Integrating Grammar for [622847]
Integrating Grammar for
Communicative
Language T eaching
THE INTERNET TESL JOURNAL
Introduction
Problems
associated
with
grammar
teachingDirect grammar instruction is still very common
Contextual instructional techniques are not readily accessible
Not integrated into the four skills
Most teachers use deductive learning than inductive learning
Learners overwhelmed with linguistic terminology
Grammar should be taught in digectible segments bearing the
cognitive process in mind
Introduction
Pre-
•Bring grammar
instruction to life
•Stimulate
interest to the
topic
•Raise awareness
by providing
reason for
learningWhile-
•Facilitate
noticing of the
new grammar
point
•Provide
meaningful input
through
contextual
examplesPost-
•Provide an
opportunity to
put grammar to
use
•Relate grammar
instruction to
real life situation
Steps of an
Integrated
Grammar
LessonSAMPLE 1:
“USED TO”
Pre-grammar
Discuss the
topic “changes
in people over
the years”Shows two
pictures of a
womanp/s – Pictures:
taken 20 years
ago and the
latest one.
Ask pupils to
compare
While-grammar
T eacher tells them
they are going to learn
new structureLet them notice new
grammatical structurePurpose of noticing +
purpose of motivatingMake a transition:
from the context
(pictures in pre-
grammar stage) to the
grammatical point
Explain the
differences. Eg: she
used to play guitar as
a hobby but now she
doesn’t, she paints
pictures as a hobby.Create other contexts
for the teaching of
grammatical point
(discussions, stories,
texts, etc)Ask clarification and
justification of the
meaningFormulate the rule on
the board.
N + used to V.
Post-grammar
brainstorming
•#throwback session (when
they were child)
•Differences and similarities
between their life then and
now.
Post-grammar
Role play
– pairs of students make
role play.
– old friends meeting after
a long time
– note the differences
using imaginations or
cues
Post-grammar
•Write a story about the following topic
for the school magazine
•Imagine that we have been asleep
from 2007 till 2050. describe the
changes.Writing
SAMPLE
GRAMMAR
LESSON 2:
THE PRESENT PERFECT
PASSIVE VOICE
INTRODUCTION
Explain that this tense describing
something that was done in the past.
There are certain formulate rule for this
present perfect passive voice.
T eacher will help students to identify the
rule.THE PRESENT PERFECT
PASSIVE VOICE
Pre-grammar stage
1.T eacher discuss on burglaries.
2.Shows a picture of a living room.
3.Ask question
“T oday, a burglar has broken into this room. What
do you think he has taken?”
T eacher elicit responses such as; he has taken the
lap-top computer, he has stolen jewellery, etc.THE PRESENT PERFECT
PASSIVE VOICE
While-grammar stage
1.T eacher shows a different picture of the
same living room.
2.Turns attention to the missing item by
saying;
The lap-top computer has been taken from the
room.
The jewellery has been stolen
The small TV has been taken as well
The picture on the wall has been taken, too.THE PRESENT PERFECT
PASSIVE VOICE
T eacher asks students to
formulate the rule on the board
Subject + (has/have) + been + past participleTHE PRESENT PERFECT
PASSIVE VOICE
Post-grammar stage
T eacher give hand out below and ask students
to walk around and ask.
Who has been blamed for something he/ she
hasn’t done
Who has been disappointed by a close friend
Who has been told some good news today
Who has been told some bad news today
Who has been misunderstood todayTHE PRESENT PERFECT
PASSIVE VOICE
Role-play activity (1)
T eacher forms pair of students and gives a
role play to each student.
One holds the names of cities and weather
reports, the other holds information about
some football matches and the name of the
cities they are being held.
They will exchange the information and find
out which football matches have been
cancelled.THE PRESENT PERFECT
PASSIVE VOICE
Role-play activity (2)
T eacher assigns an incomplete writing
task and asks them to complete it using
some cue words and the present perfect
passive tense.THE PRESENT PERFECT
PASSIVE VOICE
THANK YOU
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