BATUAN COLLEGES INC

POB. SUR, BATUAN, BOHOL

DETAILED LESSON PLAN

IN
TEACHING AND ASSESSMENT OF GRAMMAR

STUDENT TEACHER: SHAIRA MAE ALIMPOLOS

MENTOR: MS. TERESITA JUMAWID

I. OBJECTIVES: In the span of 60 minutes the second year college students are
expected to:
a. identify the six rules of grammar teaching;
b. construct an example sentence using the six rules of
grammar teaching;
c. explain the importance of using six rules of grammar teaching;
d. appreciate the importance of the rules of grammar in teaching.

II. SUBJECT MATTER

A. TOPIC: RULES OF GRAMMAR TEACHING
B. REFERENCES: Teaching and Assessment of Grammar, OBE - Based book, pp. 24-
34
C. MATERIALS: Visual aids, tape

III. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. PRELIMINARY ACTIVITY
Prayer
Greetings
Classroom setting
Energizer
Checking of Attendance
Review of the past lesson
B. MOTIVATION
Activity:
Show a picture to the class. Afterward, the following questions
will be asked.

C. ANALYSIS
1. What can you see in the picture?
2. What can you say about it?
3. What do the picture mean for you?
4. Do you know that there are also rules of teaching
 grammar?
That is what we are going to find out today.
D. ABSTRACTION
Our topic for today is all about “Rules of Grammar Teaching”.

Six Rules of Grammar Teaching

According to Scott Thornbury

 The Rule of Context:

Teaching grammar "in context" means that grammar
content/lesson are not taught as stand-alone concepts but are
embedded and/or integrated into varied context, situation, or
any field of study.
Example: Yesterday, I watched a movie with my friends.

 The Rule of Use:

The rule of use in teaching grammar reminds language teachers
to teach grammar for communication's sake.
Example: I have visited Paris.

 The Rule of Economy:

The rule of economy explains that to provide time for language
use, teachers should be economical. By economical, it means
that teachers provide manageable and comprehensible input and
allocate enough time for language use and practice.
Example: I am playing.

 The Rule of Relevance:

In this context, we define relevance as the “learning experiences
that are either directly applicable to the personal aspirations,
interests, or cultural experiences of students (personal
relevance) or that are connected in some way to real-world
issues, problems and contexts (life relevance).
Example: John is dancing at the party

 The Rule of Nurture:

Teaching doesn't necessarily cause learning not in any direct way.
Instead of teaching grammar, therefore, try to provide the right
conditions for grammar learning.
Example: Vocabulary-building

 The Rule of Appropriacy:

Interpret all the above rules according to the level, needs,
interests, expectations, and learning styles of the students. This
may mean giving a lot of prominence to grammar, or it may
mean never actually teaching grammar at all in any up-front way.
Example: Teaching English to a group of students.
 E. APPLICATION
Directions: Students will be grouped into six groups. Each group
will be assigned one of the Six Rules of Grammar. They will then
construct an example using the rule they are assigned and
explain it. The students' work will be graded using the rubrics
provided below.

Group 1: The Rule of Context

Group 2: The Rule of Use
Group 3: The Rule of Economy
Group 4: The Rule of Relevance
Group 5: The Rule of Nurture
Group 6: The Rule of Appropriacy
RUBRIC POINTS
S 4 3 2 1
Underst Demonstr Demonstr Demonstra Demonstr
anding ates a ates a tes a ates a
of thorough solid partial limited
Gramm understa understa understan understan
ar Rule nding of nding of ding of the ding of the
the the grammar grammar
grammar grammar rule. rule.
rule. rule.

Explana Provides ProvidesProvides a Provides

tion a clear a mostlysomewhat an unclear
Clarity and clear unclear or or
concise explanati
incomplet confusing
explanati on of the
e explanatio
on of the concept.explanatio n of the
concept. n of the concept.
concept.
Organiz Engages Engages Engages Fails to
ation the the the engage
and audience audience audience the
Structur with with to some audience
e imaginati interestin extent but with
ve and g and lacks unique or
captivatin engaging uniquenes captivating
g content. s. content.
content.

Languag Uses a Uses a Uses Uses basic

e wide variety of limited vocabulary
Accurac range of vocabular vocabulary with
y vocabular y with some frequent
y effectivel inaccuraci inaccuraci
appropria y. es or es or
tely. repetitions repetitions
. .

F. GENERALIZATION
1. What are the six rules of grammar teaching?
2. What does it mean to teach grammar "in context"?
3. According to the Rule of Nurture, what is the
suggested approach for facilitating grammar learning
instead of solely teaching grammar?
4. What is the Rule of Appropriacy?
 G. VALUING
Why is it important to know the six different rules of grammar in
teaching?
H. EVALUATION
Directions: Read each question carefully and supply the correct
answer. Write your answers on a 1/4 sheet of paper.
1. This rule reminds language teachers to teach grammar for
communication's sake.
2. This rule interpret all the above rules according to the level,
needs, interests, expectations, and learning styles of the
students.
3. It refers to learning experiences that are either directly
applicable to the personal aspirations, interests, or cultural
experiences of students.
4. It is a rule where teaching doesn't necessarily cause learning
not in any direct way.
5. It is a rule of teaching grammar where grammar
content/lessons are not taught as stand-alone concepts.
6. This rule explains that to provide time for language use,
teachers should be economical.
7. Give one example of the rule of context.
8. Why is it important to teach grammar in context and integrate
it into various situations or fields of study?

I. ASSIGNMENT
Directions: On a 1/2 sheet of paper crosswise, write a reflection
of what you have learned today.

J. CONCLUDING ACTIVITY