Republic of the Philippines

BATANGAS STATE UNIVERSITY ROSARIO

Barangay Namunga, Rosario, Batangas
College of Teacher Education *** College of Teacher Education *** College of Teacher Education *** College of Teacher Education

Justine D. Palma
BSED-English 2101

“Final Examination in Teaching and Assessment of Grammar”

Provide a concise answer to the following questions:

1. What are the general features of cognitive approach to grammar
teaching?
Cognitive approach is the study of internal processes, role of schema and
theoretical models to explain and make inferences about mental processes. In the
cognitive approach to grammar teaching it is focus on the understanding of
information and concepts. It is also focused on working of the mind in terms of
learning grammar. It answers the question “How does our mind process in our
grammar lesson”. The study of cognitive approach in language learning deals with
mental representation and information processing that will lead to have
development and emergence of new knowledge. The main feature that cognitive
approach has is that teachers provide the necessary tools to their students so they
can work on their own with their assignments, projects and etc. In this sense,
learning depends upon perception and insight formation. In other words, the main
purpose of this approach, in relation on learning process of grammar is the students
to be capable to become fluent in their language. One important aspect to be
mentioned is that teaching should be subordinate to learning. This approach makes
emphasis on the development of vocabulary and grammar and the skills it develops
are reading and writing.
2. Discuss the process of communicative grammar lesson.
In communicative grammar lesson teacher should bear in mind that it is not
only dialogues and monologues which makes pupils speaks but also a variety of
interactive methods, sometimes even created and organized by the teacher.
Traditional grammar teaching starts with the teacher's statement of the grammatical

College of Teacher Education *** College of Teacher Education *** College of Teacher Education *** College of Teacher Education

“Leading Innovations, Transforming Lives”

Tel. No. (043) 321-0861
 Republic of the Philippines
BATANGAS STATE UNIVERSITY ROSARIO
Barangay Namunga, Rosario, Batangas
College of Teacher Education *** College of Teacher Education *** College of Teacher Education *** College of Teacher Education

point on the board. Integrated grammar teaching is a unique and an authentic

approach because it implements the pre-, while- and post-stages. First in the pre-
grammar the teacher discussed the topic. Second in the pre-grammar the teacher
provides a context for input generation and an opportunity to notice the new
grammatical structure. The teacher tells them they are going to learn a new
structure for the purpose of noticing but does not mention the name of structure for
motivational purposes. The teacher makes a transition from the context created in
the topic that they are going to discussed to the grammatical point by showing the
same pictures and telling the picture differences with "used to" and "simple present
tense". The teacher creates other contexts for the teaching of grammatical point
through some other picture comparisons, discussions, stories, or reading/listening
texts. The teacher asks some clarification check questions to ensure that the
meaning is clear. Lastly, the post-grammar which is called brain storming which is
to generate ideas to solve clearly defined design problems.
3. Why are production activities in grammar instruction necessary?
When teaching grammar or vocabulary to our ESL students, we should be
creating and implementing different kinds of activities and games that allow the
students to see the concept to learned more and being used in a real-life situation.
After the students see the concept being used and gained enough knowledge, we
teach the rules and give the students ample guided practice to lead them in the
right direction and successful to their life. These kinds of activities will help to
improve the skills of every learner and they become more fluently and become
more accurately in terms of their grammar. Giving them the right activities are
essential to students' to improve themselves in their ability to communicate orally
and in writing, and in nearly all other areas of life. These activities can motivate
students, make the target language memorable, and promote collaboration and
communicative learning.
4. Suggest two group or task performance activities which could be
utilized by teachers so as to give students the chance to receive
communicative input and produce output. Discuss them briefly.

College of Teacher Education *** College of Teacher Education *** College of Teacher Education *** College of Teacher Education

“Leading Innovations, Transforming Lives”

Tel. No. (043) 321-0861
 Republic of the Philippines
BATANGAS STATE UNIVERSITY ROSARIO
Barangay Namunga, Rosario, Batangas
College of Teacher Education *** College of Teacher Education *** College of Teacher Education *** College of Teacher Education

Activity 1: Listen & Draw Whiteboards

The teacher says aloud a simple phrase, or very short sentence that students
draw on dry-erase whiteboards. Students then hold up their whiteboards so the
teacher can check comprehension. This is particularly helpful at the beginning of
the first year as students begin acquiring the language. For more advanced
students, longer and more detailed messages could be used. 

 Communicative Input

When the students listen to phrases and sentences they understand, they are
receiving comprehensible input.

 Communicative Output
When the gesture made which is when the students hold up their white
boards to see their comprehensive answers.

Activity 2: Time Writes

Towards the end of class, the teacher discusses what happened that day,
asking students questions and making statements, and writes/types out projected
text as students copy into notebooks. This is a very simple way to get a short
comprehensible text that students have access to immediately. It is the cornerstone
to many other input-based activities. 

 Communicative Input
During the discussion, however, when students listen to the teacher asking
questions, and making statements that they understand, students are receiving
comprehensible input. When students read what they copied and understand, they
will receive comprehensible input.

 Communicative Output
Writing is output in this activity because after the students listen and process
the teachers direction in their mind they performed the given tasked very well.

College of Teacher Education *** College of Teacher Education *** College of Teacher Education *** College of Teacher Education

“Leading Innovations, Transforming Lives”

Tel. No. (043) 321-0861