E-PORTFOLIO IN EL108

(TEACHING METHODS)
SUBMITTED BY: AIRA P. URBIZTONDO

SUBMITTED TO: DR. ELVIE LYKA DURAN

TABLE OF CONTENTS
1. THE DEDUCTIVE APPROACH
2. INDUCTIVE APPROACH
3. THE FUNCTIONAL-NOTIONAL APPROACH
4. TEACHING GRAMMAR IN SITUATIONAL CONTEXT
5. TEACHING GRAMMAR THROUGH TEXT
6. TEACHING GRAMMAR THROUGH STORIES
7. TEACHING GRAMMAR THROUGH SONGS AND RHYMES
8. DIAGRAMMING SENTENCES
9. LEARNING THROUGH WRITING
10. INTERACTIVE TEACHING
11. PPP
12. REFLECTION
THE DEDUCTIVE APPROACH
■ Deductive teaching is a traditional approach in which information about target
language and rules are driven at the beginning of the class and continued with
examples. The principles of this approach are generally used in the classes where
the main target is to teach grammar structures.
ASSESSMENT EXAMPLES:
1. Teacher writes examples of simple present and simple past sentences, the explain the difference
between the two. After the lecture worksheets and handed out and students are asked to convert simple
sentences from present to past.
2. Ask student to make a sentence using adjective.
3. The teacher will provide a sentence and students will encircle the adjective.
4. 4. Teacher will provide a sentence that hs grammatical errror and students will change the grammar
errors into thecorrect structure of grammar to make the sentence free from grammar errors
5. 5. Teacher will provide, a sentence that has missing words and students will be the one to find the word
that is appropriate to the sentence.
INDUCTIVE APPROACH
■ An inductive approach involves the learners detecting, or noticing, patterns and working out a 'rule'
for themselves before they practise the language.Most inductive learning presented in course books
is guided or scaffolded. In other words, exercises and questions guide the learner to work out the
grammar rule.
ASSESSMENT EXAMPLES:
1. The teacher asked students the differences they have noticed in the sentences written in the board.
The student dicuss the differences and finally the teacher explains the rule for converting sentences
from past to present.
2. Teacher will provide a sentence, and srudents will change the sentence into a past sentence. Ex: An
in eat an apple. A student will now change this sentence into Ex: Ana ate the apple.
3. Students will observe a sentence, and pick up the worss that makes the sentence a past sentence.
4. 4. Teacher will provide a sentence, then students will underline the noun and verb present in the
sentence.
5.Teacher will provide a sentence that has missing words and students will fill in the blanks of the
correct word that is appropriate in the sentence.
THE FUNCTIONAL NOTIONAL
APPROACH
■ The notional-functional approach in ESL is a way of structuring a syllabus
around "notions," real-life situations in which people communicate, which are
further broken down into "functions," specific aims of communication.
ASSESSMENT EXAMPLES:
1. Teacher will give a situation that the students will act or make a rolw play.
2. 2. Students will choose any kinds of poem that they feel relate to a poem, and
rwad it aloud to a class
3. A teacher will assign any topic, that students will be used in a debate.
4. A teacher will assign students to have their short reporting and discuss their topic
in a group.
5. Students will be in a group, and discuss their christmas vacation. And one
member wilk read aloud their shared experinces in class.
 TEACHING GRAMMAR IN SITUATIONAL
CONTEXT
■ A situational context permits presentation of a wide range of language items. The situation serves as a
means of contextualising the language and this helps clarify its meaning. At the same time the
generated examples provide the learners with data for induction of the rules of form.
ASSESMENT EXAMPLES:
1.Teacher will provide a short situational passage or story then the teacher ask the student what happen
in the story. The student could then now start to construct sentences to summarize the said story.
2. A teacher will prepare a situational picture then ask students to provide their insights and what they
think is happening in the picture. The student could then start to provide the words that woul probably
describe the situation.
3. Teacher ill show a short comic, the teacher will then ask students what should be the character do in
the comic. The students then will imagine, some situations that could be replaced, in some situations the
comic.
4. The teacher will provide a pictures that has a dialougue but in each speech baloon is empty so the
students will be the one to put the conversations.
5. The teacher will let students to read a passage then let student write tehir commenta and suggestions
or probably their own idea of the ending of the story.
TEACHING GRAMMAR THROUGH
TEXT
■ Grammar is best taught and practised in context. This means using whole texts as contexts
for grammar teaching. Advantages of using texts: They provide co-textual information,
allowing learners to deduce the meaning of unfamiliar grammatical items from the co-text.
ASSESSMENT EXAMPLES:
1.The teacher will studenr analyze a short story. Then teacher will ask questions about the short story
and the student will provide their answer according to their undersatnding to the story. This assesssment
would measure students understanding on what they are reading.
2. student will make a refelection on the story they read.
3. Teacher will provide a short quiz about the story.
4. Teacher will ask question and collaborate to students like having a random oral on what students have
understand on the text.
5. Students will discuss thier understanding on the text by writing their assumption on a piece of paper .
TEACHING GRAMMAR THROUGH STORIES
■ A story provides a realistic context for presenting grammar points and holds and
focuses students' attention in a way that no other technique can. Although some
teachers are better at telling stories than others, almost any of us can tell stories with
energy and interest.
ASSESSMENT EXAMPLES:
1.Teacher will give a story on each student and the student will do storytelling in the
class.
2. Student will pick one story and pass their chosen story to teacher and the teacher will
let the student do the oral recitation of the summary.
3. Teacher will have a short quiz about the correct sequence of the story.
4. Student will watch a short stories and provide their reaction on the story.
5. Student will watch a short stories and provide their reflection on the story.
TEACHING GRAMMAR THROUGH SONGS AND
RHYMES
■ Songs offer a change from routine classroom activities. They are precious resources to
develop students abilities in listening, speaking, reading, and writing. They can also be used
to teach a variety of language items such as sentence patterns, vocabulary, pronunciation,
rhythm, adjectives, and adverbs.
ASSESSMENT EXAMPLES:
1.Teacher will play an unfamiliar song to the class and let the student pick up nouns in the lyrics .
2. Teacher will play an unfamiliar song with an incomplete lyrics the student will then now guess
the missing word by understanding the first word or sentences of the lyrics .
3. Students will find a song that lots of homophones in the lyrics and let them differentiate the
meaning of each word.
4. Teacher will let student sing a song in the class and provide question after a student sing a
song. The question would be what is the meaning of the song?
5. Teacher will play a song and let student find adjective words from the lyrics.
DIAGRAMMING SENTENCES
■ Diagramming sentences is a way to visualize how the different parts of a sentence fit
together. The subject of a clause goes in one slot, the verb in another, and so on.
Words that modify another word are attached to the word they modify.
ASSESMENT EXAMPLES:
1.A techer will provide a sentence then students will underline the subject of the sentence.
2. Student will underline the verb in the sentence written in the board .
3. Students are asked to construct a sentence and determine which grammar struture are
present their.
4. students will evaluate which among the sentence are incorrect and underline the
incorrect word in the sentence.
5. Student are asked to determine wether the sentence is correct in grammar structure.
LEARNING THROUGH WRITING
■ It has been said that the best way to improve anyone's reading is to have them
write. Writing focuses students on phonics, comprehension, mechanics,
developing their voice or perspective, and communicating this perspective to
others. ... Writing makes for better readers and improves comprehension and
critical thinking.
ASSESSMENT EXAMPLES:
1.Teacher will asked students to do their reflection based on the topic.
2. Student is asked to do thier reaction paper in an soecific activity.
3. students is asked to write their feedback in the topic.
4.Teacher will do a discussion and provide questions and students will answer the
questions in explanation.
5. Students are asked to a essay writing base on their einsight and personal
understanding in a topic.
INTERACTIVE TEACHING
■ Interactive teaching is a means of instructing whereby the teachers actively involve
the students in their learning process by way of regular teacher-student interaction,
student-student interaction, use of audio-visuals, and hands-on demonstrations.
The students are constantly encouraged to be active participants.
ASSESSMENT EXAMPLES:
1.Teacher will grouo the class into 3 members in eacg group. The group will brainstorm
according to their choosen topic to be discussed .
2. Teacher will do a game related to grammar and give prize to the winnibg team.
3. Teacher will do a oral recitation.
4. Student is asked to read aloud their answer and teacher will provide feedbacking.
5. Student will work as a pair as to discuss their difficulties in class.
PPP
■ PPP (Presentation, Practice, Production). The teacher presents the target language
and then gives students the opportunity to practise it through very controlled
activities. ... In a 60-minute lesson each stage would last approximately 20 minutes.
ASSESSMENT EXAMPLES:
1 . Students will watch various interview online then they will present their talk show on
the clas.
2. Student will present thier topic in an creative way.
3. students are tasked to practice a specific presentation for their assigned topic.
4. Students are asked to research some article and use it in their debate.
5. Students will refer to videos online in storytelling and make their own style of
delivering the story .
REFLECTION IN
EACH
METHOD
DEDUCTIVE APPROACH
■ This tradational approach, is what we students is used to. It is alsp a szep
by step process in which stzdents most likely to be engaged. By
discussing first its rules the student would have an idea ina sepecific.
Personally I prefer this method in which teacher eould be the one to
explain first everything about the lesson then the asssessment follows. I
admit that not all atudents prefer this method of teaching, that is why a
teacher should always consider diverse learners capabilities to
conprehend a topic.
INDUCTIVE APPROACH

■ This methos is more likely an collaborative approach to student, in which helps both
students to comprehend the topic slowly. Bit this method is not suitable for any context
especially wgen the context requires a borad explantion like in numbers. In engkish
grammar this will be used,since assessment is much needed. It is inportant to let student
first exceed their own effort understanding a topic before the teavher will completely
discuss the rule. Personally as a student I somehow, don’t understand a discussion if this
method is used, because even if I have my own stock knowledge still I doubt my idea.
That makes, my comrephension in a context confusing I want a topuc to be fdiscussed
fist before I try to understand and answer some excercises .
FUNCTIONAL NOTIONAL
APPROACH
■ This method would be a convenient, methos in teaching grammar. By using
communication as a way of imparting knowledge about grammar, in communication it
uses words and sentences that is inline with grammar. It would also make the mode of
discussion casually. By that student would become comfortable in exceedng their own
knwoledge. By means of communication, it would practice students speaking skills and
social skills.
TEACHING GRAMMAR IN
SITUATIONAL CONTEXTS
■ This method practice students comprehension in a topic. By stucking to the context it
would help student to understand an specific topic deeply. But some stzdent may feel
boring, in a discussion since it focuses on its context that would make the mode of
discussion seriously. For me, it is also important to take some discussion lighty and out
some casual ways of delivering ideas or knowledge to student to make student
comfortably engage and impart knwoledge.
TEACHING GRAMMAR THROUGH
TEXTS
■ By teaching grammar with use of text, is not suitable for all students and tyoe of context
in grammr. It isnt easy to teach grammar to student since it takes time for an individual
to learn and adapt the means of grammar. Especially that in this method it requires
students critical thinking, but not all student are into analyzing situational texts. Maybe
this method suits to higher level of learners, but still not all students in higher level
could easily comprehend a context.
TEACHING GRAMMAR THROUGH
STORIES
■ In this method it would make the learners motivated in the discussion, providing
entertaining stories would make students well adapt in the discussion. In teaching
grammar it requires so much exercises, and more on reading and words, that would
make student lose interest in class. It is inportant to catch students attention in learning
grammat, that is why usibg stories could help teacher teachers to fet learners attention.
Stories that are entertaining, and exciting is rrquited in this method, in some instance if
the story is too long students would feel boring and tired reading it than understaning
the story.
TEACHING GRAMMAR THROUGH
SONGS AND RHYMES
■ Just like in teachhing grammar through stories this method would motivate student.
Especially that in this method, it could boost students energy in a class, songs make any
environment fun. Especiallx in classroom that sometines tge environment inside is
neutral and routine. In songs it could also be used to assess students kistening skills and
understaing in words. It also has it cons, that songs could disturb focus in class
especially tgose introvert students.
DIAGRAMMING SENTENCES

■ In this method it could be hard for students, that is less in grammar structure
comprehension. Especiall those students who are not equiped in constructing sentences
and not aware in grammar rules. This wouls also not suitable for lower grade students
since I think it requires students to have ther knowledge in grammar structures. I think
in this method, teachers should really teavh learners the parts of grammar structure and
its proper usage in a sentence.
LEARNING THROUGH WRITING

■ In this method it is posssible tgat learners that are doesn’t have any knowledge on how
to use the words in a sentence would find it hard. But in this method it could practice
students learning, through writing some sentences and paragraph. The error correction is
the most convenient way in realizing this method of teaching. In conclusion it is
convenient to teavher to specifically assess student capabikities and laccking in
grammar structure.
INTERACTIVE TEACHING

■ In this method it would make students confidently share their ideas . By means of
discussing the context lightly to student, the learning would come out naturally. This
method would help teacher assess students easily in their comprehension. By interacting
to student it would easily correct students errors, by that studentss learning is vivid.
PPP

■ This method would make student practice doing task by doing their own research in a
topic. By mean of practicing some task before presentation would help student to
present a task correctly. It may also affect students learning since by this methos they
may have comprehend the task incorrect since not all student comprehend what is in the
internet. Teachers will also have a hard time, to assess his/ger learners understandung
since they have much time researching and practicing.