OPENING
PRAYER
CLASSROOM
RULES:
• Listen
attentively
• Raise your hand
if you have any
concern
• Have fun 2
LET’S GET
MOTIVATED!
WHAT
AM I ?
It refers to a guideline for
conduct, action,
or procedure. What am I?
5
RUL
ES
It aims to facilitate learning. This
involves creating environments
and experiences that enable
individuals to acquire knowledge,
skills, and understanding. What
am I?
7
TEAC
HING
It is the set of rules that
underlies how we
communicate with
language. What am I?
9
GRAM
MAR
GOOD JOB
EVERYONE!
LEARNING
OBJECTIVES:
At the end of the lesson, students will be able
to:
a)define grammar;
b)differentiate the rule of context and rule of use
in teaching grammar and;
c)appreciate the importance of rules in teaching
grammar through an engaging activity.
12
RULES OF
TEACHING
GRAMMAR
Reported by:
Angel C. Ganis
WHAT IS
GRAMMAR?
In linguistics, grammar is the set of
structural rules that govern the composition
clauses, phrases, and words in any given
natural language.
The study of such rules, and this field
includes morphology, syntax, and
phonology, often complemented by
phonetics, semantics, and pragmatics. 14
RULE OF
CONTEXT
RULE OF CONTEXT
Teach grammar in context. If you
have to take an item out of the
context in order to draw attention
to it, ensure that it is re-
contextualized as soon as possible.
Similarly, teach grammatical forms
in association with their meanings.
16
WHAT?
Grammar teaching should consider all
three: form, meaning, and use.
Teaching grammar in context involves
making connections between grammatical
patterns and the meaning of texts; wider
contextual aspects such as genre, audience,
subject and purpose; a reader’s feeling and
responses to the text; potential authorial 17
motivations for making decisions about
study the
rule of
context?
WHY?
Context provides avenue not just to
learn grammar rules but for meaning
making.
Every individual is creative and has
rich experiences, thus should be given
opportunity to utilize these through
real-world type situations in which 19
context is a major consideration.
HOW?
Real world scenarios
Encourage Interaction
Scaffolding strategies.
20
EXAMPLE:
The Lost Kitten
Whiskers, a small, fluffy kitten, was playing in the
park. Suddenly, a loud noise startled him, and he
ran away. He was lost. He felt scared and alone. He
looked around, but he didn't see his owner. He
meowed sadly. The sun shone brightly, but
Whiskers didn't notice. He hid behind a large tree,
his tiny body trembling. He remembered his
owner's warm lap and wished he were there. His
owner, meanwhile, was searching frantically. She 21
called his name, her voice echoing through the
THE MAGICAL TREEHOUSE
In the heart of the Whispering Woods, a magical
treehouse nestled within an ancient oak. Its walls
shimmered with iridescent scales, and a winding
staircase, made of polished branches, led to a starlight
door. One sunny day, Lily, a girl with bright eyes,
emerged. She carefully descended the staircase,
scanning the forest floor. A squirrel scurried by, carrying
a glittering acorn. A gentle breeze rustled the leaves,
carrying the scent of honeysuckle. Lily, filled with
wonder, opened her book to record the woods' secrets.
22
THE MAGICAL TREEHOUSE
In the heart of the Whispering Woods, a magical
treehouse nestled within an ancient oak. Its walls
shimmered with iridescent scales, and a winding
staircase, made of polished branches, led to a starlight
door. One sunny day, Lily, a girl with bright eyes,
emerged. She carefully descended the staircase,
scanning the forest floor. A squirrel scurried by,
carrying a glittering acorn. A gentle breeze rustled the
leaves, carrying the scent of honeysuckle. Lily, filled
with wonder, opened her book to record the woods'
secrets. 23
RULE OF
USE
RULE OF USE
Teach grammar in order to facilitate
the learner’s comprehension and
production of real language, rather
than as end in itself. Always provide
opportunities for learners to put the
grammar to some communicative
use. 25
WHAT?
Learning English is more than just learning
vocabulary and grammar rules, students need to
actually use the language and listen to how
others use it as well.
Grammar teaching should incorporate spoken
interactions or communicative production tasks.
To teach grammar effectively, teacher should
enable students to control grammar to express
increasingly complex ideas. 26
need to
know the
rule of use?
WHY?
The primary goal of teaching English is to
help Filipino students acquire the
necessary skills for listening, speaking,
reading and writing, which enable them
use the language for effective
communication.
Students should be able to see the
28
relationship of grammar points to how the
HOW?
•Identify usage patterns
Example: Subject- Verb Agreement
•The dogs bark loudly.
•The dog barks loudly. 29
HOW?
•Audio samples
Audio clip: I'm gonna grab some
coffee. Do you wanna come?
30
HOW?
•Share Insights and Ideas
31
THANK
YOU
