TESL 0110 - Grammar Fundamentals - Unit 4 Reflection

Unit 4 -  Putting it All Together: Lesson Planning

We started off this grammar fundamentals module by pondering the 
role of grammar instruction in the EAL classroom and were introduced to 
terms like direct and indirect teaching. We questioned if the rules of grammar 
needed to be explicitly spelled out to ELLs. Unit 2 elaborated on the different 
methodologies where we learnt about communicative (Natural Method)  and
non-communicative (GMT) methods. We also learnt about the different grammar 
presentation styles such as inductive and deductive methods. Unit 3 explored
the role and method of corrective feedback in regards to written work. This 
now brings us to Unit 4 and the creation of grammar focused lesson plans. 

Creating a lesson plan is like wisely charting a map to a final destination. First you must 
decide you where you want to end up, where are you leading your classroom? What new view
of the world and of themselves do you want to expose them to? What new heights do you 
want to experience together as a learning community? This may sound lofty however as the
leader, you must dream a little!

You then wisely craft a route, deciding how much challenge your group is ready for, 
pondering where to “re-fuel” and what sightseeing you would like to do along the way. Your 
students will have to exert personal energy and will have to make a journey independently
however your task is to prepare, equip and guide them along the journey.  You yourself have
previously made this journey, know the way and are eager to show them the new view. A
former colleague of mine once said that she thought of herself as a Sherpa :) 

There are many alternate routes that a teacher might decide to take to arrive at their
desired destination. As the expedition guide you will have to know your team, are they 
beginner, intermediate or advanced? Are they well equipped for this journey or do you need 
to spend some time at the base camp? How much time to you have for this trek? What kind of
spirits is your crew in? These are all factors to look at when deciding an appropriate route.

This unit we looked at three different approaches to grammar lesson planning. Three different 
“routes” if you may. We discussed the Present-Practice-Produce (PPP) Model, the 
Task-based model and the Skill-based model. Each method as its strengths, weaknesses 
and appropriateness depending on the class. The PPP Model is clear and sequential, the 
task-based model focuses of real life, authentic needs and the skill-based lesson is engaging 
and provides transferable skills. 

 

The teacher of an EAL classroom has to have a vision for where they want to lead their
learning community. For all classrooms are communities, ever changing ecosystems with 
unique needs, gifts and challenges. Your students will hopefully leave your class with a 
different view. A changed perspective of the world and a new confidence in their skill for 
interacting with that world. That fresh view, experienced together is what it’s all about, the 
joy of the journey and thrill of accomplishment. Lead on, the view is worth it! 

Introduction to my Final Grammar Lesson Plan and Link:

The following lesson plan was created for a 2-Hour beginner adult class. It is a task-based 
lesson with a focus on grammar and writing. It focuses on the verbs used in baking recipes 
and countable/uncountable nouns.

https://docs.google.com/document/d/1rcnPNv8EfXH7lgpE77EV45UKhD2d4Upy0iGdfTLNRz0
/edit?usp=sharing

Here is the link to my Grammar Journal:
https://docs.google.com/document/d/1xbcXKuWKY0L3O9OtV8pbEhb8beU9r25IgFilu-VraNU
/edit?usp=sharing

For the “Open Resources” portion of my ePortfolio please see my twitter page
@Julie_TESL where I frequently post links to resources that I find useful and
informative.

References:

[Photograph of climbers hiking towards mountain] (2018). Retrieved from
https://www.rei.com/adventures/trips/asia/mount-everest-base-camp-trek.html

[Photograph of K2 with ascent route] (2018). Retrieved from
https://www.caingram.info/Worldwide/seven_summits/htm/k2.htm

[Photograph of people on mountain summit] (2018). Retrieved from 
https://www.gameplan-a.com/2018/06/3-climber-tips-to-diversify-your-team/

TESL 0110 - Grammar Fundamentals - Unit 3 Reflection

Unit 3: Corrective Feedback and Assessment in Writing

Questions asked during this unit: What is the role of corrective feedback (CF) 
on written work in the EAL classroom? What CF methods should be used? 

Writing is the last of the four main language skills that an ELL acquires in their journey 
of learning English (Morehouse, 2017).  Becoming a proficient writer is a long and winding 
road for both native speakers and ELLs alike. Slowly but surely you improve, working towards 
to ultimate goal of clear, meaningful, interesting and logical writing.  The more you write and
receive feedback on your writing, the closer you will be to reaching the next level in your skill 
and confidence.

In Jeremy Harmer’s writing on mistakes and feedback in the EAL classroom, he writes that 
there are two distinct causes for the ELL errors: L1 Interference and Developmental 
Errors. I found this identification very helpful and interesting. L1 interference is caused 
by the differences between the the ELL first language and English. When the two languages 
collide there are confusions that arise that give way to subsequent errors in English. The errors
are in three different categories: sounds, grammar or word usage. Developmental errors are 
errors that mimic the mistakes made by children learning language. An example of this is 
“over-generalisation”. Over-generalisation is a part of the language-learning process in which
children extend regular grammatical patterns to irregular words, such as the use of "goed " 
for "went", or "tooths" for "teeth" (Harmer, 2001). 

In Rod Ellis’, “A typography of written corrective feedback” he discusses the student’s 
response to teacher feedback. He has two distinctions: scenarios when student revision
is required and cases when no revision is required of the student. In the case where no 
student revision is needed the students can be asked to study the corrections or the writing
piece is simply given back with no expectations (Ellis, 2009). I think student’s response to
feedback is such an important piece of the puzzle. The teacher may pour over the student
writing, marking and underlining and starring however if the student doesn’t look at, internalize
and otherwise process the corrections then….what’s the point? If the situation allows I think it
would be best if the students were asked to correct the mistakes that the teacher/peer found. 
Writing is a process and students need to become comfortable editing and receiving feedback. 

The final topic I would like to touch on is the conversation about focused/selective vs. 
unfocused/general feedback. Focused feedback targets the recent, specific grammar topic 
that was explicitly taught in class. Corrections are solely on those issues and other mistakes 
are ignored. Unfocused CF corrects all the mistakes that are made in the writing piece. 
Unfocused CF can be overwhelming for students who get discouraged easily. Alister Cumming, 
professor emeritus at Ontario Institute for Studies in Education, says that “error correction on 
written work should be selective and is most effective when focused on elements explicitly 
taught”. He continues on to say that “correction appears to be less effective when several items
are corrected”. He concludes by saying that “error correction does not necessarily equal 
knowledge transfer” (A. Bartosik, personal communication, November 20, 2018). I think this
is a salient point for all ELTs to note.

My classmate Sheila Bostick summed this unit up nicely when she posted the following
to our forum (personal communication, November 22, 2018), “The point of corrective feedback
is for students to learn from their mistakes, internalize the information, and transfer that learning
to future tasks so that they do not repeat the same mistakes over and over again. It is a
learning process.”

Here is my Research project for Unit 3:

https://docs.google.com/document/d/1-yakcaQsUNMbZP9-HwaIlJRCCd_po54B3h5isnOrOY8/edit?usp=sharing

"Corrective Feedback Analysis" was listed as optional in the unit 3 checklist and has 
not been included.

References:

Ellis, R. (April, 2009). A typology of written corrective feedback. ELT Journal, V63, n2.

Harmer, J. (2001). Chapter 7: Mistakes and feedback . In Harmer, J. (Eds.), The practice of
English language teaching (pp. 99-104 & 109-113). Essex, England: Longman.

[Illustration of man at typewriter] (2014). Retrieved from:
https://hbr.org/2014/11/how-to-improve-your-business-writing

Morehouse, K. (2017, May 18). What are the four language skills?. Retrieved from 
https://www.linguacore.com/blog/the-four-skills/

Pasternak, L. (19th century). The passion of creation [Painting]. Wikimedia Commons. (2018)
Retrieved from: https://commons.wikimedia.org/wiki/File:Leonid_Pasternak_-_The_Passion_
of_creation.jpg

[Photograph of long, winding road] (2015). Retrieved from:
https://www.2025ad.com/latest/the-levels-of-automation/