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cristythedestroyer · 8 months ago

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Ma.Cristel Mercado

2nd Year

Methods of Teaching Grammar

1. Diagramming sentences

Diagramming sentences is visualizing how to fit together the dilferent parts of a sentence. The subject of a clause goes in one slot, the verb in another, and so on. Words that modify another word are attached to the word they modify.

It helps students understand how a sentence works by breaking it down to the component pieces. It is like a puzzle which is not solved until all the parts are in the right place, and none are left over However, there has been a shift in the practice of diagramming.

3. Inductive Teaching

The main goal of he inductive teaching method is the retention of grarmmar concepts, with teachers using techniques that aro known to work cognitively and make an impression on students' contextual memory.

Scenario: A 5th-grade science class is learning about ecosystems and the relationships between living organisms and their environments. Instead of starting with definitions and theories, the teacher uses an inductive teaching approach to guide students toward understanding the concept of ecosystems.

4. Deductive Teaching

This type of teaching has many people rethink such methods, as more post-secondary level students are revealing sub-par literacy skills in adulthood. Deductive teaching melhods drive many students away from writing because of the tediousness of rote learning and teacher-centered approach.

Present the General Rule:

The teacher explains that this theorem applies to right-angled triangles, where (a) and (b) are the lengths of the two legs, and (c) is the length of the hypotenuse.

The teacher begins the lesson by writing the Pythagorean theorem on the board:

5. Interactive Teaching

This method allows teachers to tailor their lessons to the different learning styles of students. For instance, each student can be given a large flashcard with a word on it and the students, themselves, must physically arrange these into a proper sentence. Other games can include word puzzles or fun online quizzes.

Ask students to think about what they have learned.

Encourage them to make connections by answering these questions:

"How does evaporation occur in our environment?"

"What happens to water when it rains?"

"How can we conserve water in our daily lives?"

6. Functional-notional approach

When designing a lesson, teachers often choose real-world situation as their "notion, and choose corresponding functions to teach to prepare students to communicate in that situation in the lesson.

A lesson might be about how to buy something at a shop, in which case its notion is shopping and one of its functions might be asking prices. Functions often lend themselves naturally to specific grammatical patterns or common expressions.

7. Situational contexts

Fromkín, Rodman and Hyams (2011) sald context can be lingulstic and situational. Linguistic content is about the information that was formally written or spoken and situatlonal context is the general knowledge that a person has of the worid.

Someone is giving a speech in front of their entire school. They might rush their words more than they would in front of just their close friends because they are nervous about public speaking.

8. Using texts, stories, songs, and rhymes

There are different ways of using songs in the classroom. The level of the students, the interests and the age of the leamers, the grammar point to be studied and the song itself have determinant roles on the procedure. Apart from them, it mainly doponds on the creativity of the teacher. At the primary level of singing the song, the prosodic features of the language is emphasized. At the higher levels, where the practice of grammar points is at the foreground songs can be used with several techniques.

1. Text:

Book Chosen: Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle.

Activity: The librarian reads the story aloud, showing the colorful illustrations. After each page, she asks the children, “What do you see?” encouraging them to predict the next animal.

2. Story: Short Storytelling

Story Chosen: An original short story about a friendly rabbit who goes on an adventure to find his missing carrot.

Activity: The librarian tells the story interactively, asking the children to make rabbit sounds whenever the rabbit is mentioned. She incorporates actions they can mimic, such as hopping.

3. Song: Sing-Along

Song Chosen: "Five Little Ducks."

Activity: The librarian leads the children in a sing-along, using hand motions to depict the ducks going out and the mother duck calling. After singing, she discusses the concept of counting and numbers.

4. Rhyme:

Rhyme Chosen: “The Itsy Bitsy Spider.”

Activity: The librarian introduces the rhyme using finger movements to illustrate the spider climbing up the spout. She encourages the children to join in, reinforcing vocabulary and movement.

9. PPP

A deductive approach often fits into a lesson structure known as PPP (Presentation, Practice,Production). The teacher presents the target language and then gives students the opportunity to practice it through very controlled activities. Presentation involves building a situation that requiresa natural and logical use of a new language. It is in the presentation stage that students krnow what they will learn and why. Practice involves testing the procedure so students can be familiar with the language. In this stage, students will be provided with activities that can make them use the new language. The production stage, being the most important stage, students here shall have made the transition from "learners" to becoming the presentation to help student communicate meaning using the new language.

Presentation

Introduce the Past Simple tense.

Activity: Begin with a brief explanation of the Past Simple tense using examples. You might present sentences like:

"I visited my grandparents last weekend."

"She watched a movie yesterday."

Practice: Provide gap-fill exercises where students complete sentences with the correct past tense form of the verb.

Example: "Last summer, we ______ (go) to the beach."

Production: Ask students to write a short paragraph about what they did last holiday. Encourage them to use as many past tense verbs as possible.

Modes of Teaching Grammar

1. Linguistic Mode

Students must be familar about the use of structures so that they will understand. Larsen-Freeman (2002, 2014) maintained that students must knaw about the use of structures that they will understand the consequences of thoir cholces because the grammatical system offers its users choices in how they wish to realize meanings and positions themselves ideologicaly and socially. Therefore, grammar teaching should not only for understanding the rules but also for inducing the of different sentence formations in different contexts.

A student enthusiastically presents their project on renewable energy to a group of judges and peers. They use clear speech, gestures, and visual aids to explain their findings and answer questions.

2. Story-telling mode

A grammar lesson is not completo without an application stage. Applicatlion is believed to require volume and repeition; that is, learners need to be given adequate opportunities to use the itens to be learnt as much as possible. Teachers should help learmers make he leap from form-focused accuracy to meaning-focused fluency after explicit ínstructions by providíng a variety of practice activities that will familiarize the learners with structure in contexts, giving practice both in form and communicate meaning.

The Monomyth method

During the journey, the lion cub finds some craxy friends and, in the end, he kicks the bad ones and marries a beautiful lioness. That here is an example of the Monomyth method - the hero leaves his home, he faces the unknown and after some adventures he has a good ending.

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cristythedestroyer · 10 months ago

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One of the adult thing that I'm still having a hard time to grasp about is, you need to be present all the time. What I mean is you need to the stuffs broke or in grief or sad. It doesn't matter, you just need to do it anyway; because life will not wait for nobody. Therefore, you need to keep going. THATS WHAT YOU CALLED LIFE IG

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cristythedestroyer · 1 year ago

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