# data[].attributes.body
I did not enjoy Dutch grammar because I found it hard because it was obvious what I needed to say. But when I needed to explain it I was lost. English grammar was actually the same story for me. We did not enjoy grammar. Greetings: Rodina, Mireina, Ylvi & Marelys

# data[].attributes.body
I did not like everything, but found some topics really interesting. The irregular verbs were interesting to me and I found the -d or -t rule in Dutch interesting as well.

# data[].attributes.body
C: Vond het leuker dan rekenen, ik was er beter in

R: ik vond het heel verwarrend omdat er veel regels waren zonder logica aan elkaar

# data[].attributes.body
I don't have much to say about grammar, it was okay and it just felt like something I HAD to learn.

# data[].attributes.body
I hated it, I never paid attention and just follwed my gut feelings. and because it was repeated over and over again I never paid attention because I would usually pass anyway so for me grammar felt unnecessary.

# data[].attributes.body
I have no direct emotion towards the grammar i learned in secondary school. What i do recall from it is that i found it difficult at times when it came to tenses and identifying the tenses used.

Jurre

# data[].attributes.body
Wasn't all to consious when making grammar exercises or learning new grammar. English grades were my best grades

# data[].attributes.body
I hated grammar, I was the worst at this. I wasnt even good in english and now i had to now past perfect differences between than and then. It was not it

# data[].attributes.body
I dont really teacg grammar in the rules that they use in the book, the students probably wont even listen to the explanation.

# data[].attributes.body
At my placement I have seen students having to write a formal letter. 3rd years had to learn simple, perfect and continous tenses and then make a test regarding these tenses.

I had taught grammar to the 3rd years and I explained it first, then I tested them using kahoot!

# data[].attributes.body
It is offered by explaining the grammar rules and providing examples. They also give exercises that link with this grammar. these exercises consist out of: listening, reading and just standard fill in questions. at the end of the book, all the words and grammar is repeated and summarized

# data[].attributes.body
I start by relating dutch to english and letting it come from the students and giving them hints to make them feel like they came up with the rules. i dont use words like past perfect or simple. we work a lot by practicing and them making their own rules

# data[].attributes.body
I started my lessons by explaining the grammar rules and knowledge my students needed to have in order to complete the exercises later on in the lesson. I would check and provide examples on the board, which we would discuss together and move on once I got the feeling they understood what I was talking about.

# data[].attributes.body
At Rodina's and Naomi's placement school they need to talk as much English as possible as teachers. At Marelys's school she tries to speak as much English as possible but needs to explain everything again in Dutch. And Mireina actually only speaks Dutch because her pupils are not proficient. Mireina teaching her pupils gramamr like the tenses. Marelys does not teach any grammar, maybe once. And Rodina teaches tenses. Grammar is related to CEFR because grammar faciltates fluency.

# data[].attributes.body
we do not test grammar at my placement school, but we do try and teach them the basic principals of tenses and sentence structuring

Jurre

# data[].attributes.body
Like these long as paragraphs about how rules are used and when they should them

# data[].attributes.body
I have, I explained the difference in time and tense and drew a graph on the board. Then I questioned students on the perception of grammar. At last we made a kahoot!

By using a graph and visualizing the grammar system, I saw students have that click in their head.

# data[].attributes.body
A variation of approaches. Grammar gets thought through the coursebook with explanations and exercises. Some teachers create or find extra exercises for pupils to study extra with the newly learned grammar.

# data[].attributes.body
it is offered and described at certain chapters, and afterwards there are examples and ways to practise these

# data[].attributes.body
Rodina: explains her grammar in Dutch, and makes her own excirces, same goes for Mireina.

# data[].attributes.body
C: i only have experience with senior students, so i have no experience with this.

R: we teach ppp system. i show them the rule and how to use it. we practice together. and then they can produce.

# data[].attributes.body
I've done a few and they went quite well. My approach was pretty straightforward and simple. A fun thing I noticed was that my pupils only understand what the present simple was after I gave them an example, but when asked straightforward they would look at me with lost braincells.

# data[].attributes.body
Through exercises and explanations

# data[].attributes.body
Everything (easy answer I know but it's the truth)

# data[].attributes.body
Marelys only has a online program and they teach grammar pretty well. Steppingstones is Quality extremely disappointing.

# data[].attributes.body
We learned aquisition device which is helpful. difference between aquired and learned knowledge. Code switching, mulitligualism.

# data[].attributes.body
That lots of languages have connections with each other. Like for example Frisian and English.

The process from the input > intake > output

# data[].attributes.body
35%

# data[].attributes.body
C: no experience with teaching grammar

R:PPP, they are questioning why they need to learn this for knowing the language, and i only teach it because it is part of the module

# data[].attributes.body
20%

# data[].attributes.body
not often. probabily 20% of it