Compilation of

Lessons in
Republic of the Philippines
ABUYOG COMMUNITY COLLEGE
Abuyog, Leyte
EL 104
TEACHING
AND
ASSESSMENT
Academic Year
2021 – 2022 OF GRAMMAR
FIRST SEMESTER

Prepared by: Compiled by:

Annabelle A. Dela Rama, MAIS Suliva, Reyna O.

Instructor BSED –2A Student
 Republic of the Philippines
ABUYOG COMMUNITY COLLEGE
Abuyog, Leyte

ARTS AND SCIENCES DEPARTMENT

COURSE SYLLABUS IN 104

The Teaching and Assessment of Grammar

VISION
A renowned local learning institution in Eastern Visayas which is receptive to the
dynamic needs of the local and global communities.

MISSION

Development of people imbued with technical and manual skills for the mastery of their
trades and crafts through the provision of diversified, inclusive, and innovative in basic,
technical-vocational, tertiary and post-graduate programs that enable the graduates to be
Competent,
Analytical, Resilient, Environmentally-responsive and Service –oriented individuals.

CORE VALUES
ACC CARES

Competitive Analytical Resilient Ethical Service-Oriented

GOALS
1. Implement progressive and relevant curriculum aligned to local and national
goals and compliant to accreditation standards.
2. Provide equal opportunities for all students to acquire the desired knowledge,
attitude, and skills for them to excel and succeed in their field of specialization.
3. Develop strong commitment to teaching excellence through a continuous
professional development program.
4. Foster efficient institutional, fiscal and personnel processes for effective
administration and management.
5. Develop and promote community partnerships and linkages through research and
community-related activities.

COURSE CODE EL 104

COURSE TITLE THE TEACHING AND ASSESSMENT OF
GRAMMAR
NO. OF UNITS 3
CONTENT HOURS 54

PREREQUISITE

COURSE DESCRIPTION This course equips the pre-service English teachers

with an understanding between and among the four
types of grammar: functional, descriptive and
pedagogic. Aside from the emphasis on how
teaching and assessment very considering the four
types, the course also provides an avenue to carry
out analysis on the role of grammar in achieving
communicative competence. Specifically, it allows
them to demonstrate linguistic proficiency as an
important factor in promoting their students’
literacy skills. As a manifestation of this
competency, they are required to apply teaching
strategies that are responsive to their linguistic
 backgrounds considering the principles of formative
and summative assessments.

COURSE LEARNING OUTCOMES

At the end of the course, the pre-service teachers should be able to:
a. Design a compendium of tasks-formative and summative, which are
consistent with the selective competencies.
b. Craft a learning plan that promotes literacy among their students by
incorporating their principles understanding of assessment of grammar; and
c. Conduct a teaching demonstration using innovative reading approaches and
tasks that are responsive to the students ‘linguistic needs.

References:

Bacus, R. et al (2021) The Teaching and Assessment of Grammar -OBE Based. Quezon City:
Lorimar Publishing Inc.

Celce-Murcia M. (1991) Grammar Pedagogy in Second and Foreign Language Teaching, TESOL
Quarterly, 459-480

Hanse, L. and Keown K. (2017) Assessing Grammar and Language Convention Skill.
https://achievethecore.org/aligned/assessing-grammar-and-language

convention skills

How to reach grammar from http://www2.vobs.at/ludescherpdf%20filesgrammar.pdf

Lersen-Freeman(2012)The Gramar of Choice. Retrieved from http://teach-grammar.com/wp-

content/uploads/2012/07/TheGRammarofChoice+pdf

Prepared by:

ANNABELLE A. DELA RAMA, MAIS

Subject Instructor

Approved by:

EDITA D. VALE. Ed.D.

Vice President for Academic Affairs
 CHAPTER 1

KEY TERMS AND CONCEPTS IN MANAGING AND

IMPLEMENTING STANDARDS-BASED GRAMMAR
TEACHING

Learning Compass

Your grammar is a reflection of your image. Good or bad, you have

made an Impression. And like all impressions, you are in total control.

Jeffrey Gitomar

What will learners learn by doing this? Make the active sentences passive. Then ask a
classmate to give, feedback about each of your sentences. Write your answers in the
appropriate column.

ACTIVE FEEDBACK PASSIVE FEEDBACK

John ate his brother’s Lack of coherence

pizza.

The thieves broke into tautology

our house two nights
ago.

Ogie Alcasid wrote √

Kung Mawawala Ka.

Monkeys eat banana No sense

The president has just tautology

signed the Anti-terror
Bill

Observe the sentences above. You probably wonder how could these sentences
appear to be grammatically right, yet they sound so meaningless and boring. One even
has no sense at all. Really, grammar is so complex that even technically correct sentences
could possibly go wrong in meaning and usage. As you read them, they just don’t get
through your head. And believe me, most people do not really care, to them if a sentence
is technically correct then it can’t go wrong.

Grammar is more than just a form. There should be meaning in what we form
so we can use appropriately in the right context, to help get the message across. As future
teachers of English, you need to remember these concepts on grammar that is overly
focused on form making our students too conscious if they had technically said it right.
True, there is nothing wrong with being able to produce accurate sentences, that’s
grammar but one should not lose sight of the idea each correctly and accurately produced
sentence should have meaning and appropriate use.

Grammar ability needs to be -----------accurate, meaningful and

appropriate-------well, maybe other teachers have quite different views of grammar. It
should be noted that grammar knowledge does not just relate to accuracy. Components
of meaning (semantics) and use (pragmatics) are important parts of grammar knowledge.
Knowing the difference between these components of grammar knowledge can help you
as future grammar teachers to be more effective.
Activity No. 1

Thinking about your own understanding of English grammar, would you characterize
your grammar knowledge as mostly explicit, mostly implicit or a combination of both
explicit and implicit? Write your answer on your Activity Notebook.

In education, the term standards-based refers to systems of instruction, assessment,

grading, and academic reporting that are based on students demonstrating understanding
or mastery of the knowledge and skills they are expected to learn as they progress
through their education. In schools that use standards-based approaches to educating
students, learning standards—i.e., concise, written descriptions of what students are
expected to know and be able to do at a specific stage of their education—determine the
goals of a lesson or course, and teachers then determine how and what to teach students
so they achieve the learning expectations described in the standards.
In the United States, most standards-based approaches to educating students use state
learning standards to determine academic expectations and define “proficiency” in a
given course, subject area, or grade level. The general goal of standards-based learning is
to ensure that students are acquiring the knowledge and skills that are deemed to be
essential to success in school, higher education, careers, and adult life. If students fail to
meet expected learning standards, they typically receive additional instruction, practice
time, and academic support to help them achieve proficiency or meet the learning
expectations described in the standards. Standards-based learning is common in
American elementary schools, but it is becoming more widely used in middle and
secondary schools.
In most cases, standards-based learning, standards-based instruction, or standards-
based education, among other similar terms, are synonyms for proficiency-based
learning or competency-based learning (two terms that are themselves synonymous).
Defining standards-based learning is further complicated by the fact that educators not
only use a wide variety of terms for the general approach, but the terms may or may not
be used synonymously from place to place. A few of the other common synonyms
include mastery-based, outcome-based, and performance-based education, instruction, or
learning, among others. In addition, there is a subtle but significant difference
between standards-based and standards-reference—see the explanation below.

Standards-Based vs. Standards-Referenced

The distinction between standard-based and standards-referenced is often a source of
confusion among educators and the public—in part because the terms are sometimes used
interchangeably, but also because the distinction between the two is both subtle and
nuanced. In brief, standards-referenced means that what gets taught or tested is
“referenced” to or derived from learning standards (i.e., standards are the source of the
content and skills taught to students—the original “reference” for the lesson),
while standards-based refers to the practice of making sure students learn what they were
taught and actually achieve the expected standards (i.e., that students meet a defined
standard for “proficiency”). In a standards-referenced system, teaching and testing are
guided by standards; in a standards-based system, teachers work to ensure that students
actually learn the expected material as they progress in their education.
Another way of looking at it is that standards-referenced refers to inputs (what is taught)
and standards-based is focused on outputs (what is learned).
While a particular course may be standards-referenced, for example, it doesn’t
necessarily mean that it is standards-based in the sense that the term is predominately
used by educators. However, all standards-based curricula, instruction, and tests are—by
necessity—standards-referenced. For example, all fifty states in the United States have
developed and adopted learning standards that schools and teachers are expected to
follow when they create academic programs, courses, and other learning
experiences (before the 1980s and 1990s, states did not have learning standards). In
theory, these educational policies suggest that all American public schools either are or
should be teaching a standards-referenced curriculum. Yet comparatively few public
schools are authentically standards-based in the sense that students are required to
demonstrate achievement of expected standards, and meet defined proficiency
expectations, as they progress through their education. For a more detailed discussion,
see proficiency-based learning.
The following examples will help to illustrate the distinction between standards-
based and standards-referenced:
● Assessment: Say a teacher designs a standards-referenced test for a history
course. While the content of the test may be entirely standards-referenced—
i.e., it is aligned with the expectations described in learning standards—a
score of 75 may be considered a passing score, suggesting that 25 percent of
the taught material was not actually learned by the students who scored a 75.
In addition, if only test scores and assignments are summed and averaged, the
teacher may not know what specific standards students have or have not met.
For example, a student may be able to earn a “passing” grade in a ninth-grade
English course, but still be unable to “demonstrate command of the
conventions of standard English grammar and usage when writing and
speaking” or “demonstrate understanding of figurative language, word
relationships, and nuances in word meanings”—two ninth-grade standards
taken from the Common Core State Standards. If the teacher uses a
standards-based approach to assessment, however, students would only
“pass” a test or course after demonstrating that they have learned the
knowledge and skills described in the expected standards. The students may
need to retake a test several times or redo an assignment, or they may need
additional help from the teacher or other educational specialist, but the
students would need to demonstrate that they learned what they were
expected to learn—i.e., the specific knowledge and skills described in
standards.
● Curriculum: In most high schools, students typically earn credit for passing
a course, but a passing grade may be an A or it may be a D, suggesting that
the awarded credit is based on a spectrum of learning expectations—with
some students learning more and others learning less—rather than on the
same learning standards being applied to all students equally. And because
grades may be calculated differently from school to school or teacher to
teacher, and they may be based on different learning expectations (for
example, some courses may be “harder” and others “easier”), students may
pass their courses, earn the required number of credits, and receive a diploma
without acquiring the most essential knowledge and skills described in
standards. In these cases, the curricula taught in these schools may be
standards-referenced, but not standards-based, because teachers are not
evaluating whether students have achieved specific standards. In standards-
based schools, courses, and programs, however, educators will use a variety
of instructional and assessment methods to determine whether students have
met the expected standards, including strategies such as demonstrations of
learning, personal learning plans, portfolios, rubrics, and capstone
projects, to name just a few.

● Grading: In a standards-referenced course, grading may look like it

traditionally has in schools: students are given numerical scores on a 1–100
scale and class grades represent an average of all scores earned over the
course of a semester or year. In a standards-based course, however, “grades”
often look quite different. While standards-based grading and reporting may
take a wide variety of forms from school to school, grades are typically
connected to descriptive standards, not based on test and assignment scores
that are averaged together. For example, students may receive a report that
shows how they are progressing toward meeting a selection of standards. The
criteria used to determine what “meeting a standard” means will defined in
advance, often in a rubric, and teachers will evaluate learning progress and
academic achievement in relation to the criteria. The reports students receive
might use a 1–4 scale, for example, with 3s and 4s indicating that students
have met the standard. In standards-based schools, grades for behaviors and
work habits—e.g., getting to class on time, following rules, treating other
students respectfully, turning in work on time, participating in class, putting
effort into assignments—are also reported separately from academic grades,
so that teachers and parents can make distinctions between learning
achievement and behavioral issues. See the following example of a
standards-based report card:
 LET’S DIG DEEPER

CHAPTER 1 Lesson 2

As you move forward in this course, The Teaching and Assessment of Grammar, you
must I remember these key terms and concepts in managing and implementing
standards-based grammar. Implementing a variety of standard-based teaching strategies
and techniques for teaching grammar in the development and integration of English
skills is important “standard” is the regularization of the grammar, spelling language,
language usage, and not to minimal desirability or interchangeability. Teaching and
learning a language serve as a liberating factor because it educates people in what
language and linguistic manners are all about hence, we need to study the different key
terms and concept in study of grammar.

a. Grammar and Grammaring

Grammar is what one knows about a language – the phonology, syntax and semantics
while language skills are what we do with language including speaking, listening,
writing and reading. What we know about a language and what we do with a language
had sparked controversies about the blurry boundaries ( Benhima, 2015)

These controversies resulted in the development of different models that accounted for
grammar differently. Grammar was then considered a method of teaching and learning a
language in what we called Grammar-Translation Approach which viewed grammar as
the core of the language.

However, the notion of grammar has changed with a shift from philology to linguistics.
The outburst of modern linguistics described grammar as a system of structure besides
vocabulary and pronunciation. The shift from structuralism to transformational grammar
has become a system of rules every native speaker of a language acquired and then later
on described as competence.

Larsen-Freeman (2001) gave a convincing argument on how grammar should be treated.

She shared that grammar should be seen as a skill rather than purely competence. She
postulated grammaring to be the fifth skill together with listening, speaking, reading
and writing) and referred to grammaring as the ability to accurately, meaningfully and
appropriately use grammar structures.

Grammar is much more than knowing rules, though it is part of the construct.
Grammaring involves sensitivity to usage because grammar is more flexible than

we think. Every time we speak or write, we always consciously or unconsciously

involved ourselves in doing grammar. Grammar teachers should strip themselves of the
idea that grammar is simply a set of rules for memorization. Rather, the goal of learners
should be in the development of a skill and conceive grammar in its active and
progressive sense.

b. Grammaticalizing/Grammaticaticalization

French linguist Antoine Maillet introduced the concept of grammarticalization in his

1912 study “ L’evolution des forms grammaticales. In its broadest sense,
grammaticalization is described as the process by which grammar is created ( Craft,
2006) or the study of this process. It is the language

process change by which words representing objects and actions ( i.e. nouns and verbs)
become grammatical markers ( affixes, prepositions, etc.) which results in the creation of
function words through a process other than deriving them from content words.
Grammaticalization involves reduction and increased dependency. Reduction also
known as phonetic erosion or phonological reduction is an expression in linguistics that
loses phonetic substance if it goes grammaticalization.

For example:

1. going to (verb ) – gonna ( auxiliary)

2. because ________coz

3. that (demonstrative) -that (complementizer) as in

demonstrative

complementizer

4. I will see you later ___________I am gonna see you later.

5. My friends will be there this evening _____________My friends’ll be there this

evening.

c. Error Correction vs. feedback

Mistakes usually refer to slips students commit which they can correct themselves once
pointed out to them. But when it comes to errors these are mistakes which the students
can not correct themselves and therefore need an explanation. When teachers respond the
errors, it should be viewed as teachers giving feedback, helping students to reshape their
knowledge than telling them outrightly, they are wrong. The teacher’s reaction towards
errors students have committed is very important.

Positive feedback confirms a student’s response correctness. Negative feedback (Error

Correction) corrects the faulty language behavior of students.

Examples: Positive feedback

1. Confirmation: I like how you pronounce X. Can you try it once more so that it sounds
more like it is pronounced in ( target language)?

2. Praise: “ amazing”, “bravo “, “excellent”

3. Teacher’s request to repeat: Teacher applauds students in front of the class.

Negative Feedback

Indirect/Implicit Strategies

1. Recasts:

Student: Yesterday I go shopping.

Teacher: Oh! yesterday I also went shopping.

2. Clarification request: “Excuse me”

Direct/Explicit Strategies:

1. Correct answer feedback: “oh, you mean….” you should say” “the correct verb form
is” 2. Guided Feedback: Elicitation techniques

• Metalinguistic feedback. The teacher asks a question and/or provides a comment or

information related to the utterance of the student without giving the correct form.
(For example, “IS it masculine?” Is that how you say in English? “Do you say it that
way?

• Teachers request to repeat (with corrective intent)

d. Spoken vs. Written Grammar

The difference between spoken and written grammar is like an argument formal and
informal grammar although there are disputes that prove that spoken grammar doesn’t
really seem to exist technically because it is essentially the same as the written grammar.
The spoken grammar has a distinct approach from the one used in written grammar. The
distinction is practically don’t write the way we speak.

In spoken grammar, constructions such as I’ll, don’t etc. are allowed but are strictly not
appropriate for written grammar, while the inclusion of slang words or colloquialism can
be allowed in spoken grammar. Breaking of strict grammar rules such as excluding
prepositions in beginning a sentence is included in spoken grammar. It is more dynamic
and immediate; therefore,

the speaker may commit many grammatical errors that can never be possible and
acceptable in written grammar.

e. Grammatical Assessment

Assessing grammar is a fundamental aspect of teaching that helps determine student

proficiency in language. It can be used to help identify the strengths and weaknesses of
learners. Assessment has to be used constantly to determine how well students are
comprehending the materials that have been covered. Assessment of grammatical ability
is characterizing proficiency in different levels and context.
 CHAPTER 2

LESSON 1- DIAGRAMMING
SENTENCES

TPR – total physical response

Introduction

Indeed, teaching and learning grammar can create anxieties and frustrations to both
teachers and learners. When teachers don’t exactly know how to manage a grammar class and
students can barely learn from teachers, grammar teaching and learning would be disastrous.

As future English teachers, it is important that you are well-versed with different methods
of teaching grammar to promote better language learning among students and develop a sense of
fulfillment in your role as a grammar teacher. There are several methods that can help us make
our grammar lessons a lot more interesting and fun.

1. Diagramming Sentences
Diagramming sentences is visualizing how to fit together the different parts of a sentence.
The subject of a clause goes in one slot, the verb in another, and so on. Words modify
another word are attached to the word they modify.

2. Sentence diagramming is valuable for both English grammar students and teachers. To
put in a diagram word in sentences forces the learners to identify the logical connections
between different parts of the sentence. It is a form of a sentence analysis which requires
one to take the sentence apart and show relationship of each word to the rest of the
sentence. It helps students understand how a sentence works by breaking it down to the
competent pieces. It is like a puzzle which is not solved until all the parts are in the right
place, and none are left over. However, there has been a shift in the practice of
diagramming. It loses its popularity in the modern times and teachers no longer use
diagram and instead focus on teaching the rules of grammar.

Example: The farmers gave their kids fresh vegetables.

farmers gave vegetables

Pedagogical Issues

Pedagogical issues refer to issue in teaching grammar and one of these issues is of
grammar should be taught and if so what grammar, when and how. This serves as the valuable
purpose of problematizing this aspect of language pedagogy.

How do you diagram sentences?

Here are basic rules in diagramming sentences.

1. Identify the sentence elements.

2. Place the subject, verb and direct object together and underline them.
3. Separate the subject from the verb with a vertical line that crosses the underline.
4. Separate the direct object from the verb with a vertical line that does not cross the
underline.
5. Keep objectives and articles with the noun they modify and place them on separate
diagonal lines touching the word they modify.

Learn more about diagramming for detailed demonstration on diagramming sentences.

Kindly visit https://www.youtube.com/watch=GEnFxnXniY

3. Learning through writing

 What does writing to learn mean? Writing can provide a unique opportunity to
develop critical thinking skills. Writing promotes both critical thinking and learning.
Writing to communicate or transactional writing means writing to accomplish something
such as to inform, instruct, or persuade but writing to learn is different. We write to
ourselves and talk to others at the same time, and this expressive language does not
function to communicate but to order and represent experiences to our understanding.

In this sense, language provides us with a unique way of knowing and becomes a
tool for discovering, for shaping meaning and for teaching, understanding. Students
explore language through creative writing, picking up grammar usage along the way and
if there are specific problems with certain grammatical rules, it will be covered in a more
structured lesson.

Example: The Reading Journal

Students use the first half of the page of an opened notebook for recording what
the reading is about to practice noting key details, identifying main ideas , summarizing
among other s and other crucial reading skills while on the other half of the page,
students jot down any questions they have or any connections they can make between
readings. They have to apply grammatical rules in their own writing.

4. Inductive Teaching

Step 1. Present several examples that illustrate several concepts.

Step 2. Students must observe how the concept works from these examples.
Step 3. Concept must not be explained beforehand.
Step 4. Students are expected to recognize the rule of grammar in a more natural way.

The main goal of the inductive teaching method is the retention of grammar
concepts, with teachers using techniques that are known to work cognitively and make an
expression on students’ contextual memory.

5. Deductive Teaching
The deductive method of teaching grammar focuses on instruction before practice.

Step1. A teacher gives an in-depth explanation of grammatical concept before students

could encounter the same grammatical concept in their own writing.

Step 2. After the lesson, students practice what they have just been shown through
worksheets and exercises.
This type of teaching has many people rethink such methods, as more post-secondary
level students are revealing sub-par literacy skills in adulthood. Deductive teaching
methods drive many students away from writing because of the tediousness of rote
learning and teacher-centered approaches.

6. Interactive Teaching
This method allows teachers to tailor their lessons to the different learning styles of
students. For instance, each student can be given a large flashcard with a word on it and
the students themselves, must physically arrange these into a proper sentence. Other
games can include word puzzles or fun online

7. Functional-notional approach
When designing a lesson, teachers often choose a read-world situation as their ”notion”
and choose corresponding functions to teach to prepare students to communicate in that
situation
In the lesson. For example, a lesson might be about how in buy something at a shop, in
which case its notion is shopping and one of its functions might be asking prices.

8. Situational Contexts
 Fromkin, rodman and Hyams (2011) said context can be linguistic and situational.
Linguistic context is about the information that was formally written or spoken and
situational context is the general knowledge that a person has the world.

9. Using texts, stories, songs, and hymns

There are different ways of using songs in the classroom. The level of the students,
the interests and the age of the learners, the grammar point to be studied and the song
itself have determinant roles in the procedure. Apart from them, it mainly depends on the
creativity of the teacher.

At the primary level of singing the song, the periodic features of the language is
emphasized. At the higher levels, where the practice of grammar points is at the
foreground, songs can be used with the several techniques. Some examples of these
techniques:

● Gap hills or class texts

● Focus questions

● True=false statements

● Put these lines into the correct sequence

● Dictation

● Add a final verse

● Circle the antonyms /synonyms of the given words

● Discuss

10. PPP
A deductive approach often fits into a lesson structure know as PPP. (Presentation,
Practice, Production). The teacher presents the target language and then gives students
the opportunity to practice it through very controlled activities. Presentation involves
building a situation that requires a natural and logical use of a new language. It is the
presentation stage that students know what they learn and why. Practice involves testing
the procedure so students can be familiar with the language.
 CHAPTER 3 Rules of Teaching Grammar

Learning Compass

“ A language is acquired through practice; it is merely perfected through

grammar”.

Leibniz

In spite of the arguments among researchers and educators about whether or not
teach grammar, are the fact remains are one cannot use language without grammar. With
that, we have established in the previous lessons why we should teach grammar. We have
to a conclusion that perhaps the long-standing problem is not grammar itself, but how it
is taught.

Chapter 3 explores various considerations in teaching grammar. It introduces you

to the rules, not of gramma, but of teaching grammar. Traditionally, teaching grammar
highlights only structure and form, and seldom on meaning and use. This lessons
highlights that meaning-making is an important aspect of learning the grammar of
language. It further explains why language instruction should not only focus on the
sentence-level grammar, but also on the meaningful use of the language.

Thus, at the end of this Chapter, you will be able to:

1. Explain the different rules of teaching grammar
2. Construct narratives/situations that present the different rules in teaching
grammar and
3. Write sample lesson guide applying the different rules

Lets begin!

Task 1. Looking Back

1. How do your English teachers teach grammar? Was it easy for you to understand
it? Why or why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________

2. How would you want your grammar lessons to be taught?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________

Task 2. Poem Reading

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

The teacher enters briskly, taps the board:

‘Now pay attention, class, and not a word.’
Her steely gaze subdues the general clamour.
‘I’m going to teach the rules of English grammar.’
Activity 3. Scribble down everything that comes to your mind after reading the poem
(issues, concerns, questions, confusions etc.)

He always take the bus (she writes ). The present.

(Though present, as we speak, it clearly isn’t).
We call this timeless “present simple”.
My tailor;s very rich is an example .’

‘Now look at me,’ she orders, as she paces

Between the rows of startled little faces.
‘I’m walling to the door. Now I am turning.
I’m teaching you the grammar, you are learning

Intending that her actions be the stimulus

She demonstrates the present tense (continuous).
‘For acts that are in progress, it’s expressive,
And so it’s sometimes classified “progressive”.’

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

‘An ancient Roman? Someone says, to please her.
She draws a Roman galley, oars and mast.
‘He came, he saw, he conquered: simple past’.

‘And when he came, the weather – it was pouring’,

She adds this detail to her simple drawing,
And with a gesture eloquently sinuous
She illustrates what means the past continuous.

I’ve been to China. In my life. Just once.

Time not important. Use the perfect tense.
He lost the race since he had started last:
Had started represents the perfect past.’

Although it seems a little bit excessive,

We also use the perfect with progressive.
Have you been playing badminton? Is how
We ask if something’s happening to now.’

‘The future forms we’ll save until … the future.

I think by now you have the general picture.
So pen and paper out – yes, you have guessed it:
I’ve taught you stuff and now it’s time to test it.

And this is how, as any learner knows,

The English language grammar lesson goes.
And this is why (the moral of my verse )
The English language learner can’t converse.

We’re on our Way!

Try to reflect to 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?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________

2. How did the piece make you feel as a student? As a future English teacher?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________
 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?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________

4. Do you agree with the poet’s claim about language learners are taught? How do
you think should students be taught grammar?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________

5. Do you agree with the “moral”, the lesson, that the poet wanted to say? Why or
not?
__________________________________________________________________
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6. How do you assess your knowledge of grammar at this in time? Do you think that
your current “ proficiency level” in grammar attributed to HOW your teachers
taught grammar lessons?
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7. List down 5 rules in teaching grammar that you think might be helpful to future
English teachers.
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Let’s Dig Deeper

Now you’ve come a long way. You have already learned the technicalities of
English language in your Linguistics and Structures class. You’ve learned the system of
rules of grammar and so on. So what now? As someone who aspire as to be an English
teacher, how do you use these loads of information in teaching? Before answering this,
remember the poem (winks)!
As future English teacher, it is not enough that you have memorized the rules of
‘correct usage’ or ‘good style’. The challenge now is how do you translate these
technicalities into chewable chunks how will you make the complexity of learning
English language simple and comprehensible for your students/ how do you create a
learning environment where students learn grammar without burnout? How can you
make it more relevant and meaningful for them?
For some time, there have been a lot of debate whether grammar should be taught
implicitly or explicitly. Some researcher agree that grammar should not be taught
explicitly. For how do you explain young kids nowadays using English language
perfectly without anyone explaining what is present tense or past tense. They just learn
and speak it through an authentic context. However, educators recognize that overt
grammar instruction assists students in learning the target language more efficiently vis a
vis putting it in context to perform real communicative demands.
An internationally recognized linguist and teacher trainer in the area if English
Language Teaching, Scott Thornbury, has proposed 6 RULES OF TEACHING
GRAMMAR (context, use, economy, relevance, nurture, appropriacy). Thornbury
highlighted that if language teaching is grammar teaching (as what schools emphasized),
then “teacher training is training teachers to teach grammar”.
But to what extent does a grammar- driven perspective of language teaching agree
with our example a while ago – on how languages are learned (almost flawlessly by
young kids nowadays)? Very little.
As Rutherford (1987) in Thornbury, (1996) observed: Theories of grammar ….
are not theories of language acquisition”. This may mean that teachers should not make
memorizing rules of grammar the only content of their instruction. Thornbury (1996,
2004) added that “the nature of our knowledge of language and of language-learning
process is such that notions of optimally accurate and/or effective rules are neither
realistic nor desirable in a learning/teaching situation. It is much more relevant to the
learner’s needs that a teacher can provide typical language data and monitor learner
production effectively (whether for accuracy or for fluency) than the most watertight,
static formulations of language data to be aimed at.”

RULE NO. 1 Rule of Context

Teaching grammar “in context” means that grammar content/lessons are not
taught as stand alone concepts but are embedded and/or integrated into varied context,
situations, or any field of study. Teacher not just ask the students to focus on the rules
and diagramming, but guide them in understanding how grammar works in real
communicative situations. Students should be taught how to use the form and not just
memorize conjugations that may not be relevant and applicable across contexts.
WHY ∙ Language knowledge does not necessarily guarantee language skills
∙ Context provides avenue not just to learn grammar rules but for meaning-
making
∙ Every individual is creative and has rich experiences, thus should be given
opportunity to utilize these through real-world type situations in which
context is a major consideration.
∙ Thinking of grammar in terms of concepts, that is, what is the purpose of
using a specific form, what is the meaning expressed through that form, will
broaden learners’ understanding and use of the target language.” – ACTFL
Language Connects
WHA ∙ Grammar teaching should consider all three: form, meaning and use
T ∙ Grammar instruction should integrate aspects of both language and literature
– and not as distinct “field “of English.
∙ “Teaching grammar in context involves making connections between
grammatical patterns and the meaning of the texts; wider contextual aspects
such as genre, audience, subject and purpose; a reader’s feeling and
responses to a text; potential authorial motivations for making decisions
about language choices.” – (Aarts, et.al.,2018)
∙ “Teach grammar in context. If you must take an item out of context to focus
on it, recontextualize it as soon as possible. Always associate grammar form
with the meaning of the speaker or author.” -
(Thornbury, 2004)

HOW ∙ Give real world scenarios and examples where grammar is used.
∙ Encourage interaction rather than spending more time answering written
exercises and worksheets.
∙ Alda, et al (2020) purported the use of authentic materials in providing for
concrete samples of language use in the community. These materials are
accessible within the community like audio and video materials (songs, films,
radio and TV broadcasts news reports documentaries, etc.); visual and printed
materials (signages, infographic, photographs, restaurant menus, product
labels, calendars, etc.); digitals materials (blogs, and vlogs, videos from TED
talk podcasts, etc.)
∙ Use scaffolding strategies like tapping into students’ prior experiences, use of
graphic organizers, chart and other scaffolding tools, think alouds, providing
discussion prompts, reinforcing contextual definitions, allowing students to
collaborate and discuss with peers and use of dialogues, etc.
 ∙ Use literary pieces such as short stories, poems, songs and the like as a
springboard in teaching grammatical concepts.
∙ A contextualized grammar teaching may start with the development of ideas
and concepts, rather than the grammar itself. Inductive method of teaching
grammar may be used in this case.

RULE NO. 2 Rule of Use

The rule of use in teaching grammar reminds language teachers to teach grammar
of communication’s sake. Memorizing the rules do not guarantee language production. If
the goal of your language class is for students to be able to use the target language
meaningfully, then, you have to provide opportunities for language practice.
WHY ∙ The primary goal of teaching English is to help Filipino students acquired the
necessary skills for listening, speaking, reading and writing, which enable
them use the language for effective communication.
∙ Language knowledge is not equal to language production.
∙ Students are able to appreciate what they are learning if the ay how language
works and is used in the real context.
∙ Students should be able to see the relationship of grammar points to how the
target language is actually used.
WHA ∙ Teach grammar in order to facilitate the learners’ comprehension and
T production of real language, rather than as an end in itself. Always provide
opportunities for learners to put the grammar to some communicative use.” –
Thornbury (2004)
∙ Students understand the concepts (grammar rules) better if they are able to
use and apply it in real communicative tasks.
∙ Learning English is more than just learning vocabulary and grammar rules,
students need to actually use the language and listen to how others use it as
well
∙ Grammar teaching should incorporate spoken interactions or communicative
production tasks.
∙ A key component of grammar teaching is the integration of communicative
work.
∙ To teach grammar effectively, teacher should enable students to control
grammar to express increasingly complex ideas.
HOW ∙ Provide for authentic samples of language use anchoring on students’ context
∙ Encourage students to identify usage patterns on how the target language is
actually used.
∙ Used varied activities like letting the students listen to audio samples of
native and non-native speakers of the language.
∙ Provide opportunities for students to share insights and ideas in class and
give helpful feedback to improve the language use.
∙ Instead of using grammar-based approaches, this rule encourages teachers to
employ communicative approaches, that is, language is best learned through
interaction.
∙ Example of an activity using communicative approach is prompt based
activity. Like the famous game –Guess Who? You can contextualize this
board game according to your objective. You may also use different
characters like national heroes, politicians, famous poets etc. the artist used
here are the top artist that gain popularity among teens. These are from
famous Korean drama, Philippine movies, and international shows.

RULE NO. 3 Rule of Economy

The rule of economy explains that to provide time for language use, teachers
should be economical. By economical, it means that teachers provide manageable and
comprehensible input and allocate enough time for language use and practice.
 WHY ∙ Language is primarily a skill, thus, should be practiced and used.
∙ Just studying grammar will not in itself enable to use it. Students’ language
success may be limited if what they have learned will merely stay rule to
understand.
∙ Providing for more and more input may still not be sufficient, for input
should be “comprehensible”. Thus, a content-jampacked syllabus do not
necessarily guarantee language acquisition.
∙ Students who are at intermediate level and beyond may need more
opportunities for practice rather than presentation of rules.
WHA ∙ “Economize on presentation time in order to provide maximum practice time.
T With grammar, a little can go along way.”-Thornbury (2004)
∙ The English curriculum should be decongested, focusing on relevant
grammar concepts.
∙ “Comprehensible input is language input that can be understood by listener
despite them not understanding all the words and structures in it. It is
describe as one level above that of the learners if it can only just be
understood “ – Krashen (2003)
∙ Providing comprehensible input and more time for language practice help
students acquire language naturally, rather than learn it consciously.
∙ As language learners’ usage of the target language increases, so does their
level of comprehension.
∙ Teachers should be able to strategize how to present grammar rules
efficiently and effectively, then provide more time for students to apply these
rules in communicative tasks.
HOW ∙ Plan your grammar lessons well. Sometimes the one stipulated in the
curriculum may be too much or too little depending on students level. Start
where your students are.
∙ Be clear with your goal. What is your goal in teaching a certain grammar
point? For students to gain a deeper understanding of the concept? For the
students to use these grammar points to complete a task? To accomplish
both?
∙ A lesson guide/plan is helpful when creating relevant activities for the topic
that are “enough” for your class time.
∙ Provide instructional scaffolds like the use of visual aids; example is graphic
organizer.
∙ Graphic organizers like chart, concept maps, mind maps, infographics and so
on, help create visual images of how concepts are related and provide for an
effective way of organizing information. These materials help “student
convert and compress a lot of seemingly disjointed information into a
structured, simple-to read, graphic display. The resulting visual display
conveys complex information in a simple-to understand manner “(Graphic
Organizer, http://www.enchantedlearning.com/graphicorganizers/ND).
∙

RULE NO. 4 Rule of Relevance

In this context, we define relevance as the “learning experiences that are either
directly applicable to the personal aspirations, interests, or cultural experiences of
students (personal relevance) or that are connected in some way to real-world issues,
problems, and contexts (life relevance)” (The Glossary of Education Reform,2013).

WHY ∙ “Relevant, meaningful activities that both engage students emotionally and
connect with what they already know are what help build neutral connections
 and long-term memory storage.”-Briggs (2014)
∙ “Relevant, meaningful activities that both engage students emotionally and
connect with what they already know are what help build neutral connections
and long-term memory storage.” Briggs (2014)
∙ Students may disregard important concepts if they do not find relevance to
them.
∙ Students become more interested to learn if they see the importance and
connection of the concepts taught in the classroom to their real-life
encounters.
∙ Students may become disinterested in the things they already know; thus,
teacher should start where they are.
∙ If students acknowledge that the concepts are worth knowing, it will hold
their attention and engage them.
WHA ∙ The rule of relevance prompts the language teachers to make learning
T become more personal to the students.
∙ “Teach only the grammar that the students have problem with. This means,
start off by finding out what they already know. And don’t assume that the
grammar of English is a wholly different system from learner’s mother
tongue. Exploit the common ground.” –Thornbury, (2004)
∙ The Glossary of Education Reform (2013) points out two kinds of relevance
– personal relevance and life relevance. “personal relevance occurs when
learning is connected to an individual student’s interests, aspirations, and life
experiences. Meanwhile, life relevance occurs when learning is connected in
some way to real world issues, problems, and contexts outside of school.”
∙ This rule puts students at the center of English language teaching and
learning.
∙ Depending on the target language, teacher should teach grammar concepts in
relation to the student’s mother-tongue.
∙ Communicative tasks should cater to cultural differences. Teachers should
make sure that examples are accurate and appropriate for certain groups.
HOW ∙ Provide examples that are grounded on how concepts learned are used in the
real world.
∙ Let students experience authentic use of the language. Let them accomplish
tasks using the target language. You may also invite native speakers of the
target language, or non-native speakers having good command of the target
language.
∙ Provide opportunities for multi-layered projects like those that involve
research, community involvement, language immersion.
∙ Create activities to showcase students’ communicative abilities like oration,
declamation, broadcasting, mock job interview, debate, extemporaneous
speaking, poem reading, spoken word poetry.
∙ Let students watch movies where the target language is spoken by native and
non-native speakers.
∙ Anchored your lessons on a real world problems where students are able to
see the importance of learning the target language –the danger of
miscommunication, why headline writing is important, etc.
∙ Let students publish their poem, stories, narratives etc. Displaying or
publishing student work is a great way to get them involved and motivated
∙ Encourage students to build and create connections to what has been taught
and to what is happening in the real world.
∙ For example, if your teaching students Headline Writing, particularly
choosing headline verbs, you may start your discussion by showing them
misleading headlines and asked them how poorly constructed headlines affect
 the integrity of the news. You can also start your discussion on the current
situation in the Philippines regarding the fast spread of fake news.

RULE NO. 5 Rule of Nurture

As cliché’ as it may sound, teachers create significant impact on the student’s
lives. When students are asked to describe their favorite teacher, most of them would say,
he/she is caring, a good listener, supportive, has good sense of humor, etc. if you will be
the teacher, how do you want your students to describe you? More than being a
knowledge dispenser, the teacher also plays the role of a mentor, a friend, a parent, a
counselor, and so on. Sometimes, these thing that make people feel more “human” matter
the most. The things teacher say and do in the classroom may positively or negatively
affect student’s competence and confidence. Further, the affective components of
learning are very important for students to be able to make measurable gains in acquiring
and manipulating knowledge. Teachers need to be strategic in cultivating positive and
healthy learning environment for the students.

WHY ∙ A nurturing environment is a learning-rich environment

∙ Student need to feel that the classroom is a place of trial and error and
learning from mistakes. They need to feel safe, supported, cared for in your
classroom.
∙ Teacher should be able to provide a conducive learning environment free
from fear and humiliation.
∙ Students tend to withdraw and lose interest in learning if the classroom does
not reinforce self-esteem. Reinforcing self-esteem in the classroom is
associated with increased motivation and learning.
WHAT ∙ “Teaching doesn’t necessarily cause learning – not in any direct way. Instead
of teaching grammar, therefore, try to provide the right conditions of
grammar learning –Thornbury (2004)
∙ “A teacher who build the positive relationships with the students decreases
the affective filter, or level of discomfort in the classroom and students
perform better. Teachers who make connections between old and new
knowledge and tie both into the real world also have students who perform
better.” –Adams (2015)
∙ “One obstacle that manifest itself during language acquisition is the effective
filter; that is ‘screen’ that is influence by emotional variables that can prevent
learning. This hypothetical filter does not impact acquisition directly but
rather prevents input from reaching the language acquisition part of the
brain.’-Krashen (2004)
∙ Teachers need to lower or decrease the “filter” or the barriers (anxiety, self-
confidence, motivation and stress) as these may affect students’ overall
language experience.
∙ Teachers need to see to it that grammar concepts and the way they are taught
will motivate students to internalize the input, produce optimal output, and
take into account feedback.
HOW ∙ Get to know your students and allow them to know you as well
∙ Create a sense of order through clear behavioral and academic expectations.
∙ Utilize communal games and activities, relevant instructional materials, and
engaging classroom discussions
∙ Provide constructive feedback and allow students to learn from their
mistakes.
 ∙ Don’t judge.
∙ Celebrate success and class achievements
∙ Choose appropriate teaching methods to cultivate students’ motivation and
creativity.
∙ Teachers may use the teaching method named Suggestopedia/
Desuggestopedia by Georgi Lozanov on imploring different relaxing
elements like music, drama and art in creating a more comfortable learning
environment. This is also supported by Krashen’s Affective Filter in
eliminating the “filters” or “barriers” that may hinder language learning.

RULE NO.6 Rule of Appropriacy

It is a given fact that no two students are alike. Even if you are teaching in the
same grade level, your students will always vary in age, proficiency level, learning needs,
interest, expectations, skills, learning styles, beliefs, attitude and values. This rule,
according to Thornbury, suggests that teachers should be able to apply these rules of
teaching grammar according to the aforementioned differences. Whether you put
premium to a grammar-driven classroom or may not teach grammar at all, it is your
responsibility to identify what is best for your students.

WHY ∙ People are more different than they are alike. Teachers have to respond to the
diversity of learners.
∙ These individual differences in a language classroom can make for success or
failure in attaining the goal of acquiring the target language.
∙ Regardless of how diverse the classroom is, students should be given equal
opportunity to learn and achieve their goals.
∙ Teachers need to evaluate what students really need and design classroom
activities suited to their needs.
∙ The teaching-learning process should be student-centered.
WHAT ∙ Teachers should design classroom activities not just according to efficiency,
but also appropriacy.
∙ Grammar practice and communicative tasks should suit to the “context” of
each learner.
∙ This rule prompts teachers to consider their students in the context of being
language learner –what do they already know? What do they need to know
immediately? What do they need to know in the future? These question can
help teachers evaluate if what they are doing in the classroom is somehow
appropriate to their students.
∙ Teachers should consider the individual differences of students and use this
to plan an effective and productive teaching-learning process.
HOW ∙ Teachers may conduct needs assessment analysis or diagnostics tests to gain
necessary data on students’ proficiency level and needs
∙ Talk to your students and let them share their language learning challenges
and how they want to be supported.
∙ Determine your students’ learning styles, previous learning experiences and
present expectations
∙ Take into consideration all other rules of teaching grammar.
∙ Start where your students are.
 Chapter 4 Assessing Grammar Effectively

“Decades of education research support the idea that teaching less and providing more
feedback, we can produce greater learning.”

-Grant Wiggins

Grammar instruction is held as multidimensional process which requires language

teacher deliberately focus on structure and form, meaning or essence and use within a
speech event using communicative approach. Whether teaching using conventional or
innovative strategies, teachers, at some point, have used the information processing
model. Halliday coined the term ‘lexicogrammar’ to account for the representation of
grammar and vocabulary as complementary and overlapping language resources.
You have learned in the previous Chapter that instead of analyzing grammatical
forms, grammar teaching should also focus on grammatical meaning and use as well.
This notion is espoused by Diane Freeman in Murcia (2008), who provide techniques in
grammar instruction consistent with the theories of language acquisition highlighting
‘focus on form’ with a meaning-based approach to teaching. Hence, in this Chapter, you
will be provided with ways and tips in assessing grammar effectively to assess your
students’ grammar competence. This is consonance with two of the beginning teacher
indicators: oral and written communication proficiency and the competence in employing
innovative language teaching approaches, methodologies and strategies.

Learning Compass
Language teachers are expected not just to demonstrate proficiency in the use of
English as a medium of instruction but also to achieve a better fit between
communication and grammar. As such, grammar is far from being static structures or a
discrete set of unrelated, decontextualized utterances. To obtain an understanding of
language’s grammatical facts, language teachers need to know ways of assessing
students’ grammar skills, methods of marking grammatical errors, innovation in grammar
assessment, redefining the construct and social dimension and aspect of the standards.
Upon completion of this Chapter, as pre-service teachers, you must have:
∙ Explicated the importance of understanding the various ways of
assessing students’ grammar competence,
∙ Designed a compendium of assessment task-formative and summative,
which are consistent with the selected competencies and
∙ Provide constructive feedback to enhance the designed assessment
tasks.