QUESTIONIN

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 POINTERS IN USING ‘QUESTIONING’ METHOD IN
TEACHING GRAMMAR

• Open and closed questions would be redundant if the teacher will focus
on the traditional discussion
• Focus on how you and your students can ask and analyze questions to
develop knowledge of grammar alongside the topic being studied
• As a literacy objective throughout the unit of work, a clear focus on
modal verbs will unlock thinking about both the topic and the methods
of study
• You can pose a series of questions that use modal verbs to enable the
students to consider their learning

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 MODAL VERBS
can, could, may, might, shall, should, will, would

EXAMPLE 1

How can we understand the effects of having a romantic relationship while you are still studying?

Can we use drama to learn about this topic?

 The modal verb in question 1 is used to indicate the ability of a person in the present tense.
 Question 2, the modal verb is used to express permission but only under general regulations.

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 MODAL VERBS
can, could, may, might, shall, should, will, would

EXAMPLE 2

We may use fairytale books, how might they help our learning about this topic?

 The modal verb ‘may’ is used to express possibility in the immediate future
 ‘might’ is used to express possibility in the distant future

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 MODAL VERBS
can, could, may, might, shall, should, will, would

EXAMPLE 3

When shall we use internet research?

Shall we bring any experienced person in to the lesson?

 The modal verb in question 1 is used to express intention

 Question 2, the modal verb is used to show simple future action

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 MODAL VERBS
can, could, may, might, shall, should, will, would

EXAMPLE 4

Will we be able to find out who first fell out of love in a romantic relationship?

What would be the best advice for them to stay in love?

 The modal verb ‘will’ indicates simple future action

 Question 2, the modal verb ‘would’ shows wish or desire

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 SUMMARY
 The deliberate construction of questions employing modal verbs instigates a
sense of enquiry in the students and sense of ownership over their learning

 They can distinguish the different usage of these modal verbs in the process of
answering some questions that they can relate into

 This big questions demand creative thinking and creative approaches to

evaluating the knowledge that is acquired through research.

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SENTENCE
S
 POINTERS IN USING ‘SENTENCES’ IN
TEACHING GRAMMAR
A qualified mathematician may offer a more sophisticated analysis
than this, though for our purposes it’s pretty much true to claim that
there is an infinite number of sentences that can be crafted.

• Previous sentence is unique— a collection of words that have never

been put together in that order

• There are ways to classify sentences—enable them to consciously

manipulate grammatical structures to create deliberate effects

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 TYPES OF SENTENCES
Complex Sentence
The complex sentence contains one independent clause and one or more
dependent clauses. Take note, dependent clause always has a subordinating
conjunction.

Example
Independent Clause: One winter’s day,
Dependent Clause: when the snowflakes were falling like feathers,
Independent Clause: a queen sat sewing at her window,
Dependent Clause: which had a frame of the blackest ebony.

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 One winter’s day, when the snowflakes were falling like feathers, a queen
sat sewing at her window, which had a frame of the blackest ebony.

The first clause the reader is given detail about time, in the second the weather
and it is only in the third and main clause that we meet the subject of the
sentence.

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 TYPES OF SENTENCES
Simple Sentence
The simple sentence is composed of a single independent clause. This means
that it consists of one or more subjects and one or more verbs.

Example
One subject and two verbs The huntsman did as she ordered.

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Later in the tale when the mirror tells the queen that Snow White is the fairest of
all and she summons a huntsman to kill Snow White, Pullman writes,

The huntsman did as she ordered.

It captures the drama and grimness of the situation Snow White faces.

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 TYPES OF SENTENCES
Compound Sentence
The compound sentence has two or more independent clauses joined by a
coordinating conjunction. Therefore, two or more simple sentences put together
can make up a compound sentence.

Example

Two independent clauses Little by little she came back to life and told
them what had happened.

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Later, following the huntsman’s failure to carry out his orders, the queen herself
tries to kill Snow White. The dwarves return to find her nearly suffocated and
release her.
Little by little she came back to life and told what had happened.

This straightforward narrative sentence works as a compound construction; the

reader is given a sequential pieces of detail, the story moves on apace and the
reader is led through the narrative.

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 ACTIVITY FOR THE STUDENTS
CHILD WOOD FEAR ENCOUNTER ESCAPE

• Use the words above to physically create some sentences. Give the
words and punctuation marks out, one to each child, and the kids
can put themselves in order to create sentences.

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 SUMMARY
 Teaching grammar through sentences is very traditional—
integration of different strategies for it to be fun and easy to learn is
salient.
 Sentence structure is also important to creatively and cohesively
state or write something.
 WE CAN LEARN GRAMMAR EVERYWHERE—while we are
speaking, listening, writing, watching, and reading.

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 “
THANKS FOR
LISTENING!

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