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Grammar Point and Reflection

The document provides an example of using verb tenses in a narrative about going to the basketball court. It includes examples in the present, past, and future tenses. It then prompts choosing one tense to create a chart that scaffolds students. The reflection discusses teaching grammar communicatively by incorporating instruction into contexts for language use. It emphasizes teaching grammar points students need to accomplish communication tasks, rather than mastery of every aspect. Examples should be accurate, culturally appropriate, and relevant to the lesson. The purpose of grammar is learning the language, so teachers relate grammar to meaning and the communication tasks students must complete.

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Andrea
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58 views

Grammar Point and Reflection

The document provides an example of using verb tenses in a narrative about going to the basketball court. It includes examples in the present, past, and future tenses. It then prompts choosing one tense to create a chart that scaffolds students. The reflection discusses teaching grammar communicatively by incorporating instruction into contexts for language use. It emphasizes teaching grammar points students need to accomplish communication tasks, rather than mastery of every aspect. Examples should be accurate, culturally appropriate, and relevant to the lesson. The purpose of grammar is learning the language, so teachers relate grammar to meaning and the communication tasks students must complete.

Uploaded by

Andrea
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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3.

Choose a grammar point and list three contexts for a narrative story that requires the use of
that grammar point.
a. Using Inconsistent Verb Form: Verb Forms must be used consistently in certain contexts
to avoid confusion.
We always need an e in the -ed form (past simple and -ed form) of regular verbs.
With irregular verbs where the vowel changes from i to a to u (e.g. begin, began,
begun), it must be used in the past simple and u in the -ed form.
Change verbs ending in -y to -ied for the past simple and -ed forms
But don’t use the regular past simple or -ed form for an irregular verb.

For the future tense, use ‘will’ + verb.

i. Present Tense: Every day, I go to the basketball court. I bring my ball. I walk to
the court. I talk with friends. I play basketball. I go home.
ii. Past Tense: Yesterday, I went to the basketball court. I brought my ball. I walked
to the court. I talked with friends. I played basketball. I went home.
iii. Future Tense: Tomorrow, I will go to the basketball court. I will bring my ball. I
will walk to the court. I will talk with friends. I will play with friends. I will go
home.

4. Choose only one of those and create the chart that will scaffold your students.

I play.
I play basketball.
I play basketball yesterday.
I played basketball yesterday.
PRESENT TENSE PAST TENSE FUTURE TENSE
GoTENSE Went EXAMPLE Will go
Bring
Simple Present Brought
I play basketball every day. Will bring
Present Walk
Progressive Walkedbasketball now.
I’m playing Will walk
Talk
Simple Past Talked
I played Basketball yesterday. Will talk
Play
Past Progressive I was Played
playing basketball the wholeWill play
evening.
Present Perfect I have just played basketball.
Present Perfect Progressive I have been playing basketball for 3 hours.
Past Perfect I had played basketball before Mary came.
Past Perfect Aggressive I had been playing basketball when Mary came.
Future – will I will play basketball next week.
Future – going to I’m going to play basketball this afternoon.
Future Progressive I will be playing basketball next Sunday.
Future Perfect I will have played basketball by tomorrow.

Reflection:
One thing I’ve learned about teaching grammar communicatively is that it recognizes that overt
grammar instruction helps students acquire the language more efficiently. It incorporates grammar
teaching and learning into the larger context of teaching students to use the language. Instructors using
this model teach students the grammar they need to know to accomplish defined communication tasks.
Students need overt instruction that connects grammar points with larger communication contexts.
Given this, students do not need to master every aspect of each grammar point but only those that are
relevant to the immediate communication task.

I learned that students appreciate and benefit from direct instruction that allows them to apply critical
thinking skills to language learning. As such, as a teacher, I can take advantage of this by providing
explanations that give students a descriptive understanding (declarative knowledge) of each point of
grammar.

I see the need to teach the grammar point in the target language or the students' first language or both.
The goal is to facilitate understanding.

An important part of grammar instruction is providing examples. Teachers need to plan their examples
in a way that they are accurate and appropriate. They must present the language appropriately, be
culturally appropriate for the setting in which they are used, and be to the point of the lesson.

Teachers also need to use the examples as teaching tools. Focus examples on a particular theme or topic
so that students have more contact with specific information and vocabulary.

I believe that the purpose of learning grammar is to learn the language of which the grammar is a part.
Teachers therefore teach grammar forms and structures in relation to meaning and use for the specific
communication tasks that students need to complete.

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