GRAMMAR IN

ISOLATION VS.
GRAMMAR IN CONTEXT
Reporters:
Arugay, Aubrey
Lapara, Heaven’s Angel
Palma, Aisha
 GRAMMAR IN
ISOLATION
• Grammar is taught as
separate topic to make sure
the pupils recognize the
rules and regulations of
grammar.
• E.g. : past tense, present
tense, irregular verbs
GRAMMAR IN
CONTEXT
• Integrate grammar in
everyday teaching Also
applicable while teaching
other skills.
• E.g. : listening ,writing
speaking and language arts
 GRAMMAR IN GRAMMAR IN
ISOLATION CONTEXT

• Focus on form and meaning • Focus on form, meaning and

only.
• Language acquisition
exercise involving repetition,
manipulation, and,
grammatical transformation.
usage.
• Language learning requires a
commitment to teach.
M-U-F FRAMEWORK MEANING USE FORM
• MEANING

- For the first step, teachers introduce a new language to

children in MEANINGFUL CONTEXT to help the
children understand the meaning of the language that
they are learning.
WAYS TO CREATE MEANING
• Set situations or dialogues that are fun for children
using dolls or other media. (puppet show).
• Using stories.
• Playing dramas
• Using Total Physical Response (TPR)
• Using pictures
• Using children’s experiences as learning materials.
USE
• After children are exposed to English language
through the situations manipulated by teachers, they
also need opportunities to use English to
communicate with others.
• They may use the language to play or to act in plays.
SAMPLE OF ACTIVITIES

• Games
• Information gap
• Quiz
• Plays
• Giving and following instructions to do or making
something.
• Creating funny rhythms or songs.
FORM
• Children are subconsciously notice form of language
(grammar) and tend to use language naturally in
accordance with their need.
• Thus, teachers have the responsibility to attract children’s
attention to language forms during English lesson, which
means that the teachers are making the children aware of
accurate language use both orally and written.
• Children need certain conditions to make them
understand meanings of English vocabularies and
to use the language in natural context.
• This means that the teachers have to introduce
the language form with meaningful context, which
to make the children feel motivated to use English
as well.
 STRATEGIES
• Games—children raise their right hands if teacher says singular
animals, and their left hands if teacher says plural animals.
• Writing—completing sentences, arranging words into good
sentences, or completing dialogues.
• Activities that increase students’ awareness on grammar—
teacher asks “What is similar about these sentences?
●He is talking
●She is listening
●They are eating at the restaurant
ENSURING THAT
THE GRAMMAR
ASSESSMENT
TEST IS PRECISE
• Grammar knowledge has to be put into use when
comprehending or producing language.

• Grammar items in a language test encouraging

examinees to apply certain structure in order to make
certain meaning can better assess examinee's
knowledge of language forms.
• Characteristics of the input that need to be considered in
writing, reading and listening passages.

• Ensure that skills and knowledge that are unrelated to the

target construct do not influence test-taker performance

• Ensure that questions are not interdependent.

• Use the most appropriate scoring approach for scoring

responses to each task..
THE END