Test I.

Grammar Concepts and Arguments in Teaching Grammar

Directions: Identity what is being asked on the following statements below? Choose the letter of your answers
from the box and write it on the space provided for.

grammar positive feedback written grammar interpersonal slips

fossilization grammaring negative feedback grammaticalization spoken grammar
error grammatical assessment representational attempt metalinguistic feedback

______________________1. This indicates that grammar promotes how we connect with others, such as getting
things done through language.
______________________2. It is the capability of using grammatical structures correctly, precisely, and
meaningfully in one's writing.
______________________3. This type of grammar is more to conventional rules of grammar, and its vocabulary
is more precise and formal.
______________________4. The rules of a language governing the sounds, words, sentences, and other
elements,
as well as their combination and interpretation.
______________________5. Teachers usually utilize this type of feedback to influence a student's conduct,
whether it's to cease a disruptive behavior or to encourage students to work
harder on a task.
______________________6. These are mistakes that students make when they try to say something but do not
yet know how to say, for example, to follow a rule in grammar.
______________________7. Grammar helps us to characterize the world in terms of how, when, and where
events occur.
______________________8. In this type of grammar, the speakers usually do not pay much attention to
lexical content and meaning. It is flexible in its word order and must less strict
that its counterpart.
______________________9. These are instances when students cannot correct themselves even after the
incorrect
usage of grammar is pointed out.
______________________10. It is the process by which grammar is created.

______________________11. These are mistakes in which students can correct themselves once the mistake has
been pointed out to them.
______________________12. This is a core aspect in English language teaching that helps the teacher to
determine
the student’s proficiency, i.e. in grammar.
______________________13. This type of feedback is either a word, a piece of information, or a question about
how well-formed the student's speech is, but it doesn't give the correct form
outright and explicitly.
______________________14. It is process in which incorrect language becomes a habit and cannot easily be
corrected, unless the learner sees a reason to do so.
______________________15. This feedback is not only used to praise students’ efforts and behaviors, but is also
an effective way to modify behavior.

Test II. Essay

A. Arguments on Why Grammar Should be Taught
Direction: According to Thornbury (1999), there are many arguments for putting grammar in the foreground
in second language teaching. In your own understanding, discuss the following arguments with brevity. (5pts
each).
1. Sentence-machine argument 5. Discrete-item argument
2. Fine-tuning argument 6. Rule-of-law argument
3. Fossilization argument 7. Learner-expectations argument
4. Advance-organizer argument
B. Approaches in Teaching Grammar
Directions: Provide examples of teaching situations in which the following approaches could be implemented.
(5pts each). Explain why such example fall into that specific approach.
a. Inductive approach
b. deductive approach
c. functional-notional approach

C. Sentence Diagramming
Direction: Diagram the following sentences. (5pts each).
1. He left early in the morning.
2. I ate cereal with strawberries on it.
3. The very tasty dessert had been prepared quite easily.
4. After tomorrow, Grace will be a college graduate.
5. The cars loudly honking their horns disrupted my sleep.
6. Anxiously, we have been waiting and waiting.

Prepared by: Miss Faith Lanie Q. Lumayag, LPT, MAEd

School of Education