Downloaded 205 times
Uploaded byEsmeralda Sisa Nobsa
Teaching grammar communicatively.
This document outlines an agenda for a teaching session on teaching grammar communicatively. The objective is to provide strategies for making grammar lessons interesting and meaningful to develop communicative competence. The outcome is for participants to demonstrate their understanding by drafting a grammar lesson plan. The agenda includes sharing experiences with grammar lessons, experiencing communicative grammar lessons, learning about communicative grammar, and completing a lesson planning form for one of the sample lessons.
More Related Content
Similar to Teaching grammar communicatively.
More from Esmeralda Sisa Nobsa
Teaching grammar communicatively.
- 1. Teaching Grammar Communicatively The main purposeis to develop communicative competence in which language use shows fluency and grammatical appropriateness. April 30th 2016 Image by Ruben Alvarado)
- 2. OBJECTIVE To give participantssome strategies and activities to make the teaching of grammar interesting and meaningful for their students to develop communicative competence. 2
- 3. Teaching Grammar Communicatively OUTCOME Atthe end of this session participants will demonstrate understanding of teaching grammar communicatively by drafting a lesson planning for a specific piece of grammar they’ll want to teach children. 3Communicative Grammar
- 4. Teaching Grammar Communicatively 2:00- 4:30 p.m. Sharing your experience with grammar. Experiencing communicately grammar oriented lessons Learning about communicative grammar (inductevely) Coffee break: 4:30 - 4:55 p.m. 4:55 to 7:00 p.m Let’s recap and learn a bit of theory Complete a lesson planing form about one of the sample classes. Microteaching criteria. 4 SESSION 4TH AGENDA
- 5.
- 6. Task 1: Tellyour right elbow’s partner about the most grammatically and ineffective lesson you’ve ever had. 6
- 7. Task 2:Take 3minutes to remember and write about a good and meaningful grammar lesson 7
- 8.
- 9. Task 4: UsingDelectable Descriptions 9 1 2 man ogre 3 horse 4 doctor 5 flowers
- 10. Suggest a listof adjectives to describe qualities, and write them on the board. Describe each one of the pictures with two, three, four or five adjectives from the list. Read out their descriptions to the class. Generate a humorous debate on whether the descriptions match the pictures. With a set of attributive adjectives organize them all to describe the picture. Find the correct position for the adjectives. 10
- 11.
- 12.
- 13. SILLY SENTENCES GAME PairWork: Using five cards, make sentences in several ways. A game of 54 cards divided into four categories: adjectives, nouns, verbs, and conjunctions. Each card has a color-coded to help you organize the cards according to parts of speech. You have to make sentences by using more than two adjectives for one or two nouns. 13
- 14. A time line PASTPRESENT 1988 1990 2004 2016 14 TYPE WRITING TEACHER LANGUAGES STUDENT ENGLISH TEACHER SCHOOL COORDINATOR
- 15. What was youroccupation before now? 15
- 16. What were youbefore now? Look at your pics and complete 16 You before now ________________________________________ ________________________________________ ________________________________________ You in the present ________________________________________ ________________________________________ ________________________________________
- 17. Let’s think about previouslessons
- 18. REFLECTIONS What did youfind most useful? Are these activities appropriate for your students? If you were to modify them, which parts of the unit would you change to suit your context? What was the purpose of my lesson? How many segments / stages was the lesson split into? What do you think was the purpose of each one of them? Was the grammar clear to you? What do you think about the effectiveness of deducing the rules? Complete a form to plan one of the previous lessons. 18
- 19. The problem withthe traditional way of teaching grammar… Direct grammar instruction is still very common. Contextual instructional techniques are not readily accessible to practitioners. In most cases grammar instruction is not integrated into the four skills but given in isolation. Mostly it is teachers that formulate the grammar rules. Grammar rules will be clearer and be remembered better when students formulate them themselves (inductive learning) than when teachers formulate them (deductive learning). Learners need repeated input of a grammar item. Just one grammar presentation is not enough. Learners should not be overwhelmed with linguistic terminology (Brown, 2001). Grammar should be taught in digestible segments bearing the cognitive process in mind. 19Presentation Title Arial Bold 7 pt Taken from Bayram Pekoz http://iteslj.org/Techniques/Pekoz-Grammar.html
- 20. So how toplan a communicative grammar lesson ? Integrated grammar teaching is a unique and an authentic approach because it implements the pre-, while- and post-stages. Make it meaningful and related to Ss’ lives. Provide real contexts. Recall it over and over ( practice makes practice) Give Ss the chance to make mistakes and se´lf- correct their own mistakes. 20Presentation Title Arial Bold 7 pt
- 21. Improve Communication withGrammar When students have a solid foundation in the form, meaning, and use of grammatical structures, they are better able to understand and use their target language. They are more effective communicators as well as more confident users of the language. Tomado de Alwaysesl-Newsletter. http://longmanhomeusa.com/blog/teachgrammar-or-communicative-skills-why-not-do-both/ 21
- 22. Now…Over to you Apractical exercise
- 23. Task 2: Plana lesson of 30 minutes to teach 5 year-olds This is pair work Prepare to present your planner to the class 23Presentation Title Arial Bold 7 pt
- 24. Helpful links aboutthis topic. ENGLISH LANGUAGE TEACHING (ELT/ESL/ELL) http://longmanhomeusa.com/blog/teachgrammar-or-communicative-skills-why-not-do- both/ ORELT Open Resources for English Language Teaching Module 6 – Communicative Grammar http://www.colorelt.org/sites/default/files/module_attachments/ORELT-- Module%206_Modified_0.pdf Communicative Activities http://www.cambridge.org/grammarandbeyond/communicative-activities 24
Editor's Notes
- #7 Students have 3 minutes each to share about their bad experienes with grammar lessons , they’ll have to answer questions like the ones in the picture, the idea is to make them reflecta bout the patterns of innefctive ways of teaching grammar, at the end with all the info given to the question what were these lessons like, the teacher writes on the board the charcteristic of ineffective grammar lessons.
- #8 Students have 3 minutes each to share about their bad experienes with grammar lessons , they’ll have to answer questions like the ones in the picture, the idea is to make them reflecta bout the patterns of innefctive ways of teaching grammar, at the end with all the info given to the question what were these lessons like, the teacher writes on the board the charcteristic of ineffective grammar lessons.
- #17 Play the song
- #20 Let T-S work first in groups of three and then sahere their answers with the class.
- #21 Let T-S work first in groups of three and then sahere their answers with the class.
- #24 Let T-S work first in groups of three and then sahere their answers with the class.