COMPARATIVE MATRIX IN RULES OF TEACHING GRAMMAR (100 POINTS)

Rule of Context Rule of Use Rule of Economy Rule of Relevance Rule of Nurture Rule of Appropriacy

The rule of The rule of The rule of The focal point of The focal point of The focal point of the rule
context in this rule is to identify this rule is to create of appropriacy in teaching
use in economy states
teaching the students’ needs a learning grammar is to select and
teaching in the rules is to and prior environment that is present the most suitable
grammar is a
principle that
grammar is avoid knowledge and adapt conducive to and relevant grammar
states that an principle overloading the grammar natural language points for the learners,
instruction acquisition, rather based on their level, needs,
grammar should that states learners with too
accordingly. than relying on interests, and
not be taught as that much explicit instruction expectations..
FOCAL POINT a set of isolated grammar information and
DEFINITION rules, but as a should be explanation
system of
taught for about grammar
meaningful
patterns that are the sake of whish hinder
related to the communica their ability to
context in which tion , rather acquire the
they are used. that end it language
by itself naturally and
fluently.

EXPLANATION
The rule of relevance
The teaching The rule of The rule of The rule of nature The rule of appropriacy
states that teachers in teaching also involves choosing the
grammar in use economy states should teach only the grammar is based appropriate language input
context means emphasizes that teachers grammar that on the idea that and output for the learners,
that grammar the function should be students have teaching does not where they can use
problems with, and
lessons are and economical in always result in grammar to communicate
not assume that the learning, and that effectively and
integrated into purposes of presenting grammar of English learners need to be appropriately in different
authentic texts, grammar , grammar rules is a wholly different exposed to contexts and situations.
situations, or and how it and providing system from the authentic and The rule of appropriacy
learner’s mother meaningful aims to help learners
topics that are can help the maximum
DEADLINE: OCTOBER 11, 2023, WEDNESDAY
 COMPARATIVE MATRIX IN RULES OF TEACHING GRAMMAR (100 POINTS)
relevant and learners to practice time for tongue. Teachers language use in develop their grammatical
should exploit the order to acquire competence as well as
interesting for express learners to use
common ground grammar. their pragmatic
learners. The their ideas the grammar in between the two competence in the target
purpose of effectively meaningful languages and avoid language
teaching and communication overloading students
with excessive
grammar in appropriatel
information. The
context is to y. rules of relevance
help learners aims to make
understand grammar teaching
more meaningful ad
how grammar
effective for learners.
works in real
life
communication
, and how they
can use it
express their
ideas
effectively and
appropriate.

EXAMPLES OR
SITUATIONS Using authentic texts and
Create tasks or Providing Using games, For example if the tasks that reflect the real-
THAT MAY BE Providing a
activities that opportunities puzzles, quizzes, or students speak life situations and
APPLIED FOR variety of
competitions that Spanish , the teacher purposes that the learners
require students for learners activities and
STUDENTS to use the target to use
require students to can explain how to materials that may encounter or need to
use the target
INSIDE THE grammar grammar in use articles in English cater to different
use the target language for.
grammar point in For example, if the
CLASSROOM structure in a meaningful is different from learning styles,
DEADLINE: OCTOBER 11, 2023, WEDNESDAY
 COMPARATIVE MATRIX IN RULES OF TEACHING GRAMMAR (100 POINTS)
order to win or Spanish ang give learners are preparing for a
meaningful way, communicati complete the task. some example. preferences, and job interview, the teacher
such as writing a on activities, For example, if the needs of students, can use a resume, a cover
letter, making a such as role teacher wants to where they can letter, and a mock
teach the passive interview as sources of
presentation, plays, practice grammar
voice, they can use a language input and output,
conducting an dialogues, crossword puzzle
in ways that suit where they can practice
interview, or discussions, that has clues in the them best. For grammar points such as
giving debates, active voice and example, the verb tenses, modal verbs,
instructions. For presentations answers in the teacher can use or passive voice
example, if you , etc. These passive voice. visual aids, such
want to teach the activities can as pictures,
imperative help learners charts, or
mood, you can practice diagrams, to
ask students to grammar in illustrate
write a recipe for context and grammar rules or
their favorite develop their concepts; use
dish, and use the fluency and auditory aids,
imperative mood accuracy. such as songs,
to give the steps. podcasts, or
Giving videos, to expose
feedback on students to natural
learners’ and authentic
grammar language input;
errors in a use kinesthetic
constructive aids, such as
and gestures,
supportive movements, or
way, such as games, to engage
using error students
correction physically and
codes, peer mentally with
correction, grammar.
self-
correction,

DEADLINE: OCTOBER 11, 2023, WEDNESDAY

 COMPARATIVE MATRIX IN RULES OF TEACHING GRAMMAR (100 POINTS)
etc.

USE AS A
As a teacher, I can
TEACHER As a teacher Teachers can The teacher can also As a teacher, you As a teacher I use the
use the rule of make connections can use the rule of
context to teach I can use help learners to rule of appropriacy
between the grammar nurture in teaching
grammar more the rule of develop their of English and the grammar by Use a needs analysis or
effectively and use by grammatical grammar of the creating a a diagnostic test to
meaningfully to
providing a competence as students’ mother supportive and non- determine your learners’
my students. The tongue or other threatening current level of
rule of context worksheet , well their proficiency, their goals,
languages they know. learning
means that you quizzes or communicative This can help the environment where their preferences, and
should not teach exercise competence in students transfer their your students feel their learning styles.
grammar as existing knowledge comfortable to
based on the target Based on this
isolated rules or and skills and avoid experiment with the
forms, but as part the existing language by information, you can
unnecessary language and learn select the grammar
of a larger context, text to using simple and interference or from their mistakes
such as a text, a points that are most
practice clear examples, confusion
situation, or a field relevant and useful for
grammar elicit rule from your learners, and adapt
of study. For
example provide skills. learners , the materials and
a clear and encourage them methods accordingly.
engaging context to discover the
for introducing patterns and
or reviewing a function of
grammar point grammar
and elicit
through
examples from
the students authentic text
before and task.
explaining the
rules or giving
feedback.

DEADLINE: OCTOBER 11, 2023, WEDNESDAY

 COMPARATIVE MATRIX IN RULES OF TEACHING GRAMMAR (100 POINTS)

DEADLINE: OCTOBER 11, 2023, WEDNESDAY