Communicative grammar

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1-Teaching grammar communicatively



2-Teaching vocabulary communicatively




Communicative grammar Part 17 Revision of tenses - 2 - YouTube





Mr. / Girgis





Everything You Need to Know About Secondary Schools | Essential Guide |  Education Destination Asia



1-Communicative Grammar


The key to communicative grammar is presenting

 language in a manner that corresponds with the ways

 that our brains actually process and encode language

 rather than lists and explanations that decontextualize

 grammar and make it an unrelatable, nebulous grouping

 of rules that seemingly contradict each other and have

nothing to do with the way we actually think.




What is a communicative grammar?


Communicative grammar puts the accent on the

 actual act of communication. It gives the speaker

 all the tools for an effective transmission of the intended

 message. ... In traditional grammar the words are

 categorized into parts of speech, which you combine

 in sentences, by following certain rigid rules.
.




What is the role of grammar in communicative

 language teaching?


A communicative grammar lesson allows students to

practice the target grammar. The beginning stages of a

communicative grammar lesson often focus on accuracy

while fluency becomes more important during the practice

stage. ... Language teachers ideally want their students

to practice using language communicatively.


 


Four Meaningful Ways Students Can Contribute | KQED



How it is functioned



Meaning (function) is emphasized . Contextualization

 is important Language learning is learning to

communicate. Language is created through repeated

 trials and errors. Fluency is primary whereas accuracy

 is secondary.






Communicative Grammar Lesson


Traditional grammar teaching starts with the teacher's


 statement of the grammatical point on the board.


 Integrated grammar teaching is a unique and an


authentic approach because it implements the pre-,


while- and post-stages. The application of pre-, while-


and post-stages into teaching grammar are shown


 below in two sample grammar lessons.




How can grammar be taught effectively?


Use authentic examples from authentic texts. ...

Use grammatical terms but explain them through

examples. Encourage language play, experimentation

and risk taking. Encourage high-quality discussion about

language and effects.






Classroom activities

Typical activities of this approach are:

games, problem-solving tasks, and role-play.

There should be information gap, choice and feedback

involved in the activities. Learners must have constant

interaction with and exposure to the target language.


 


How a modern school enables 24/7 learning - Insync Technology



                                Model: 1



                                 / Used to/




1. Pre-grammar



a)  The teacher discusses the topic:

 "Changes in people over the years"

b)  The teacher shows two pictures of a woman.

One picture was taken 20 years ago and the other

 one is new. The old picture shows her playing the

guitar while the new one displays her painting

pictures.

The teacher then asks them to compare the two

pictures.





2.   While-grammar


a)  This stage provides a context for input generation

 and an opportunity to notice the new grammatical

structure. The teacher tells them they are going to

learn a new structure (for the purpose of noticing)

but does not mention the name of  structure 

(for motivational purposes).




b)  The teacher makes a transition from the context

 created in 1b to the grammatical point by showing

 the same pictures and telling the picture differences

 with "used to" and "simple present tense"

(i.e. "She used to play the guitar as a hobby,

 but now she doesn't, she paints pictures as

a hobby now", etc).





c)  The teacher creates other contexts for the

 teaching of grammatical point through some

other picture comparisons, discussions, stories,

or reading/listening texts.





d)  The teacher asks some clarification check

 questions to ensure that the meaning is clear.

Some  examples:


Did she often play the guitar in the past?/

Does she play the guitar now?

Did she often paint pictures in the past?/

Does she paint pictures now?

Did she have long hair in the past?

/Does she have long hair now?
  




e)   The teacher asks the students to formulate

 the rule on the board for the given sentence

 providing help if needed.

       She   used to     play the guitar.

       S  +  Used to + V 1 …




(Note: The while-stage may involve production of

the new structure through some questions about the

pictures. In this case, however, the purpose is to confirm

whether the meaning has been clarified.)


 


Ask Elaine: Five Steps to Teaching Grammar – Work/Life English




3) Post-grammar




Brainstorming





The teacher asks students to think back to when they

were a child and asks the following questions:

 "What are the differences and similarities between

 your life then and now?



Think about where you lived, your likes/dislikes, your

 holidays and your family, and fill in the following lines

 with appropriate sentences".



Your life as a child...

________________________________________
________________________________________
________________________________________

Your present life...

________________________________________
________________________________________
________________________________________



Role-play



The teacher forms pairs of students and gives a role

 play to each student. The role playing students are

supposed to be old friends meeting after a long time.


They are supposed to communicate and note the

differences in each using either their imagination or

 the role play cues.






Writing



The teacher asks students to write a story about the

following topic for the school magazine.  Imagine that

 you have been asleep from 2018 till 2070.



You have just woken up to be shocked about everything

 around you. Compare your old and new lives and write

your story using "used to".


 


PPT - PEREVALA OLGA PowerPoint Presentation, free download - ID:6852900




Model : 2




The present perfect passive voice




Pr-grammar Stage



First, the teacher has a discussion on burglaries. Following

this discussion, the teacher shows a picture of a living

room and says: "Today, a burglar has broken into this

room.

What do you think he has taken?" (The teacher tries to

elicit responses such as he has taken the lap-top

computer, he has stolen the jewellery, etc ).





While-grammar Stage




The teacher shows a different picture of the same living

room and turns attention to the missing items

and says the following:


"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 teacher asks questions to elicit the passive voice

 structure. Following this, the teacher asks clarification

 check questions such as:



What is the difference between "the burglar has

stolen the jewellery", and "the jewellery has been

stolen"?; when do you think we need the second

 structure?, etc.


The teacher asks the students to formulate the rule on

 the board.Alternatively, or additionally, the context can be

created through a reading text written in the present perfect


passive voice.




Post-grammar Stage



The teacher gives the following hand-out to be filled out

 and asks students to walk around and ask questions

to the class members.






Find someone   Class members name

                                                                                                       
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 abandoned by his/her girlfriend/boyfriend.

who has been misunderstood today.

who has been forgiven by an old friend recently.

who has been given a present today.






Role-play



The teacher forms pairs of students and gives a role

play to each student. One of the pairs holds the names

 of the cities and their weather reports, the other holds

information about some football matches and the name

 of the cities where they are being held. They will exchange

 the information and find out which football matches have

been cancelled.




The teacher assigns an incomplete writing task and

asks them to complete it using some cue words and

 the present perfect passive tense as in the following:





Your wedding is very soon, but most of the arrangements

have not been made yet. Write a complaint letter to the

wedding specialist using these clues: wedding invitations,

wedding dress, wedding party, wedding cake, wedding

 photographer,


 






Model :  3




 The Relative Pronouns



Who / whom / which /Which



    ..N which + V...(which = N)


Jim works for a company.





Examples:


The Company makes computer.

Jim works for a company which makes computers.

A dictionary is a book.

The book gives us meanings of words.

A dictionary is a book which gives us the

meanings of words.

Combine the following pairs of sentences by using the

structure given above:



1. I am reading the novel.

You lent me the novel last week.

2. The answer is right.

You told me the answer.


 


Tasks in a Communicative Language Teaching classroom | ETp




Model:   4                                     



Structures:



(To be fond of)



Drill through pair work practice.



Guided practice model:



 (Volleyball )



 Student 1:        / What sport are you fond of?   /


Student 2:      / I am fond of.......................,......./




Free practice:



Starting pattern practice, then moving into


communication practice.


Learners communicate using the same


 prompts with new patterns in pairs:



                                     /..........................Basketball/


                                  /.............................Handball /


                               /.................................Boules /


                            /..................................Cricket / 



Elicitation:



 I ask the following questions and


elicit the answers:



1- My learners, Can I elicit the structure


from you?


2-What repeated words have you


discovered through your practice?


3-What comes before?


 What comes after?


Then, what is the the rule form?





 


What is Communicative Approach | Linguistik Id




Model:  5


Structures:


 (Consist of):   

                                                    

Guided practice model:


(Football team -     11 players)



Student1:   


 / How many players does a...................consist of?/



Student2:  


/  It consists of.........................................................../



Free practice:



Starting with pattern practice, then moving


into communication practice.  Learners


communicate using the same prompts with


 new patterns in pairs:



                              / Water Polo team - 5 players  /

                           / Baseball team -       9 players /

                       / Squash team -           1 playe  r /

                     / Soccer team -         11 players  /




Elicitation:




 I ask the following questions and elicit the


 answers:


1- My learners, Can I elicit the structure


 from you?


2-What repeated words have you


 discovered through your practice?


3-What comes before? What comes after?


Then, what is the the rule form?



 


   Communicative Language Learning and Language Games Can Be Tested



2-Teaching new vocabulary


communicatively




Drill through pair work practice.


A Model 



New Vocabulary:             

                             

 -I point to the vocabulary and its picture on the


 screen (Projector or PowerPoint) and act it for you


 to learn the meaning and pronounce each to learn


to speak.


You, observe, listen and speak in chorus:


(Sports, football, basketball, Tennis,

volleyball, handball, boxing,swimming,

paddling, soccer football,Squash, Baseball,

 play, run, jump, head, cheer, a score,

pass, kick, throw, center, back, forward,

fond of, consist of..........................)
 
     

                   

(Handball sporting


S1:  / What sporting is it?                  /  

           

S2: / It's............................................. /


  Now, you practice in pairs:


Starting with vocabulary, then moving into


communication practice.


                                             /...................................Football/


                                           /...............................Basketball/


                                         /.................................Volleyball/


 /......................................Tennis/


1-Now, I involve you in oral real situations


to function the above vocabulary.


2-Some students do assimilation for


each game activity with its ball and


uniform.


3-Pointing to those students' assimilation,


I ask and answer to describe the action as


a model like the method you see below:


 (passing the ball)



 Student 1:   / What are the players doing?     /


 Student 2: /    They are...................................  /



Starting with vocabulary, then moving into

communication practice.


-Then, you practice in pairs:


 / ............................................Playing /


 / ...........................................running  /


 /  ...........................................jumping /


 / ..............................................kicking /



 


Communicative Language Teaching | Article | Onestopenglish



Conclusion:



During grammar instruction, teachers should provide

meaningful input through context and provide an

 opportunity to put grammar to use, and relate

grammar instruction to real life situations.



This is best achieved if grammar instruction is treated in

 the same way as the teaching of the four skills which

 involves smooth and organized transitions of pre-,

 while and post grammar stages.


 



View other resources:



1-Speaking.



2-Pair Work



3-Conversation.




4- CLT Method.




5-) Cultures



6-) Prepositions.



7-Englisgh Grammar



8-Communication ptactice



9-Click here to contact me

Teaching Forum 2007,


Volume 45, Number 1


1-  Critical Thinking



2-Exploring the Content of Movies




3- Teacher Trainees




4-Reflection  for Action Research




5-Project Proposal Writing




6- Reminders of History and Heritage




7-Poetry Corner



8-The Lighter Side   


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