Grammar for beginning learners

II. Grammar for beginning learners

ByJulio Vangel Pérez

2.1 Beginner Syllabus


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2.2 Principles for teaching grammar to beginning learners

• 1. Keep the learning load manageable

There is no such thing as a simple rule in English. Even rules that at first seem

straightforward, such as the use of the article system in English (when to use

a/an, the or no article at all), turn out to be quite complex.



First, we need to simplify, and even oversimplify, the grammar for learners in the beginning stages. They will only have a partial understanding at these stages

anyway. Secondly, we should help them perceive patterns and regularities that can be developed over time as learners “grow

their grammar”



Consciousness-raising, through the exercises and activities we present to

learners, their awareness of the principles, regularities and rules of the language is

gradually raised.


• 2. Recycle

Learners do not acquire grammar the first time they encounter it. Therefore, in order to help learners “grow their own grammar”,

you need to reintroduce key grammar points at regular intervals. Learners should

encounter the target items in different communicative contexts.


• 2. RecycleFor example, different forms of the verb to be are

typically introduced in the context of asking and giving one’s name:

What is your name? What is his name? What are their names?

Next time, learners might encounter in the context of asking about nationality:

What is your nationality? What is her nationality? What are their nationalities?


• 2. Recycle

From such encounters, learners can begin to make generalizations. They can begin to break

formulaic language into its various components. And the can begin to identify relationships

between the form that the language takes and how to use those forms for communicating.


• 3. Emphasize inductive or deductive teaching

In attempting to raise learner awareness of grammatical principles, you need to consider whether or not you will

provide grammatical explanations. Many beginning learners, are carried by uncertainty and crave these

explanations. Unfortunately, as beginners, they will not have the linguistic ability to comprehend the most

rudimentary explanation, which in any case will be a gross oversimplification.


• 3. Emphasize inductive or deductive teaching

Imagine how crazy it would be to begin a grammar lesson for beginners with this statement:

Right, now, students. Today, I’m going to introduce you to the simple present tense, right? Ok, so I want you to

remember this. When you make declarative statements in third person singular, you have to put an s on the end

of the verb. OK?

2.3 Tasks and materials

The purpose of this matter is to describe and exemplify a range of task and exercise types that can be used with beginning

learners. The aim is to provide a handful of task and exercise types that can be used as models for you to develop your own

materials.


1. Fill-in-the-blanks

Fill-in-the-blanks exercises are a common means of providing grammar practice,

particularly at beginning and intermediate levels. They are simple to construct, and are particularly suited to grammar items such as articles, prepositions, and verb paradigm for example, the verb be: am,

is, are).


2. Cloze procedure

Cloze procedure is a special type of fill-in-the-blank exercise. In a cloze procedure words are

deleted from a passage at a regular rate; usually every fifth or seventh word is deleted. The difference is that with fill-in-the-blank a

single grammar item is usually the focus of the deletion, while cloze exercises test a range of

grammatical items.

Cloze procedure exercise.

In the next slide you’ll look at an example of a passage from which every fifth word

has been deleted. See if you can identify the missing items. Which ones are easy?

Which ones are difficult?

Cloze procedure exercise.

The jungle was full (1) ______ wonders. It was alive (2) _______ they were in the (3) _______ of it. There was (4) _____ bird that sounded exactly (5) ______ - that laughed in human (6) _____. There was an insect (7) _______ perched on their lips (8) _______ night, breathing their breath. (9) _______ were leaf-cutter ants whose (10) _______ cut holes in their (11) ______. There was an animal (12) _______ ate that had the (13) ________ of a rat, the (14) _______ of a rabbit, the (15) ________ of a pig. They (16) _______ ate snake, turtle, jungle (17)____, jungle turkey, armadillo, tapir (18)_____ caiman.

(The Best American Magazine Writing 2002, Junod, 2002)


2. Cloze procedure

The cloze procedure is an effective tool for recycling or review practice. Because

words are deleted at a set rate, a range of grammatical (as well as content) items

are tested.



2. Cloze procedure

3. Word scramble

4. Conversation scramble

5. Sentence cues

6. Error correction

7. Comprehension questions

8. Drills

9. Surveys

10.Information gaps

11.Dictation/Dictogloss

12.Games

13.Grammar Charts

2.3 Tasks and materialsActivity

1. One activity/task will be assigned to you from the current topic. (You will be able to see which one on the next slide).

2. After reading the definition from your task/activity, you will go to the beginners section and find an activity similar to the one you were assigned

from a book or a study sheet. Please cite your references.

3. Finally, you will design from scratch an activity similar to the one you found and give a brief explanation of the task and the instructions of your

activity to the class.

(Estimated time 30-35min.+Presentations).

4. Please, respect the area and rules of CEMAAI and work in an orderly manner; keep your voice down, work only with a pen/pencil and a

notebook/paper, turn off your cell phones, leave your things at the lockers.

Once you find your material, come back here, when you are finished with the material return it exactly the way you found it and to its exact location.



2. Cloze procedure

3. Word scramble (Yolanda/Byanca)

4. Conversation scramble (Fabiola/Juan Enrique

5. Sentence cues (Alejandra/Esteban)

6. Error correction (Mariam/Aida)

7. Comprehension questions (Yesenia/Luis)

8. Drills (Jonathan/Ana)

9. Surveys (Isabel Carolina/David)

10.Information gaps (Zenia/Carolina)

11.Games (Jessica/Yohana)

12.Grammar Charts (Karla)

13.Dictation/Dictogloss (The Teacher)


11. Grammar dictation/Dictogloss

This technique can be used at any level; it test, not only a variety of grammatical knowledge both

integrated and contextualized, but also the four linguistic skills. It requires authentic

communication in order to work properly. Learners use their grammar and linguistic skills

as they recreate a text.


11. Grammar dictation/Dictogloss

Wajnyrb (1990) describes four stages in the dictogloss procedures:

1. Preparation: when the learner finds out about the topic of the text and is prepared for some of the vocabulary.

2. Dictation: when the learner hears the text and takes fragmentary notes.

3. Reconstruction: in which learners work in small groups, pool their notes, and reconstruct the text.

4. Analysis and correction: when learners analyze and correct their texts.

Wajnyrb, R. (1990). Grammar Dictation (p.7). Oxford: Oxford University Press.

Assignment #5 Mind Maps

Instructions:

You will make 2 mind maps; an early beginner and high beginner (Level 1 and Level 2) using your syllabus exercise as an example for this assignment. Do not forget to include: the units, grammar

items, functions, samples and time.

The following points will be evaluated:

Coherence

Content

Sequencing

Usability

Creativity

The deadline for this assignment is Tuesday September 27th at 9 am ONLY via Blackboard.

Education

Grammar for beginning learners