Hi, I am Tzuchun from Taiwan. I was graduated from Taipei multiple University and my Major is English Instruction. Today I would like to talk about my Teaching Philosophy in Teaching Grammar. According to many researches, we all know that the mechanical practice or drills cannot help students to acquire the grammar effectively and efficiently, and what’s worse they might lose their interesting in learning grammar. Therefore, I state that we should design the grammar activity step by step, and use games to make the learning happened, and review it with real materials in real lives
Later, I will show a pedagogical activity of the pronunciation of inflectional morpheme for K1 students in the US. First of all, I will guide students know the difference between voiced and voiceless sounds by touching their throats to feel the vibration. Secondly, we will play reaction games to speed up the concept into their brain. Finally, each student will read a picture book out loud to see if they can pronounce all the inflectional morpheme correctly.
reference
Lesson plan 
https://magic105.pixnet.net/blog/post/47245920
https://www.youtube.com/watch?v=sVKMguevamQ
feedback
|
Outcome |
Score Range |
Your Score |
|
Knows terminology and usage of essential English grammar and represents content accurately |
1-3 |
3 |
|
Utilizes effective strategies/techniques including technology in the teaching of English grammar |
1-3 |
3 |
|
Understands and be able to identify English grammatical issues that are challenging for English language learners |
1-2 |
2 |
|
Fosters a collaborative learning environment |
1-2 |
2 |
|
Total |
10 |
|
|
Comments:
I very much enjoyed watching your demonstration/presentation!
It’s true that in teaching grammar, we very often need to select a focus and plenty of examples to help students improve awareness and develop skills through activities. And throughout the semester, you have demonstrated great passion and strength in designing activities that help engage students and draw their attention to the particular grammar focus. I have one suggestion for the activity where students are presented with individual sounds and are asked to touch either “buzz” or “miss” depending on whether a sound is voiced or voiceless. It’s good to have those two concrete examples, but I think it may also be helpful to also have two pictures – one depicting voiceless and one depicting voiced sound (like the ones below).
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