Teaching Grammar In The Context Of Narratives Article Review Samples

Rushton suggests that a teacher can develop ideas to build vocabulary and grammar after reading the texts whereby the learners need to identify words from the text to support their answers. Further, the teacher can apply the description of the characters through analyzing their roles, text deconstruction and independent writing, among others. Of these strategies, I would prefer to use the developing ideas through answering questions with support from the texts.
This approach to learning vocabulary allows that learners among other things to learn the contextual use of the word. For example, when the teacher asks what characters are like, the pupil has to read and deduce the words used to describe the characters. With the help of the teacher, the learner would understand a wider context of the same vocabularies that are brought out in different contexts. The student can spell the words so that the teacher can write them down for the class. In addition, the process of questions and answers is proven in teaching as one among the best approaches to learning new knowledge. Therefore, the use of questions to answer or describe the characters in the text makes engages the students fully in the process of learning. Therefore, they learn much easier than when the teacher just tells them of the words.
Sometimes teachers try to teach vocabulary and grammar by role playing. The teachers assign roles to the pupils to demonstrate their understanding by acting the same roles as the characters in the narrative. This approach combined with questions and answer allows the learners to see the contextual use of the words and how the same word may have direct meaning. Effective strategies must involve the learner fully. They must also present different contexts so as the learner can understand the versatility of language use in narratives.