Assessment participant tasks

Engaging with grammar:

different approaches
Knowing the subject

Name Hazem Mahmoud Alzghoul

School/institution Omar Bin ElMuktar

Date 2-12-2023
 ASSESSMENT Participant tasks
Engaging with grammar: different approaches

Module Engaging with grammar: different approaches

Professional Knowing the subject
practice and
element • Selecting appropriate methodology and resources for introducing
and practising specific areas of the target language and language
skills including grammar
The aim of these tasks is to assess to what extent you can:
• identify and understand inductive and deductive approaches to presenting
grammar
• summarise and evaluate a range of techniques for introducing grammar
• plan the presentation stages of a grammar lesson using an inductive approach.
Including to what extent you can reflect on and apply this knowledge and
understanding to your teaching context and learners.
Time Recommended 40-60 minutes

Mark scheme
Task 1A One mark for each correct answer /10
Task 2A Two marks for each correct answer /10
Task 2B should include:
• choice of an appropriate technique and an inductive approach /5
• choice of grammar and activities relevant to your learners’ needs and /5
context
• clear staging and description of lesson /5
• reflection on your strengths, what you could improve and how.
/5
Total score /40

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 ASSESSMENT Participant tasks
Engaging with grammar: different approaches

Task 1 (10 marks) KNOWLEDGE AND UNDERSTANDING

Choose the best answer.

1. An approach which practises language in context followed by an analysis of the
target language is:
inductive. deductive. dictogloss.

2. Giving learners a task where they identify examples of a particular language item
and work out the rules is known as:
task-based. deductive. guided discovery.

3. A technique that is inappropriate for young children is:

practising then presenting. personalising. dictogloss.

4. Disadvantages of this technique are that it is teacher-centred and focuses on form

rather than meaning.
comparing own language and English dictogloss guided discovery

5. With this approach the teacher needs to very carefully choose a short text.
dictogloss task-based learning using a reading

6. This technique is appropriate for use with all ages and large classes.
using reading practising then presenting explaining directly

7. A technique that uses classroom objects is:

using a timeline. using realia. using a song.

8. It is necessary to explain grammar sometimes because learners need:

to communicate. to write the grammar rules. to notice grammar.

9. An example of a deductive approach activity is:

explaining past tense rules. using a substitution table using pictures
to talk about hobbies. to tell a story.

10. An advantage of this approach is that it simplifies explanations of verb tenses.

comparing own language and English using a chart using a timeline

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 ASSESSMENT Participant tasks
Engaging with grammar: different approaches

Task 2A (10 marks) PREPARATION FOR APPLICATION

Match the advantages of using the approach to the approach to presenting

grammar. Use each approach once.
Use each idea once only. There are two you do not need.

1. All learners like talking about themselves and their interests.

Using a timeline

2. Learners are supported to produce the correct forms.

Using realia

3. Learners respond well to visual diagrams.

Using a chart

4. Older analytical learners may prefer this way of learning.

Using a timeline

5. Learners become less dependent on the teacher.

Guided discovery

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 ASSESSMENT Participant tasks
Engaging with grammar: different approaches

Task 2B (20 marks) APPLICATION

1. Plan a lesson to present grammar using an inductive approach. Choose a
technique appropriate to your learners and context. Complete the planning
form. Remember to provide a context and clear focus on meaning!

Planning form

Level of Intermediate Number of 30

English learners

Subject Present continuous Topic/context preent continuous

Age 15 Hours per 4
week/course
Aim(s) Max 20 words
Students will recognize and use the present continuous tense

Resources/ Max 20 words

materials large pictures of people performing different common actions: talking,
reading, walking, etc.

Grammar Max 20 words

focus We use the present continuous to talk about temporary things which
have begun but haven't finished.

Anticipated Max 40 words

difficulties Students still have very limited vocabulary.There is not a lot of time in
this lesson to teach the spelling rules for forming the present
continuous tense.

Stages (Note: use only the number of stages you need) Interaction e.g.
pairs
Max 60 words pairs

Introduction :Tell your students “Stand up.” Say & write on the
board “You are standing.” Repeat with several other known
commands to the class or various individuals. In each case, ask
what he, she, or they are doing. Write it on the board: “You’re
sitting,” he’s reading,” “she is writing,” “I’m talking,” etc.

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 ASSESSMENT Participant tasks
Engaging with grammar: different approaches

Max Presentation
60 words (10-15 min.)

Point out the rule: We form the present continuous tense with the
verb “to be” and an active verb with an “-ing” ending. (Write on the
board: “Present continuous tense: be + ing.”) The present continuous
tense tells what is happening right now. Show sentences from the
Introduction as examples.
Max 60 words pairs
Practice: Demonstrate by miming an activity and asking, “What am
I doing?” Then have students mime various activities to their
partners and ask that. (During the demo, write it on the board). The
partners guess, then take their turns at miming.

Max 60 words In groups

Evaluation ) Group Competition:

Student groups write present continuous tense sentences

about a picture with lots of activity .Divide students into
groups of 3 or 4. (Try to make groups as evenly matched as
possible, with more and less proficient students in each.

Max 60 words

2. Use your lesson in your classroom.

Self-reflection
3. After the lesson, think about what happened and answer these questions.

Positives What went well? Why?

Max 60 words practising:students like using present continuous in real situation

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Engaging with grammar: different approaches

Issues What didn’t go well? Why?

Max 60 words Some students do not like competition, due to either personality or
culture.

Changes What would you change? Why? What could you do differently next
time?
Max 60 words Convert the evaluation activity from a competition to a whole-class
collaboration. See the end of the lesson.

That is the end of the assessment.

Before you submit your assessment, ask yourself these questions:

• Did I answer all the questions in Task 1, 2A and 2B?

In Task 2B did I:

• choose an appropriate technique and take an inductive approach

• choose grammar and activities relevant to my learners’ needs and context
• clearly stage and describe my lesson
• reflect on my strengths, what I could improve and how?

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 ASSESSMENT Participant tasks
Engaging with grammar: different approaches

Feedback sheet
Name

School/Institution

Date

Task 1A – Knowledge and understanding

Total Max 10

Task 2A – Preparation for application

Total Max 10

Task 2 – Application

Criteria Score Marks

Approach is inductive and choice of technique is appropriate Max 5

to learners and context

Choice of grammar and activities is appropriate and relevant Max 5

to learners’ needs and context

Lesson is clearly staged and described; resources used are Max 5

appropriate

Reflection notes show awareness of strengths, what to Max 5

improve and how

Total Max 20

Overall score

Excellent Successful Development MAXIMUM

(30–40) (16–29) needed 40
(0–15)

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 ASSESSMENT Participant tasks
Engaging with grammar: different approaches

Feedback comments

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