MODULE 4

PEÑA, GABRIEL G. BSED-ENGLISH 3C TEACHING AND ASSESSMENT OF GRAMMAR

LESSON 4

Let's begin!
Task 1. Looking Back
1. How do your English teachers teach grammar? Was it easy for you to understand?
Why or why not?
My English teacher taught as grammar by using inquiry-based in delivering the lesson.
She used to ask us from time to time in order for us to focus in the discussion. By
focusing, we can answer her questions. For me it was easy because it when my teacher
delivers her lessons, he would ask us from time to time, by that, we can focus our
attention to her and she can measure if we really understand. By that, she can explain
us further if we can’t understand.
2. How would you want your grammar lessons to be taught?
I want the teachers teach us by providing us real-world scenarios so that we can use
what we have learned that are relevant nowadays, this can also help us communicate
better in different contexts by using the target language grammar being taught.

Task 2. Poem Reading

Here’s a poem entitled “The Grammar Lesson” by Scott Thornbury accessible at
https://scottthornbury.wordpress.com/2013/04/07/g-is-for-grammar-lesson/

Scribble down everything that comes to your mind after reading the poem (issues, concerns, questions, confusion
etc.).

The poem talks about the traditional way of teaching English Grammar to students
wherein the teacher utilizes the form or the structure of the language rather than its use
or meaning. The issue here is that the learning only takes place within the citadels of
the classroom because students are not taught hot to practice the grammar skills in
their everyday lives. In other words, students are prevented to use the grammar skills in
communicating that is why in the last part, it is said that the learner can’t converse.
The Grammar Lesson

The teacher enters briskly, taps the board: ‘And when he came, the weather – it was pouring’,
‘Now pay attention, class, and not a word.’ She adds this detail to her simple drawing,
Her steely gaze subdues the general clamour. And with a gesture eloquently sinuous
‘I’m going to teach the rules of English grammar.’ She illustrates what means the past continuous.

‘I’ll start by explicating all the tenses, ‘I’ve been to China. In my life. Just once.
Their forms, a few examples, and their senses. Time not important. Use the perfect tense.
We’ll finish, as is usual with a test. He lost the race since he had started last:
A prize for which of you can answer best.’ Had started represents the perfect past.’

He always takes the bus (she writes). ‘The present. ‘Although it seems a little bit excessive,
(Though present, as we speak, it clearly isn’t). We also use the perfect with progressive.
We call this timeless present “present simple”. Have you been playing badminton? is how
My tailor’s very rich is an example.’ We ask if something’s happening to now.’

‘Now look at me,’ she orders, as she paces ‘The future forms we’ll save until … the future.
Between the rows of startled little faces. I think by now you have the general picture.
‘I’m walking to the door. Now I am turning. So pen and paper out – yes, you have guessed it:
I’m teaching you the grammar. You are learning.’ I’ve taught you stuff and now it’s time to test it.’

Intending that her actions be the stimulus, And this is how, as any learner knows,
She demonstrates the present tense (continuous). The English language grammar lesson goes.
‘For acts that are in progress, it’s expressive, And this is why (the moral of my verse)
And so it’s sometimes classified “progressive”.’ The English language learner can’t converse.

‘Now, who is this?’ She shows a pic of Caesar.

We’re on our Way!
Try to reflect 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?
As the title suggest, it really matches my expectation what is to read in the poem
because the poem if composed of the traditional way in teaching grammar, it also
includes some basic information about the grammar specifically the tenses of the verb.
The mood or tone of the poem is somewhat sarcastic and make us realize the reality
how some teachers usually teach grammar.
2. How did the piece make you feel as a student? As a future English teacher?
As a student, I can relate to the poem because some of our teachers back in
elementary are very similar to what is being referred to in the poem. Furthermore, it also
tackles how the assessment is done because I can relate to it also. As future English
teacher, I have come to realize that in teaching grammar I must not only focus on the
structure of the language but also its usage, and at the same time let my students use it
through communicating and put it into various contexts or scenarios which illicit reality.
3. 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?
Yes, it reminded me especially during elementary or some of my high school days. The
teachers back then also did the same. I think my English class someday will not be the
same as what is mentioned in the poem. I will do my best to let my students have the
learning experience that will help them not just on the knowledge part in learning
language but also its usage. Especially, nowadays, we are taught how to teach the
language with various strategies, so it’s impossible to teach them similar to what is in
the poem.

4. Do you agree with the poet’s claim about how language learners are taught? How do
you think should students be taught grammar?
Yes, because it is based from my previous experiences. Grammar lessons and
exercises and units should be organized adequately. The general language grouping
impacts understudies' agreement. Sentence structure should be taught both
straightforwardly and in context. Instructors need to set aside effort to consider syntax
and see how language functions. By these, students learn to use it in communicating
then use it already to communicate.

5. Do you agree with the “moral”, the lesson, that the poet wanted to say? Why or why
not? I agree. Based on what is mentioned in the poem, “the English language learner
can’t converse”, when the teacher teach the student on the structures only and
memorization of grammar, the students mind will only make it as an academic
requirement that needs to be learn mainly for knowledge only whereas if teachers
taught grammar lessons with an association of communicating and using the language
that is learned, then the student can converse.

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
teach grammar lessons?
Based on my self-evaluation, I can say that I have a high proficiency level in using
grammar. I think my current proficiency level is attributed from how my teachers taught
us grammar lessons, furthermore, it is also because I used to read books in the library
about English grammar for further reinforcements. So, I must say it’s from the effort of
my teachers and myself.

7. List down 5 rules in teaching grammar that you think might be helpful to future
English teachers.
1. Teach grammar structures in relationship with their implications. The decision of one
syntactic structure over another is constantly controlled by the importance the speaker
or author wishes to pass on.
2. To teach grammar, you need express just as verifiable information, to be certain
about utilizing the right terms and clarifying these. Don't simply get familiar with the
following term you are instructing. It is imperative to have the option to relate new
figuring out how-to different highlights and the content overall.
3. Make learning language or grammar structure fun. Training syntax can include
examinations, critical thinking and language have as influence of building up kids'
attention to and interest in how language functions.
4. Recall the reason for educating students on the grammar of the language. Language
isn't just the naming of grammatical features or for showing the standards of English. It
should be firmly installed in homeroom talk, perusing and composing.
5. Give talk a high need in your homeroom. Kids should have the option to choose from
a closet of voices that incorporates Standard English.
Task 1. Let’s Examine
Below is a sample instructional plan. Examine the parts, the presentation of the lesson,
the activities provided, the questions thrown to process what has been learned, and the
follow up activities. Answer the questions after.
1. Does the instructional plan reflect the different rules in teaching grammar discussed
in this lesson? Why or why not?

Yes, it reflects the different rules in teaching grammar. It has the context, use, economy,
relevance and nurture. My reason is reflected on the second question because it shows
evidences why.

2. Which part of the learning activities show the different rules? Explain how each of
these rules are illustrated/integrated in the entire learning experiences of the Grade 7
students as reflected in the sample instructional plan provided.
 Rule of Context

It can be found on the key concepts that are mentioned on the top part of the
lesson plan. As stated in the meaning of the rule of context, Teaching grammar
“in context” means that grammar content/lessons are not taught as standalone
concepts but are embedded and/or integrated into varied context, situations, or
any field of study. It is stated in the key concept that students perform
communicative functions to various fields especially on how students would ask
questions with the use of WH as their topic.
  Rule of Use
The rule of use is also seen in the lesson plan because the teacher creates
opportunities for students to use the language. In this case, students are given
the activity to interview with their fellow classmates. Therefore, they can use their
learnings through that activity that is visible in the Application part.

 Rule of Economy
This is very evident especially in the different parts of the lesson plan, each part
is given enough duration or time in order to learn, acquire, practice and use the
language. As we can see in the lesson plan, the time or duration is beside the
heading to every part of the lesson plan. They are enclosed in a parenthesis.

 Rule of Relevance
Relevance is the learner experiences that are either directly applicable to the
personal aspirations, interests or cultural experiences of students. In this case,
the lesson plan showed this by integrating this in the application part wherein the
topic of the interview to be conducted by the students can be their hobbies,
interests or family.

 Rule of Nurture
Yes, as teachers are the primary models of the students as they are learning with
the lessons so, affective area must be observed upon teaching. In the lesson
plan, it is evident in the part Terminal Learning Objectives specifically in the,
Affective area, is states that students must display open-mindedness and respect
for the ideas and opinions of others.

 Rule of Appropriacy
In the rule of appropriacy, the teacher is making different activities that is open to
different level and interests of students. It is evident in the part of abstraction.
Application and assessment. Abstraction, students are engaged in somewhat a
game, for students who wants enjoyment while learning. While assessment and
application is focused on the students’ diverse personality based on their chosen
topics.

Walk the extra mile! Tell me about it:

1. What are your takeaways in this lesson?
 In creating lesson plans, there are several things to be observed and these are
what we call as the rules in teaching grammar, such as the rule of use, rule of
economy, rule of relevance, rule of nurture and rule of appropriacy.

2. Which part is the most interesting?

I think the part that interests me the most is the first part. All about the poem
because it displays specific traits on how English language grammar was taught
in a traditional way without the integration of the rules. The poem made me
realized that communication is very important in teaching grammar and applying
it to the students.

3. Which part is the most challenging?

The most challenging is the identification of the parts of the lesson plan where we
need to locate the different parts that inhibit the rules of teaching grammar and
reasons from the analysis of the lesson plan. It is difficult because you also need
to examine very carefully the lesson plan with careful reading.

4. How do you plan to address these challenges?

I would read again, the different rules of teaching grammar and internalize them
so that next time I would be able to locate them carefully and at the same time, I
can make my own lesson plan with the integration and practice of the rules
provided in the lesson.