, the teacher can determine aspects of the that werenot transparent and need clarification. In summary; the Attention thatattention between teacher and student needs to be established in order forto occur. Joint attention to features of the can be estab-Iished and directly means, such as textwith enhancements or
in the ZPD of theis headed and not
,vill be attentive 10 where their:IS determined by the
teacher,
C: CO-CONSTRUCT -Explanation as ConversationLearners and teachers should be co..constructors elf grammar leal ex Co..construction involves collaborative talk between the reacher and t.he students to reflecton, and create about the Conn, and functionof the new structure in This occursafter focus of attention on tiletarget form is achieved. AI. this step, the teacher assists learners inof the target structure and enables them to contrast the structure withknow, 'fhis
is co-constructedteacher questions thatare
tools in the hands of teachersto meet the emergen: of theirsuch as, "\Vh:lItwords do you heal' or sec
mean?", "\Xihat pattern do you sec in this grou pn the text. and what couldof words?" and "How do certain wordshelp learners draw from the
learners discover
ConceptuulOrientation 225,
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226
that learnersmay noton the basis of the teacher's alone. Just as in conversa-
lion in one individual does not another in a of ques-tions, What is obvious to the teacher is often. a mystery to the novice. A co-constructed
is as for the teacher as it is for the that lis, teachersneed to assess the abilities of their learners and assist them and
when necessary, Teachers can be conversationfor the students the process of assistance and
in the sameorder in everyinstructional circumstance. to learner contributions
this teachers can assess 110\\1 much help is needed to attain thelearners will the to reflect on on their O'lNrI and some
back to
&However, if thewould be determined on
discussed and the level of the class-then the use of the[;.liIgel and useful As students progress, the teacher should beattentive to and observational abilities and determine if theco-construction can take in the target
In summary, a conversation. about grammar involves both teacher and students indiscussion about the form focused upon in the Attention step of the PACElesson. The purpose of the conversation is neither to engage in a didacticof the form the teacher nor the students [0discoverthe
area textbook gramnlar rule isteachers need 10 1l10VC studenrs to understand how grammar functions inwritten texts, such as so that understand certain choiceswere made over others and how lise grammar for their own communicativepurposes,
to Teach Grammar
8/4/2019 Teaching Grammar Using Story
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10
clear,
nstruded Grammar lessonThe teacher has French folktale of a curious who asks
~ll.all'UU"C:1parts Is the mountain stronger 'thanreviews the contents of the story, ,I
st()I''j\,.f!/!1Hj!
8/4/2019 Teaching Grammar Using Story
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2.28
Activities
way at athe "whole.'
into service the learners in 3 newthe teacher never loses of
of }'ACE learners with. theways while at theo use their new grammar skill in creative and
-;
8/4/2019 Teaching Grammar Using Story
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back into(ion
communicative and activities.
the lesson the "whole"
fiGURE 7.2 A Story-Based Approach to LOIlg!uage lnstruction dnd Focus on Form
2
1 i--'lresentation
----""""."~---.-------------.-----"-----------~~----".~.----~--""3Source: Froru "PACE: A model to focus on form. R Donato and II .. i\clair-tlauck. Pa pcrI,angtl;Jges.[he annual me-eting of the American Council on rhe Te:lching of
, ) 1 ' Bonnie Adair-Hauck.
Orientation 229
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of
and solve
FIG UR !E 1.3 Teaching of Grammar: A S to ry -Bo se d PACE App ro ac h vs.Trod ir ionc l ApproochstORYBASEID PACE .APP'IROACHI TRADITIONAL APPROACH
skills and len-movmq to procedural skills
1. Sequencing of tasks Irom simple wo
2. Instrudional interoction between Teacher
3 .
2. litlle teacher/learner intercction: teocher-directed explanation
3. explonotion of ,grammar4. compe-
tence [cpproximotions encouraged).4. learner must mosier each
going to next (competence beforeperformance].--------+---~----
6. longuage ond questions must beSUitably turned 10 a 01 which perfor-mance assistance.
7. lesson functional signin-conce qrcnnmotlcol structure beforemechonicol take place.
6. few questions-mainliy rhetoricol
7. The hmctioncl siqnihconce of 00point oflen does not emerge01 lesson.
Source: From "PACE, i\ focus on H. Donato and B. Adair-Hauck. 1994. p. 20.,H the annual meeting of the American Council on the of
Lmgu:rges. Used Bonnie Adair-Hauck.
230 to Teach Grcrnrnor
8/4/2019 Teaching Grammar Using Story
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activities facilitate and retention on the pan of learn-the extension activities encourage Ieamers ro
and function while in context.It should be mentioned that activities is
you with on how to andactivities into your classroom. See the View and Reflect section of'
the Teacher's Handbook Web site for a video of" lesson that has featl.lres of the PACE
How does a lead to
Suggestions for Selectinq, Preparing, Designing, and Deliveringa Story-Based lonquoqe Lesson
a PACE lesson will enable the teacher [0transform the classroom into amediated environment where the teacher and learners co-construct of "texts"
of the lesson. In particular, we suggestinto your lesson
activities enables the teacher 10 create a meathe home or out-of-school environment. This
classrooms areand with each other to make
arb programs valuelibraries, book
where humanA l .
contexts,tasks,
Selecting an Appm'opr:ia:l:e Text. One of rhe first steps in :. 1 s ics,1'01'learners and your irlslTuc!ional purposes, Textthe rna n y texts 111:AI exist, their contents, :HK! theirrather than " is : 111 excellent way 10
1. Do you like the text and find it2. you selected! Is it an storylearners? Does thewith issues,
s[OI"'/ inciteand themes that reflect theor reflection?
3. Does the story lend itself toOrientotion 231i
8/4/2019 Teaching Grammar Using Story
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232
,-"JlJJ-",,U"JU" to academic content?of the target culture thai you win
or reasonable and fair of theaccessible or
to the learners' current stage ofthe one that can beactivities?
9. the structure on which you willsome of the areas of the S.FIE'he story lend itself to
stories in your targetmaterials marketed
remember that an authentic story is one writtenCor: purposes other than1: 0 tell an
a member of the targetthe writer'smotivationor illustrate amoral or
sites and second materialfe r texts t J K I t . do not follow the above criteria" For some stories are translations
illustrations and cultural references that have nor been modified to match thecultures of the into which the story has been translated, of these storieswould never be read by members of the target culture. the ofSOfTIe material and \X/eb sites is to sellstory various cultures.
An authentic story ofcharacteristics:
,. a theme characters with
cultures, Forthat embedded the story of Redi3tre) to French II high school students,
knownmany differenta PACE lesson
Hood to teach tile past tense withthe students were familiar with this well-
demonstrated that it was ain French and 10
than a traditionalto learn
differs from the American version, As[food has :.1 different from the story
the French versionheard. as children.
Preparing and Delivering Stor'ies.dents listen 10 stories, the of their
needs to be a social event. \Xihen stu-different when
7 Using a 10 TeachGrammar
8/4/2019 Teaching Grammar Using Story
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audience doesn't know your second "'1"3",' . ' ' ' ' ,~Lfacialfrom your dress rehearsal.The types ofwill
to engage the listeners into theof
sofor
make sure thai theeffective stories can be told in 5-10mnnutes), [I' you have a
favorite story that is but divide the step of the PACE les-son into two and introduce the second part of the story on
know 11o","to engage the audiencesuch ,IS hand motions
that learners hole! up when the characteretitions of lines from the story, or silent dramatizationsofparts of the story ;IS iltold Visual aids will also hold learners' artcurlon and ,'!SSisl in
at least 10-12 illustrations thai the main char-10 create th e illustratfons andthe illustrations on the chalk
the story alive for the learners.to use puppets, pnJmpls :.IScostumes 1 1 ) 1 "(0 learners underst.uid the story These
and interrnediare-levcl Ci.:.ISSCS, '1'0 be
Fina successfulcourage the audience to concentr:lle ami follow the eventsinclude contact, racial gestures, hand 11101[OnS,
one wav for one character and anotherthe lone OllCSvoice
and sound effects and silent pauses whenlearners' attention 8: Rietz,
Orientotion 233
8/4/2019 Teaching Grammar Using Story
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the teacher may need to tell the storyof the story, the teacher may want to use aor the un-"n,_'Oir
third pass of therr"""'lrnc>,- can retell the story the illustrarions.
the teacher may want W make smaller versions of the visuals and have stu-dents work in or to recreate the and retell the story, As stories areteacher should increase the level of student verbal or nonverbal
the teacher the "1 Have: \;>(7110as" game withgame that can be
constructed from any story and can be as ::I::I final teacher constructs a number of concern-
the events, and final outcome of the story. Each studentreceives a and one answer to a differentThe learner who has the starred card reads the first for "Le lion et Iafirst is "Where does the story take The leameranswer reads it and then the next the Iearnersshould be able to and
Extensdon Actiivities. Creative extension activities are critical becauseallow learners to use the new feature from the story in
where in thetivities also encourage learners to collaborate and cooperate in
these activities may be fortoand oral and written 1'1,","'
8/4/2019 Teaching Grammar Using Story
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a discussionDiscussion the lion?"
moves learners fromwhas in the story to it
Finally, the teacher may want to
intertextual see Appendix 7. il lteachers might wonder how learners with limited L2 resourceswill be able toin some of the more
and intertextual activitiestap into learners'these activities learners lise their
and withactivi-
, some learners feel comfort-other learners seek assistance from. the teacher or
peer, and other learners feel more comfortable resource such :IS(Adair-Hauck, Tl1(:' teacher creates a that assists nd supports k;lrnersin activities that would. be unable to do alone or unassisted.
instruction"Therefore theIt must be aimed nor so much < It the ripe, but at the functions"
To illustrate this point. one teacher who I.Lses aencourages her learners to in L2 discourse
checks and clarification requests, To do so, she decorates her roruuwithlaminated discourse such s'i!
saisi ~:(/';''C'ol}llnenl dit-on __ enthat in this way she :Is.sisuncc I.U
,It the same time, decorates her classroom with the "curriculurn." Aer',c 'X ';Idh()i.~, 20(0)L's standards-based assessment resea rch (Glisan,
has revealed thatmany learners are not aware of and cannot discourse compensa-non in turn. deters their on standards-basedtasks. Therefore, we need to these discourse I'adlitalors and u)lnpcns:!I ion S[I'
8/4/2019 Teaching Grammar Using Story
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learners in the
Learnerstakes causeoverhead or teD
with longer stretches of discourse ..Another strategy that encourages learners t.o pay' attention to accuracy is to show
or intermediatelevel students a oralinterview in which studentsyears This interview could be one that had been done at the end
the year as surnmative assessment. Before the the teacher coulddiscuss the ACl7''L for novice,and advanced level may have to be conducted in LI,
on the level of the learners. Students could then the functions thatcould the structures that theinterviewee needs to work on. in orderAnother idea is to show an actual OPT (to the extent that one may be
and have learners discuss with their teacher the interviewee is at a pro-level and which accuracy structures the interviewee needs to work on in order
1. 0 receive a the class can discuss what functions ortasks the interviewee was able to carry out the interview: In this way, the teacher
the of the functions and structures embedded in the"Grammar and usage cannot
if students see no real need for it and if teachers cannot themto see the need"
Moving, to Independent Proctice
group activities orlearners to function
the reacher may ask learners 10 create a different [0the story.236 )' 01 to Teach Grammar
8/4/2019 Teaching Grammar Using Story
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oryounger learners in the
Voices o,f tbe Learners
years of age. At the end of thewhen
of the learners answeredand "no. Learners'
activities?" werewiththen I knew what it was.' Another
activities because had 11if you have to do with thewords are onethis comment a affective climate: "[ liked the fact thatinto the story and it makes it more fun. I think I learn better when I
better
T !E !ACH AN iD REF lE 'C 'T .. . . . . . . .. . . . . '" . . . . . '. . . . . . . . . .. .. " . . .' . . . . . . '. ' ..NCIJE__ II EPISO!DIE ONE
Examining Grommoilr Presentations in lextbo,o!ksACTFl/NCATE 3.0. Understanding language Acquisition and Creotinq 0 Class-room; 3.!b..Developinq lnstructioncl Proctices Relied Outcomes and I..earner
4,.(. Seleding and Materials.Apply Theories and Research of
Their ESOL Students' 3.0. Planning for3.b. Monagling and hnplementinq Stcndords-
Based ESLand Content Instruct ion: and 3..c..Using Resources in !EStand ContentAcquisition and toStandards-Based ESt an d ContentInstruction.
Examine 01 leosttwo textbooks in the longuoge. Decide whether Ihe useTo do so, answer the followingdeductive or inductiveForeach textbook:
10 gmmmar
1. Does the textbook of+er some form of grommo!icaladvocate a deductive or inductive approach 10 'grommar
2. When is the teacher supposed 10 focus the learners' attention on lorm or onstructures-e ot the 0 0 1 the the middle, the or not at alii?
J " the role Is the leornera passive listeneresizer? Is the Ileamer
leach and ReFlecl 237
8/4/2019 Teaching Grammar Using Story
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NC, t ,TE __ iI
such os asking end giving direcfOf things. (Tum to the chapter that Focuses;Q
.) How does the relote langiuage function toto mechanical practice before communicative practice?
chapter 10 see if the leorners are exposed 10 meaningful,course. I f so, stories, poems, songs, videotapes, or drama? And
the middle, or the end of the chapter?6, . In your opinion, how well does the integrate P l meaning-theideas of message conveyed; (2 ) form-the various linquistic and
and PI function-Ihe way 10 carry out a particular task by exploitinggrammaticol slrucfuresf
7. linyour estirneflon, is one portlculor dimension-meaning, form, ormore thenthe others? IIso, which one? Can you offer an explanation ofsian might be emphasized otthe expense or the others?
EPISODETWODesigning (]I S to q , lB a ls ed PACE l es so n
2 . .b. Demonstrating Understanding of Literary and Cultural Texis and Trodi-tlons: 3.0, Understanding Language Acquisition and Creating a Supportive Classroom;3,b, Developingl lnstructionol Practices 1 1 1 , 0 1 ReHectLanguage Oulcomes and learner4.b.lnlegraling Stcnderds i r t Instruction; 4.c. Selecfinq and Designing lnstructioncl Maleriails.
Lb. Candidates Understand and Apply Theories and Research of Langua;geAcquisition end Development to Support Their ESOL Students' Learning; 3.a. PlionningStandards-Based ESt and Content Instruction: 3.b. Managing and Ilmplementing Stondords-Based ESt and Content Instruction; end 3,.c Using Resources EHeciively ill ESt and Contentlnsrruction.
You ore now going 1'0 design 01 lesson that10 grammar instruction. you need to identijy a
a story-based languoge op-linquistic function-for
8/4/2019 Teaching Grammar Using Story
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NClJ'E__1
1.
2.
3.
meaning or4. Discuss how you will use "multiple
activities, scenarios, or otherlearners' Remember thol at thisporlici potory,
5. Write a short description ot how you will the learners' attention on Whathints or questions CHe you going to ask? How do you plan 10 co-construct the
6. 01 lecst three extension cctivities thaiUse the extension octivities in Appendix 7.11, includingthe Teacher's Handbook Web site aslor the [eorners to use identified structures. lin doinq 50, the leorners will (1",,,,,,1,,1'1,luller ol the function o f the grammatical structures.
10 the selected context (Note:7.1.12 to 7,,1 15 on
I EP ISO iDE THR,EED evellop in g a !P AC Elesson f,orthe PostSec,ondaryACTfVNCATE z.s. ofditions: 3.0. Understcndinq and3 b . Developing lns truct ionol Practices thot ReHee!
4,b. Integrating! Stondcrds in Instruction; 4,c.Materials,
aOutcomes end Learner
T ESO l/N CATE : l .b. lonquoqe and 3.G, Planning lorBased ESL and Contentlnstruction: 3 .b . Managing end lrnplernentinq Stcndords-Bosed ESLGild Content and 3.c. in ESt and Content Instruction.
If you are to 01 thetosk is designed 10 engage you in fo r 01doss that is working! toward advanced level Iuncfions. You find iii toread abou t discourse on pages 278-279 in Chapler 8 before you begin thistask. Design your lessonaccording 10 the
but b e. Select a new form that you woulld like tois one thai is useful in advanced-leve!1
and conditional lorcohesive devices suchas and connector wordsbond, Deciidehow th e grammatical form will b e used in Glevei function.
on Ihe otherodvanced-
Tench ond Retied 239
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nc,
8/4/2019 Teaching Grammar Using Story
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mio
Guide your discussion of the preceding! scenarios with !the folilowing questions:ineoch scenoric,
T O Iheforms in scenario?meaning" and use in each scenario?
1. Idenlify the "expert" and Ihe2. How does the expert draw3. Doesthe teocher draw the learners'
If yes, how?4. How does the role of the leacherinSc:enariio I differ from thai of the leacher in Scenario II?S. Which scenario illustrates assistance, sCC1lFfolding,nd development through the
ZPD? Cile specific examples eachIrom the scenario.6. Describe the role 0 1 interadionondcollaboralion in each of these scenarios.7. Whal do you think would be theresullof student leorninq in each of these scenarios?8. How mighl studentsreact as learllecsengoged in each 01 these scenarios?To p,repare fOr eless discussiion:1. Imagine thor you are a studentparlicipalingin the french conversation presented earlier
in this chopter on pp. 227-228. Write an enlry in your [ournol all whet youlearned in Scenario I.
2. Imagine thot you ore a student in the ltolicn class in Scenario II. Write a journalreflecting on what you loomed in Ihal scenorio.3. Using these F w O scenarios as exomples, write a brief comparing a trodifioncldeductive approach 10 leaching grammar and an approach thct is based uponexplanation and collaboration of 'teacherond leorners,
RE f ERENCESAdair-Hauck. B. "4 descrfptil.I,e,DfPJa(g.;;i.\ ian-
l?ua,~,c:~ Sernin.u presented at Millersville UniversitySumrm-: F'!.'{)gt"arnin Frunch Millersville, Pl,,,
Adair Hauck,pbn~lti., ().11S within
Canadien: Alue/ern I.(ln!~uapwHe,f!,{elr',Adair-Hauck. B., 8 c i)()n:lI", 11 (2UU2'1. Tilt' PACt' Modell:
1\ S!o!I'y-b;-tscd :-hpproach 10SU;tfl(I;~rds-'lx!.",('d Lnnglii~I..l4t" Nef.lieu,',
guagt:' Teachers Consortium, Princeton. NJD. (19')1). Tht' disc",;,i
8/4/2019 Teaching Grammar Using Story
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New York: Holt,
curriculum,
Thein classroom reading
ResearchQuarter!:)!, 28,
It0994} approachesto understanding foreign language learner discourseduring communicarive tasks, Hispania, 77 , 262-274,
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grasshoppers, the I(activities might includeon the board of everything learners know about o",,,,hnn'pers: theW activities might. include the creation of a listquestions students have about grasshoppers, (e.g.long grasshoppers Iive?"); and the L activities mightdude a videotaped presentation of a skit studentsabout the life of grasshopper3. Thanks to Dr. Bonnie Adair-Hauck for thefor this activit>'.
244 Using! a