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Students' Name: Marisol Quieoz Pote: Didactics Ii QUIZ: Teaching Grammar

This document contains a quiz about teaching grammar. It asks students to: 1. Identify stages of the present and practice cycle in a teaching sequence. The sequence uses activities like questioning, speaking, and filling in blanks. 2. Explain the differences between clarification activities in two sample books. One facilitates interaction, the other is independent work. 3. Give examples from the samples of activities that support noticing and automatizing grammar processes. For noticing, one activity involves listening and filling in blanks. For automatizing, activities include discussion and answering questions.

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Mauricio Cristancho
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42 views

Students' Name: Marisol Quieoz Pote: Didactics Ii QUIZ: Teaching Grammar

This document contains a quiz about teaching grammar. It asks students to: 1. Identify stages of the present and practice cycle in a teaching sequence. The sequence uses activities like questioning, speaking, and filling in blanks. 2. Explain the differences between clarification activities in two sample books. One facilitates interaction, the other is independent work. 3. Give examples from the samples of activities that support noticing and automatizing grammar processes. For noticing, one activity involves listening and filling in blanks. For automatizing, activities include discussion and answering questions.

Uploaded by

Mauricio Cristancho
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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DIDACTICS II QUIZ: Teaching Grammar

Students’ Name: Marisol Quieoz Pote

Based on the textbook materials (Sample 1 and Sample 2) that your professor has provided, answer the
following questions:

1. Based on the material How to teach grammar Scrivener/ pp. 159-160, what stages from the
present and practise cycles can you identify in the teaching sequence presented in Book sample
1 (pages 1 and 2)? Write name of activities and instructions (to identify them) in one side of the
chart and stages they correspond to in the other side of the chart below.

Stages in present and Name of activities and instructions from Book sample 1
practice (e.g lead in,
clarification…)
Lead-in (Some and any)
In this part the teacher shows a picture of a kitchen and asks the
students what they can observe.
Teacher clarification (Grammar questions)
The teacher gives students examples of sentences and when should
be used it.
Restricted output (Speaking)
In this part, students have to establish a conversation or discussion
with a classmate about what objects are in each other's kitchen and
answer questions related to the topic.
Restricted output (Grammar)
Students have to fill blank spaces making use of the writing skill.
Restricted output (Listening and speaking)
In this case, students have to listen and fill the space according to the
recording.

2. Explain how the two types of “clarification” (see How to teach grammar Scrivener 1 and 2), the
one in Book sample 1 and the one in Book sample 2, are similar or different.

 The two books sample are pretty different. In book sample 1 the activities are designed to
generate interaction between teacher and students. The teacher guides the students in each
activity, providing them with clear examples and activities related to the subject. Also, students
make use of the main skills; listening, speaking and writing.

In the second book sample, students should only read and answer the question in the
worksheet, also, they do not have interaction with others.
3. Considering the processes explain in the document: “Nature of grammar learning process”
(noticing, automatizing), give examples of two activities in Book sample 1 and 2 that can be
related to supporting each of these processes, one for noticing and one for automatizing.
Explain how they are related to the aforementioned processes.

 Noticing:

1. Sample book 1 (3. Listening and peaking): In this part, students have to listen a description
and then, they have to notice grammatical features and at the same time they have to fill
the spaces.

2.

 Automatizing:

1. Sample book 1 (1. Speaking): In this case, the students have to establish a spontaneous
discussion about the objects in their kitchen, relating them to the context of each one,
internalizing the previous knowledge.

2. Sample book 1 (some and any): In this activity, students must answer the question
(what can you see?) according to the picture, they must answer immediately taking into
account previous information.

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