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 Educati on

Justine D. Palma
BSED-English 2101

Teaching and Assessment of Grammar Activity

Directions: Do these activities below. Read the discussions in the module pages 17-21.

Checking for Understanding

1. Based on the above discussion on syllabus design, design a general
syllabus for grammar for Filipino learners.
Use the guide below.
Objectives Topic/Lesson Number of
Teaching Hours
Describe how English The Structure of 15
sentences are constructed English Sentences
and develop the skills
necessary to analyze
sentence structure.
Realize the effect of The Meaning of 15
context and language use English Sentences and
upon the structure of Their Communicative
language. Functions
Analyze and evaluate Lexical Categories vs. 15
language, either spoken or Functional Categories
written.
Get illumined on the The Internal Structure 15
cogent issue or of Words and
misconception on Processes of Word
grammar of a language. Formation in English
Language

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 Educati on

Checking for Understanding

1. How could error correction be best done by the teacher inside a language
class?

Give your students a chance to self-correct, or apply peer-correction in your

classroom. Some students learn better when they’re corrected by their classmates
instead of the teacher. Don’t over-correct every single mistake your students
make. Keep error correction relevant and make sure that your students benefit and
learn from it. The most important thing for you as an English teacher is to correct
your students’ errors effectively and sensitively. Only then can you help them
grow and develop their newly acquired language skills at their own pace and in a
comfortable and safe environment.

2. Create a simple conversation or a class scenario wherein a student made an

error with his/her grammar and a teacher provides a feedback/correction to
that particular error.

Teacher: Open the page 157, complete the sentences with the present perfect form
of the verb. The first one is “I have downloaded a lot of music. Who is
going to the second one? Please do it?

Student: My father is travelled to several countries.

Teacher: My father is?

Student: My father was travelled to several countries.

Teacher: My father was?

Student: My father has travelled to several countries.

Teacher: Okay! Well done

In the example above, which include repetition corrective feedback type, the
teacher simply repeats the wrong utterance of the learner when the learner produces erroneous
form of simple past tense in order to indicate that there is something wrong with the production
of the student. The student comes up with the correct form at the end after the teacher’s provision
of the same feedback was type two times. The teacher accomplishes to receive the corrected
version from the student by adjusting intonation so as to underline the error.

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