Exam today

• Diagramming sentences


  1. Visualizing how to fit together the different parts of a sentence

  2. Identify the logical connections between different parts of the sentence

  3. Take the sentence apart to show relationship of each word to the rest of the sentence
• Writing to learn


  Writing to communicate or transactional writing means writing to accomplish something such as to inform, instruct, or persuade
• Inductive teaching


  1. Present several examples that illustrate a particular concept

  2. Students must observe how the concept works from these examples

  3. Concept must not be explained beforehand

  4. Students are expected to recognize the rule of grammar in a more natural way
• Inductive teaching


  • The main goal is the retention of grammar concepts, with teachers using techniques that are known to work cognitively and make an impression on students' contextual memory
• Deductive teaching


  1. Teacher gives an in-depth explanation of a grammatical concept before students could encounter the same grammatical concept in their own writing

  2. After the lesson, students practice what they have just been shown through worksheets and exercises
• Deductive teaching has many people rethink such methods, as more post-secondary level students are revealing sub-par literacy skills in adulthood
• Interactive teaching


  1. Teachers tailor their lessons to the different learning styles of students

  2. Students physically arrange words into a proper sentence

  3. Other games can include word puzzles or fun online quizzes
• Functional-notional approach


  Teachers choose a real-world situation as their "notion," and choose corresponding functions to teach to prepare students to communicate in that situation
• Linguistic context


  The information that was formally written or spoken
• Situational context


  The general knowledge that a person has of the world
• Using texts, stories, songs and rhymes

  Provide linguistic and situational context for teaching grammar
• Authenticity in grammatical assessment

  Connects assessment tasks with actual use of the language in real-life situations
• Interactiveness in grammatical assessment

  The extent and type of involvement the students have in the material at hand
• Discrete-point assessment


  Attempts to measure separately the students' knowledge and/or command of individual items in such linguistic areas – spelling, tenses, vocabulary, categories of words
• Integrative assessment


  Attempts to measure the students' ability to bring all knowledge and command to bear in tackling work-samples related as closely as possible to the forms of real-life communication we expect them to be able to take part in
• Digital game-based assessment


  • Provides motivation to the students
  • Engages students with grammatical units
  • Provides immediate feedback and reinforcement
• The main function of the cerebellum is to coordinate voluntary movements.
• The brainstem consists of three parts: midbrain, pons, medulla oblongata