LESSON

MATERIALS FOR THE TEACHING OF GRAMMAR

INTRODUCTION
"Every English poet should master the rules of grammar before he attempts to
bend or break them". – Robert Graves

It is said that one has to master the "basics" first before he can become an
"expert". The goal of any language teaching is communicative competence which is
translated into four components namely: linguistic, sociolinguistic, discourse and
strategic competence. Linguistic competence is represented by one's knowledge of the
system of rules of grammar.
This lesson will give inputs on how grammar can be taught based on the
students' year level. Also, criteria in selecting and creating materials intended for
teaching of grammar are presented in order for you as future educators to be guided
and take these things as your considerations in presenting lessons related to grammar.

TIME FRAME: 3 hours in a week

OBJECTIVES: At the end of this lesson, the students should be able to:

1. determine reasons of studying grammar of a language;

2. identify materials teachers used to teach grammar lessons in
a specific competency;
3. reflect on the strategies and techniques used by teachers
during high school days; and
4. design a traditional and technology-based instructional
material for the Teaching of Grammar.

ACTIVITY

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 ACTIVITY
Direction: Refer to the simple illustration given below and make your own
list (My List) of the different reasons why you have to study 'grammar' of a
language. Then, create your own comic simplifying your points presented in
your My List. Paste or draw your comic in the My Comic space below.

Source: https://www.gocomics.com/baldo/2006/09/01

My List

My Comic

Rubric: Content - 10points

Clarity of the Illustration - 10points
Organization of Ideas - 5points

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 ANALYSIS
Direction: In this part, you will be engaging in to various questions related
to the lesson. Please do read carefully the following questions below and
answer each in a minimum of 20 and a maximum of 40 words.

1. Based on the activity you had, how was grammar taught when you are still in high
school?
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2. What specific materials did your teachers use to teach grammar lessons? Give at
least two materials and expound each function or purpose.

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3. From the two materials you’ve mentioned for the question number 2, which among
these materials was effective in making you understand the concept of grammar
better? Support your answer.
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 ABSTRACTION
There is no language that does not have grammar on its own. It is difficult
to understand and learn a language without having to understand its grammar. Without
it, it becomes difficult to put words together to form a senseful utterance. Language
teachers should not only teach students to memorize the system of rules of grammar
but also teach them how to make this system of rules work to create meaningful
exhanges.
What is grammar? Some experts say that it is a set of rules that goevrn a
certain language. Other say, it is not "rules of a language" per se because language
has existed first even before men started to describe it. It is then a description of the
ways a man can put the elements of language – sound, structure, arrangement,
meaning and function together to form senseful utterances. It tries to explain how
words create limitless meanings and expressions to describe and make sense of the
world. According to David Crystal, "Grammar is the business of taking a language to
pieces to see how it works".
In learning, the English language, teachers should not lose sight of the
importance of meaning-making. In the end, students should be able to express their
thoughts as well as understand others using the same language. The choice of
methods in the teaching of grammar should be highlighted anchoring on the students'
level and needs. Moreover, side by side with the teaching methods, is the selection
and development of appropriate materials to assist students' learning and regulate
activities that only promote remote learning and memorization.
Tomlinson (2013) presented several criteria in selecting and creating
materials for the teaching of grammar. Some of the considerations are taken into
account in deciding what materials to use in the classroom regardless of subject, in
the teaching of grammar. Some of these considerations are highlighted in this lesson:
a. the age and level of the learners who will use the materials;
b. the extent to which any adopted methodology meets the expectations of
learners, teachers and the educational culture within which the learners
and teachers work;
c. the extent to which any contexts and co-texts which are employed in
order to present the grammar area(s) will be of interest to learners;

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 d. the nature of the grammatical areas to be dealt with, in terms of their
form, their inherent meaning implications (if any) and how they are used
in normally occuring spoken and/or written discourse;
e. the extent to which any language offered to the learners for them to
examine the grammar used represents realistic use of the language and
the extent to which activities for learners to produce language containing
the target grammar will result in meaningful utterances and the ones
which bear at least some resemblance to utterances which the learners
would be likely to want to produce in their own, non-classroom discourse;
and
f. any difficulties that learners can be expected to encounter when learning
these areas of grammar, especially with regard to any similarities or
differences inform, funtion and form/function relationship, between the
target language and their mother tongue.

Moreover, these learning materials should be tailored to provide not just grammar
practice but also language practice. Aside from giving students materials that help
them apply and remember the set of rules, teachers should also give them
opportunities for communicative practice. Moreover, grammatical structures can be
taught through communicative and contextualized activities such as role playing,
storytelling, analytical activities, problem solving and many others.
Below are the suggested learning materials and activities (offline and online)
which can adapt, recreate or contextualize. These materials both provide for both
grammar practice and language practice.

Authentic Materials
Kilickaya (2004) in Mestari (2017) define authentic materials as exposure to real
language and use in its own community. These materials which can be in different
forms afford students the opportunity to see how language works for real life and out
of classroom context. They see how the target language becomes a tool for
communication in their own community. These can include:
a. audio and video materials: radio broadcasts, TV shows and advertisements,
documentaries, news reports, movies, telephone conversations, etc.

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 b. visual materials: postcards, pictures/photographs, art works, stamps,
signages and symbols, street signs, picture books, posters, cartoons,
infographic, etc.
c. printed materials: brochures, comics, directories, greeting cards, invitation
cards, journals, magazines, maps, restaurant menus and recipe, newspapers,
notices and bulletin boards, product labels, puppets, calendars, coupons, etc.
d. digital materials: blogs, vlogs and videos, podcasts or these digital tools like.
-Easy-to-use resources for grammar inout and independent study
-English Grammar Guide at
https://www.ef.com/wwen/englishresources/english-grammar/
-One Stop English at http://www.onestopenglish.com/
-Perfect English Grammar at
https://www.perfect-englishgrammar.com/
-Materials for Teaching Grammar at
https://english.washington.edu/teaching/materials-teaching-grammar
e. advanced grammar skills from fragmanted and run-on sentences to complex
and well-structured sentences using Quill Connect at https://www.quill.org/
f. collaborate and share one's outputs and beautiful boards, documents, and
webpages through Padlet at https://padlet.com/
g. use popular and inspiring talks from TED ED at https://ed.ted.com/
h. design visual and printed materials creatively using canva.com,
piktochart.com, venngage.com, visme.com, infogram.com, visualize.me,
snappa.com

There are actually varied and limitless materials that teachers can use. The most
important thing in using authentic materials is to use them in authentic ways making it
more fun, interesting and creative. Researches have shown how these materials, if
used appropriately and with supportive feedback, are effective in providing real
discourse and situational language to students, contributing to meaningful language
acquisition.

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 APPLICATION
Direction: Complete the table below by identifying and designing tradition or
non-traditional materials that you can use in teaching the given
competencies. These competencies are taken from the Curriculum Guide
for English Grade 7 under the domain Grammar Awareness. As example
has also been given as your guide.

Competency Audio or Video Visual Material Printed Material Digital Material

Material
ENG7G-I-a- Check out Youtube Remember S-V Have access to a Create your own
11: "Observe video to support agreement efficiently news article from a short news article on
correct understanding of the using the newspaper. any interesting topic
subject-verb topic. infographic Identify sentences in your community.
agreement" presentation in the news article Observe correct S-V
"Subject Verb available at that corresponds to agreement in your
Agreement English https://grammar.your each of the S-V writing. Design/add
Lesson Common dictionary.com/sente agreement creative elements to
Grammar Mistakes" nces/20-rules-of- presented in the your article using the
https://www.youtube. subject-verb- infographic. graphic design
com agreement.html platform canva.com
watch?v=LFJPA8Gw
Tdk

EN7G-II-a-
"Use phrases,
clauses and
sentences
appropriately
and
meaningfully"

EN7G-III-a-
"Link
sentences
using logical
connectors
that signal
chronological
and logical
sequence and
summation"

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CLOSURE
CONGRATULATIONS for finishing this lesson and thank you for
accomplishing all the tasks and guided questions given. Do you have an
amazing learning experience in finishing this lesson? If yes, continue that
motivation to learn on the next module however if it is no, keep going and
make learning as a fun experience.
Have great interest and passion for learning because it is the key to
unleash your previous knowledge to the new ones. Again, congratulations
and see you on the following lessons.

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