LOVE ARCHER

AS A
TEACHER
 Love Archer as a Teacher:
Targeting the Students’ Hearts and Minds with a Significant Arrow of Grammar

Resource Speakers:

Lovely Elaine B. Tabor, Ph.D. Maria Jermieca V. Labatete, Ph.D.

 Larsen-Freeman (2001)
stated that “Grammar is a
system of meaningful
structures and patterns
that are governed by
particular pragmatic
constraints.”
 Another term by
Thornbury (1999), is
“Grammar is a description
of the rules for forming
sentences, including an
account of the meanings
that these forms convey.”
 “Grammar is the
weaving that
creates the fabric”
(Azar, 2007)
 A. B.
Comprehensibility Acceptability
It is impossible to use language creatively
without grammar.
Grammar enables the learner to create an
infinity of sentences.
Grammar enables the learner to convey a more intelligible
and differentiated meaning than the simple stringing
together of words.
Grammar improves production skills, especially in written
language.
Grammar serves as a corrective against ambiguities.
Grammar enables the learner to reach a higher level of
language proficiency as the learner is aware of the underlying
framework of the language.
Without attention to form the learner usually does not
progress beyond the most basic level of communication.
Grammar helps you to achieve a high level.
Grammar serves as a prerequisite for language
acquisition as it prepares the learner to notice and
thereby acquire language patterns.
Grammar instruction fosters language acquisition
through its delayed effect as it raises the learner's
awareness.
Grammar enables a clear organisation of language
teaching.
Grammar allows the dividing up of the complex language
system into smaller units and thereby reduces the
enormity of language to a systematic, digestible step by
step learning.
Grammar satisfies the need for rules, order and
discipline in institutional contexts such as school.
Grammar enables the transmission of knowledge from
the teacher to the learner as this structured system can
be taught, learned and tested.
The learner expectation presents an intrinsic motivation for
learning.
It is important to consider the intelligence (musical, visual,
linguistic, etc.) of the learners.
Students expect to learn a foreign language through grammar
instruction as they assume that teaching grammar is a more
systematic and efficient approach.
Grammar is the foundation for effective
communication and language mastery, allowing
learners to construct meaningful and accurate
sentences. It provides the necessary structure
for language learning, supporting both
comprehension and expression. By teaching
grammar, we empower learners to achieve
higher proficiency and meet their language
learning goals.
JESSIE MAE T. AGUSTIN, PH.D.

JAZZIL M. BADILLA, PH.D.

1. Basic Subject + Verb → "I study."
2. Adding an Object → "I study English."
3.Adding Time Details → "I study English
every day."
4.Making Complex Sentences → "I study
English every day because I want to
become a great English language teacher."
 S t r ik in g a b a la n c e b e t w e e n

o n g o in g fo r m a t iv e a s s e s s m e n t

and summ a t iv e a s s e s s m e n t o f

grammar concepts.
Example
Example
Example
Example
Example
En s u ri n g th a t la n g u a g e te a c h e rs

h a v e th e n e c e s s a ry tr a in in g a n d

access to o n g o in g p ro fe s s io n a l

d e v e lo p m e n t to s ta y u p d a te d w it h

e ff e c ti v e g ra m m a r te a c h in g
s tr a te g ie s .
Example
SEQUENCING
RESOURCE SPEAKERS
Mr. Rhonard Ian D.R. Monte, Ph.D
Ms. Jobel Destiny T. Lorcina, Ph.D
 WHAT IS SEQUENCING?
Sequencing is the skill of breaking down a
process or events into simple steps and
putting those steps in logical order.
Sequencing As An Issue Of
Grammar Teaching And
Assessment
 SEQUENCING

Determining the best sequence for teaching

grammar is a key challenge, requiring
teachers to carefully consider when and how
to introduce concepts to accommodate
students' diverse knowledge levels and build
a strong foundation in language skills.
 SEQUENCING

The lack of comprehensive, step-by-step

grammar curricula necessitates that
educators construct their own teaching
sequences, a process that can be both time-
consuming and result in inconsistencies.
 Despite the acknowledged importance of
grammar for effective communication, some
educators prioritize communicative activities
or literature, leading to grammar instruction
being sidelined in curricula and often
sacrificed due to time constraints.
How does sequencing affect
the learning of the students?
Sequencing of grammar instruction serves as a
strategy to achieve the fundamental purpose of
learning : to comprehend and be able to
express ideas.
 Teachers who subscribe to a sequenced
approach in grammar instruction can
significantly influence their students' learning
outcomes.
Basic sentence structures

Subject-Verb-Object
patterns

Modifiers, Clauses, and

Advanced punctuation
A sequenced curriculum aids in addressing
gaps in students' knowledge.
Sequencing of Grammar
Learning Activities
(Bulut, I., 2011)
 NOTICING

STRUCTURING

PROCEDURALIZING
 NOTICING
FIRST PHASE OF LEARNING GRAMMAR

Noticing takes place when a student

becomes aware of a specific structure
and works on the relationship between
form and meaning.
 NOTICING
FIRST PHASE OF LEARNING GRAMMAR

Hedge (2000: 146) similarly points out that

'after items have been noticed and the
relationship between form and meaning
interpreted, these items become part of
intake into the learning process.
 Successful noticing activities have some
features in common and Cameron (op.cit: 109)
emphasizes that these kinds of noticing
activities will usually:
support meaning as well as form;
present the form in isolation, as well as in a discourse and
linguistic context;
contrast the form with other, already known forms;
require active participation by the learner;
be at a level of detail appropriate to the learners
lead into but not include activities that manipulate
language
 STRUCTURING
SECOND PHASE OF LEARNING GRAMMAR

Structuring takes place when a learner

brings the new grammar structure or
pattern into his internal grammar.
Batstone (ibid.: 59) points out that once having
noticed something about the grammar, learners
have to act on it, building it into their working
hypothesis about how grammar is structured.
 In structuring activities:
learners should manipulate the language, changing form
in order to express meaning;
learners can be given choices in content that require
adjustments in grammar to express meaning;
there will be limited impact on spontaneous use - most of
the results of structuring work are still internal (Cameron,
ibid.: 109).
There are different kinds of drills, such as imitation,
substitution, and variable substitution drills.
Imitation drills involve simply repeating the prompt:

Teacher: She is reading the newspaper.

Student : She is reading the newspaper.
In substitution drills the students need to substitute
the prompt, making any necessary adjustments, as
in:

Teacher: She is reading the newspaper.

Student : She is reading the newspaper.
Teacher: He
Student : He is reading the newspaper.
Teacher: We
Student : We are reading the newspaper.
 What makes variable substitution drills unique is
that the prompts are not restricted to one element of
the pattern:

Teacher: She is reading the newspaper.

Student : She is reading the newspaper.
Teacher: He
Student : He is reading the newspaper.
Teacher: The book
Student : He is reading the book.
 PROCEDURALIZING
THIRD PHASE OF LEARNING GRAMMAR

Proceduralizing is helping the learner

to reach a stage of making grammar
which is ready to be used fluently in
communication.
 What makes activities for proceduralizing
different from any normal communicative
activities is the emphasis put on grammar as
well as effective communication. According to
Cameron (op.cit. 109,118), this can be done by
gradually adjusting task pressures, and by
decreasing the time allowed.
 As the grammar forms are becoming
automatized, teachers can help push
proceduralization forwards. In other words,
attention to accuracy can gradually be
relaxed as it becomes automatic.
 What’s the best way to begin?
“I always begin with a pre-test. It
features questions that cover all
grammatical concepts I plan to teach
throughout the year.” (Kruse, 2024)
CONCLUSION