Communicative grammar

1-Teaching grammar communicatively

2-Teaching vocabulary communicatively

Communicative grammar Part 17 Revision of tenses - 2 - YouTube

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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 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.

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.

Relevant topics:

Click here to go to online English Grammar and

vocabulary tests with automated scoring, online, too.

1-English Grammar.

2-English vocabulary.

3-English collocations

4-English Slangs.

5-English idioms and phrasal verbs.

6-English Business vocabulary.

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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.

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

contextcreated in 1b to the grammatical point

by showing the same pictures and telling the

picture differenceswith "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.)

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".

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 member's 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

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?

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.