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Teaching Grammar Communicatively
The main purpose is to develop communicative competence in which language use shows fluency and grammatical appropriateness.
April 30th 2016
Image by Ruben Alvarado)
OBJECTIVETo give participants some strategies and activities to make the teaching of grammar interesting and meaningful for their students to develop communicative competence.
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Teaching Grammar Communicatively
OUTCOME At the end of this session participants will
demonstrate understanding of teaching
grammar communicatively by drafting a
lesson planning for a specific piece of
grammar they’ll want to teach children.
3Communicative Grammar
Teaching Grammar Communicatively
2:00 - 4:30 p.m. Sharing your experience with grammar. Experiencing communicately grammar oriented lessonsLearning about communicative grammar (inductevely)Coffee break: 4:30 - 4:55 p.m.4:55 to 7:00 p.mLet’s recap and learn a bit of theoryComplete a lesson planing form about one of the sample classes.Microteaching criteria.
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SESSION 4TH AGENDA
Sharing your experience about
grammar
Task 1: Tell your right elbow’s partner about the most grammatically and ineffective lesson you’ve ever had.
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Task 2:Take 3 minutes to remember and write about a good and meaningful grammar lesson
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Communicatively-Grammar- Based Sample Lessons
Task 4: Using Delectable Descriptions
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1 2
man ogre
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horse
4
doctor
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flowers
Suggest a list of adjectives to describe qualities, and write them on the board.
Describe each one of the pictures with two, three, four or five adjectives from the list.
Read out their descriptions to the class.
Generate a humorous debate on whether the descriptions match the pictures.
With a set of attributive adjectives organize them all to describe the picture.
Find the correct position for the adjectives.
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Attributive Adjectives
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surprisingExpressing feeling
enormousSize
youthfulAge
roundedShape
reddishColor
American
Origen
fleshyMaterial tomato
Noun
SILLY SENTENCES GAMEPair Work: Using five cards, make sentences in several ways.A game of 54 cards divided into four categories: adjectives, nouns, verbs, and conjunctions.Each card has a color-coded to help you organize the cards according to parts of speech.You have to make sentences by using more than two adjectives for one or two nouns.
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A time line
PAST PRESENT
1988 1990 2004 2016
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TYPE WRITING TEACHER
LANGUAGES STUDENT
ENGLISH TEACHER
SCHOOL COORDINATOR
What was your occupation before now?
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What were you before now?Look at your pics and complete
You before now________________________________________________________________________________________________________________________
You in the present ________________________________________________________________________________________________________________________
Let’s think about previous lessons
REFLECTIONSWhat did you find most useful?
Are these activities appropriate for your students?
If you were to modify them, which parts of the unit would you
change to suit your context?
What was the purpose of my lesson?
How many segments / stages was the lesson split into?
What do you think was the purpose of each one of them?
Was the grammar clear to you?
What do you think about the effectiveness of deducing the
rules?
Complete a form to plan one of the previous lessons.18
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The problem with the traditional way of teaching grammar… Direct grammar instruction is still very common. Contextual instructional techniques are not readily accessible to practitioners. In most cases grammar instruction is not integrated into the four skills but given in isolation. Mostly it is teachers that formulate the grammar rules. Grammar rules will be clearer and be remembered better when students formulate them themselves (inductive learning) than when teachers formulate them (deductive learning). Learners need repeated input of a grammar item. Just one grammar presentation is not enough. Learners should not be overwhelmed with linguistic terminology (Brown, 2001). Grammar should be taught in digestible segments bearing the cognitive process in mind.
Presentation Title Arial Bold 7 pt
Taken from Bayram Pekoz http://iteslj.org/Techniques/Pekoz-Grammar.html
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So how to plan a communicative grammar lesson ? Integrated grammar teaching is a unique and an
authentic approach because it implements the pre-, while- and post-stages.
Make it meaningful and related to Ss’ lives. Provide real contexts.
Recall it over and over ( practice makes practice) Give Ss the chance to make mistakes and se´lf-
correct their own mistakes.
Presentation Title Arial Bold 7 pt
Improve Communication with Grammar
When students have a solid foundation in the form, meaning, and use ofgrammatical structures, they are better able to understand and usetheir target language. They are more effective communicators as well asmore confident users of the language.
Tomado de Alwaysesl-Newsletter. http://longmanhomeusa.com/blog/teachgrammar-or-communicative-skills-why-not-do-both/
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Now…Over to youA practical exercise
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Task 2: Plan a lesson of 30 minutes to teach 5 year-olds This is pair work Prepare to present your planner to the class
Presentation Title Arial Bold 7 pt
Helpful links about this topic.
ENGLISH LANGUAGE TEACHING (ELT/ESL/ELL)http://longmanhomeusa.com/blog/teachgrammar-or-communicative-skills-why-not-do-both/
ORELT Open Resources for English Language Teaching Module 6 – Communicative Grammarhttp://www.colorelt.org/sites/default/files/module_attachments/ORELT--Module%206_Modified_0.pdf
Communicative Activitieshttp://www.cambridge.org/grammarandbeyond/communicative-activities
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