STRUCTURES OF
ENGLISH
RYAN A. BRADECINA
[email protected]
09672862164
I am ________________
The following class
policies are explicitly
stated here for proper
guidance and to help
protect the fairness in
evaluating
the student’s
performance in this
course.
1. Attendance
Students are expected to attend
all lectures regularly. Going in and
out of the class during the
session is disregarded. A student
who incurs absences of more
than 20% of the total contact
hours during the semester shall
fail and earn no credit for the
course.
2. Punctuality Classes
will start on time, so
students are expected
to come to class as
scheduled.
3. No cellphone
allowed during
the discussion
and examination.
4. Dress code.
Students are
expected to be
always in proper
attire in
teaching/learning
5. ID. Students
must wear their IDs
while on the school
premise
6. Any student connecting late for a
class at least three times (3x) shall be
counted as one absence.
Attendance will be checked by the
professor after 30 minutes from the
start of the scheduled class. Three (3)
unexcused absences merit an
automatic grade of “FA.” Additionally,
leaving the class early way before
proper dismissal shall also be
considered absent.
7. Absolutely, no
cheating in any form is
restricted. If a student is
caught cheating, his/her
paper/requirements will
not be accepted or
graded.
8. It is important that
students must take the
exams during specified
schedules. No makeup
exams are
allowed unless due for
valid reasons. Missed
quizzes are not given
make-ups
9. Normally, no
“INCOMPLETE” or “INC” grade
shall be issued therefore, it is
important that the student
shall
settle all his/her academic
requirements for this course.
It is either the student
receives a passing grade or a
grade of “F.”
10. The students
are expected to
exhibit proper
decorum and
deportment in
class.
11. In fairness to students who put in an
honest effort, cheaters will be treated
accordingly. Any evidence of cheating will
result in a score of zero (0) on that
assignment or examination. Cheating
includes but is not limited to bringing notes
or written or electronic materials into an
exam or quiz, using notes or written or
electronic materials during an exam or quiz,
copying another person's exam or quiz, or
allowing someone to
copy your exam or quiz, and having someone
take an exam or quiz for you. Incidences of
cheating will be reported to Student
Disciplinary Committee, which may
administer additional punishment.
This course is
offered as a basic English
subject for the diffirent
courses– English Program. It
covers a basic review of the
instances (structures) of
grammar of the English
language and their correct
usage. It involves a
thorough analysis of the
structure classes from the
The course
focuses on the basics of
grammar. It emphasizes the
different structures of
English. This course
shows how to construct
simple and complex
sentences correctly. The
students will experience
how to develop their writing
and speaking skills by
Regular Attendance 15%
Active Participation 10%
Graded Activities 10%
Quizzes 15 %
Prelim, Midterm 50%
Pre-Finals and Final Exams
Previous Grade 30%
Prelim, Midterm 70%
Midterm 30% Pre-Finals
70%
Pre-Finals 30 % and Final
Exams 70%
Email output to:
[email protected]
u.ph
Email output to:
[email protected]
u.ph
Email output to:
[email protected]
u.ph
Any comments?
Email output to:
[email protected] u.ph
Any comments?
Email output to:
[email protected] u.ph
ACTIVITY #
1
[CLASS DISCUSSION]
Email output to:
[email protected]
u.ph
LANGUAGE TEACHING
THEORETICAL
CONTRIBUTIONS FROM METHODS AIDS
LINGUISTICS, AND AND
PSYCHOLOGY, AND TECHNIQUES
SOCIAL SCIENCE
EQUIPMENT
COMMUNICATIVE COMPETENCE
FUNCTIONAL/
STRATEGIC PRAGMATIC SOCIOLINGUISTIC DISCOURSE LINGUISTIC
COMPETENCE COMPETENCE COMPETENCE COMPETENCE COMPETENCE
What is Grammar?
“Grammar is the business of
taking a language to pieces
to see how it works”
- David Crystal
•Language user’s subconscious internal
system
•Is the system of language
•Is a set of “rules” of a language
•Is the mental system of rules and
categories that allows humans to form
and interpret the words and sentences
of their language
•Is used to fine-tune the meanings we
wish to express
•Adds meanings that are not easily
inferable from the immediate context
The kinds of meanings realized by
grammar are principally:
• Representational – that is, grammar
enables us to use language to describe
the world in terms of how, when and
where things happen
Example:
The sun sets at 7:30.
The children are playing in the garden.
•Interpersonal – that is
grammar facilitates the way
we interact with other people
when, for example, we need to
get things done using
language.
Example:
•There’s a difference between:
Tickets!
Tickets please.
Can you show me your tickets?
May I see your tickets?
Would you mind if I had a look at
your tickets?
D:\Undergrad\Eng109_Structures of English\Grammar Matters.mp4
Assignment
Why should
you learn
grammar?
SEVEN ARGUMENTS
FOR PUTTING GRAMMAR
IN THE FOREGROUND IN
SECOND LANGUAGE
TEACHING
Why learn Grammar?
• Attitudes to Grammar
The case for Grammar
• 1. Sentence-machine Argument
–Learning language through items (item &
system learning)= no generating novel
utterances: because of unlimited number
of items.
–Grammar is, then, important to generate
regularities in a language in terms of
unlimited number of novel utterances.
–If you have linguistic creativity and
vocabulary, you can produce limitles
number of meanings through sentence-
making machine (grammar)
2. Fine-tuning Argument
• Grammar is not merely a lexical system although
communication is possible with simply stringing
words or phrases together.
• Grammar serves as a corrective against the
ambiguity both in terms of intelligibility and in
terms of appropriacy. Look for the below
erroneous examples which confuse the reader.
3. The Fossilization Argument
• To some extent, you can reach an
amazing level of proficiency if you
are highly motivated and with a
particular language aptitude.
• Without instruction=risk of
fossilization
4. The Advance Organizer
Argument
• Grammar instruction might have a
delayed effect. It acts as a kind of
advance organizer for later
acquisition of a language:
–Through noticing (conscious
learning & unconscious
learning
5. The Discrete Item Argument
• Creating discrete items: neat
categories organized for digesting.
“Verbs” and “sentences” are in broad categories as they could be put
into further sub-categories.On the otherhand, “definite articles” and
“present tense” could not be sub-categorized.
6. The Rule-of-Law
• Teaching and learning=
transmission
• As in instıtutional learning= rule,
order and discipline are higly
valued
• Effective in large classes with
unmotivated learners
• Grammar offers the teacher a
structured system that can be
taught and tested in
methodological steps in such an
teaching environment.
7. The Learner expectations
argument(against grammar-focused
instruction)
• Many learners come to language classes
with fairly fixed expectations as to what
they will do there that are derived from
past classroom experiences and where
teaching is being just a matter of
transmission.
–Learnings in non-classroom settings
(through self- study, immersion in the
target language culture.
–Beliefs about the efficiency and
systematicity of classroom
teaching(unnatural environment)
The case Against
Grammar
1. The knowledge-how argument
•Knowing what is involved in riding a bike is not knowing how to
ride
•Knowing Vocabulary and grammar is not riding bike. Like bike
riding you learn it by doing it, not by studying it.
•Experimental learning=learning–by-doing
•Learners may not translate rules into skills
2. The communication argument
• Do you drink?= (a) present tense
(b) offer
Relevance of grammar instruction
•In the communicative
competence model, the purpose
of learning grammar is to learn
the language of which grammar is
a part. Instructors, therefore teach
grammar forms and structures in
relation to meaning and use for
the specific communication tasks
that students need to complete
DOES GRAMMAR MATTER?
Paper 3:
How should grammar be learned?
Based on your context or the nature
of your class, respond to the
question above.
Follow the parts given in the next
slide.
Criteria: Content – 25 pts; Accuracy
– 15 pts; Style – 10 pts
Format
• Current Practice
–How is grammar taught in your school?
Discuss the practices of the language
teachers. Indicate the reasons for the
utilized methods/strategies.
• Recommendations
–Considering the practices, what other
strategies could you recommend? How
can grammar teaching be more effective?
Mechanics for Topic Presentation
• Come up with a 20-minute creative
and research-based presentation
of your content. (Input & Practice)
• Be guided by these criteria:
Presentation Skills – 30 pts;
Content – 40 pts; Creativity – 30
pts
