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      <title>Discussion: Grammar-to-go  by </title>
      <link>https://padlet.com/minjeongson/qobu34kts2bha0u7</link>
      <description>LER-2152 Spring 2022</description>
      <language>en-us</language>
      <pubDate>2022-01-12 12:04:21 UTC</pubDate>
      <lastBuildDate>2022-01-13 13:32:57 UTC</lastBuildDate>
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         <title>Grammar-to-go discussion</title>
         <author></author>
         <link>https://padlet.com/minjeongson/qobu34kts2bha0u7/wish/1990178771</link>
         <description><![CDATA[<div>Grammar-to-go method is a grammar teaching method where you teach grammatical items during "regular" english lessons (learning as we go). We think it can be both inductive and deductive, however in the article it seems to be mainly inductive. In the article, the grammatical features etymology, adverbial, tenses and inversion is covered.</div><div>To carry out the grammar-to-go method, teachers should know the text well, even like the text so much that they can work with it with joy and enthusiasm. They also need to decide which grammatical functions should be covered, and have the knowledge needed to teach it.&nbsp;</div><div>We agree with Hestnes and think this approach to grammar will make the pupils better able to internalize the linguistic structures.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-01-13 11:56:23 UTC</pubDate>
         <guid>https://padlet.com/minjeongson/qobu34kts2bha0u7/wish/1990178771</guid>
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      <item>
         <title>Teaching grammar</title>
         <author></author>
         <link>https://padlet.com/minjeongson/qobu34kts2bha0u7/wish/1990181409</link>
         <description><![CDATA[<div>1. We had some tasks during our time in school, they were often single papers focused on one topic, for example; are/is.<br><br>2. Mixed feelings about grammar in school, some of us enjoyed it, others not so much.<br><br>3. No personal strategies.<br><br>4. Split decision, one is not confident, two of us are confident. It depends on the topic, and the difficulty. </div>]]></description>
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         <pubDate>2022-01-13 11:58:32 UTC</pubDate>
         <guid>https://padlet.com/minjeongson/qobu34kts2bha0u7/wish/1990181409</guid>
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      <item>
         <title>Teaching grammar</title>
         <author></author>
         <link>https://padlet.com/minjeongson/qobu34kts2bha0u7/wish/1990190730</link>
         <description><![CDATA[<div>1. Mostly grammar tests and such, often words, tense or phrases were the subject of the tests.<br><br>2. Both yes and no. Some of us thought that it could be quite 'boring', and that the point of learning grammar was under-communicated.<br><br>3. No personal strategies.<br><br>4. &nbsp;The actual teaching is not a problem, but making it interesting is a whole other story. </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-01-13 12:06:25 UTC</pubDate>
         <guid>https://padlet.com/minjeongson/qobu34kts2bha0u7/wish/1990190730</guid>
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      <item>
         <title>Alligator Problem</title>
         <author></author>
         <link>https://padlet.com/minjeongson/qobu34kts2bha0u7/wish/1990322829</link>
         <description><![CDATA[<div>We decided to work with the poem Alligator Problem written by Michael Rosen (https://childrens.poetryarchive.org/poem/alligator-problem/)<br><br>The poem is short and simple. The words in the text is not the most commonly used words for second language learners. We chose this poem so they could also work on their pronunciation.<br><br>Our target audience for using this poem would be 8th and 9th grade. They will be working in small groups discussing this poem, and work with how words go from nouns to verbs.&nbsp;<br><br>For our last task they could have some fun thinking about what an alligator do, since that is the end of the poem.<br><br>- Ole and Signe</div>]]></description>
         <enclosure url="https://childrens.poetryarchive.org/poem/alligator-problem/" />
         <pubDate>2022-01-13 13:27:49 UTC</pubDate>
         <guid>https://padlet.com/minjeongson/qobu34kts2bha0u7/wish/1990322829</guid>
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      <item>
         <title>Snowball</title>
         <author></author>
         <link>https://padlet.com/minjeongson/qobu34kts2bha0u7/wish/1990330661</link>
         <description><![CDATA[<div>Marius, Sverre, Jonathan &amp; Bendik<br><br>The text we chose was ‘Snowball’ by Shel Silverstein:<br><br>I made myself a snowball<br>As perfect as could be.<br>I thought I'd keep it as a pet<br>And let it sleep with me.<br>I made it some pajamas<br>And a pillow for its head.<br>Then last night it ran away,<br>But first it wet the bed.<br><br></div><div>-<br><br>The poem is short, simple and a fun read. We think that it will fit a 9th grade very well. We want to work with tense, and the task will be to identify- and change the tense the poem is written in.&nbsp;</div><div><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-01-13 13:31:28 UTC</pubDate>
         <guid>https://padlet.com/minjeongson/qobu34kts2bha0u7/wish/1990330661</guid>
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      <item>
         <title>Grammar-to-go teaching - Sondre, Jørgen and Julie</title>
         <author></author>
         <link>https://padlet.com/minjeongson/qobu34kts2bha0u7/wish/1990334047</link>
         <description><![CDATA[<div><em>It cannot be seen, cannot be felt,</em></div><div><em>Cannot be heard, cannot be smelt.</em></div><div><em>It lies behind stars and under hills,</em></div><div><em>And empty holes it fills.</em></div><div><em>It comes first and follows after,</em></div><div><em>Ends life, kills laughter.<br><br></em>- Gollum from <em>The hobbit<br></em><br></div><div>&nbsp;<br><br></div><div>Abbreviations - Cannot/can not<br><br></div><div>Pronouns – it&nbsp;<br><br></div><div>SVC – It lies, it fills etc.<br><br></div><div>False friends - lies<br><br></div><div>Simple Present - unceasingly<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-01-13 13:32:57 UTC</pubDate>
         <guid>https://padlet.com/minjeongson/qobu34kts2bha0u7/wish/1990334047</guid>
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