Teaching Vocabulary and Grammar Online
TESOL: PP 104 - September 2006
Course Summary
Welcome to the PP104-06 wiki. The course gives participants an overview of how
blended or online teaching of vocabulary and grammar can be facilitated and
enriched by the use of selected tools and resources. Participants actively
engage in hands-on practice by creating online learning materials for students of
different levels. The communication center for the course is the LMS Desire2Learn
Moderators
| Dafne González |  |
| Teresa Almeida d'Eça |  |
Objectives
At the end of the four weeks participants will have:
- Analyzed different sites containing exercises for teaching and learning vocabulary and grammar
- Discussed different issues on the teaching of vocabulary and grammar online: methodology and assessment among them.
- Developed some vocabulary and grammar exercises using online exercise makers to be integrated in a lesson plan.
Content by Week
Week 1: Introduction to the course. Expectations.
Week 2: Analyzing sites with exercises on vocabulary and grammar.
Week 3: Online exercise makers. Advantages and disadvantages of these tools. Working with computers or communicating through computers?
Week 4: Presentation of lesson plans with exercises designed. Peer feedback. Self and course evaluation.
Methodology
| The course will be mostly based on practical hands-on activities, some required, others optional. Activities will be completed at the individual, pair and group levels and will be based on: |
- analysis and commenting of sites with grammar and vocabulary exercises;
- analysis and commenting of software for creating online exercises; chats with instructors and participants to discuss topics related to the week's activities;
- forums to exchange ideas at all times;
- creation of online exercises together with a lesson plan;
- peer feedback on these exercises.
- completion of the TESOL online survey.
The course has been designed following a collaborative approach for the construction of individual and group knowledge. Active interaction and participation are fostered through the different activities since they are fundamental for this approach.
Evaluation
Participants will be evaluated and given credits based on completion of 8 out of 10 assignments. Each assignment will be worth 10 points (for a total of 100 points). Completing 80% of the assignments will be a requirement for course approval ( 80 points).See checklist.
N.B. "The grades to be issued should be C = Credit, N = No Credit, or I = Incomplete. Only those participants who receive a "C" may eventually receive a TESOL Certificate on the Principles and Practices of Online Teaching." (TESOL Guidelines).
Bibliography
Critchley, M.P. (1998). Reading to Learn: Pedagogical Implications of Vocabulary Research. The Language Teacher - Dec. 98.
Ghabanchi, Z., and Vosooghi, M. (2006). The Role of Explicit Contrastive Instruction in Learning Difficult L2 Grammatical Forms: A Cross-Linguistic Approach to Language Awareness. The Reading Matrix, Volume 6, Number 1, April 2006.
Pérez Torres, M.I. (2003). Creating Materials Online with Free Teacher Tools. TESOL Spain- Newsletter, 2003.
Thornbury, S. (2003). Teaching vocabulary using short texts. Asian EFL Journal, Dec. 2003.
Thornbury, S.(2004). Starting out with words that 'glue' language. Guardian Weekly. Thursday March 18, 2004.
Tomas, J. (2003). Extending vocabulary knowledge with computers. Teaching English with Technology. A Journal for Teachers of English, Vol. 3, Issue 2 (April 2003).
Warrington, S. (2006). Building Automaticity of Word Recognition for Less Proficient Readers. The Reading Matrix, Volume 6, Number 1, April 2006.
Please, check the Bibliography section for further readings
Sites Used in the Course: See Links section of the platform.
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