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Teaching Grammar Communicatively Marla Yoshida http://teachesl.pbworks.c om Teaching Grammar

Teaching Grammar Communicatively

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Teaching Grammar Communicatively. Marla Yoshida http://teachesl.pbworks.com  Teaching Grammar. Review: What does CLT mean?. In CLT, we teach lessons that are ______ . a . student-centered. b. teacher-centered. In a CLT lesson, the teacher should ______ . - PowerPoint PPT Presentation

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Page 1: Teaching Grammar Communicatively

Teaching Grammar Communicatively

Marla Yoshida

http://teachesl.pbworks.com Teaching Grammar

Page 2: Teaching Grammar Communicatively

Review: What does CLT mean?

In CLT, we teach lessons that are ______.

a. student-centered.

b. teacher-centered.

Page 3: Teaching Grammar Communicatively

In a CLT lesson, the teacher should ______.

a. create opportunities for students to use English actively to express their own ideas.

b. create context for language use—put language into situations where it might be used.

c. use scaffolding techniques—actions, gestures, pictures, etc.—to help students understand.

d. not worry too much if students sometimes make mistakes, as long as they’re learning.

e. all of the above.

Page 4: Teaching Grammar Communicatively

Doesn’t CLT mean that we shouldn’t teach grammar?

• No! Grammar and CLT can go hand-in-hand. We can teach grammar effectively using a common-sense communicative framework.

Page 5: Teaching Grammar Communicatively

How do students learn grammar? They need:

Input

Output Explanations

DemonstrationsExamples

Practice:QuantityQuality

Page 6: Teaching Grammar Communicatively

To teach grammar well, we have to:

• Get students to notice and understand the new grammar and how it works. (Input)

• Give students lots of high-quality practice until they can use the grammar well. (Output).

Page 7: Teaching Grammar Communicatively

Teaching grammar is like teaching someone to play tennis.

• It’s not enough to learn the rules.

• You have to really play the game, even if you make lots of mistakes at first.

• It’s not enough to watch how-to videos.• It’s not enough to practice hitting the ball

against a wall.

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Practice step by step.

Your students’ first tennis game should not be against this opponent….

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An effective sequence for teaching grammar:

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1. Introducing a new grammar point: You can do it in English!

• When you explain grammar in English, it should not be just a translation of what you would say in your native language.

• Use less metalanguage.

• Show, don’t just tell.

Page 11: Teaching Grammar Communicatively

Don’t explain too much at one time.

Cognitive overload!

L

Page 12: Teaching Grammar Communicatively

A good motto for introducing grammar:

Page 13: Teaching Grammar Communicatively

Some ways to introduce grammar…

• Explain the rule simply, clearly, and briefly.

• Listen and do, act it out, mime, show the meaning. If you can’t do something easily in class, use pictures or videos.

• Use dialogs, tell stories, or talk about an imaginary situation.

Page 14: Teaching Grammar Communicatively

Explain: Yes/no questions, present tense

English

If the verb is “be”:

Find the subject and verb. Switch.

Subject Verbis fun .Is ?

Deductive: Rule Examples

Page 15: Teaching Grammar Communicatively

Practice: Yes/no questions, present tense

Make yes/no questions:

• Candy is sweet.

• Dogs are intelligent.

• We are brilliant.

Page 16: Teaching Grammar Communicatively

Explain: Yes/no questions, present tense

If the verb is “be,” how do we make questions?

• Candy is sweet. Is candy sweet?

• Dogs are intelligent. Are dogs intelligent?

• We are brilliant. Are we brilliant?

Inductive: Examples Rule

Page 17: Teaching Grammar Communicatively

Listen and do, act it out, or mime.Linguam Latinam studemus.

Page 18: Teaching Grammar Communicatively

Dialogs and storiesA: I’m so hungry! And it’s only 10:00. B: Why are you so hungry? What did you have for breakfast?A: Nothing. I didn’t eat breakfast this morning.B: Oh, you should have eaten breakfast. Why didn’t you?A: I didn’t have time! I got up too late.B: Well, you should have gotten up earlier. Why didn’t you?A: My alarm clock is broken.B: You should have used your cell phone to wake you up.A: But I lost my cell phone yesterday.B: Oh no! You shouldn’t have lost it. What happened?A: I set it on the table at In-N-Out, and I forgot it.B: You shouldn’t have left it there!A: Yes, I know. I should have done a lot of things, but it’s too late now.

Page 19: Teaching Grammar Communicatively

Dialogs and storiesA: I’m so hungry! And it’s only 10:00.

B: Why are you so hungry? What did you have for breakfast?

A: Nothing. I didn’t eat breakfast this morning.

B: Oh, you should have eaten breakfast. Why didn’t you?

A: I didn’t have time! I got up too late.

B: Well, you should have gotten up earlier. Why didn’t you?

A: My alarm clock is broken.

B: You should have used your cell phone to wake you up.

A: But I lost my cell phone yesterday.

B: Oh no! You shouldn’t have lost it. What happened?

A: I forgot it at In-N-Out, and when I came back, it was gone.

B: You shouldn’t have left it there!

A: Yes, I know. I should have done a lot of things, but it’s too late now.

Page 20: Teaching Grammar Communicatively

Use realia and pictures

Page 21: Teaching Grammar Communicatively

A good grammar lesson is like a good meal.

• Before you cook a meal for guests, you have to do a lot of preparation.

• When it’s time to eat, the guests smell the delicious food. They’re interested. What’s for dinner?

• We need to keep the parts of the meal in good proportion.

Page 22: Teaching Grammar Communicatively

A good grammar lesson is like a good meal.

Page 23: Teaching Grammar Communicatively

What if the parts are not in good proportion?

(If you eat too many chips, you won’t have room for your real meal—and you might still eat a lot of dessert!)

Page 24: Teaching Grammar Communicatively

Practicing the new grammar

• Use plenty of practice activities!

• Emphasize productive practice. (Students produce language on their own, they don’t just listen to a lecture.)

• Create context. Make the language come alive!

Page 25: Teaching Grammar Communicatively
Page 26: Teaching Grammar Communicatively

With a partner, look at two objects. Guess what we use these things for. Write sentences like this:

I think we use it for __________ing.

Guessing and problem solving

Page 27: Teaching Grammar Communicatively

Imagine that your students are about to study comparative adjectives for the first time. (Bill is older than Tom. Kittens are cuter than spiders.)

Brainstorm about how you could introduce and practice the use of these forms.

Page 28: Teaching Grammar Communicatively

Questions?

Page 29: Teaching Grammar Communicatively

Some ways to practice grammarGroup guided practice as a class:

• Questions and answers

…between teacher and students

…between students and students

• Instructions using the grammar point

• Descriptions using the grammar point

• Chain questions

Page 30: Teaching Grammar Communicatively

Some ways to practice grammarGuided practice (very simple at first):

• Fill-in-the-blank exercises

• Change sentences from one form to another

• Other very simple exercises—spoken or written

Page 31: Teaching Grammar Communicatively

Some ways to practice grammar

Guided practice (becoming more challenging):

• Questions & answers about objects

• Writing sentences about pictures

• Changing a model dialog to fit students’ chosen meaning

• Information gaps or jigsaws

• Other activities requiring more thought

Page 32: Teaching Grammar Communicatively

Some ways to practice grammar

Independent practice:

• Role plays

• Telling about pictures, other visual prompts

• Writing stories, dialogs, poems, etc.

• Discussions

• Problem solving

• Sequencing, ranking, classifying

Page 33: Teaching Grammar Communicatively

Some ways to practice grammar

Independent practice:

• Creating games and puzzles for classmates to try

• Other activities requiring creative, independent language use

• Games that provide good, solid language practice

Page 34: Teaching Grammar Communicatively

Linguam Latinam studemus.

pila

puella puer

Ambulo. Ambulamus. Puella ambulat. Puer ambulat. Non ambulo.Pila non ambulat.

Puella pilam iactat. Puer pilam iactat. Pilam iacto.Pilam iactamus.

ambulo iacto, iactare capto, captare porto studeo, studere ad puellam ad puerum discipulus/-um discipula/-am