Wh at i s g ra m m ar ?

 It is the study of the classes of words, their

inflections, and their functions and relations in
the sentence.
 It involves morphology, semantics, and syntax.
Why te ac h g ram m ar ?
 Grammar is taught in order to be
acquainted with the rules of listening,
speaking, reading, and writing.
Strategies in
Teaching Grammar
TRADITIONAL GRAMMAR
INSTRUCTION
• According to Lee and VanPatten (2003), traditional
approaches to teaching grammar is problematic.
TRADITIONAL GRAMMAR
INSTRUCTION
•It is teaching grammar by isolating
parts, rather than looking at how
grammar works in the sentence and
paragraph.
•It is like teaching vocabulary lists
without any context.
Approaches to Teaching Grammar
• Structural grammar approach
• The audio-lingual approach
• Direct approach
• Functional-notional approach
• Cognitive approach
• Communicative language teaching
• Humanistic approach
Methods in
Teaching Grammar
 GRAMMAR
TRANSLATION
METHOD
A Traditional Approach to Teaching Grammar
Grammar translation method

Classical Method
Latin and Greek (Chastain 1988)
this method was used for the purpose of
helping students read and appreciate
foreign language literature
Principles of GRAMMAR
translation method
What are the goals of teachers who use the
Grammar-Translation Method?

 to be able to read, understand, and

appreciate literature written in the target
language.
What is the role of the teacher? What is the role
of the students?

 The teacher is the authority in the

classroom.
 The students do as she says so they can
learn what she knows.
What are some characteristics of the
teaching/learning process?

Students are taught to translate

from one language to another.
What is the nature of student-teacher interaction?

 Most of the interaction in the classroom

is from the teacher to the students.
 There is little student initiation and little
student-student interaction.
How are the feelings of the students dealt with?

There are no principles of the

method which relate to this area.
How is the language viewed? How is culture
viewed?

 Literary language is considered superior to

spoken language and is therefore the
language that students study.
 Culture is viewed as consisting of literature
and the fine arts.
What areas of language are emphasized? What
language skills are emphasized?
 Vocabulary and grammar are emphasized.
 Reading and writing are the primary skills
that the students work on.
 There is much less attention given to
speaking and listening.
 Pronunciation receives little, if any
attention.
What is the role of the students' native
language?

 The meaning of the target language is

made clear by translating it into the
students' native language.
 The language that is used in class is mostly
the students' native language.
How is evaluation accomplished?

 Written tests in which students are asked

to translate from their native language to
the target language or vice versa are
often used.
 Questions about the target culture or
questions that ask students to apply
grammar rules are also common.
How does the teacher respond to student
errors?

 Having the students get the correct

answer is considered very important.
 If students make errors or do not know
an answer, the teacher supplies them
with the correct answer.
Other METHODS OF TEACHING
GRAMMAR
APPROACHES:
 Suggestopedia
 Silent Way approach
 Total Physical Response (TPR)
 Literature-based Approach
 Task-based Language Learning
 LESSON PLANNING
in the
TEACHING OF GRAMMAR
 l ess on pl a n i m po r ta nt?
Why is mak i n g a

 It guides the teacher in delivering the lesson

effectively and efficiently.
 LESSON PLAN
•It is a step-by-step guide that outlines
the lesson objective, subject matter,
procedure in conducting the lesson,
evaluation, and assignment.
Parts of a Lesson Plan
•Lesson Objectives
•Subject Matter
•Lesson Procedure
•Evaluation
•Assignment
LESSON OBJECTIVES
At the end of the lesson, the
students will be able to:
LESSON OBJECTIVES

SMART
LESSON OBJECTIVES

Cognitive
Affective
Psychomotor
COGNITIVE DOMAIN
OF LEARNING
 Bloom’s Cr
Taxonomy Eva
lua
ea
1956 tio tin
n
g

Synthesis Evaluating

Analysis Analysing

Application Applying

Comprehension Understanding

Knowledge Remembering
Remembering

•Recall or retrieve previous learned

information
Remembering
Understanding
•Comprehending the meaning,
translation, interpolation, and
interpretation of instructions and
problems. State a problem in one's
own words
Understanding
Applying
•Use a concept in a new situation or
unprompted use of an abstraction.
•Applies what was learned in the
classroom into novel situations in the
work place
Applying
Analyzing
• Separates material or concepts into
component parts so that its organizational
structure may be understood.
• Distinguishes between facts and inferences
Analyzing
Evaluating
•Make judgments about the value of
ideas or materials
Evaluating
Creating
• Builds a structure or pattern from diverse
elements.
• Put parts together to form a whole, with
emphasis on creating a new meaning or
structure.
Creating
 Cre
ati Activity: Learning objective
ng writing
Evaluating

Analysing
Topic: VERB
Applying

Understanding

Remembering
AFFECTIVE DOMAIN
OF LEARNING
David Krathwohl
Affective Domain
Receiving Phenomena
•Receiving
•Awareness, willingness to hear,
selected attention.
Responds to Phenomena
• Responding
• Active participation on the part of the learners.
• Attend and react to a particular phenomenon.
• Learning outcomes may emphasize compliance in
responding, willingness to respond, or satisfaction
in responding (motivation).
Valuing
• The worth or value a person attaches to a particular
object, phenomenon, or behavior.
• This ranges from simple acceptance to the more
complex state of commitment.
• Valuing is based on the internalization of a set of
specified values, while clues to these values are
expressed in the learner's overt behavior and are often
identifiable.
Organization
• Organizing
• Organizes values into priorities by
contrasting different values, resolving
conflicts between them, and creating an
unique value system.
• The emphasis is on comparing, relating, and
synthesizing values.
Internalizes Values
• Characterization
• Has a value system that controls their behavior.
• The behavior is pervasive, consistent, predictable,
and most important characteristic of the learner.
• Instructional objectives are concerned with the
student's general patterns of adjustment (personal,
social, emotional).
PSYCHOMOTOR
DOMAIN OF LEARNING
PSYCHOMOTOR DOMAIN
TAXONOMY
Simpson (1972)
Simpson
(1972)
Perception (awareness)

•The ability to use sensory cues to

guide motor activity.
•This ranges from sensory stimulation,
through cue selection, to translation.
Set
•Readiness to act.
•It includes mental, physical, and emotional
sets.
•These three sets are dispositions that
predetermine a person's response to
different situations.
Guided Response
•The early stages in learning a complex
skill that includes imitation and trial
and error.
•Adequacy of performance is achieved
by practicing.
Mechanism
•This is the intermediate stage in learning
a complex skill.
•Learned responses have become habitual
and the movements can be performed
with some confidence and proficiency.
Complex Overt Response (expert)

• The skillful performance of motor acts that involve

complex movement patterns.
• Proficiency is indicated by a quick, accurate, and
highly coordinated performance, requiring a
minimum of energy.
• This category includes performing without
hesitation, and automatic performance.
Adaptation
• Skills are well developed and the individual can
modify movement patterns to fit special
requirements.
Origination
• Creating new movement patterns to fit a particular
situation or specific problem.
• Learning outcomes emphasize creativity based
upon highly developed skills.
PSYCHOMOTOR DOMAIN
TAXONOMY
Dave (1975)
Dave (1975)
Naturalization

Articulation

Precision

Manipulation

Imitation
Imitation

•Observing and patterning behavior

after someone else.
•Performance may be of low quality.
Manipulation

•Being able to perform certain actions

by memory or following instructions.
Precision

•Refining, becoming more exact.

•Performing a skill within a high degree
of precision
Articulation

•Coordinating and adapting a series of

actions to achieve harmony and
internal consistency.
Naturalization

•Mastering a high level performance

until it become second-nature or
natural, without needing to think
much about it.
PSYCHOMOTOR DOMAIN
TAXONOMY
Harrow (1972)
Harrow (1972) Nondiscursive Communication

Skilled Movements

Physical Abilities

Perceptual Abilities

Fundament Movements

Reflex Movements
Reflex Movements

•Reactions that are not learned, such as

a involuntary reaction
Fundamental Movements

•Basic movements such as walking, or

grasping.
Perceptual Abilities

•Response to stimuli such as visual,

auditory, kinesthetic, or tactile
discrimination.
Physical Abilities (fitness)

•Stamina that must be developed for

further development such as strength
and agility.
Skilled Movements
•Advanced learned movements as one
would find in sports or acting.
Nondiscursive Communication

•Use effective body language, such as

gestures and facial expressions.
SUBJECT MATTER
•Topics
•Values
•Skill
•References
•Materials
LESSON PROCEDURE
•Preliminaries
•Review
•Motivation
•Unlocking of Difficulties
LESSON PROCEDURE
•Lesson Proper
•4a’s
•5e’s
4A’S
Activity, Analysis, Abstraction, Application
ACTIVITY
•Activating prior knowledge about the
topic
ANALYSIS
•A detailed examination of the activity
in order to direct it to the topic
Abstraction
•Broadening the idea
Application
•Consolidate what has been learned
and make it relevant
5E’S
Engage, Explore, Explain, Elaborate, and Evaluate
ENGAGE
• Make connections between past and present
learning experiences
• Anticipate activities and focus students'
thinking on the learning outcomes of current
activities. Students should become mentally
engaged in the concept, process, or skill to be
learned.
EXPLORE
• It provides students with a common base of
experiences.
• Students identify and develop concepts,
processes, and skills.
• Students actively explore their environment or
manipulate materials.
EXPLAIN
• It helps students explain the concepts they
have been exploring.
• Students have opportunities to verbalize
their conceptual understanding or to
demonstrate new skills or behaviors.
EXPLAIN
• It provides opportunities for teachers to
introduce formal terms, definitions, and
explanations for concepts, processes, skills, or
behaviors.
ELABORATE
• It extends students' conceptual understanding
and allows them to practice skills and behaviors.
• Through new experiences, the learners develop
deeper and broader understanding of major
concepts, obtain more information about areas
of interest, and refine their skills.
EVALUATE
• It encourages learners to assess their
understanding and abilities and lets teachers
evaluate students' understanding of key concepts
and skill development.
 EVALUATION
It is an act of interpreting the gathering and
interpreting information in order to understand and
improve the teaching-learning process.

ASSIGNMENT
It is the task given to the students for the purpose of
independent learning.