ENGLISH PROFICIENCY PROGRAM FOR TEACHERS

AND SCHOOL LEADERS

(Teaching Grammar Communicatively in the Philippines)

October 26-27, 2021

Bluewave Resort, Pio V. Corpus, Masbate
1
ENGLISH PROFICIENCY PROGRAM FOR TEACHERS
AND SCHOOL LEADERS
(Teaching Grammar Communicatively in the Philippines)

2
 Mediating
Grammar Presentations
and
Activities
© 2021 by Christopher Ott Mediating Grammar Presentations and Activities for the “Teaching Grammar
Communicatively in the Philippines” program,
sponsored by the U.S. Department of State and the Regional English Language Office in Manila; funding
provided by the U.S. government and
administered by English Language Programs, Georgetown University. This work is licensed under the
Creative Commons Attribution 4.0 License, except
where noted. To view a copy of the license, visit: http://creativecommons.org/licenses/by/4.0/
 Terminal Objectives

• Examine teaching approaches of grammar

 Terminal Objectives

• Examine teaching approaches of grammar

• Reflect on the common issues of teaching

 Terminal Objectives

• Examine teaching approaches of grammar

• Reflect on the common issues of teaching

• Create a grammar meme

 Seminar Objectives

In this seminar, we will:

• explore how to mediate grammar presentations and

activities
• discuss the importance of grammar in context
• examine the role of teachers and students in
grammar instruction
• reflect on how to use grammar activities for
communicative purposes
• try to have a bit of fun
 Seminar Objectives

In this seminar, we will:

• explore how to mediate grammar presentations and

activities
• discuss the importance of grammar in context
• examine the role of teachers and students in
grammar instruction
• reflect on how to use grammar activities for
communicative purposes
• try to have a bit of fun
 Seminar Objectives

In this seminar, we will:

• explore how to mediate grammar presentations and

activities
• discuss the importance of grammar in context
• examine the role of teachers and students in
grammar instruction
• reflect on how to use grammar activities for
communicative purposes
• try to have a bit of fun
 Seminar Objectives

In this seminar, we will:

• explore how to mediate grammar presentations and

activities
• discuss the importance of grammar in context
• examine the role of teachers and students in
grammar instruction
• reflect on how to use grammar activities for
communicative purposes
• try to have a bit of fun
 Seminar Objectives

In this seminar, we will:

• explore how to mediate grammar presentations and

activities
• discuss the importance of grammar in context
• examine the role of teachers and students in
grammar instruction
• reflect on how to use grammar activities for
communicative purposes
• try to have a bit of fun
 Mediating
Grammar Presentations
and
Activities
 True/False

When beginning a grammar lesson, I

always present the grammar rules first.
 True/False

Once I have taught a grammar rule, I

expect my students to understand it and
know how to use it.
 True/False

My students enjoy learning grammar rules.

 True/False

When beginning a grammar lesson, I

always present the grammar rules first.
 False

When beginning a grammar lesson, I

always present the grammar rules first.

Jumping directly to rules may seem

abrupt and may not allow a sense of
exploration and processing.
 True/False

Once I have taught a grammar rule,

I expect my students to understand it and
know how to use it.
 False

Once I have taught a grammar rule,

I expect my students to understand it and
know how to use it.

Learning grammar takes time and

continuous practice.
 True/False

My students enjoy learning grammar rules.

 True/False

My students enjoy learning grammar rules.

If yes, good; if not, try exploring approaches.

 Issues on Teaching Grammar

•Students’ lack of engagement/interest

•Students’ inability to communicate using the

target language

•Students’ lack of grammar knowledge

•Students’ fear of making mistakes

 Issues on Teaching Grammar

•Students’ lack of engagement/interest

•Students’ inability to communicate using the

target language

•Students’ lack of grammar knowledge

•Students’ fear of making mistakes

 Issues on Teaching Grammar

•Students’ lack of engagement/interest

•Students’ inability to communicate using the

target language

•Students’ lack of grammar knowledge

•Students’ fear of making mistakes

 Issues on Teaching Grammar

•Students’ lack of engagement/interest

•Students’ inability to communicate using the

target language

•Students’ lack of grammar knowledge

•Students’ fear of making mistakes

 Issues on Teaching Grammar

•Students’ lack of engagement/interest

•Students’ inability to communicate using the

target language

•Students’ lack of grammar knowledge

•Students’ fear of making mistakes

Communicative Grammar
Presentations
 Grammar Presentations: 3Es
After choosing a target structure, what do we need
to consider as we plan a grammar presentation?

1. How to expose students to target

language/grammar?

2. How to explain grammar rules? When?

Necessary?

3. How to engage students in meaningful and

interesting ways?
 Grammar Presentations: 3Es
After choosing a target structure, what do we need
to consider as we plan a grammar presentation?

1. How to expose students to target

language/grammar?

2. How to explain grammar rules? When?

Necessary?

3. How to engage students in meaningful and

interesting ways?
 Grammar Presentations: 3Es
After choosing a target structure, what do we need
to consider as we plan a grammar presentation?

1. How to expose students to target

language/grammar?

2. How to explain grammar rules? When?

Necessary?

3. How to engage students in meaningful and

interesting ways?
 Grammar Presentations: 3Es
After choosing a target structure, what do we need
to consider as we plan a grammar presentation?

1. How to expose students to target

language/grammar?

2. How to explain grammar rules? When?

Necessary?

3. How to engage students in meaningful and

interesting ways?
3Es
3Es
3Es
3Es
What do we mean by grammar in context?

• Presenting grammar rules and definitions of grammar

terms alone will not teach students how to use those
rules in meaningful communication.
• Fill-in-the-blank, multiple choice, and T/F worksheets
outside of a greater context only reinforce rules.
• Students need to see grammar as a way to
construct meaning.
What do we mean by grammar in context?

• Presenting grammar rules and definitions of grammar

terms alone will not teach students how to use those
rules in meaningful communication.
• Fill-in-the-blank, multiple choice, and T/F worksheets
outside of a greater context only reinforce rules.
• Students need to see grammar as a way to
construct meaning.
What do we mean by grammar in context?

• Presenting grammar rules and definitions of grammar

terms alone will not teach students how to use those
rules in meaningful communication.
• Fill-in-the-blank, multiple choice, and T/F worksheets
outside of a greater context only reinforce rules.
• Students need to see grammar as a way to
construct meaning.
 Exposure - PPP

• Criticism of Present Practice Produce (PPP)

• Student can complete grammar activities correctly during
the lesson but are unable to use target language
communicatively in the long term.
• This problem has been discussed as the non-interface
problem, in that there is no apparent connection between
explicit knowledge of the rules and implicit control of the
system.
• Presenting grammar communicatively allows students
to participate in navigating the form and meaning of
grammar.
 Exposure - PPP

• Criticism of Present Practice Produce (PPP)

• Student can complete grammar activities correctly during
the lesson but are unable to use target language
communicatively in the long term.
• This problem has been discussed as the non-interface
problem, in that there is no apparent connection between
explicit knowledge of the rules and implicit control of the
system.
• Presenting grammar communicatively allows students
to participate in navigating the form and meaning of
grammar.
 Exposure - PPP

• Criticism of Present Practice Produce (PPP)

• Student can complete grammar activities correctly during
the lesson but are unable to use target language
communicatively in the long term.
• This problem has been discussed as the non-interface
problem, in that there is no apparent connection between
explicit knowledge of the rules and implicit control of the
system.
• Presenting grammar communicatively allows students
to participate in navigating the form and meaning of
grammar.
 Exposure - PPP

• Criticism of Present Practice Produce (PPP)

• Student can complete grammar activities correctly during
the lesson but are unable to use target language
communicatively in the long term.
• This problem has been discussed as the non-interface
problem, in that there is no apparent connection between
explicit knowledge of the rules and implicit control of the
system.
• Presenting grammar communicatively allows students
to participate in navigating the form and meaning of
grammar.
Explaining Grammar
Explaining Grammar
 Explaining Grammar

• Explicit versus implicit

• Form, Meaning, Use

• Minimal, meaningful,
engaging
 Explaining Grammar

• Explicit versus implicit

• Form, Meaning, Use

• Minimal, meaningful,
engaging
 Explaining Grammar

• Explicit versus implicit

• Form, Meaning, Use

• Minimal, meaningful,
engaging
 Student Engagement

•Meaningful: grammar is not only about structural rules, but

about the meaning those structures create
•Students can explore grammar individually or with other
students
•Students should attempt to produce the structures in order
to internalize them.
 Student Engagement

•Meaningful: grammar is not only about structural rules, but

about the meaning those structures create
•Students can explore grammar individually or with other
students
•Students should attempt to produce the structures in order
to internalize them.
 Student Engagement

•Meaningful: grammar is not only about structural rules, but

about the meaning those structures create
•Students can explore grammar individually or with other
students
•Students should attempt to produce the structures in order
to internalize them.
 Review Questions

•What are the three aspects (3Es) of a grammar

presentation that should be considered before we teach?
•What do we mean by “grammar in context”?
•How can we engage students during a grammar
presentation?
 Review Questions

•What are the three aspects (3Es) of a grammar

presentation that should be considered before we teach?
•What do we mean by “grammar in context”?
•How can we engage students during a grammar
presentation?
 Review Questions

•What are the three aspects (3Es) of a grammar

presentation that should be considered before we teach?
•What do we mean by “grammar in context”?
•How can we engage students during a grammar
presentation?
Communicative Grammar
Presentation Model
Comicon + Pronoun Shift
Research on Filipino student errors

•Shift in pronoun use in relation to gender

•Use of prepositions in/at/on
•Active versus passive voice
•Subject verb agreement
•Observing correct noun-pronoun antecedent
G. Sumalinog, 2018
Research on Filipino student errors

•Shift in pronoun use in relation to gender

•Use of prepositions in/at/on
•Active versus passive voice
•Subject verb agreement
•Observing correct noun-pronoun antecedent
G. Sumalinog, 2018
Research on Filipino student errors

•Shift in pronoun use in relation to gender

•Use of prepositions in/at/on
•Active versus passive voice
•Subject verb agreement
•Observing correct noun-pronoun antecedent
G. Sumalinog, 2018
Research on Filipino student errors

•Shift in pronoun use in relation to gender

•Use of prepositions in/at/on
•Active versus passive voice
•Subject verb agreement
•Observing correct noun-pronoun antecedent
G. Sumalinog, 2018
Research on Filipino student errors

•Shift in pronoun use in relation to gender

•Use of prepositions in/at/on
•Active versus passive voice
•Subject-verb agreement
•Observing correct noun-pronoun antecedent
G. Sumalinog, 2018
Research on Filipino student errors

•Shift in pronoun use in relation to gender

•Use of prepositions in/at/on
•Active versus passive voice
•Subject verb agreement
•Observing correct noun-pronoun antecedent
G. Sumalinog, 2018
Comicon in Manila
 Comicon in Manila

Are you familiar with

Comicon?

An international convention
for comic book
and superhero fans to
meet, wear costumes, and
discuss all things comic
book related.
 Comicon in Manila

Are you familiar with

Comicon?

An international
convention for comic book
and superhero fans to
meet, wear costumes, and
discuss all things comic
book related.
 Last year Anna decided to go to Comicon in Manila.
Anna decided to bring Anna’s boyfriend Gibson. While Anna
was at Comicon, Anna saw a man wearing an amazing
costume. “The man’s costume is so cool!” Anna thought.
Gibson noticed that Anna was staring at the man in the
costume, and Gibson became jealous. Gibson wondered,
“Why doesn’t Anna like Gibson’s costume so much?” Anna had
not even looked twice at Gibson’s costume. After awhile Anna
told Gibson that Anna really liked Gibson’s costume and Anna
and Gibson both had a wonderful time.
 Last year Anna decided to go to Comicon in Manila.
Anna decided to bring Anna’s boyfriend Gibson. While Anna
was at Comicon, Anna saw a man wearing an amazing
costume. “The man’s costume is so cool!” Anna thought.
Gibson noticed that Anna was staring at the man in the
costume, and Gibson became jealous. Gibson wondered,
“Why doesn’t Anna like Gibson’s costume so much?” Anna had
not even looked twice at Gibson’s costume. After awhile Anna
told Gibson that Anna really liked Gibson’s costume and Anna
and Gibson both had a wonderful time.

Does this passage seem strange to you?

 How can we change this?

Last year Anna decided to go to Comicon in

Manila. Anna1 decided to bring Anna’s2 boyfriend Gibson.
While Anna was at Comicon, Anna3 saw a man wearing
an amazing costume. “The man’s4 costume is so cool!”
she thought. Gibson noticed that Anna was staring at the
man in the costume, and Gibson5 became jealous.
Gibson wondered, “Why doesn’t Anna like Gibson’s
costume so much?” Anna had not even looked twice at
Gibson’s costume. After awhile Anna told Gibson that
Anna really liked Gibson’s costume and Anna and
Gibson both had a wonderful time.
QUICK REVIEW

©Grammar Monster
 Let’s add some pronouns.

Last year Anna decided to go to Comicon in Manila. She

decided to bring her boyfriend Gibson. While she was at
Comicon, she saw a man wearing an amazing costume. “His
costume is so cool!” she thought. Gibson noticed that she was
staring at the man in the costume, and he became jealous.
Gibson wondered, “Why doesn’t she like my costume so
much?” She had not even looked twice at his costume. After
awhile Anna told Gibson that she really loved his costume and
they both had a wonderful time.
ANNA GIBSON THE MAN
 Language Analysis

•Shift in pronoun use in relation to gender

•Use of prepositions in/at/on
•Active versus passive voice
•Subject verb agreement
•Observing correct noun-pronoun antecedent
G. Sumalinog, 2018
 Check for understanding

• What pronouns were used in the passage?

She/he/her/him/his
• What forms do they take?
Subject/Object/Possessive
• When do these forms change? Meaning.
Depends on the antecedent’s gender and
position in the sentence.
• Why? Meaning.
To identify who is being referred to.
 Check for understanding

• What pronouns were used in the passage?

She/he/her/him/his
• What forms do they take?
Subject/Object/Possessive
• When do these forms change? Meaning.
Depends on the antecedent’s gender and
position in the sentence.
• Why? Meaning.
To identify who is being referred to.
 Check for understanding

• What pronouns were used in the passage?

She/he/her/him/his
• What forms do they take?
Subject/Object/Possessive
• When do these forms change? Meaning.
Depends on the antecedent’s gender and
position in the sentence.
• Why? Meaning.
To identify who is being referred to.
 Check for understanding

• What pronouns were used in the passage?

She/he/her/him/his
• What forms do they take?
Subject/Object/Possessive
• When do these forms change? Meaning.
Depends on the antecedent’s gender and
position in the sentence.
• Why? Meaning.
To identify who is being referred to.
 Check for understanding

• What pronouns were used in the passage?

She/he/her/him/his
• What forms do they take?
Subject/Object/Possessive
• When do these forms change? Meaning.
Depends on the antecedent’s gender and
position in the sentence.
• Why? Meaning.
To identify who is being referred to.
 Check for understanding

• What pronouns were used in the passage?

She/he/her/him/his
• What forms do they take?
Subject/Object/Possessive
• When do these forms change? Meaning.
Depend on the antecedent’s gender and position
in the sentence.
• Why? Meaning.
To identify who is being referred to.
 Check for understanding

• What pronouns were used in the passage?

She/he/her/him/his
• What forms do they take?
Subject/Object/Possessive
• When do these forms change? Meaning.
Depend on the antecedent’s gender and position
in the sentence.
• Why? Meaning.
To identify who is being referred to.
 Check for understanding

• What pronouns were used in the passage?

She/he/her/him/his
• What forms do they take?
Subject/Object/Possessive
• When do these forms change? Meaning.
Depend on the antecedent’s gender and position
in the sentence.
• Why? Meaning.
To identify who is being referred to.
 Question

In the previous presentation did we focus

more on the rule of the grammar structure or
on the meaning created by the structure in
context?
The Role of Grammar Activities
 The Role of Grammar Activities

•Improve students’ accuracy (use standard

grammar)
•Improve students’ fluency (speak and write
without pauses and get meaning across)
•Reorganize students’ knowledge, integrate
new knowledge into
old – that is, engage in restructuring.
 The Role of Grammar Activities

•Improve students’ accuracy (use standard

grammar)
•Improve students’ fluency (speak and write
without pauses and get meaning across)
•Reorganize students’ knowledge, integrate
new knowledge into
old – that is, engage in restructuring.
 The Role of Grammar Activities

•Improve students’ accuracy (use standard

grammar)
•Improve students’ fluency (speak and write
without pauses and get meaning across)
•Reorganize students’ knowledge, integrate
new knowledge into
old – that is, engage in restructuring.
 Types of Grammar Activities

•Controlled Activities - focus on accuracy

producing specific language items and also
give students a chance to personalize the
language and thus gives it more meaning
than just repeating what a teacher says.
 Types of Grammar Activities

•Free Activities - focus on fluency and give

students the freedom to experiment with
language and incorporate previously learned
language items into their communication.
 Controlled Practice Activities

•Story Chains
•Meme Maker
•Drills/Chants
•Two Truths and a Lie
•Dictogloss
•Guessing Games
•Grammar Recordings
 Controlled Practice Activities

Story chains

•Students sit in a group. The first student says: My name is

Joan and in my free time I play the piano. The next student has
to say: Her name is Joan and in her free time she plays the
piano. My name is George and in my free time I read books.
The third student has to say Her name is Joan and she plays
the piano. His name is George, and he reads books. My name is
Peter and I … etc.
 Controlled Practice Activities

Story chains

•This activity can be used to practice different grammar

structures. For example, the first student could say: My name
is Peter and I have never travelled by plane.
 Controlled Practice Activities
Grammar Memes
• Using the website https://imgflip.com students can
create their own grammar memes focusing on target
language to create dialogues or grammar rules and
share them with others electronically.
• Or they can be printed and brought to class for
students to give a presentation on grammar points in a
creative and engaging way.
• You could assign a group of students to investigate a
grammar point and present it to the class prior to
teaching that grammar in class.
• This could be a part of your (teacher) grammar
presentation.
 Controlled Practice Activities
Grammar Memes Teacher: Can you tell me two pronouns?
Me: Who? Me?
Teacher: Correct! Very good.
Controlled Practice Activities
Controlled Practice Activities
Controlled Practice Activities
 Controlled Practice Activities

Dictogloss
Controlled Practice Activities
Controlled Practice Activities
Controlled Practice Activities
Controlled Practice Activities
Controlled Practice Activities
Free Practice Activities

Free Practice
Role plays
Debates
Essay writing
Simulations
Discussions
Narratives
 Summary

•Presentations
Expose – grammar in context
Explain – minimal; explicit or implicit
Engage – meaningful
•Role of Grammar Activities
Accuracy
Fluency
•Grammar activities
Controlled
Free
 Summary Continued

Grammar should be addressed within

meaningful communicative contexts as one
element of language proficiency.
 Summary Continued

Instead of focusing on grammar rules

and diagramming sentences, teachers should
guide students towards an understanding of
how grammar functions.
 Summary Continued

Students learn how to use the form

rather than memorized conjugations that may
not be applicable across contexts.
Activity
 Grammar Plan Guide

Presentation
• How will you engage learners or arouse their interest?
• How will you introduce the target grammar item in context?
• What examples will you give? How can you make sure that the
examples are effective, memorable, and meaningful?
• How will you check learners’ understanding?

Controlled (Guided) Practice

• How will you help learners focus on the target grammar item?
• Is the practice activity contextualized?

Free/Communicative Practice
• How will you structure a safe environment for experimentation?
• How will learners employ the target structure to engage in
meaningful communication (speaking, writing)?
Grammar Plan Rubric
 “Language learning is about
knowing how to do it and staying
with it. Anyone can do it.”
*
Stephen Krashen
Thank you.
Para sa Bata,
Para sa Bayan.

To God be all the Glory