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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.
Model: 1
/ Used to/
1. Pre-grammar
b) The teacher shows two pictures of a woman.
2. While-grammar
She used to play the guitar.
3) Post-grammar
Brainstorming
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Role-play
Writing
Model : 2
The present perfect passive voice
Pr-grammar Stage
While-grammar Stage
Post-grammar Stage
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
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?
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?
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:
(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................................... /
-Then, you practice in pairs:
/ ............................................Playing /
/ ...........................................running /
/ ..............................................kicking /
