Name: GISELLE C.

MELENDRES
Program and Section: BSED-English 2nd Year| Block 1
Course Subject: EL 108: Teaching and Assessment of Grammar
Task: Task 1- Grammar Teaching Methods
Instructor: Mr. Fahmie Manabat

1. Use authentic
examples from
authentic texts

6. Use model 2. Use grammatical

patterns for terms but explain
children to imitate Grammar them through
examples
Teaching
Methods

5. Support children
to design their 3. Encourage
writing by making language play,
deliberate language experimentation
choices and risk taking

4. Encourage high-
quality discussion
about language and
effects
 1. Use authentic examples from authentic texts.

In order to teach children to write successfully, we must 'hold their writer's hand. As a teacher we
must expose them to high-quality texts with rich language, grammatical rules, and sentence
structures so that they can apply them independently in many circumstances. We must
incorporate rich reading experiences that are tied to specific linguistic objectives. Our students'
vocabulary will grow as a result of their exposure to high-quality reading, and they will have
more opportunities to discuss authorial choices. We do not, however, want our students to write
according to a formula or just replicate the models they have read. We need to openly offer
acceptable grammar examples and teach how to make comparable decisions using tactics like
'thinking aloud' to share the process we take as writers.

In making the lesson plan, we can include different stories as an example that can cultivate the
mind of the learners to create ideas and would help them to think critically in making authentic
texts. Using Patrick Ness's story, A Monster Calls as an example, this text might serve as a great
model for how to create suspense. This short excerpt is ideal for teaching grammatical qualities
for this style of story since it includes authentic examples of repetition, short sentences,
rhetorical questions, and dashes for interruption.
 2. Use grammatical terms but explain them through examples.

Although it is true that learners must be able to recognize grammatical characteristics such as
'nouns, “verbs,' and ‘simple sentences,' functional grammar encompasses more than just looking
at a single word inside a sentence. They must also comprehend why, where, and how these are
utilized in order to be able to use them in their own speaking and writing. For example, in a
classroom teaching setting a child may be able to identify a noun and verb in a sentence, but they
can’t understand the importance of a verb within a sentence. How selecting different verbs will
impact the meaning and possibly the intent of the sentence.

The ideal way to introduce a term is to use a text that they are familiar with or a current text in
English classes. In making the lesson more comprehensive me as a teacher should introduce to
them the grammatical terms that they are familiar with and give more examples for them to have
an in -depth understanding regarding the sentence structure. Julia Donaldson's Zog, for example,
is excellent for introducing short phrases, verbs, and alliteration. There is likely to be a lot of
debate regarding the terminology, its meaning, value, and place.
 3. Encourage language play, experimentation and risk taking.

Children must be exposed to a large vocabulary pool before they may feel comfortable 'playing'
with language. We need to increase their vocabulary and foster a sense of 'word consciousness,'
in which youngsters are excited and fascinated about language. Providing opportunities for
youngsters to study and explore words and punctuation together while introducing a new
grammatical term can be quite effective. Exploring ideas, patterns, and norms as a group can be a
far more effective means of learning. This allows them to connect their learning to a larger body
of knowledge and experiences.

When teaching my learners about verbs, for example, they could be given a set of color-coded
words and asked to figure out which word classes best fit their ideas. Only if they are familiar
with the vocabulary will this be achievable. Children need to know that it is safe to experiment
with language and take chances in their writing. It's critical to instill a culture of drafting and
editing in your courses because students need to understand that their writing may change and
evolve if they want it to. There needs to be a culture of talking about language, comparing
languages on scales, and understanding that decisions must be taken in order to achieve the best
results.
 4. Encourage high-quality discussion about language and
effects

As the teacher, we must clarify and encourage that each language or punctuation decision should
be carefully studied in order to contribute to meaning. Making informed decisions ensures that
our learner’s writing accurately reflects our goals. This can only be done correctly if we have a
thorough understanding of the structures and concepts involved. Understanding grammar entails
more than mere memorization of punctuation, sentence patterns, and word classes. Real-life
examples can be used within texts to justify linguistic choices once again. Katherine Rundell
employs personification to generate imagery of the fire in this excerpt from The Explorer. By
looking at author choices, we can truly help youngsters grasp deliberate language choices.

'What effect does this sentence have...?' and similar inquiries. 'And why has the author decided
to...?' ' may aid in their comprehension of imagery and its impact on the reader. Playing with
language even more, I could encourage students to consider how the impact of a statement would
alter if the wording was modified: How would the meaning change if the fire's imagery was
changed from 'it belched upwards' to 'it spit pathetically'? What has changed in terms of the
effect?
 5. Support children to design their writing by making
deliberate language choices

It is critical that as a teacher I will employ these tactics and elements within the modelled
writing. Showing students how to use such techniques to their own writing, once they have some
experience studying texts similar to what they are doing, explored language, and authorial
decisions then I will assist them in planning and preparing their grammar and language. Children
require the opportunity to examine their possibilities, collect words, organize them, and scale
them when making conscious language choices. This can also be an important aspect of editing
their work. According to research (Brenchley et al, 2018), youngsters frequently fall into the trap
of assuming that particular grammatical traits have intrinsic value. It's similar to thinking "adding
adjectives makes it more descriptive," "avoid plain sentences because they look rudimentary," or
"use complex sentences because they make the writing look nicer." This isn't the most efficient
way to write. We all know that a short, forceful sentence has a greater impact than a longer, more
complicated statement.

Importantly, it shall be emphasized that kids must understand that improving writing does not
entail adding a large number of adjectives, verbs, or adverbs; rather, it entails attaining the
impression that the writer desires.
 6. Use model patterns for children to imitate

Having a structure to the lesson when introducing a new grammatical term or characteristic will
aid the children's knowledge and ability to use it in their own writing. Teaching children’s
certain grammatical elements is critical for good writing. Teaching enlarged noun phrases might
need the following structures below:

These will serve as the guide or basis for me as a teacher that will be used for my learners in
order for them to have model patterns to imitate