Chapter 3 > Rules of Teaching Grammar PE Losey Corps “A language is acquired through practice; it is merely perfected through grammar”, ~ Leibniz In spite of the arguments among researchers and educators about whether or not teach grammar, the fact remains that one cannot use language without grammar. With that, we have established in the previous lessons why we should teach grammar, We have come to a conclusion ‘that perhaps the long-standing problem is not grammar itself, but how it is taught. Chapter 3 explores various considerations in teaching grammar. It introduces you to the rules, not of grammar, but of teaching grammar. Traditionally, teaching grammar highlights only structure and form, and seldom on meaning and use. This lesson highlights that meaning-making is-an important aspect of learning the grammar ofa language. It further explains why language instruction should not only focus on the sentence-level grammar, but also on the meaningful use of the language. Thus, at the end of this Chapter, you will be able to: 1. explain the different rules of teaching grammar; 2. construct narratives/situationers that present the different rules in teaching grammar and 3. write sample lesson guide applying the different rules. we Ls begin! f Task 1. Looking Back 1. How do your English teachers teach grammar? Was it easy for you to understand it? Why or why not? "Verbs ore the action words ced nouns ore the lazy ones” aba foes eartoonceckooe (Chapter 3: Rules of Teaching Grammar | 242. How would you want your grammar lessons to be taught? Task 2, Poem Reading Here's a poem entitled “The Grammar Lesson” by Scott Thornbury accessible at Tho Grammar Lesson ‘The teacher enters briskly, taps the board: “Now pay attention, cass, and not a word,” Hor steely gaze subdues the goneral amour. "Tm going to teach the rues of English grammar: ‘il start by explcating al the tenses, few examples, and ther sonses. Weil finish, as is usual with atest, ‘Apaize for which of you can answer best.” Ho always takes the bus (she writes), The present. (Though present, as wo speak, it clearly is ‘We cal this timeless present ‘present simple’. ‘My teilor’s very rch isan example,’ “Now look at me,’ she orders, as she paces Between the rows of started ite facos, "Tmwalking tothe door. Now | am turing. tim teaching you the grammar. You ae learning. Intending that her actions be the stimulus, ‘She demonstrates the present tense (continuous). ‘For acts that are in progress, its expressive, ‘And soit's sometimes classed ‘progressive"” ‘Now, whois this?’ She shows a pic of Caesar. “An ancient Roman?’ someone says, to please her. ‘She draws a Roman galley, oars and mast ‘He came, he saw, he conquered: simple past. “And when he came, the weather She adds this ‘And with a gesture eloquently sinuous She illustrates what means the past continuous ‘Ive been to China. in my lite. Just once. Time not important. Use the perfect tense. He lst the race since he had slated last: Had started represents the perfect past.” “Although it seems a ite bit excessive, We also use the perfect with progressive Have you been playing badminton? is how We askif something's happening to now “The future forms wel save unl. the future. | think by now you have the general picture. So pen and paper out - yes, you have guessed it ve taught you stuff [Link] its time totes it” ‘And this is how, as any learner knows, ‘The English language grammar lesson goes. Ad this is why (the moral of my verse) ‘The English language learner can't converse. Scribble down everything that comes t] your mind after reading the poem (issue concerns, questions, confusions etc.). 22 | ‘The Teaching and Assessment of Grammar | nLwe ete on aut OY ay! . ‘Try to reflect on and answer the following questions 1. Did the poem match your expectation after reading the title? How would you describe the mood or tone of the poem? : How did the piece make you feel as a student? As a future English teacher? v . Did the scenarios in the poem remind you of your English classes? Do you think your own English classroom soon would also be the same? Why or why not? S Do you agree with the poet's claim about how language leamers are taught? How do you think should students be taught grammar? Do you agree with the “moral”, the lesson, that the poet wanted to say? Why or why not? 6. How do you assess your knowledge of grammar at this point in time? Do you think that your current “proficiency level” in grammar now is attributed to HOW your teachers taught grammar lessons? 2 List down 5 rules in teaching grammar that you think might be helpful to future English teachers. ‘Chapter 3: Rules'of Teaching Grammar | 23Now you've come a long way, You have already leamed the technicalities of English language in your Linguistics and Structures class, You've learned the system of rules of grammar and so on, So what now? As someone who aspires to be an English teacher, how do you use these loads of information in teaching? Before answering this, remember the poem (winks)! As a future English teacher, it is not enough that you have memorized the rules of ‘correct usage’ or ‘good style’, The challenge now is how do you translate these technicalities into chewable chunks. How will you make the complexity of leaning English language simple and comprehensible for your students? How do you create a learning environment where students learn grammar without bumout? How can you make it more relevant and meaningful for them? For some time, there have been a lot of debate whether grammar should be taught implicitly or explicitly. Some researchers agree that grammar should not be taught explicitly. For how do you explain young kids nowadays’ using English language perfectly without anyone explaining what is present tense or past tense. They just learn and speak it through an authentic context. However, “educators recognize that overt ‘grammar instruction assists students in learning the target language more efficiently vis a vis putting it in context to perform real communicative demands. An internationally recognized linguist and teacher trainer in the area of English Language Teaching, Scott Thombury, has proposed 6 RULES OF TEACHING GRAMMAR (context, use, economy, relevance, nurture, appropriacy). Thornbury highlighted that if language teaching is grammar teaching (as what schools emphasized), then “teacher training is training teachers to teach grammar”, But to what extent does a grammar- driven perspective of language teaching agree with our example a while ago ~ on how languages are learned (almost flawlessly by young kids nowadays)? Very little. ‘As Rutherford (1987) in Thornbury, (1996) observed: Theories of grammar ... are not theories of language acquisition”. This may mean that teachers’ should not make memorizing rules of grammar the only content of their instruction, Thombury (1996, 2004) added that “the nature of our knowledge of language and of Ianguage-leaming processes is such that notions of optimally accurate and/or effective rules are neither realistic nor desirable in a learning/teaching situation. It is much more relevant to the leamer’s needs that a teacher can provide typical language data and fnonitor learner production effectively (whether for accuracy or for fluency) than the most watertight, static formulations of language data be aimed at,” Teaching grammar “in context” means that grammar content/lessons are not 24 | ‘The Teaching and Assessment of GrammarRule of Context taught as stand alone concepts but are embedded and/ or integrated into varied context, situations, or any field of study. Teachers not just ask students to focus on rules and diagramiming, but guide them in understanding how grammar works in real communicative situations. Students should be taught how to use the form and not just memorize conjugations that may not be relevant and applicable across contexts. - WHY? Language knowledge does not necessarily guarantee language skills. Context provides avenue not just to learn grammar rules but for meaning-making. Every individual is creative and has rich experiences, thus should be given opportunity to utilize these through real-world type situations in which context is a major consideration. “Thinking of grammar in terms of concepts, that is, what is the purpose of using a specific form, what is the meaning expressed through that form, will broaden learners’ understanding and use of the target language.” ~ ACTFL Language Connects WHAT? Grammar teaching should consider all three: form, meaning and use. Grammar instruction should integrate aspects of both language and literature — and not as distinct “field” of English. “Teaching grammar in context involves making connections between grammatical patterns and the meaning of texts; wider contextual aspects such as genre, audience, subject and purpose; a reader's feelings and responses to a text; potential authorial motivations for making decisions about language choices.” - (Aarts, [Link].,2018) “Teach grammar in context. If you must take an item out of context to. focus on it, recontextualize it as svon as possible. Always associate grammar form with the meaning of the speaker or author.” = (Thornbury, 2004) HOW? Give real world scenarios and examples where grammar is used. Encourage interaction rather than ‘spending more time answering written exercises and worksheets. Alda, et. al (2020) purported the use of authentic materials in providing for concrete samples of language use in the community. These materials are accessible within the community like audio and video materials (songs, films, radio and TV broadcasts, news reports documentaries, etc.); visual and printed materials (signages, infographic, photographs, restaurant menus, product labels, calendars, etc.); digital materials (blogs and viogs, videos from TED’ talk, podcasts, etc.) Use scaffolding strategies like tapping into students’ prior experiences, use of graphic organizers, charts and other scaffolding tools, think alouds, providing discussion prompts, reinforcing contextual definitions, allowing students to collaborate and discuss with peers, use of dialogues, etc. Use literary pieces such as short stories, poems, songs and the like as a springboard in teaching grammatical concepts. Acontextualized grammar teaching may start with the development of ideas and concepts, rather than the grammar itself. Inductive method of teaching grammar may be used in this case. | Chapter 3: Rules of Teaching Grammar | 25Teaching Grammar Inductively eect The rule of use in teaching grammar reminds language teachers to teach, grammar for communication’s sake. Memorizing the rules do not guarantee language production. If the goal of your language class is for students to be able Rule of Use + to use the target language meaningfully, then, you have to provide opportunities for language practice. WHY? +The primary goal of teaching Englishistohelp Filipino students acquire the necessary skills for listening, speaking, reading and writing, which enable them use the language for effective communication. + Language knowledge is not equal to language production. +. Students are able to appreciate what they are learning if they see how language works and is used in real context. + Students should be able to see the relationship of grammar points to how the target language is actually used. WHAT? * “Teach grammar in order to facilitate the learners’ comprehension and production ‘of real language, rather than as an end in itself. Always provide opportunities for learners to put the grammar to some communicative use." - Thornbury (2004) + Students understand the concepts (grammar rules) better if they are able to use and apply it in real communicative tasks. + Learning English is more than just learning vocabulary and grammar rules, students need to actually use the language and listen to how others use it as well, + Grammar teaching should’ incorporate spoken interactions or communicative production tasks. + A key component of grammar teaching is the integration of communicative work. + To teach grammar effectively, teacher should enable students to control grammar to express increasingly complex ideas. | 26 | ‘The Teaching and Assessment of Grammar+ Provide for authentic samples of language use anchoring on students’ context. . + Encourage students to Identify usage patterns on how the target language Is actually used, * Use varied activities like letting students listen to audio samples of native and non-native speakers of the language. + Provide opportunities for students to share Insights and ideas in class and give helpful feedback to, improve language use. + Instead of using grammar-based approaches, this rule encourages teachers to employ communicative approaches, that is, language is HOW? best learned through interaction. + Example of an activity using communicative approach is prompt- based activity. Like the famous game -Guess Who? You can contextualize this board game according to your objective. You may also'use different characters like national heroes, politicians, famous poets etc. The artists used here are the top artists that gain popularity among teens. These are from famous Korean drama, Philippine movies, and international shows. * Photos of these artists are used for academic purposes only. Moreover, these photos are transformed into cartoons/avatars using an online cartoonizer -[Link]. The rule of economy explains that to provide time for language use, teachers should be economical. By economical, it means that teachers provide manageable and comprehensible input and allocate enough time for language use and practice. Rule of Economy + Language is primarily a skill, thus, should be practiced and used. + Just studying grammar will not in itself enable you to use it. Students’ language success may be ‘limited if what they have leaned will merely stay as rules to understand. WHY? |+ Providing for more and more input may still not be sufficient, for input should be "comprehensible". Thus, a contentjampacked syllabus do not necessarily guarantee language acquisition. * Students who are at intermediate level and beyond may need more ‘opportunities for practice rather than presentation of rules. Chapter 3: Rules of Teaching Grammar | 27‘WHAT? “Economise on presentation time in order to provide maximum, practice time. With grammar, a little can go a long way."- Thornbury (2004) She Engl curriculum should be decongested, focusing on relevant grammar concepts. *Comprehensible input is language input that can be understood by listeners despite them not understanding all the words and structures init. Itis described as one level above that of the learners ifit can only just be understood." -Krashen (2003) Providing comprehensible input and more time for language practice help students acquire language naturally, rather than learn it consciously. As language learners’ usage of the target language increases, so does their level of comprehensio Teachers should be able to strategize how to present grammar rules efficiently and effectively, then provide more time for students to apply these rules in communicative tasks. HOW? Plan your grammar lessons well. Sometimes the ones stipulated in the curriculum may be too much or too little depending on students’ level. Start where your students are. Be clear with your goal. What is your goal in teaching a certain grammar point? For students to gain a deeper understanding of the concept? For students to use these grammar points to complete a task? To accomplish both? o Alesson guide/plan is helpful when creating relevant activities for the topic that are ‘enough’ for your class time. Provide instructional scaffolding to enhance learning and aid in the mastery of tasks. Use teaching scaffolds like the use of visual aids; example is graphic organizer. Graphic organizers like charts, conceptmaps, mind maps, infographics and so on, help create visual images of how concepts are related and provide for an effective way of organizing information. These materials help “student convert and compress a lot of seemingly disjointed information into a’ structured, simple-to-read, graphic display. The resulting visual display conveys complex information in a simple-to-understand manner.” (Graphic Organizer, [Link] [Link]/graphicorganizers/ ND). @ the Tell-Tale Heart x lw Nn oe tot sn pew ee prin se or" bh 2B | Te Tent and Reeser ct Gana| THINK OF —(®— HEARD ABO! | ison it | =a | | Infographic taken from htto: Chapter 3: Rules of Teaching Grammar. |’ 29Rule of Relevance In this context, we define relevance as the “learning experiences that are either directly applicable ‘to the personal aspirations, interests, or cultural experiences of students (personal relevance) or that are connected in some way to real-world issues, problems, and contexts (life relevance)” (The Glossary of Education Reform, Relevance. 2013). + “Relevant, meaningful activities that both engage students ‘emotionally and connect with what they already know are what help build neural connections and long-term memory storage.” ~Briggs (2014) + ‘Relevant, meaningful activities that both engage students emotionally and connect with what they already know are what help build neural connections and long-term memory storage.” -Briggs (2014) WHy? |* Students may disregard important concepts if they do not find relevance to them. + Students become more interested to learn if they see the importance f and connection of the concepts taught in the classroom to their real- life encounters. + Students may become disinterested inthe things they already know; thus, teachers should start where they are. + If students acknowledge that the concepts are worth knowing, it will} hold their attention and engage them. + The rule of relevance prompts the language teachers to make learning become more personal to the students. + “Teach only the grammar that students have problems with. This means, start off by finding out what they already know. And don't assume that the grammar of English is a wholly different system from the learner's mother tongue. Exploit the common: ground.” — Thornbury, 2004) + The Glossary of Education Reform (2013) points out two kinds of relevance - personal relevance and life relevance. “Personal relevance occurs when learning is connected to an individual WHAT? | _ student's interests, aspirations, and life experiences. Meanwhile, life relevance occurs when learning is connected in some way to real- world issues, problems, and contexts outside of school.” + This rule puts students at the center of English language teaching and learning. + Depending on the target language, teachers should teach grammar concepts in relation to the student's mother-tongue. + Communicative tasks should cater to cultural differences. Teachers should make sure that examples are accurate and appropriate for certain groups. 30 | ‘The Teaching and Assessment of Grammar+ Provide examples that are grounded on how concepts learned are used in the real world. + Let students experience authentic use of the language. Let them accomplish tasks using the target language. You may also invite native speakers of the target language, or non-native speakers having good command of the target language. + Provide opportunities for multi-layered projects like those that involve research, community involvement, language immersion. + Create activities to showcase students’ communicative abilities like oration, declamation, broadcasting, mock job interview, debate, extemporaneous speaking, poem reading, spoken word poetry. + Let students watch movies where the target language is spoken by native and non-native speakers. Anchor your lessons on real world [Link] students are able to see the importance of learning the target language — the danger of miscommunication, why headline writing is important, etc. + Let students publish their poems, stories, narratives etc. Displaying or publishing student work is a great way to get them involved and motivated. + Encourage students to build and create connections to what has been taught and to what is happening in the real world + For example, if your teaching students Headline Writing, particularly choosing headline verbs, you may start your discussion by showing them misleading headlines and ask them how poorly constructed headlines affect the integrity of the news. You can also start your discussion on the current situation in the Philippines regarding the fast spread of fake news. HOW? Let them read the article on “The Misleading Headlines of GMA7’s and News5’s “Gov’t Keyboard Army” Story November 18, 2017 - by Paul Farol ® PHL govt paying ‘keyboard army © 500 a day to ‘amplify’ public support @ for drug war ~watehdog ESS DADS. ‘GOV'T FUNDS BEING USED TO SPREAD FAKE NEWS? | Alejo wants to verfy U.S. watchdog report on alleged Du30 ‘keyboard army” |https:/[Link]. com/2017/11/the- - ao misleading headines-o-gna7s-and-newsSs-govt- keyboard-ammy-story! (Chapter 3: Rules of Teaching Grammar | 34Rolo of Nurture As cliché as it may sound, teachers create significant impact on student's lives, ‘When students are asked to describe their favorite teacher, most of them would say, he/ she is caring, a good listener, supportive, has good sense of humor, ete, Ifyou will be the teacher, how do you want your students to describe you? More than being a knowledge dispenser, the teacher also plays the role of a mentor, a friend, a parent, a counselor, and so on, Sometimes, these things that make people feel more “human” matter the most, The things teachers say and do in the classroom may positively or negatively affect student's competence and confidence. Further, the affective components of learning are very important for students to be able to make measurable gains in acquiring and manipulating knowledge. Teachers need to be strategic in cultivating positive and healthy learning environment for the students. WHY? ‘A nurturing environment is a learning-rich environment. ‘Students need to feel that the classroom is a place for trial and error and learning from mistakes. They need to feel safe, Supported, cared for in your classroom. Teachers should be able to provide a conducive learning environment free from fear and humiliation. Students tend to withdraw and lose interest in learning if the classroom does not reinforce self-esteem. Reinforcing self-esteem in the classroom is associated with increased motivation and learning. WHAT? “Teaching doesn't necessarily cause leaming - not in any direct way. Instead of teaching grammar, therefore, try to provide the right conditions for grammar learning. Thornbury (2004) “A teacher who builds positive relationships with students decreases the affective filter, or level of discomfort in the classroom and students perform better. Teachers who make connections between old and new knowledge and tie both into the real world also have students who perform better.” — Adams (2015) “One obstacle that manifests itself during language acquisition is the affective filter; that is a ‘screen’ that is influenced by emotional variables that can prevent learning. This hypothetical filter does not impact acquisition directly but rather prevents input from reaching the language acquisition part of the brain.” — Krashen (2004) Teachers need to lower or decrease the “iter” or the barriers (anxiety, self-confidence, motivation and stress) as these may affect students’ overall language experience. ‘Teachers need to see to it that grammar concepts and the way they are taught will motivate students to internalize the input, produce optimal output, and take into account feedback. 32 | “The Teaching and Assessment of GrammarHOW? ‘tps sin [Link]/262616222007977563) Get to know your students and allow them to know you as well, Create a sense of order through clear behavioral and academic ‘expectations, Utilize ‘communal games and activities, relevant Instructional materials, and engaging classroom discussions. Provide constructive feedback and allow students to learn from thelr mistakes, Don't judge. [Link] and class achievements. Choose appropriate teaching methods to cultivate students’ motivation and creativity, Teachers may use the teaching method named Suggestopedia/ Desuggestopedia by Georgi Lozanov on Imploring different relaxing elements like music, drama and art In creating a more comfortable learning environment. This Is also supported by Krashen's Affective [ee a eliminating the “filters” or “barriers” that may hinder language learning. uo be nls 15451119851991698" Rule of Appropriacy It is a given fact that no two students are alike. Even if you are teaching in the same grade level, your ‘students will always vary in age, proficiency level, leaning needs, interests, expectations, skills, learning styles, beliefs, attitude and values. This rule, according to Thornbury, suggests that teachers should be able to apply these rules of teaching grammar according to the aforementioned differences. Whether you put premium to a grammar-driven classroom or may not teach grammar at all, it is your responsibility to identify what is,best for your students. Chapter 3; Rules of Teaching Grammar | 33WHY? WHAT? People are more different than they are alike. Teachers have to) respond to the diversity of learners. ‘These individual differences in a language classroom can make for success or failure in attaining the goal of acquiring the target language. Regardless of how diverse the classroom is, students should be given equal opportunity to learn and achieve their goals. : Teachers need to evaluate what students really need and design classroom activities suited to their needs. The teaching-learning process should be student-centered. Teachers should design classroom activities not just according to efficiency, but also appropriacy. Grammar practice and communicative tasks should suit to the “context” of each leamer. This rule prompts teachers to consider their students in the context of being language learners - What do they already know? What do they| need to know immediately? What do they need to know in the future?| These questions can help teachers evaluate if what they are doing in the classroom is somehow appropriate to their students. Teachers should consider the individual differences of students and use this to plan an effective and productive teaching-learning process. | HOW? Teachers may conduct needs assessment analysis or diagnostic| tests to gain necessary data on students’ proficiency level and needs. Talk to your students and let them share their language learning challenges and how they want to be supported. Determine your students’ leaming styles, previous learning experienées and present expectations. fake into consideration all other rul i Start where your students are ‘208mg grammar. t na 5 ; e v mo Student-Centered +! \ Learning, ‘fies htlpsifenlighlenmenteducaton home, blog2019101/20student-or-eamercentered-curriculurry 34 | “The Teaching and Assessment of GrammarSe Fe fer have te geno In the previous lesson, you have learned the different methods in teaching grammar, You were introduced to the different rules [Link] to consider when teaching grammar points. Are you now ready to put all those in a lesson guide and see how it works? Have a copy of the K to 12 English Curriculum Guide and template of the instructional plan from DepED Order No. 42, s. 2016. The template is also provided below up to Procedure only. Below is a sample instructional plan, Examine the parts, the presentation of the lesson; the activities provided, the questions thrown to process what have been learned and the follow up activities, Answer the questions after. iPlan No. Learning Area: | Grade Level: Quarter; | Duration: ENGLISH | Vit 4® quarter | 60 mins. Leaming Code: Competency/ies: ENTG-IV-£6.2 Grom the WH QUESTIONS Curriculum Guide)) Formulate who, what, when, where, why, and how questions Key Concepts / Understandings to’ | WH questions help one perform communicative functions like be Developed asking for information about something, asking for reason, time, place, choice, subject or object. I, Terminal Learning Objectives (TLO) A. Cognitive Domain Identify appropriate WH question/s to be used in varied topics and situations. B. Psychomotor Domain Formulate and ask questions about different topics using WH questions. Answer WH questions. C. Affective Domain Display open-mindedness (attitude) and respect (values — maka-tao) for the ideas and opinions of others. II. Content: - Form WH questions with the correct structure - Formulate WH questions according to various topics and situations IIL Learning Resources: Talkastic Boardgame Powerpoint presentations Situationaires/Prompts IV. Procedures 1, Introductory Activity (Suminutes). This part introduces the lesson content, Although at times ‘optional, itis usually included to serve as a warm-up activity to give the leatners zest for the incoming lesson and an idea on what isto follow. One principle in learning is that learning ‘occurs wiien it is conducted in a pleasurable and comfortable atmosphere. Set the mood through preliminary activities like Energizer, Recap/Review of the Previous Lesson, and Presentation of the lesson objectives and expectations, 2, Activity/Strategy (10 minutes) This isa direct purposeful experience and an interactive Strategy to elicit learner prior learning experience. It serves as a springboard for new learning. I illustrates the principle that learning starts where the learners are, Clear instructions should be considered inthis part ofthe lesson, ‘Chapter 3: Rules of Teaching Grammar | 35‘Tulkastic Boardgame The teacher w students to. cro groups of $ or 6, Using the Tulkastic Boardgame, students roll the dice, make a question and answer it, Accordingly, their partner responds until they go around the entire game board, (You can modify the topics on the board as woll as the rules.) ‘The teacher moves around and observes how each group carries out the task, Moreover, the teacher reminds the students to be open to their classmates, Remind them to respect their classmates’ ideas, opinions and preferences. hitps/alles|conves-game-doard-talitastc-ree-talking! 3, Analysis (5 minutes). Essential questions are included to serve as guide for the teacher in clarifying key understandings about the topic at hand. Critical points are organized to structure the discussions allowing the learners to maximize interactions and sharing of ideas and opinions about expected issues. Affective questions are included to elicit the feelings of the learners about the activity or the topic. The last questions or points taken should lead the learners to understand the new’ concepts or skills that are to be presented in the next part of the lesson. The teacher will ask volunteers to write down the questions they raised during the activity and write them on the board. The ASSN teacher facilitates this activity so that students will be able to see GEAR on the board various questions representing all WH questions. Bi gyo# Then asks: . 1, How do you think are Wh questions formulated? 2. What do you think is the structure when formulating Wh questions? Write your observations on the board. 3. How do Wh questions contribute to the attainment of certain communicative situations? 4. Go back to the questions written on the board, are those questions correctly formulated? Why or why not? 5. What have you learned from the sharing of your classmates based on the topics from the talkastic board? 6. How important is it to be able to construct appropriate Wh questions to achieve certain tasks? 7. How do you describe your overall experience of the activity? 4, Abstraction (15 minutes), This outlines the key concepts, important skills that should be enhanced and the proper attitude that should be emphasized. This és organized as a lecturette (individual, paired, small group) that summarizes the learning highlighted from the activity, analysis and new inputs in this part of the lesson, 36 | ‘The Teaching and Assessment of Grammar‘The tenchor discusses key concepts of the lesson through a powerpoint presentation, Students formulated rules during the activity will also » WH QUESTIONS +S be: reinforced by the teachers and he/she will also correct ? li ee misconceptions, if any, a a | Follow up questions: 1, Why is understanding of the structure and purpose of Wh questions important? 2. Why is it important to ask questions? 5. Application (10 minutes), This part ensures the commitment of the learners to do something to apply their new learning in their own environment. With a partner, students are instructed to take tums interviewing each other about their chosen topics — hobbies, interests, family, ete, 6. Assessment (10 minutes). Assessment is for the Teacher fo: a) assess whether learning objectives have been met for a specified duration, b) remediate and/or enrich with appropriate strategies as needed, and c) evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be given before, during, or after the lesson). ASK ME Students are instructed to write down at leastl-2 questions for cach of the following people. There are already four people identified, and students will choose, the other four. All Wh questions must be used in this. activity. J 7. Assignment ( 2 minutes). Choose any from what is given below. + Reinforcing / strengthening the day's lesson + Enriching / inspiring the day's lesson + Enhancing / improving the day’s lesson + Preparing for the new lesson ‘Chapter 3: Rules of Teaching Grammar | 378, Wrap-up/Concluding Activity (3 minutes). Describe how you will raion: the lesson ‘and bring the work to @ conclusion/end. This can be done by: 8) Summarizing: recaptuleting 2) Providing @ brief but effective closing ectivty such 88 8 sttong quotation, & short song, on anecdote, parable’ or @ letter that inspires the leamers to do ‘something to practice their new leaming. Read in advance about Tag Questions 2 ai discussion T realized — 4. The patos part of the activity that was difficult for me was, ‘Name: School: Position Designation: Division/Office: ‘Comtact Number: Email address: & J. Let’s Examine 1. Does the instructional plan reflect the different rules in teaching grammar discussed in this lesson? Why or why not? 2. Which part of the leaming activities show the different rules? Explain how each of these rules is illustrated/integrated in the entire learning experiences of the Grade 7 students as reflected in the sample instructional plan provided. Rule of Context Rule of Use Rule of Economy 38. [The Teaching and Assessment of GrammarRule of Relevance Rule of Nurture Rule of Appropriacy 2. My Instructional Plan With the use of the K to 12 English Curriculum Guide and the instructional plan template from DepED Order No. 42, s. 2016; write an instructional plan of your chosen topic from your chosen grade level. Use the Curriculum Guide to identify the topic and the competencies under the domain Grammar. Use the instructional plan template in designing your learning activities. Take note of the different rules of teaching grammar that you need to take into consideration. Moreover, Thombury (the proponent of these rules), did not say that all the time teachers need to squeeze in these rules in a one-hour English class. However, for you to be able to experience ail 6 rules, you are encouraged to take into consideration all 6 when designing your own sample instructional design. iPlan No. * Leaming Area: Grade Level: | Quarter: Duration: WH QUESTIONS Code: rom the Curriculum Guide) Key Concepts / Understandings to be Developed Chapter 3: Rules of Teaching Grammar | 39I. Terminal Learning Objectives (TLO) ‘A. Cognitive Domain B. Psychomotor Domain C. Affective Domain II, Content: IIL, Learning Resources: IV, Procedures 1. Introductory Activity (_ minutes). 2, Activity/Strategy (_ minutes). 3. Analysis (__minutes 4. Abstraction (_ minutes) 5. Application (__ minutes), 6. Assessment (_minutes). 40 | ‘The Teaching and Assessment of Grammar7. Assignment (_minutes). Choose any from what is given below. + Reinforéing / strengthening the day's lesson + Enriching / inspiring the day's lesson + Enhancing / improving the day's lesson + Preparing for the new lesson ; 8, Weap-up/Concluding Activity (_:minutes). Describe how you will complete the lesson and bring the work to a conelusion/end. This can be done by: a) summarizing, not recapitulating and ) providing a brief but affective closing activity such as a strong quotation, @ short song, an anecdote, parable or a letter that inspires the learners to do ‘something to practice their new learning. Prepared by: ‘Name: ‘School Position/Designation: Division/Ofice: Email address: Tell me about it: What are your takeaways in this lesson? Which partis the most interesting? Which part is the most challenging? How do you plan to address these challenges? ‘Chapter 3: Rules of Teaching Grammar | 41