DAY 2

Integrated grammar into a skill-based lesson, spearheaded by Mrs. Estela S. Pelino, Head Teacher I,
BSSAA, and Mr. Jonard B. Castillo, Head Teacher I BINHS, continued the series of topics for Division
Webinar on Teaching Grammar Communicatively for Select Junior High School Teachers on the second
day of the three-day webinar.

Greetings and acknowledgements are made most especially for Ms. Samantha Parkes, a resource person
during the National Webinar Live Series on Teaching Grammar Communicatively in the Philippines.

Objectives and agenda for the mentioned topic are flashed, enumerated and explained by the speakers.
Objectives are checked every time a discussion ends to see if these are met.

First agenda is about Examining Integrated Language Teaching and consists of formative assessments in
the form of: a motivational question, a reality check, True or False, and a reflection.

Teacher-participants engaged actively in the discussion and the formative assessment.

The speakers acknowledged each of the varied answers of the teacher-participants. Some answers
became a point of discussion to further the understanding.

Second agenda is all about Experimenting with adapting an activity. Speakers introduced the “Find
someone who…” activity and let the teacher-participants try it first before proceeding.

A video demonstration of the said activity is played so the teacher-participants can understand better
what they need to prepare for this activity and how to properly execute it in class.

Just like in the video demonstration, the teacher-participants are also asked what grammar lesson they
can teach with the activity. The teacher-participants shared their thoughts in the chat box.

Follow up questions are asked by the speakers and answered by the teacher-participants.

Refresh our grammar knowledge by Samantha Parkes made up the third agenda. Here, two approaches
in refreshing grammar knowledge is discussed namely: Inductive and Deductive approach.

Teacher-participants are asked what they can do next after learning some concepts and strategies. The
teacher-participants answered in the chat box and each of the answers are acknowledged and thought
about by everyone.

Communicative Practice through listening, speaking and writing activity is also shared before the
speakers concluded the discussion.

Mrs. Pelino asked Mr. Castillo some insights as a Math teacher since teachers not only integrate
grammar in a skill-based lesson but also integrate language in different areas.

“What I have noticed with this given paragraph is that the connectivity of all the skills. In
language writing, listening, speaking, that is also what we have to have in Mathematics as well.
Because in Mathematics we don’t only solve or compute numbers. What we have to do or what
we need to do, or what should a student have is comprehension and how they’ll be able to
 comprehend that is by having these particular skills in English language especially in problem
solving. We cannot solve a problem if we cannot understand what the problem is all about. And
in Mathematics we have a different step-by-step procedure and we are following questions to
answer or solve a particular problem. Just like in Elementary, pupils were taught about “What is
asked?”, “What is given?”, “What is the operation to be used?” and these particular questions
will derive to the answer of the students’ mathematical problem. It is the same thing in Junior
High School and Senior High School. Basically, we don’t only let the students solve the problem
or compute to get the answer. The integration of language or grammar in our lesson in
Mathematics is when we ask the students to express themselves, to explain their answer and
how did they derive to that answer in front of the class. With that, speaking in front of the
students is a skill which the learner should learn in English classes.” – Mr. Castillo on insights
about integrating grammar in a skill-based lesson and language integration in different areas

Assignment for Integrated grammar into a skill-based lesson topic was explained and given to the
teacher-participants. Follow up questions are also needed to be answered by the teacher-participants
after their assignment. Assignments will be submitted to a designated Google Drive.

Further thoughts about the topic are also shared to everyone in the meeting as a conclusion to the
discussion.

Correcting grammar errors and giving feedback, led by Mrs. Leonora O. Del Mundo, Master Teacher II
BCSH – San Antonio Campus, and Luzviminda B. Perez, Master Teacher I BSSAA, wrapped up the second
day of the three-day Division Webinar on Teaching Grammar Communicatively for Select Junior High
School Teachers.

Topic objectives are presented and elaborated by the speakers after greeting and acknowledging
everyone in the meeting. Speakers go back to the objectives from time to time to ensure that the
teacher-participants have achieved them.

Before going to the discussion proper, the speakers presented polls for the teacher-participants to
answer to. These polls helped the speakers to see a bit of what’s always happening when teachers
correct their students who make errors.

A pre-assessment was conducted through a form of a scenario and the teacher-participants are asked to
type on the chat box the exact words that they will say to the students when correcting. Each answer
varied from one another in different ways and are individually acknowledged by the speakers.

“It’s not all the time that we’re going to correct the error, or we consume our time correcting errors of
the students.” – Mrs. Perez on Suitability of Error Correction

Suitability of Error Correction. The topic consists of several topics concerning error correction and
feedback. Each subtopic is thoroughly discussed with examples to further understanding.
Assessments, reflection and realization was done during and after the discussion of the consequences of
over/under correction, culture and student perceptions, why students make errors, and when to correct
errors.

Speakers pointed out the importance of going back to the objectives every time before correcting an
error to ensure that the act is necessary and justified.

They have also encouraged the teacher-participants to correct errors in an appropriate way to avoid
making the students feel bad about themselves and thus, lose confidence.

An assessment was done through a scenario and the teachers were asked what questions they might ask
to themselves to help decide whether to give corrective feedback or not. The teachers answered in the
chat box. Answers differ greatly from each other but with almost the same purpose – to encourage the
students to practice the language more no matter how they make mistakes.

Questions to ask oneself to determine whether to give corrective feedback or not were shared for
everyone’s benefits. The teacher-participants reflected on the questions and shared their insights in the
meeting.

Pros and cons and differences of Explicit and Implicit feedback were also discussed. It is noted that
identifying the objective first plays a vital role on choosing what type of feedback is going to be used.

Error Correction Techniques include: Recasts, Clarification Request, Metalinguistic Feedback, Elicitation,
Repetition, and Explicit correction. Each technique was discussed in the meeting with examples.

A poll was conducted to know the preferences of the teacher-participants in Error Correction
Techniques. The teacher-participants’ preferences differ from one another but all of them provided a
reason for each of their preference. The answers are read and acknowledged by the speakers.

The difference between uptake and repair was also discussed as well as what to do if the student is
either of the two.

Examples on how Multiple Corrective Feedback works was given. The teacher-participants pondered on
how it’s possible based on the examples.

Several questions for points of discussion are asked and answered on the chat box. A research on
feedback and “secrets” on feedback and error correction are also shared and elaborated for everyone’s
further understanding of the topic.

The topic is summarized, and clarifications are done before the discussion ended.

Two assignments for Correcting grammar errors and giving feedback was flashed and explained to the
teacher-participants. They are expected to submit their assignments to the designated Google Drive.

The meeting ended after an appreciation for the speakers for the day and the participants present and a
closing prayer.