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Teaching and Assessment of Grammar
Name: Rosemarie S. Inso
MODULE 1: GRAMMAR AND ITS CONCEPTS AND TYPES
COMPREHENSIVE ACTIVITY
Directions: Answer the following questions concisely.
1. Why is grammaring considered to be a fifth skill?
Grammaring considered being the fifth skill because it is the ability of the
learners to use grammar structures accurately, meaningfully, and
appropriately. It emphasizes grammar as a dynamic process rather than a
system of rules.
2. Compare and contrast the types of grammar.
Traditional grammar is concerned with how words are arranged inside
sentences and views language as a collection of rules, whereas functional
grammar is concerned with how language is put together such that
meaning is communicated for specific goals. Functional grammar is more
concerned with how the context of the text has affected and is reflected in
the language choices than traditional grammar is.
3. What is the implication of functional or descriptive grammar in teaching English?
Functional grammar has a more societal bent. Understanding how
language is utilized for various functions and contexts is important for
achieving the communicative goal of language learning. What EFL
students actually need is this.
4. What is the implication of traditional or prescriptive grammar in teaching
English?
The rules for fixing what are frequently referred to as grammatical faults
are provided by traditional grammar, which is prescriptive in nature and
tells you what you may and cannot say. A further difference between
traditional grammar and functional grammar is that traditional grammar
is concerned with identifying the functions of words and word groups
within sentences without demonstrating how they contribute to the
overall meaning in a text. Functional grammar, on the other hand, is
concerned with how the various bits of language in a text work together
as part of a larger system in order to construct meaning. The majorities of
EFL students are taught traditional grammar and are familiar with many
of its rules. A language is only a set of rules in their eyes. This attitude
needs to be modified for communicative purposes. They must be able to
communicate effectively in a variety of settings. They need to be
conversant with school-based texts in order to succeed academically.
They ought to be aware of how spoken and written English differ in terms
of modes and genres.
MODULE 2: TEACHING GRAMMAR
COMPREHENSIVE ACTIVITY
Directions: Answer the following questions concisely.
1. Differentiate grammatical mistakes from grammatical errors.
Slip-ups are mistakes that pupils can fix on their own after being made
aware of them. Errors are things that students can't fix on their own and
need explanations for. Consequently, errors are an accident. Even if you
are aware that it is incorrect, the incorrect word nevertheless escapes
your lips. Contrarily, an error is something you are unaware of. It's either
language you haven't mastered the nuances of or grammar you haven't
yet learned. Most mistakes are unintentional; you are aware that they are
incorrect. If not, an error—which is more formal than a mistake—is
typically made due to ignorance.
2. Choose one (1) dimension of grammaring (form, meaning, and use) and discuss
how you intend to teach it to your future students.
In order for my future learners to understand the relationships between
form, meaning, and use and to assist them learn how to communicate
more effectively, I decided to teach form. Expert speakers are familiar
with and adept at using a wide range of grammatical form; they
comprehend their meanings and apply them to efficient communication.
MODULE 3: ASSESSING GRAMMAR
Comprehensive Activity
What is Assessment Task?
It is a tool, device or constructed situation that creates the opportunity for
learners to demonstrate or display the nature and depth of their learning.
What is Selected-Response Assessment?
It is composed of questions to which there is typically one best answer.
They are sometimes referred to as objective assessments (Suskie, 2018).
What are the purpose, disadvantage and advantage in Selected-Response Assessment?
PURPOSE DISADVANTAGE ADVANTAGE
It is good for assessing Cannot assess higher- Efficiently assess broad
students’ ability to order thinking skills. range of learning goals.
remember and Cannot provide direct Can reliably assess
understand course od evidence of real-world lower-order thinking
concepts and materials skills, particularly skills.
(Nilson, 2016). productive or creative Can be efficient and
skills. objective to score.
Students can guess Provides diagnostic
correct answers. information.
What is the task you chose under Selected-Response Assessment?
I choose the Gap-Filling Task.
What is Gap-Filling Task?
The language is presented in the form of sentence, dialogue, or
passage in which number of words is deleted. The test-taker must choose
the appropriate response for the deletion or gap based on the context in
which language is presented.
Characteristics of Gap-Filling Task:
It is more traditional.
It can also be used to assess how much learning has taken place.
It contributes to increasing students’ vocabulary
Gap-Filling Task/Exercise:
Name of the Exercise: FILL AND IDENTIFY ME EXERCISE
Directions: Fill in the gaps with the appropriate word from the given list. Then, identify
which part of speech the words belong.
1. Anna picks in the garden.
2. Ella showcases her dance moves.
3. Mother bread at the bakery.
4. I like to a glass of water.
5. In the summer we are to the beach.
ANSWER KEY:
1. Flowers – Noun
2. Gracefully – Adverb
3. Buys – Verb
4. Drink – Verb
5. Going - Verb
