Teaching grammar communicatively

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.

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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

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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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