RULES OF

TEACHING
GRAMMAR
Teaching and Assessment of Grammar
 Lesson Objectives
Thus, at the end of this Chapter, you will be able to:

1 2 3
explain the different construct write sample lesson
rules of teaching narratives/situationer guide applying the
grammar; s that present different rules.
different rules in
teaching grammar
 Let's begin!
Task 1. Looking Back
*How do your English teachers teach grammar? Was it easy for
you to understand? Why or why not?
*How would you want your grammar lessons to be taught?
Introduction
As a future English teacher, it is not enough that you have memorized the rule of the
'correct usage' or 'good style'. For some time, there have been a lot of debate whether
grammar should be taught implicitly or explicitly.

An internationally recognized linguist and teacher trainer in the area of English

Language Teaching, Scott Thornbury, has proposed 6 Rules of Teaching Grammar.
Rule of Context
Rule of Use
Rule of Economy
Rule of Relevance
Rule of Nurture
Rule of Appropriacy
As Rutherford (1987) in Thornbury, (1996) observed: Theories of grammar...are not
theories of language acquisition".
Thornbury (1996, 2004) added that "the nature of our knowledge of language and of
language-learning processes is such that notions of optimally accurate and/or
effective rules are neither realistic nor desirable in a learning/teaching situation.
 Rule of Context
It is embedded and integrated into varied context, situations or any field of
study rather than a stand-alone activity. Teachers not just ask students to focus
on rules and diagramming but guide them in understanding how grammar
works in real communicative situations.

WHY? WHAT? HOW?

Language knowledge does Grammar teaching should Give real worlds scenarios and
necessarily guarantee consider form, meaning and use. examples.
language skills. Grammar should integrate Encourage interaction.
It provides avenue not just to aspects both language and Use authentic materials.
learn grammar use but for literature. Use scaffolding strategies.
meaning making too. Involves making connections Use literary pieces.
Every individual is creative between grammatical patterns You may use Inductive Method in
and has rich experiences. and the meaning of texts. teaching.
Teach in grammar context.
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.

Students are able to appreciate what they are

learning if they see how language works and is used
in real context.

Students should be able to see the relationship of

grammar points to how the target language is
actually used.
Rule of Use: WHAT?
"Teach grammar in order to facilitate the learners'
comprehension and production of real language, rather than as
an end in itself. Always provide opportunities for learners to
put the grammar to some communicative use." - Thornbury
(2004)
Students understand the concepts (grammar rules) better if
they are able to use and apply it in real communicative tasks.
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 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.
Rule of Use: HOW?
Provide for authentic samples of language use anchoring
on students' context.
Encourage students to identify usage patterns on how the
target language is actually used.
Provide opportunities for students to share insights and
ideas in class and give helpful feedback to improve
language use.
Instead of using grammar-based approaches, this rule
encourages teachers to employ communicative approaches,
that is, language is best learned through interaction.
Example of an activity using communicative approach is
prompt-based activity. Like the famous game -Guess Who?
Rule of Economy: WHY?
Language is primarily a skill, thus should be practiced
and used.

Just studying grammar will not in itself enable you to

use it.

Providing for more and more input may still not be

sufficient, for input should be "comprehensible".

Students who are at intermediate level and beyond may

need more opportunities for practice rather than
presentation of rules.
Rule of Economy: What?
Economise on presentation time in order to provide maximum
practice time. With grammar, a little can go a long way. - Thornbury
(2004)
The English curriculum should be decongested, focusing on relevant
grammar concepts.
Comprehensible input s language input that can be understood by
listeners despite the not understanding all of the words and
structures in it.
Providing comprehensible input and more time for language practice
help students acquire language naturally, rather than learn a
consciously.
A language learners' usage of the target language increases, so does
their level of comprehension.
Teachers should be able to strategize how to present grammar rules
efficiently and effectively.
Rule of Economy: HOW?
Plan your grammar lessons well. Sometimes the ones stipulated
the curriculum may be too much or too little depending on
students' level.
Be clear with your goal. What is your goal in teaching a certain
grammar point?
A lesson guide/ plan is helpful when creating relevant activities
for the topic that are "enough" for your class time.
Provide instructional scaffolding to enhance learning and id in the
mastery of tasks.
Use teaching scaffolds like the use of visual aids; example is
graphic organizer.
Graphic organizers like charts, concept maps, mind maps,
infographics and so on, help create visual images of how concepts
are related and provide for an effective way of organizing
information.
 Rule of Relevance
In this context, we define relevance as the "learning experiences that are either
directly applicable to the personal aspiration, interest, or cultural experiences of
student (personal relevance) or that are connected in some way to real-world
issues, problem and contexts (life relevance)" - (The Glossary of Education Reform,
2013).
Rule of Relevance: WHY?
"Relevant meaningful activities that both engage students
emotionally and connect with what they already know are
what help build neural connections and long-term memory
storage." - Briggs (2014)
Students may disregard important concept if they do not find
relevance to them.
Students become more interested to learn if they see the
importance and connection of the concepts thought in the
classroom to their real-life encounters.
Students may become disinterested in the things they already
know; thus, the teacher should start where they are.
If student acknowledge that the concept are worth knowing,
it will hold their attention and engage them.
Rule of Relevance: WHAT?
The rule of relevance prompts the language teachers to make earning
become more personal to the student.
"Teach only the grammar that student have problems with. This means,
start off by finding out what they already know. And don't assume that the
grammar of English is a wholly different system from the common
ground" - Thornbury (2004)
The Glossary of Education Reform (20130 points out two kinds of relevance
- the personal relevance and life relevance.

Personal Relevance - occurs when learning is connected to an individual

student's interest, aspiration, and life experiences.
Life Relevance - when learning is connected in some way to real-world
issue, problems and contexts outside of school.
Depending on the target language, teachers should teach grammar
concepts in relation to the students' mother-tongue.
Communicative tasks should cater to cultural differences. Teachers should
make sure that examples are accurate and appropriate for certain groups.
Rule of Relevance: HOW?
Provide examples that are grounded on how concepts learned are
used in the real world.
Let students experience authentic use of the language.
Provide opportunities for multi-layered projects like those that involve
research, community involvement, language immersion.
Create activities to showcase students' communicative abilities.
Let students watch movies where the target language is spoken by
native or non-native speakers.
Anchor your lessons on the real-world problems where the students
are able to see the importance of learning the target language.
Let students publish their poems, stories, etc.
Encourage students to build and create connections to what has been
taught and to what is happening in the real-world.
For example, if your teaching students Headline Writing, particularly
choosing headline verbs. You can also start your discussion on the
current situation in the Philippines regarding the fast spread of fake
news.
 Rule of Nurture
The affective components of learning are very important for students to
be able to make measurable gains in acquiring and manipulating
knowledge. Teachers need to be strategic in cultivating positive and
healthy learning environment for the students.
Rule of Nurture: WHY?
A nurturing environment is a learning-rich environment.

Students need to feel that the classroom is a place for trial

and error and learning from mistakes.

Teacher should be able to provide a conducive learning

environment.

Reinforce self-esteem.
Rule of Nurture: WHAT?
"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. - Thornbury (2004)

"A teacher who builds positive relationships with students

decreases the affective filter, or level of discomfort in the
classroom and students perform better. Teachers who make
connections between old and new knowledge and tie both into
the real world also have students who perform better." - Adams
(2015)

"One obstacles that manifests itself during language acquisition

is the affective filter, that is a 'screen' that is influenced by
emotional variables that can prevent learning. This hypothetical
filter does not impact acquisition part of the brain." - Krashen
(2004)
Rule of Nurture: HOW?
Get to know your students and allow them to know you as
well.
Create sense of order through clear behavioral and
academic expectations.
Utilize communal games and activities.
Provide constructive feedback and allow students to learn
from their mistakes.
Celebrate success and class achievements.
Choose appropriate teaching methods.
Teachers may use the teaching method named
Suggestopedia/ Desuggestopedia by Georgi Lozanov, this
also supported by Krashen's Affective Filter.
 Rule of Appropriacy
This rule, according to Thornbury, suggest that teachers should be able to apply these
rules of teaching grammar according to the aforementioned differences. Whether you
put premium to a grammar-driven classroom at all, it is a responsibility to identify
what is best for your students.
Rule of Appropriacy: WHY?
People who are more different than they are alike. Teachers have to
respond to the diversity of learners.

Thess individual differences in a language classroom can make for

success or failure in attaining the goal of acquiring the target
language.

Regardless of how diverse the classroom is, students should be

given equal opportunity to learn and achieve their goals.

Teachers need to evaluate what students really need and design

classroom activities suited to their needs.

The teaching-learning process should be student-centered.

Rule of Appropriacy: WHAT?
Teachers should design classroom activities not just according
to efficiency, but also appropriacy.
Grammar practice and communicative tasks should suit to the
"context" of each learner.
What do they already know? What do they need to know
immediately? What do they need to know in the future?
Teachers should consider the individual differences of students
and use this plan an effective and productive teaching-learning
process.
Rule of Appropriacy: HOW?
Teachers may conduct needs assessment analysis or diagnostic
tasks to gain necessary data on students' proficiency level and
needs.
Talk to your students and let them share their language
learning challenges and how they want to be supported.
Determine your students' learning styles, previous learning
experiences and present expectations.
Take into considerations all other rules of teaching grammar.
Start where your students are.
That's all. Thank you for listening!
GROUP 3 MEMBERS
ARCEO, ALEXA ROSE
DELOS SANTOS, DENIEL ANN
GOMEZ, MARICAR C.
MABUYAO, KC
MARTIN, MAICA
MARTIREZ, RACHEL MAE V.
PEDUCA, TRISHA CAMILLE
SABANGAN, MARICAR
SALOR, JUDIAH LEIGH
TESALONA, JULIANNA