REGION V

SCHOOLS DIVISION OF MASBATE PROVINCE

Division Training-Workshop
Division Training-Workshop on Grammar
on Teaching
Teaching Grammar Communicatively
Communicatively
October 26-27, 2021
Bluewave Resort, Pio V. Corpus, Masbate
1
TRAINING PROPER
Session 3: Integrating Grammar into
a Skill-Based Lesson

HAROLD BENJIE B. BORREL

Facilitator
Cataingan NHS
 Terminal Objective:

At the end of the 2-hour session, the

participants shall be able to create own activity
showing the integration of grammar teaching into
language skills instructions
 Enabling Objectives:
In this training-workshop, the participants shall be able to:

● Understand why grammar and language skills shall be taught

together
● Identify ways in which grammar teaching and language skills
instruction can be integrated
● Explore ways to create or adapt materials to meet students need
AGENDA
 Tell one thing you learned from our
session “Ways of Mediating Grammar
Instruction and Activities.”
prfttttf
GRAMMAR REVIEW
 The rangers, the explorers, or the
camper (see, sees) the bear.

●Sees
If the individual parts of the compound subject are
joined by or or nor, use the verb form (singular or
plural) which will agree with the subject closer to the
verb.
The class turn in (its, their) assignments
by Friday.

●Their
If we are actually referring to the individuals with
the group, then we consider the noun plural. In this
case, we use a plural referent pronoun.
Change from Active to Passive Voice:
We took our children to the circus.

●The children were taken to the

circus by them.
The passive voice is formed by using a form of the auxiliary verb “be”
(be, am, is, are, was, were, being, been) followed by the past
participle of the main verb.
Change from Declarative to Interrogative sentence:
She cleaned up your room.

● Did she clean up your room?

To change a declarative sentence into an
interrogative sentence, first look for the verb in the
given declarative sentence. Next, shift the verb
(usually in the beginning) before the subject.
 AGENDA
\
 What is Integrated Language Teaching?

Integrated skills that focus on the four main English

skills: Reading, Writing, Speaking and Listening

-through a ‘’Communicative
Language Teaching ’’ methodology.
 The Tapestry Approach
• The Tapestry of Language Learning: The Individual in the
Communicative Classroom.
Scarcella, Robin C.; Oxford, Rebecca L.

The analogy of a tapestry is used to provide instructional

techniques and practices to help teachers of English as a Second
Language (ESL) "weave" together environmental factors (classroom
interaction, input) and learner cognitive, affective, and social
characteristics (learning styles, strategies, motivation) according to the
needs of the learner.
THE TAPESTRY OF LANGUAGE LEARNING

Robin C. Scarcella and Rebecca Oxford

‘’TAPESTRY APPROACH’’
Weaving and Learning are developmental processes.
-Weavers work with colored threads.
-Learners work with vocabulary, grammar and discourse.
 THE TAPESTRY OF LANGUAGE LEARNING

Robin C. Scarcella and Rebecca Oxford

‘’TAPESTRY APPROACH’’

Analogy: Weavers require stable looms to turn out quality tapestries;

WHILE learners purposes and needs are fundamental to language
development.
 TAPESTRY APPROACH
Diposting Oleh Rydha's note on Selasa, 24 July 2012

● Tapestry approach is learning approach which has purpose to

make students become more active in language learning by
giving material matched to the skills, abilities, goals,
backgrounds, and interest of student. The materials are arranged
well so students attract to follow the learning process. This
Learning approach is flexible because the material can be
rearrange/recycle when it doesn’t match with students’ needs and
goals anymore.
 The Tapestry

● A positive mixture of:

The teacher’s teaching style

The student’s learning style and motivation
A supportive and resourceful setting
THE TAPESTRY OF LANGUAGE LEARNING

Robin C. Scarcella and Rebecca Oxford

‘’TAPESTRY APPROACH’’

INTEGRATIVE IN NATURE
 INTEGRATED-SKILLS APPROACH
● The integrated-skills approach, which incorporates listening,
speaking, reading, and writing, has become a new trend in
EFL contexts because it is believed it is an effective
approach to develop students' communicative competence
and the ability to use English to gain access to social,
vocational, educational, or professional opportunities.
● Integrated-skills approach presents all language
skills in conjunction with each other so that the
learners do not only know the language they are
learning but also are able to use it natural
communication.
 Integrated-skill approach Vs. Segregated-skill approach

• Four primary skills: listening, • Language for

reading, speaking, and writing
language’s sake
• Associated skills: knowledge
of vocabulary, spelling, • Emphasis not on
pronunciation, syntax, learning for authentic
meaning, usage communication
• The skill strand of the
• No connections
tapestry leads to optimal
second and/or foreign between language and
language communication real life use
when the skills are
interwoven during instruction
When preparing for Integrated-skill lessons:

● Identify students’ needs – which skill they need more

focus on and which grammar item can come across
better through which skill.
● Choose the content for integrated teaching carefully.
 LET’S PRACTICE!

Change the following sentences into a reported

speech,
FOLLOWING THIS: (‘’X said +pronoun +verb + rest of the sentence)

1.Samantha: I have performed on stage.

 LET’S PRACTICE!

Change the following sentences into a reported speech,

FOLLOWING THIS: (‘’X said +pronoun +verb + rest of the sentence)

1.Samantha: I have performed on stage.

Answer: Samantha said she had performed on stage.
 LET’S PRACTICE!

Change the following sentences into a reported speech,

FOLLOWING THIS: (‘’X said +pronoun +verb + rest of the sentence)

1.Samantha: I have performed on stage.

Answer: Samantha said she had performed on stage.

2. Tana: I’ve flown an airplane.

 LET’S PRACTICE!

Change the following sentences into a reported speech,

FOLLOWING THIS: (‘’X said +pronoun +verb + rest of the sentence)

1.Samantha: I have performed on stage.

Answer: Samantha said she had performed on stage.

2. Tana: I’ve flown an airplane.

Answer: Tana said she had flown an airplane.
 LET’S PRACTICE!

Change the following sentences into a reported speech,

FOLLOWING THIS: (‘’X said +pronoun +verb + rest of the sentence)

1.Samantha: I have performed on stage.

Answer: Samantha said she had performed on stage.

2. Tana: I’ve flown an airplane.

Answer: Tana said she had flown an airplane.

3.Chris: I’ve travelled to 30 countries.

.
 LET’S PRACTICE!

Change the following sentences into a reported speech,

FOLLOWING THIS: (‘’X said +pronoun +verb + rest of the sentence)

1.Samantha: I have performed on stage.

Answer: Samantha said she had performed on stage.

2. Tana: I’ve flown an airplane.

Answer: Tana said she had flown an airplane.

3.Chris: I’ve travelled to 30 countries.

Answer: Chris said he had travelled 30 countries.
 WORKSHOP (Group Work)

● Demonstrate a class activity that integrates grammar into a

skill-based lesson.
A philosopher once said, ‘Half of good
philosophy is good grammar.’

~A. P. Martinich