Name: Broñola, Rancel G.
EngM110
Program: BSEd-English3A
TEACHING GRAMMAR THROUGH STORY-TELLING MODE
A grammar lesson is not complete without an application stage. Ur (1988) emphasizes that
application is believed to require “volume and repetition”; that is, learners need to be given
adequate opportunities to use the items to be learnt as much as possible. Therefore, teachers should
help learners jump from form-focused accuracy to meaning-focused fluency after explicit
instructions by providing a variety of practice activities that will familiarize the learners with
structure in contexts, giving practice both in form and communicative meaning (Ur,
1996). Storytelling mode is an effective way to apply what the students learn to real
communication. English grammar can be taught in real communication through four language
skills by listening, speaking, reading, and writing some stories of both the teacher and the students.
Therefore, it is also called integrated mode.
TEACHING PROCEDURE
Sometimes, it is difficult for students, especially beginners, to use simple past tense
appropriately. Teaching English grammar to beginners by telling stories can help the students to
better understand and use the tense and aspect more correctly.
For example, you want to talk about “outdoor games played indoors.”
These are the steps to conduct story-telling mode of teaching grammar:
Teacher tells the story to the students.
The story needs to have a clear storyline.
The story is in the simple past tense to teach the students to construct simple and compound
sentences using the correct tenses.
Teacher asks the students to share their experiences of a similar situation.
By using the same format, the teacher asks the students to retell the stories of their own.
They may follow the sample story.
Teacher can act as a facilitator by providing examples to help students create their stories.
WHY DO WE DO STORY-TELLING MODE TO TEACH GRAMMAR?
Storytelling can be a convenient and natural grammar teaching tool because it provides a
realistic context for presenting grammar points.
It can hold students' attention best, as well as being the one they enjoy most.
Grammar points can be contextualized in stories that are absorbing and just plain fun if they
are selected with the interest of the class in mind, are told with a high degree of energy, and
involve the students.
Stories should last from one to five minutes, and the more exaggerated and bizarre they are,
the more likely students will remember the teaching points they illustrate.
Students naturally like to listen to stories, and most are remembered long after the lesson is
over.
REFERENCES:
How to teach grammar. (n.d.). Retrieved from
https://www2.vobs.at/ludescher/pdf%20files/grammar.pdf
Nan, C. (2015). Grammar and grammaring: Toward modes for English grammar teaching in
China. English Language Teaching, 8(12), 79– 85.
