View source for TEG/LPEG (Hanyang)

This page is an archive page for my courses at Hanyang TESOL: 
* TEG (Teaching English Grammar), 2009 & 2012
* LPEG (Linguistic Principles of English Grammar), 2008-2010, 2012

For the PDF handouts on grammar, see the [[Portal:Grammar|Grammar Portal]] on this wiki.


==Class assignments ==

'''Assignment #1:''' State / change of state verbs. We've discussed the problems that Korean students have with verbs of state (e.g., exist, tend to) and change of state (e.g., occur, happen, appear), in that they incorrectly passivize them when it is ungrammatical, or at least awkward to do so. This includes intransitive verbs (appear, disapper), and verbs that can be transitive or intransitive (increase, decrease). These intransitive verbs have Patient (or Theme) subjects, and are technically known in syntax as unaccusative verbs. 

Your assignment is to create an exercise for your (potential) students to deal with this problem. This should not be a traditional grammar exercise with disconnected, unrelated sentences, or otherwise mechanical tasks. This should be either content based (e.g., based on meaningful content in an area like science) or otherwise contextual or communicative - having something to do with a meaningful context. The exercise could be for spoken and/or written English, and for any age level. Ideally, they should have to do some practice activity, and then do a writing exercise or an activity that involves talking or speaking.


'''Assignment #2:''' Prepositions. This assignment is about preposition words when used as prepositions, and when they are used as phrasal verb particles [PVPs] (borrowed from the Prep. category and recruited to form phrasal verbs); prepositions and their PVP counterparts follow similar patterns of use. Your are to take some prepositions and describe their use as prepositions and as PVPs. As in the handouts and materials I gave you, each preposition has a basic, core meaning, and other meanings or uses as prepositions and PVPs are derived from the core meaning. 

Your job is to describe a preposition and explain its derived Prep/PVP meanings, based on the materials that I provided in class that day. You may use a table like in my handout to summarize the derived meanings. But you should also give some prose explanation of the core and derived meanings, with examples. For a group of two persons, you should describe two prepositions; for three persons, three prepositions; for four persons, four prepositions; for one person, one preposition. There are no length requirements. Please submit these electronically.


'''Assignment #3:''' Proposal. Write a 1-2 paragraph proposal describing the topic of your micro-teaching and your final paper. You can talk about why you chose the specific topic, the problems that you see for Koreans with it (say, a specific grammar structure), and how you might go about discussing it in your paper. Due date: week 6.


'''Micro-teaching.''' Do a 20 minute micro-teaching presentation about a specific grammar "rule", structure, or pattern, particularly one that Koreans have difficulty with. You may do a short introduction (about 2 min.) to discuss the structure, its difficulties, and your thoughts on how to teach it, before teaching your demonstration lesson. Total time = 20 min. Micro-teaching will be done during the last three weeks.

# [http://www.kentlee7.com/pdf/lpeg.final.prep.ex.pdf Final prep / draft assignment] (Week 7, due before Week 8)
# Final paper. See the&nbsp;[http://www.kentlee7.com/pdf/lpeg.final.paper.pdf final paper assignment here].



=== Pedagogy ===

Note: There is some overlap and redundancy in the handouts on group / CLT activities.* [http://www.kentlee7.com/gram/lg.group.activities.pdf Group activities for language teaching]
* [http://www.kentlee7.com/ped/group.activities.pdf General types of group activities ](general / college education - some good ideas for primary / secondary education as well)
* [http://www.kentlee7.com/gram/clt.activities.pdf CLT / group activities]
* [http://www.kentlee7.com/gram/clt.activities.part2.pdf CLT / TBLT activities (part 2)]
* [http://www.kentlee7.com/ped/pho.rubrics.pdf Rubrics: ]systematic and time-saving methods of grading and providing better feedback



== Course handouts ==

=== Interactive classes and activities ===

* [http://www.kentlee7.com/ped/questions.disc.pdf Questions: ]using questions and leading class discussions
* [http://www.kentlee7.com/ped/groups.intro.pdf  Intro to group work in classrooms: ]understanding why group activities and active learning methods work; understanding group dynamics; grading and assessment; and making groups work
* [http://www.kentlee7.com/ped/group.activities.pdf  Group activities: ]different types of group activities that you can try in teaching
* [http://www.kentlee7.com/ped/ped.course.syl.design.pdf  Introduction to course, syllabus, and lesson design]
* [http://www.kentlee7.com/gram/scaffolding.pdf Scaffolding]


[[Category:Courses]] [[Category:Grammar]]