Rules in Teaching Grammar PDF

GOOD AFTERNOON! BSE - ENG 2A CRACK THE CODE UNIVERSITY OF RIZAL SYSTEM ANTIPOLO CAMPUS RULES IN TEACHING GRAMMAR EL 106 - TEACHING AND ASSESSMENT OF GRAMMAR INTRODUCTION Grammar is the set of rules that govern how words are used to form sentences. It's the foundation of clear and...

GOOD AFTERNOON! BSE - ENG 2A CRACK THE CODE UNIVERSITY OF RIZAL SYSTEM ANTIPOLO CAMPUS RULES IN TEACHING GRAMMAR EL 106 - TEACHING AND ASSESSMENT OF GRAMMAR INTRODUCTION Grammar is the set of rules that govern how words are used to form sentences. It's the foundation of clear and effective communication. TEACHING GRAMMAR Teaching grammar involves helping learners understand and use the rules of a language. It's not just about memorizing definitions, but about applying those rules to real-world communication. WHY DO WE TEACH GRAMMAR? WHY DO WE Clear communication Grammar helps us express our TEACH thoughts accurately and avoid GRAMMAR? ambiguity. Logical organization Grammar structures our ideas for easier understanding. Formal vs. informal We learn to adapt our language to different situations.  Improved comprehension WHY DO WE Understanding grammar helps TEACH us analyze sentences and interpret texts. GRAMMAR? Increased confidence Knowing grammar rules reduces errors and boosts fluency. Deeper language understanding We explore language structure and appreciate its intricacies.  RULE OF CONTEXT RULES IN TEACHING RULE OF USE GRAMMAR RULE OF ECONOMY RULE OF RELEVANCE RULE OF NURTURE RULE OF APPROPRIACY RULE OF CONTEXT Haylie Kirsthen Nasam RULES IN TEACHING GRAMMAR RULE OF CONTEXT In grammar, context refers to the surrounding text or discourse that influences the meaning and interpretation of a word, phrase, or sentence. RULES IN TEACHING GRAMMAR  LEXICAL CONTEXT The meaning of a word often depends on the words around it. Example: "The dog’s bark was loud." (sound) Example: "The bark of the tree is rough." (tree) RULES IN TEACHING GRAMMAR SYNTACTIC CONTEXT The grammatical structure of a E "Flying planes can be dangerous.” sentence can affect Interpretation 1: "Planes that are flying can be the meaning of dangerous." (subject: flying planes) individual words or Interpretation 2: "The act of flying planes can phrases. Sentence be dangerous." (subject: flying, object: planes) structure, including word order, verb tense, and punctuation, helps determine meaning. RULES IN TEACHING GRAMMAR SITUATIONAL OR PRAGMATIC CONTEXT This refers to the broader situation Example: "It's freezing in here.” in which a conversation takes place, In the context of being in a cold including factors like who is room, this statement is likely a speaking, their relationship, and the complaint about the temperature. In environment. It affects how another context, such as if someone is standing in front of an open sentences are interpreted. refrigerator, it might be a comment on the cold air coming from the fridge. RULES IN TEACHING GRAMMAR  CO-TEXT The words or phrases immediately before and after a given part of Example: "He broke the bank." the text can clarify ambiguous The phrase means different meanings. It relies on the context things depending on if we are within a passage, rather than talking about gambling or a financial institution. external factors. RULES IN TEACHING GRAMMAR RULE OF USE Margielyn Ferrer RULES IN TEACHING GRAMMAR RULE OF USE Reminds language teachers to teach grammar for communication’s sake. Memorising the rules does not guarantee language production. How words and phrases are actually used in real-world language rather than relying solely on their dictionary definitions. RULES IN TEACHING GRAMMAR  HOW? 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. Employ communicative approaches, that is, language is best learned through interaction. RULES IN TEACHING GRAMMAR RULE OF ECONOMY Aizen Garcera RULES IN TEACHING GRAMMAR RULE OF ECONOMY The rule of economy explains that to provide time for language use, educators should be economical. Meaning that teachers provide manageable and comprehensible input and allocate enough time for language use and practice. RULES IN TEACHING GRAMMAR WHY? Language is primarily a skill, thus, should be practiced and used. Just studying will not in itself enable you to use it. Students' language success may be limited if what they have learned will merely stay as rules to understand. RULES IN TEACHING GRAMMAR WHY? Providing more and more input may still not be sufficient, for input should be “comprehensible”. Thus, a content-jam packed syllabus does not necessarily guarantee language acquisition. Students who are at intermediate level and beyond may need more opportunities for practice rather than presentation of rules. RULES IN TEACHING GRAMMAR  WHAT? “Economize on presentation time in order to provide maximum practice time. A little can go a long way.” — Thornbury (2004) The English 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 in it. RULES IN TEACHING GRAMMAR  WHAT? 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 comprehension. 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. RULES IN TEACHING GRAMMAR HOW? Plan your grammar lessons well. Be clear with your goal Lesson guide/plan Use teaching scaffolds Graphic organizers RULES IN TEACHING GRAMMAR RULE OF RELEVANCE Rejine Mangulad RULES IN TEACHING GRAMMAR RULE OF RELEVANCE In this context, we define relevance as the "learning experiences that are either directly applicable to the personal aspirations, interest, or cultural experiences of students (personal relevance) or that are connected in some way to real-world issues, problems and context (life relevance)" (The Glossary of Education Reform, 2013). RULES IN TEACHING GRAMMAR RULE OF RELEVANCE This one is focused on teaching only the grammar in which students present a lack. Teach only the grammar that students have problems with. This means, start off by finding out what they already know. RULES IN TEACHING GRAMMAR RULE OF RELEVANCE If students acknowledge that the concepts are worth knowing, it will hold their attention and engage them. They become more interested to learn if they see the importance and connection of the concepts taught in the classroom to their real-life encounters. RULES IN TEACHING GRAMMAR  HOW? 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, or non-native speakers having good command of the target language. Create activities to showcase students communicative abilities like oration, declamation, broadcasting, mock job interview, debate, extemporaneous speaking, poem reading, spoken word poetry. RULES IN TEACHING GRAMMAR  HOW? Let students watch movies where the target language is spoken by native and non-native speakers. Anchor your lessons on real world problems where students are able to see the importance of learning the target language. 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) RULES IN TEACHING GRAMMAR RULE OF NURTURE Ann Clemente RULES IN TEACHING GRAMMAR RULE OF NURTURE The most difficult rule: teaching does not cause learning. The right environment, conditions and opportunity for learning do. Teaching doesn't necessarily cause learning - not in any direct way. Instead of teaching grammar, therefore, try to provide the right conditions for grammar learning. RULES IN TEACHING GRAMMAR EXAMPLES The teacher was trying to teach nouns Choose a story. Practice reading the story with emotions or feelings. Then,choose appropriate background music or the story. Let the learners listen to you attentively. Allow them to sit on the door or lie down and be with their classmates. Then, turn on the lights, play the music, and start reading the story. During the story telling, the teacher may ask questions in between to check that they are listening attentively and also to keep their motivation high. EXAMPLES As the learners answer the teachers queries, don’t correct the students' grammatical errors immediately. Focus first on the content. Before you end the lesson, you may give the correct form by repetition in the later part. After reading the story, focus first on the main discussion. Ask the students to name the subject/person of the story, the name of the place and the objects they remember that are present in the story. Tell the students that all those things that they mentioned were actuallynouns. Then the teacher may proceed with the discussion of Nouns (Common nouns, proper nouns, abstract nouns, proper nouns, andconcrete nouns) to let them fully comprehend the lesson. RULE OF APPROPRIACY Wency Estores RULES IN TEACHING GRAMMAR RULE OF APPROPRIACY It is 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, learning 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 prevision to a grammar-driven classroom or may not teach grammar at all, it is your responsibility to identify what is best for your students. RULES IN TEACHING GRAMMAR  WHY? People are more different than they are alike. Teachers here is 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. RULES IN TEACHING GRAMMAR WHAT? 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 learner. This rule prompts teachers to consider their students in the context of being language learners - 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 the students and ue this to plan an effective and productive teaching-learning process. RULES IN TEACHING GRAMMAR  Teachers may conduct need HOW? assessment analysis. 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 learning styles previous learning experiences and present expectations. Take into consideration all other rules of teaching grammar.  THANK YOU FOR LISTENING! "Grammar is like a good pair of shoes. It may not be the most exciting thing in the world, but it helps you get where you need to go."