communicative grammar presentation plan

Using Communicative Grammar Activities Successfully In The Language Classroom

Have you ever tried to use a communicative grammar activity in class only to have it flop?

Have you ever stood helplessly by as students look blankly at each other and then commence to talk with one another in their native languages.

I have. It is an unpleasant feeling to watch your students have an unsuccessful experience in the language that they are trying to learn, especially when you chose the activity. I admit, too, that after such an experience I’ve thought that communicative activities just don’t work.

Fortunately, I have discovered that communicative grammar activities DO work, that students enjoy them immensely, and they have an impact on language learning. Communicative activities in general encourage students to learn in creative and meaningful ways while promoting fluency (Richards & Rodgers, 2001). I have also discovered that HOW the language teacher executes the activity is just as important as the activity itself. I hope that these suggestions will help you as you plan to use communicative grammar activities in your own classrooms.

First of all, it is important that communicative grammar activities are positioned properly in the overall grammar lesson. (see Fig 1). One mistake that I made was to have my students attempt to do a communicative grammar activity too soon. Ur (1988) suggests that there are four parts to grammar lessons: Presentation, isolation and explanation, practice and test. However, the “practice” step can be broken down further into three additional steps which build upon each other (Ur, 1988).

The first type of practice activities should be devoted only to the form of the grammar being taught. This gives a chance for students to understand the rules. The next type of practice activities allows students to focus on form plus the meaning of the grammar point. Last are the communicative grammar activities which allow for freer expression by students while still utilizing the taught forms.

As you can see, there is a lot of work to be orchestrated by the instructor before attempting these activities.

Before launching into a communicative activity, it is important to model the activity properly. It is not enough to merely tell your students what to do, you need to show them how to execute the task. For example, if the task is to practice question forms and I’ve given my students a list of questions to ask three other students and a place to take notes, I would model the activity by having a student join me up in front of the class while I ask him some of the questions and record the answers. Then I ask another student to join me and so forth.

It is also important to show your students what they aren’t supposed to do. To use the above example, it is tempting for students to form a group of four students with one person answering the questions and the three others recording the answers. This severely limits the amount of language practice the activity was designed for. And if you don’t want students to look at each other’s papers, such as in an information gap activity, mime holding your paper close to your chest so students understand that they are to talk and listen and not read.

During the communicative grammar activity, it is important to circulate around the room. The purpose for this is two-fold. First, you want to make sure that all students are participating fully in the activity and that they are not facing any difficulties. Sometimes students are stuck on the meaning of a word and this is preventing them from completing the activity. Your attentiveness can help them get unstuck and proceed. It is also a good opportunity to listen in on how students are using the grammar being practiced. If you hear a lot of errors, note them down and address them when the activity has finished.

Being persistent

Finally, it is important to not give up if your first forays with communicative grammar activities are not as successful as you hoped. Our students come from a variety of educational backgrounds. If they have had negative English language learning experiences, they bring those instances with them into our classrooms. Some students may be reticent to speak because errors brought punishment, belittlement or embarrassment. Others may have just been conditioned to take high-stakes language exams and have had little opportunity to actually communicate in English. In his excellent book on student motivation, Dörnyei (2001) describes different strategies that teachers can utilize to overcome these difficulties. These include making sure that language tasks can be completed successfully by students, that the activities themselves are fun and relevant, and that the teacher makes the classroom environment as comfortable as possible for students.

I will never forget the first time I conducted a successful communicative grammar practice activity. The classroom atmosphere changed completely. My students were smiling and laughing, grateful for a chance to move around and actively communicate with each other instead of just being passive listeners. I was thrilled because they were getting vital practice in an enjoyable and meaningful way. I was also pleased with myself because I hadn’t quit trying to make this moment possible. Yes, successful communicative grammar activities require a lot of thought and planning on the part of the teacher, but the dividends are gold. May you and your students experience many of these golden moments.

References and Further Reading

Dörnyei, Z. 2001. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.

Jacobi, M. 2010. Grammar Practice . Brattleboro, Vermont: Pro Lingua Associates.

Lewis, M. & Hill, J. 1985. Practical Techniques . Independence, Kentucky: Cengage Learning.

Richards, J. & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Ur, P. (1988). Grammar practice activities. Cambridge: Cambridge University Press.

Nancy Schoenfeld shares her recommendations for making communicative grammar activities successful in the classroom. Nancy is an English language instructor at Kuwait University, where she strives to make learning enjoyable for her students. She is also a series consultant for Q: Skills for Success, Second Edition , and developed the Communicative Grammar worksheets that are available for every unit.

Communicative Language Teaching Lesson Plan Ideas

Keeping a class engaged and interested is always a challenge.

This was especially true when it came time for speaking practice and classroom conversations—the students were nervous, shy and reluctant to utter sentences. It was a struggle to even get words out.

That was until I read about Communicative Language Teaching (CLT), which prioritizes competent communication in the target language over rule-based grammar or translation to the native language.

Want to learn more about how CLT works to liven up your classroom?

Then keep on reading. I’ve got activities and a great CLT lesson plan just waiting for you to use in your next class.

What Is Communicative Language Teaching?

Effective communicative language teaching activities, information gap activities, nonsense paragraphs, handy sample communicative language teaching lesson plan, 1. lesson introduction, 2. activity: interviews, 3. interview notes.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

CLT developed in the late 1960s, due in part to frustration with existing teaching approaches , which some felt were too focused on the structures and rules of language. They felt that language education should focus instead on the function of language: namely communication.

Many scholars across the U.K. and the U.S. started to study and propose new methods for teaching “communicative competence.” One significant development was the Council of Europe’s support of this new approach to language teaching.

Today, different educators may view or use CLT differently , but in essence, CLT puts the highest priority on students’ ability to effectively communicate in the target language. So, as with the substitute teacher above, the idea is to get students talking, sharing ideas and engaging authentically with the target language, not just mastering grammar rules.

Before we explore our sample lesson plan , we will take a look at some of the different types of activities you can incorporate into your own CLT lessons.

The substitute teacher mentioned above used an information gap activity to get the students talking. The person with the problem had to gather information to find out why people could not help them. This is a common type of activity to get students talking, because that is the point of communication—to exchange information.

The task does not have to be free form, nor does it have to be structured exactly like the substitute teacher’s activity above. Essentially, to create one of these activities, you just need to give students an objective that can only be completed by communicating with one another.

Classic versions of this activity involve giving pairs of students texts or pictures that are each missing different details, so they can work together to fill in all the—you guessed it—information gaps.

“Spot the difference” activities with pictures are also a common information gap activity, particularly with beginner students. For more advanced students, you can create an information scavenger hunt, with a list of questions that Group A needs to solve by talking with Group B. Here are some example scavenger hunt questions to get you started:

“What are some locations that Group B students have traveled to?”
“How many Group B students have pets?”
“What are some things that Group B students have in common?

Games are another activity that are fantastic for getting students talking. As you likely already realize, there are tons of games out there either designed specifically for the classroom or that can be adapted to your curriculum . Here are some factors to keep in mind when choosing a game that will promote communication in your classroom:

Required input: Does this game require input from multiple people (think team word games like Taboo), or just one person at a time? Typically the former works best for traditional classrooms, but there are some cases where the latter might be helpful, like if you are working with a small class of adult students.
Communication prompts: This one is actually pretty common sense. You want games that prompt open-ended communication, not yes or no answers. If there is a game that involves both (such as 20 Questions) just make sure you are the one doing the yes/no-ing.
Adaptability: Especially if you are working with younger students, it is important to choose games that are adaptable to a wide range of experiences and learning styles. For example, trivia games (unless they are very basic) typically will not work well because students can only participate if they have the right base of knowledge to draw from.

One of the difficulties of communicative language teaching is that, by de-prioritizing grammar rules, it can be difficult to teach the nuances of grammar. This can be especially problematic for students who will eventually need to be able to write correctly in the target language. Nonsense paragraphs can help overcome this roadblock.

Whereas the above activities encourage target language communication, this activity reverse engineers communication, so to speak. Students are given a paragraph made up largely of nonsense words—their task is to identify what parts of speech those nonsense words represent.

This type of activity is flexible but works better for early-intermediate students and up, who already have a base knowledge in target language vocabulary and grammar. I’ve even seen it used in English classes for native English speaking students. You may find it useful to highlight the nonsense words so your students can concentrate on the task at hand.

You can certainly make up your own nonsense text, but a popular one among educators that is already written for you is Lewis Carroll’s “Jabberwocky.” Here is the famous poem in English , and there are delightful translations into dozens of languages available here .

Here’s how you could structure this activity:

Provide students with the nonsense paragraphs and then split them into pairs or groups.
Ask them to identify all the words that represent objects, all the verbs that represent some kind of action and all the descriptor words.
After they have done this, you can ask them to re-write the nonsense paragraph, replacing the nonsense words with real target language words, and see how often they are able to use the right parts of speech.

Ultimately, the idea is to use communication as a vehicle for teaching grammar constructions, rather than teaching grammar rules in isolation.

Interviews are versatile and effective for getting ESL students to communicate with one another. This lesson culminates in English interviews that students will conduct in pairs.

The lesson plan below is designed for a beginner classroom that is learning how to form questions in the target language. However, this lesson can be adapted to serve as a vehicle for a wide range of other topics and objectives.

For example:

Working with adult students new to the country? Focus specifically on job interview questions.
Working with advanced French literature students? Have them formulate/answer questions that demonstrate their knowledge of a book your class just finished.
Working with intermediate students? Require that they the use, say, the subjunctive a certain number of times in their interviews.

Asking/answering questions

Students can formulate questions in the target language.
Students can understand basic question constructions in the target language and respond appropriately.

Write a basic question on the board, and then pose the question to two or more students. When a student answers with correct grammar, indicate as such and write the response on the board. Repeat with a range of question-answer constructions. Here are some sample questions/answers to get you started:

“What time is it?” “It is 8 a.m.”
“How old are you?” “I am 14.”
“What is the weather like today?” “It is sunny.”

Next, say that you can tell the class your birthday if someone will ask it. When a student is able to correctly formulate the question “When is your birthday?” write it on the board. Continue prompting questions about yourself (“What is your middle name?” “Where were you born?” etc.) from students like this a few more times.

Now it is time to present the interview task to students. Explain that they just had a successful interview with you, and next they are going to interview one another. Ask students to take out a piece of paper and divide them into pairs.

Student pairs will now take turns asking each other interview questions about their lives. They can borrow some questions from the lesson introduction, but they should also come up with several of their own. Depending on your class size and the time you have available, you can rotate students to new interview partners at regular intervals.
While conducting their interviews, students should write down the answers that they learn from their interviewees. They do not necessarily have to write down their own questions at this stage, since they will be coming up with those largely on the fly.
Throughout the interview activity, walk around your classroom and listen to how your students are doing. If you hear a question or response delivered incorrectly, step in and ask the student if they would like to try rephrasing or if the other student can identify the mistake.

After the interview activity, leave some time for students to complete their notes on the interviews.

They should take out a new piece of paper and use their notes to reconstruct the questions that they had asked, and the responses they received. (They should write all answers correctly to the best of their ability, rather than transcribing exactly what their interviewee said.)

These completed notes should then be handed in for assessment.

You want to make sure your students know good grammar, but it is also important to realize that they need to use what they learn in context if they are going to speak outside of the classroom. Give this ability to your students and you will have smooth sailing throughout the duration of the course.

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You are here, module 6: communicative grammar.

Units in this module

Unit 1: Communicating Effectively
Unit 2: Grammar for Social Skills
Unit 3: Grammar Games for Fun
Unit 4: Grammar for Improving Composition Skills
Unit 5: Grammar across the Curriculum

Welcome to Module 6 — Communicative Grammar

The ability to communicate effectively in any situation involves the skills of listening and responding appropriately to messages. It also includes the ability to perform language functions effectively. This is often referred to as communicative competence . People with good communication skills have a better chance of success in both the workplace and life in general. As language teachers, we must be proficient in oral and written communication, as very often we are the only role models for our students. This module on communicative grammar seeks to equip you with strategies and activities to develop communicative competence in your students, which can be defined as language use for meaningful communication marked by fluency, as well as grammatical appropriateness .

Is this module for you?

This module is intended for teachers of English as a Second Language (ESL) at the Junior Secondary School (JSS) level.

Module objectives

The objectives of this module are to:

Module outcomes

Upon completion of Module 6 — Communicative Grammar you will be able to:

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Curated teaching resources & lesson plans

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Ask elaine: five steps to teaching grammar.

Work/Life English's founder, Elaine Kirn-Rubin, has over 40 years of experience teaching, developing, and publishing effective English language learning and teaching tools. Send us an email below if you want your question covered in the next "Ask Elaine" post!

No matter what the “key learning points” are, an effective grammar mini-lesson plan is likely to have at least five (5) steps or stages: 1) Presentation with Recognition, 2) Demonstrating Comprehension, 3) Grammar Explanation, 4) Practice Exercises, and 5) Communicative Expression.

1. Presentation is a context that offers plenty of examples. It can be live-action, visual, printed, verbal, audio, animated, or a combination of several forms. For instance, here’s a strip story with many instances of third person singular verbs in present statements (from WL-E 3G: Chapter 4 / Work, Part One, p. 58). This particular presentation consists of 8 frames (panels) on the subject of “Job Searches.” The captions tell the story of “Helena’s Uncle Stephen,” who's lost his job and tries to cope with the situation:

Because Stephen often argues with his boss, she fires him. He files a claim for unemployment benefits. He doesn’t collect any. He gets no pension and doesn’t receive Social Security. He asks his union for help. Here reads classified ads. He types letters of application and sends out his resume. He has excellent qualifications. He goes out to look for employment but seldom has an interview. He doesn’t attend school or courses.

Depending on its form, users can watch a presentation, view its pictures for clues to meaning, read it silently or aloud, hear it read by others, “act it out,” or use any non-threatening, fun modes that work.

2. Comprehension comes next. It can be checked in many different, natural, direct ways. For instance, an instructor, helper, or self-teacher can use familiar grammar and vocabulary to ask comprehension questions about presented material. For beginners, perhaps the first of these should elicit yes/no or one-word answers (Examples: Does Stephen have a job now? [No.]. Yes or No: He tries to get unemployment benefits, but can’t. [Yes.] Who does he ask for help? [His union rep.]). Later, the questions could evoke the targeted grammar, in this case third-person singular verbs. (Examples: Why doesn’t Stephen have a job anymore? [He argues with his boss. She fires him.] What does he do first, second, next, . . . ? [He files for unemployment benefits. He lives on his savings. He asks his union for help. He reads ads. He types letters.]

Finally, the best “comprehension test” may be a summary or retelling of material in learners’ own words.

3. Explanation of grammar points may or may not be necessary or helpful, depending on participants’ “learning styles.” It can come in various forms, the simplest of which is a “Grammar Box,” perhaps with Review, titles like “Statements with Third Person Singular Verbs,” labeled sentence elements, and aligned vocabulary as examples. This typical visual is from WL-E 3G: Chapter 4 / Work, Part One, p. 59. It uses parts of sentence examples from the preceding presentation, “identifying” their functions by their placement in a “chart.” Other kinds of explanation may be (printed) lecture, call-outs pointing to things they explain, aural speech evoked by clicks, references to articles. etc. users may or may not want to talk about the grammar; identify elements as “Subject,” “Verb,” “-(e)s Ending,” or the like; or repeat the “rules” in their own words. Even better, they may want to propose comparable sentences, preferably within the context of the subject matter. Most important is the “assimilation” of the grammatical pattern, along with a sense of being able to use it when it applies in appropriate situations. In their heads, learners can also “play with” the model sentences, substituting other vocabulary, making “transformations” from singular to plural, from affirmative to negative, from statements to questions, etc.

4. Practice is usually in the form of exercises, which proceed from simplistic or automatic (to build confidence) to more challenging. In the latter, exercise-doers must consider more factors in completing each item. Even so, if someone is actually acquiring a grammar pattern or point rather than guessing thoughtlessly, the answers should come quickly, with little effort, becoming more and more “natural.” At the same time, learners should always stay aware of the meaning of the language that they are producing.

The second (B.) requires them to locate appropriate vocabulary in a simulated “Application” that follows, putting affirmative or negative third-person singular verbs in the blanks.

In all three, the “trick” is recognizing the considerations that lead to correct or appropriate answers; the “immediate motivation” is the puzzle-like format of the exercises, which are “in need of” solutions. In addition to or rather than checking their responses with an Answer Key, exercise-doers gain satisfaction by reading (aloud) the language of the completed sections to see if they “sound right” and make sense.

After completing exercises, learners ought to “go beyond” them and get more practice. They can use various techniques such as covering the answers and supplying them again, storing the “story” in short-term memory and then paraphrasing it, making up similar items of their own, making up substitution and transformation drills with the items, etc.

5. Communicative Expression occurs through speaking and listening, sometimes followed up with writing and reading. Such activities require little printed material and few aural cues, although participants may want to refer to grammar points (including those that are not the focus of the targeted grammar) and/or collect the words and phrases they need. In this example (Activity *D.), they ask one another real questions, for which they need only the structures and phrasing offered in the Chapter Part. Then they convert those real answers into statements that include the targeted grammar, practicing it naturally. They can even adapt the same patterns to different topics, ones they truly want to know about—until the activity rises to the level of real conversation containing other structures and vocabulary that they acquire in genuine situations. Communicative interaction of this type can continue for a while, until participants have expressed all they want to say and learned all they can take in about others. Because their experience has been authentic and successful, they are likely to repeat it in different situations with other people and other information. Their freshly acquired language skills will last a long time, rising to new levels of interactive effectiveness.

Of course, the same five (5) steps can be adapted to deliver most grammatical topics into learners’ repertoires. They can also be designed to “teach” or practice other language skills and topics: listening skills, speaking (including pronunciation), reading comprehension, writing, vocabulary. Their stages can vary considerably from those used to grasp and embed grammar, of course.

Work/Life English Grammar

Presented and practiced in useful, practical contexts, instruction on each grammar topic (Imperative, it vs. there, Possessives, Simple Present, Modal Verbs, Question Forms, Pronouns, Kinds of Nouns, and other phrase/ sentence patterns for effective functioning in English) begins with a situation/scenario .

Then it moves to explanation and exercises . Finally it progresses to expressive and communicative oral and written activities. Each pattern or rule is reviewed or reinforced in the chapters and/or books that follow.

No space, time, or energy is wasted on unproductive tedium. While learning from examples and practicing appropriate, effective grammar, learners acquire useful information, help one another, express their own needs and ideas, and generally improve their language and everyday life abilities.

At Level 1 , grammar is presented in the Skills Book and reinforced in the Workbook.

At Levels 2-5 , the level and chapter themes, sentence structures, and vocabulary of the five Grammar books are correlated with Listening/Speaking and Reading/Writing texts that may be used in conjunction with each Grammar.

Everything is derived from proven methods/materials, and proven in numerous classrooms T ake a fresh look at this amazingly well-organized and complete series of instruction and practice in the grammar & structure of English at SIX Level.

About Work/Life English

Work/Life English is an experienced provider of fun, effective English language improvement content that advances the lives of native English and English as a Second Language (ESL) speakers by improving their English competence, comprehension, and communication skills. For more information, visit: www.worklifeenglish.com .

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Speaking exams
Typical speaking tasks

Oral presentation

Giving an oral presentation as part of a speaking exam can be quite scary, but we're here to help you. Watch two students giving presentations and then read the tips carefully. Which tips do they follow? Which ones don’t they follow?

Instructions

Watch the video of two students doing an oral presentation as part of a speaking exam. Then read the tips below.

Melissa: Hi, everyone! Today I would like to talk about how to become the most popular teen in school.

Firstly, I think getting good academic results is the first factor to make you become popular since, having a good academic result, your teacher will award you in front of your schoolmates. Then, your schoolmates will know who you are and maybe they would like to get to know you because they want to learn something good from you.

Secondly, I think participating in school clubs and student unions can help to make you become popular, since after participating in these school clubs or student union, people will know who you are and it can help you to make friends all around the school, no matter senior forms or junior forms.

In conclusion, I think to become the most popular teen in school we need to have good academic results and also participate in school clubs and student union. Thank you!

Kelvin: Good evening, everyone! So, today I want to talk about whether the sale of cigarettes should be made illegal.

As we all know, cigarettes are not good for our health, not only oneself but also other people around. Moreover, many people die of lung cancer every year because of smoking cigarettes.

But, should the government make it illegal? I don’t think so, because Hong Kong is a place where people can enjoy lots of freedom and if the government banned the sale of cigarettes, many people would disagree with this and stand up to fight for their freedom.

Moreover, Hong Kong is a free market. If there's such a huge government intervention, I think it’s not good for Hong Kong’s economy.

So, if the government wants people to stop smoking cigarettes, what should it do? I think the government can use other administrative ways to do so, for example education and increasing the tax on cigarettes. Also, the government can ban the smokers smoking in public areas. So, this is the end of my presentation. Thank you.

It’s not easy to give a good oral presentation but these tips will help you. Here are our top tips for oral presentations.

Use the planning time to prepare what you’re going to say.
If you are allowed to have a note card, write short notes in point form.
Use more formal language.
Use short, simple sentences to express your ideas clearly.
Pause from time to time and don’t speak too quickly. This allows the listener to understand your ideas. Include a short pause after each idea.
Speak clearly and at the right volume.
Have your notes ready in case you forget anything.
Practise your presentation. If possible record yourself and listen to your presentation. If you can’t record yourself, ask a friend to listen to you. Does your friend understand you?
Make your opinions very clear. Use expressions to give your opinion .
Look at the people who are listening to you.
Write out the whole presentation and learn every word by heart.
Write out the whole presentation and read it aloud.
Use very informal language.
Only look at your note card. It’s important to look up at your listeners when you are speaking.

Useful language for presentations

Explain what your presentation is about at the beginning:

I’m going to talk about ... I’d like to talk about ... The main focus of this presentation is ...

Use these expressions to order your ideas:

First of all, ... Firstly, ... Then, ... Secondly, ... Next, ... Finally, ... Lastly, ... To sum up, ... In conclusion, ...

Use these expressions to add more ideas from the same point of view:

In addition, ... What’s more, ... Also, ... Added to this, ...

To introduce the opposite point of view you can use these words and expressions:

However, ... On the other hand, ... Then again, ...

Example presentation topics

Violent computer games should be banned.
The sale of cigarettes should be made illegal.
Homework should be limited to just two nights a week.
Should school students be required to wear a school uniform?
How to become the most popular teen in school.
Dogs should be banned from cities.

Check your language: ordering - parts of a presentation

Check your understanding: grouping - useful phrases, worksheets and downloads.

Do you think these tips will help you in your next speaking exam? Remember to tell us how well you do in future speaking exams!

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Simple Past Lesson Plan Using the Communicative Approach

Level of students: High Beginner Total class time: 90 min.

Aims : · To introduce new vocabulary about leisure activities · To introduce the past simple with its function to talk about the past (comparing it to the present simple and present progressive) · To introduce the affirmative and negative form of the past simple and the forms of regular and irregular verbs · To review adverbials of time concerning weekdays (on Monday, on Saturday, on the weekend), here used with the past tense. · To practice the pronunciation of the “-ed” ending in the past simple and the stress of the personal pronoun when using the same question to talk about another person · To provide Ss with controlled and semi-controlled practice in speaking, listening and freer practice in writing in the context of reporting about past events using the past simple

Free TESOL Training: How to Write a Grammar Lesson Plan

Free TESOL Training: How to Introduce New Vocabulary

Assumptions: · Ss have previous knowledge about vocabulary concerning a number of leisure activities and the vocabulary necessary to understand the teacher’s explanations and commands. · Ss know how to use the present simple and present progressive to talk about the present. · Ss have experience with the phonetic alphabet and know the meaning of “voiced” and “voiceless” · Ss have experience with writing letters/e-mails in an informal style

Free TESOL Training: Teaching Grammar Using the Communicative Approach

Possible Problems and Solutions: · Ss might have difficulties to differentiate between regular and irregular verb forms. Sufficient explanation, practice and a list for reference will be provided · Ss might confuse present simple verb forms and past simple forms to talk about the past. The difference will be highlighted and practiced in drills. · Ss might use the verb be in front of a past simple verb form when forming sentences (like in “I am watched a movie.”). The correct pattern for sentences will be shown clearly on the board. Materials: board, projector, recording, handouts with pictures, dialogue, grammar rules and practice exercises

-Study TESOL online! Learn to Create Professional Lesson Plans with OnTESOL!-

Read: How to Use the Communicative Approach

Read: How to Use Task-based Learning

PRESENTATION STAGE

1) Create interest step or lead in

Purpose: · To create interest in the topic of leisure activities (simple present tense) Technique: personalisation and brainstorming with a mind map on the board. Time: 10 min. Interactive pattern: T-S, S-S Procedure: 1. I draw a mind map with the title “leisure activities” on the board and add lines to connect possible sub-headlines. I explain “Leisure activities are activities we do in our free time.” 2. I show a picture of myself reading a book and say “This is me. In my free time, I often read a book.” Then I add “read a book” to the mind map. 3. I ask “What do you do in your free time?” and pair Ss up to add activities on a sheet that shows the mind map. 4. I let Ss collect their answers in the mind map on the board. 5. I show pictures showing the following actions: watch a movie/go on a picnic/go shopping/have a party/play sports/sleep/spend time with family/spend time with friends 6. I ask Ss to compare their answers to the activities in the pictures asking “Is there any new activity?”/”Do these people do the same things you do?”/ etc.

Option: Let each S rank the activities according to his likes and write them down in a list (as a reflective task and maybe to use the answers for a writing activity).

Material: Board, Pictures

2) Presentation of new language in context

Purpose: · To introduce the past simple in the context of a conversation about weekend activities. To see regular and irregular verbs. · To provide practice in listening for the gist · To get a first idea about the pronunciation of the past simple “-ed” ending and some irregular verbs. Technique: prediction, listening activity Time: 10 min. Interactive pattern: T-S Materials: recording of the dialogue, handouts containing a printed dialogue and a picture of the scene Dialogue:

Did you have a good weekend?

Tony: Hi, Sarah. Did you have a good weekend? Sarah: Oh, yes! I watched a great movie on Friday. On Saturday, I went shopping with my friend Alice and then we had a party at our house. So on Sunday I slept all day. Tony: That sounds good! Sarah: How about you? You look tired. What did you do on the weekend? Tony: Well, didn’t have much fun. I worked all the time and prepared our presentation. Sarah: Oh, no! I totally forgot the presentation!

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1. I focus Ss’ attention on a picture of two people (Tony and Sarah) talking in an office. (Tony looks very tired, Sarah covers her mouth with her hand as if she realized something bad has happened.) I let Ss guess what the conversation is about. 2. I show the title of the dialogue (Did you have a good weekend?) and set the scene: “Tony and Sarah are co-workers. It’s Monday morning and they talk about their weekends.” 3. I ask “Who had a good weekend? Who had a bad weekend?” to give a specific listening task and let Ss guess. 4. I play a recording of the dialogue. Then I elicit the answers (Tony = bad weekend, Sarah = good weekend). 5. I hand out the printed dialogues and let Ss read while I play the recording again. 6. I elicit new vocabulary and write it on the board.

3) Elicitation of function and structure

Purpose: · To elicit the function of talking about past events using the past simple · To elicit the form of verbs in the past simple (regular and irregular) Technique: elicitation through concept questions and use of time line. Time: 5 min. Interactive pattern: T-S Procedure: 1. Now I draw a timeline on the board and mark “NOW”, “PAST”, “FUTURE” and, pointing at the picture, I ask “What day is it in the picture?” Then I add “Monday” after Ss have answered.

2. I elicit that the conversation is about past events by comparing it to the present progressive: T: Is Sarah watching a movie now? Ss: No. T: Is she having a party now? Ss: No. T: Is she sleeping now? Ss: No. T: When did Sarah watch a movie? Ss: On the weekend/On Friday. T: When did she have a party? Ss: On the weekend/On Saturday. T: Right, on the weekend; not now. (I add “weekend” to the timeline.) Tony and Sarah are talking about the past.

3. I elicit the form of verbs in the past simple by comparing it to the present simple. I write the following pairs of sentences on the board: a. I go shopping with my friend Alice. I went shopping with my friend Alice. b. I work all the time. I worked all the time.

4. I ask “What is different in these sentences?” and, highlighting the past simple forms in the examples, I explain that the verbs in the dialogue are in the past simple. 5. I put the word “past simple” on the board (near “PAST” on the timeline) and explain that we use it to talk about the past. 6. I let Ss underline the verbs in the past simple that appear in the dialogue and let them collect them on the board (regular on one side; irregular on the other).

4) Modelling

Purpose: · To raise Ss awareness of the formation and sentence structure of the past simple and provide Ss with a chance to use past simple sentences for speaking (they do it for the first time) Technique: mechanical drill Time: 1-2 min. Interactive pattern: T-S Procedure: 1. I point at the sentence pairs from the previous step and explain that we form the past simple by changing the verb form. The sentence structure is the same as that of the present simple. 2. Then I read out a verb and the sentence it appears in and let Ss repeat after me. After doing it twice I read out only the verb and let Ss read out the full sentence. Ex. T: watched. Ss: watched. T: I watched a great movie on Friday. Ss: I watched a great movie on Friday. T: went. Ss: went. T: Sentence? (Pointing to a sentence if Ss have difficulties) Ss: I went shopping with my friend Alice.

5) Pronunciation

Purpose: to make Ss aware of · the pronunciation the “-ed” ending in past simple verb forms · the stress of the personal pronoun when using the same question to talk about another person Technique: chain game, listening task (option) Time: 5-10 min. (or more with option) Interactive pattern: T-S, S-S Procedure: 1. I draw Ss’ attention to the verbs in the table again saying “Let’s take a closer look at the pronunciation of these verbs on the left.” 2. I explain that they all end with “-ed” but have a slightly different pronunciation. 3. I explain that we pronounce “-ed” like a. /t/ when the verb ends with voiceless consonant sounds like in “watched” and “worked” b. /d/ when the verb ends with vowel sounds or voiced consonant sounds like in “prepared” and “played” (I add “played” to the table and model an example sentence) c. /Id/ when the verb ends with /d/ or /t/ like in “visited” (I add “visited” to the table and model an example sentence)

While I explain I add phonetic symbols to the table and let Ss repeat the pronunciation of each category after me.

watched /t/ worked /t/ prepared /d/ played /d/ visited /id/

4. I let Ss copy the phonetic symbols to the table in their handouts.

Option: I give Ss another list of verbs, play a recording and let them sort the verbs according to their pronunciation (/t/, /d/, /Id/).

5. Now I focus Ss’ attention on the “you” in italic that’s found in the dialogue (see above). I ask “Why is this you special?” and elicit some answers. 6. I explain that when we ask the same question as before but about somebody else, we stress the personal pronoun to make clear that we now talk about another person. 7. I read out the dialogue once again putting special emphasis on the pronunciation of “you” and emphasise and illustrate the meaning with gestures.

Option: I let Ss practice in a question chain (I ask them to point at the person they’re talking to when saying the “you” to emphasise meaning):

Ex. T: Did you watch TV on the weekend? S1: [Yes/No] Did you watch TV on the weekend? S2: [Yes/No] Did you watch TV on the weekend? S2: [Yes/No] Did you watch TV on the weekend?

6) Systematization on the board

Purpose: · to present and explain the formation of verbs in the past simple (regular/irregular) and the patterns for sentences (affirmative/negative) Technique: (encourage development of deductive skills through) elicitation Time: 10 min. Interactive pattern: T-S Procedure: 1. I say that I’m now going to explain the rules for verbs in the past simple. 2. I focus Ss’ attention on the left side of the chart and ask Ss what these verbs have in common to remind them that all verbs end in “-ed”. 3. I add the headline “regular” to the left side of the chart and explain that the past simple form of regular verbs ends like this. 4. I ask Ss to look at their handouts which contains a column about the spelling of regular past simple verbs and explain:

Most verbs: +ed (e.g. watched, worked, visited) Verbs ending with e: +d (e.g. prepared) Verbs ending with a consonant +y: y to i +ed = -ied (e.g. studied) Some forms need double consonant: (e.g. robbed, shopped)

5. Now I write “irregular” over the right side of the chart and explain that these are irregular past simple forms, that they’re not formed by adding “-ed”, and that we have to memorize them one by one. 6. I ask Ss to look at the dialogue again and let them guess the base forms of the verbs from the context. Then I write them behind the past simple forms.

7. Now I present the pattern for sentences in the simple past and write them on the board:

Affirmative: S + past simple form of the verb Negative: S + didn’t + base form of the verb

8. Pointing at the chart I show that didn’t is the contraction of did not and did the past simple form of do. I explain that we use did for all subjects. 9. I add two example sentences to the systematisation on the board.

Ex. I watched a great movie on Friday. I went shopping with my friend Alice. I didn’t watch a great movie on Friday. I didn’t go shopping with my friend Alice.

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PRACTICE STAGE

1) Mechanical drill

Purpose: · To provide Ss with practice in transforming affirmative sentences in the past simple into negative sentences and the other way round Technique: oral transformation drill Time: 1-2 min. Interactive pattern: T-S Procedure: I say “Let’s practice turning positive sentences into negative sentences and negative sentences into positive sentences.” and start with the examples on the board (later I use other sentences from the dialogue as well as sentences describing leisure activities from the warm-up, including Ss’ ideas): Ex. T: On Saturday, I played sports. Negative? S1: On Saturday, I didn’t play sports. T: On the weekend, I didn’t have a party. Positive? S2: On the weekend, I had a party. …

2) Reading and written practice

Purpose: · To provide Ss with practice in forming past simple verb forms (regular/irregular) Technique: gap filling Time: 10 min. Interactive pattern: S, S-S Procedure and materials: 1. I show Ss a picture of a young man having a hard time mowing the lawn. I ask “Did he have a good weekend?” to raise Ss attention. I let Ss guess and say “Let’s find out.” 2. I hand out a gap filling exercise with a story about a his weekend:

<Text>

I had a very bad weekend. On Friday night, I ________ (go) downtown to meet my friend Alex. We ________(want) to go to the movies, but he ________(not come), so I _________ (watch) the movie alone. Early on Saturday morning, my Father _________ (call) me and we _________(work) in the yard. I hate working in the yard. In the afternoon, I ___________(go) shopping with my girlfriend. I _________ (see) a lot of nice things to buy, but I_________(lose) my wallet and _______(not buy) nothing. On Sunday, my sister was sick so I ________(stay) at home and________(care) for her all day. It really ________ (not have) fun this weekend.

3. I let Ss complete the exercise alone and ask them to pair up to compare their answers. 4. I remind them not just show each other their sheets but talk about what they wrote and monitor their performance walking around in the classroom. 5. After Ss have completed the exercise we check the answers by reading out the dialogue aloud. 6. I ask “Now, did he have a good weekend or not?” and elicit Ss’ answers to check Ss’ understanding of the text and to close the activity.

3) Communicative drill

Purpose: · To provide Ss with freer practice in listening, speaking and writing about past events using the past simple Technique: personalization Time: 10 min. (or more with option) Interactive pattern: S-S Procedure and materials: 1. I focus Ss’ attention to the worksheet and read out and explain the instructions for the activity:

Tell your partner about 5 things you did and 5 things you didn’t do last week. Use time expressions like on Monday/Tuesday/…/the weekend in the morning/afternoon evening at night Then listen to your partner and write down what he/she did or didn’t do.

2. I monitor the activity and provide vocabulary or other help where there is need.

Option: For more practice, let Ss tell the class about their partner’s last week.

PRODUCTION STAGE

Purpose: · To provide Ss with freer practice in writing about past events using the past simple Technique : personalization Time: 20 min. Interactive pattern: S Procedure and materials: I read out and explain the instructions for the activity:

You are on a trip around the world. Write an e-mail to a friend or your family about your trip. What country/places did you visit? What did you see? What did you do? How was it? Where are you now?

Ss compose the text for themselves. They may use a dictionary. I monitor the activity and provide help.

Related Grammar Lesson Plans:

Present Progressive Lesson Plan

Phrasal Verbs Lesson Plan

Comparatives and Superlatives Lesson Plan

Watch the video on teaching grammar using the Communicative Approach:

Contextual Grammar Teaching – Activities for Making Grammar Meaningful to Your Students

How do we develop a learning environment where grammar is learned through exploration without burnout? Keep reading, for example, activities of thematic contextual grammar activities that simultaneously develop the four language skills. Then, let’s see how we can apply contextual grammar teaching with some easy activities!

What is contextual grammar teaching and what kind of activities are recommended?

The eternal debate of teaching grammar implicitly or explicitly will probably never cease. This debate created the need for further research, and now almost all researchers agree that grammar should not be taught explicitly. (Goode, 2000; Sams, 2003;). The rationale for teaching grammar in such a way is early language acquisition – children learn their native language through an authentic context. They can speak it perfectly without anyone explaining what is present simple or past simple. So how can we use this to contextualize grammar instruction? We can start by forgetting frontal teaching and drilling and use authentic language in books, films, newspapers, and even songs.

Why should we avoid explicit grammar teaching?

Traditional grammar instruction requires memorizing grammar rules and terminology, along with drills and labeling of sentence parts in various textbooks. Unfortunately, even older dated research has proven that this method has little or no effect on improving student’s writing and language skills in general. (Meyer, 1986; Seliger, 1979).

How can we contextualize grammar?

Exploration instead of explanation is a great starting point for all teachers struggling to develop a contextually based approach to grammar. Your lesson planning process may experience ups and downs, but the positive results will ultimately outnumber the negative ones.

Teach thematically – Your student wants to travel and practice travel English so there is no time for grammar? In this case, you can easily introduce modal verbs by practicing ordering in a restaurant and discussing the menu with the waiter.
Contextualize – Use authentic films, books, articles, and songs. By doing that, we are presenting grammar as a part of language and communication, not just as a tedious thing that has to be learned for the test.
Incorporate all skills – By incorporating all language skills, the new grammar is used immediately, and by recycling the same grammar form through all the four language skills, the student will seamlessly acquire the grammar form.

Here are three main groups of activities in contextual grammar teaching:

Using music and songs .

The ideas from a song, the rhythm, and for younger children, even movement can easily captivate your student’s attention. By doing this, students can discover the grammar by themselves, and the grammar becomes a conversation topic. Remembering past perfect is much easier by connecting it with a song.

You can use MyEnglishPages while you learn how to develop a contextual grammar lesson based on a song. You can start your lesson by speaking while using karaoke and discussing the topic of the song. Then you can switch to listening by sharing a fill-in-the-blanks worksheet for a specific grammar form, which will ultimately lead to grammar discovery and writing, or rewriting sentences.

Short stories or books

For this occasion, you can select a short passage from a book or a short story. If students provide you with their favorite reading material, that’s even better. Start by reading and discussing the content. You can then search for a specific grammar form and discuss how it is used in that sentence. Finally, you can finish the reading by paraphrasing or reporting the sentence. This kind of grammar discovery deepens the understanding of the mother tongue and foreign language as well.

To practice writing and speaking, you can focus on a specific grammar form – for example, write an essay and put the short story into the past tense, or do an oral exercise where you will change the adverbs in the text to see how the meaning of the sentence changes. There is no end to what you can do with a text – It all depends on your syllabus and student’s learning gaps.

Activities with films or video clips

Films and video clips are great tools for students who do not enjoy reading. The instruction can start by watching a short segment of the film and then providing a transcript. After that, you can highlight the grammar structures and watch them again to hear how they are used in authentic communication. Speaking activities can include a role-play with a specific grammar structure. Writing activities can include creating a storybook, blog post, or even a vlog.

Contextualized grammar teaching develops analytical skills in our students, which helps them comprehend and incorporate the language rules. By learning grammar contextually and by using the grammar-discovery approach with our students, we ultimately create autonomous, 21st-century learners.

References:

Teaching Grammar – The ARTT of Grammar Teaching seminar presentation by Tim Taylor, 2014
Goode, D. (2000). Creating a context for developmental English. Teaching English in the Two Year College, 27(3), 270-277.
Sams, L. (2003). How to teach grammar, analytic thinking, and writing: A method that works. English Journal, 92(3), 57-65.
Meyer, C.F. (1986). Improving instruction in grammar. Journal of Teaching Writing, 5(1), 17- 21.
Seliger, H. W. (1979). On the nature and function of language rules in language learning. TESOL Quarterly, 13, 359-369

This article is originally published on the British Council Teaching English .

How do you apply contextual grammar teaching in your classroom? Is it hard for you to contextualize your grammar? Do you have some contextual grammar teaching activities you adore? Let me know in the comments or via the contact page !

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The concept sounds great, but it seems as too much effort is needed. Is there any way to simply contextualize grammar, without having to plan so much prior to the lesson?

I agree with you – it can take up a lot of time when you are just starting out. The best thing to do is to first make a diagnostic test – that way you will know what are the learning gaps of your students. When you know this, you can easily go back to the results, use any article and after reading and discussion turn to grammar exploration.

This approach doesn’t require literally any planning. :)

[…] and be interesting and engaging for students. This one is a creative spin on traditional grammar exercises, allowing students to learn through fun paragraphs and stories as opposed to exercises that many […]

stories and movies for students? I agree but for advanced one? how could you find an appropriate extract? idea is nice but its implementation difficult

Hi, Lucia! You are absolutely correct and I understand how this could seem difficult – it’s a method that requires tons of preparation. The bottom line is that you need to be a frequent reader of stories/books and watcher of movies in order for this to be an easy and enjoyable method for you. :)

This also depends on many factors other than your own personality outside of teaching.

You need to know your students quite well personally, you need to know their level and what are their learning gaps.

After you analyze that, you can explore the things you already read and watched first – to use it in the class, you need to watch the movie yourself first, so make a list of things you watched and organize them according to levels and groups would be the next step. You can use this website for movies to make lists: https://m.imdb.com

Give it a shot and try to reuse content you already consumed yourself :) I promise you will enjoy it even if it seems difficult because personally, for me, the point with using stories and movies is that the teacher enjoys as well :) I hope this helped a bit, Alice

An activity that I have tried and found success with for teaching grammar in context is called a Cocktail party (I actually adapted this from an activity we did in one of my German classes, but it works great for teaching grammar in context regardless of the language). Basically, you start with a grammar principle you want to reinforce–most recently I did this with sentence fragments–and then you conduct small review of what these look like in every day writing. Students then each get a small notecard with a unique sentence fragment on it that has come out of a novel, a song, a movie, or an actual conversation that I have overheard, and they must discuss with a partner why the sentence is a sentence fragment and how they could make it a complete sentence. Students then trade notecards and find new partners. Their goal is to talk to every person in the class and see every notecard by the end of the activity. This is in context not only because the examples are in context but it is also implementing social learning into the learning, thus making it more likely that students will actually remember what they learn.

Amazing, thank you for sharing! :)

How To Teach Grammar Using PPP Model

We need to have some grammatical knowledge to be able to speak a language to some degree of proficiency and to be able to say what we really want to say.

Without grammar, words hang together without any real meaning or sense.

By teaching grammar, we enable students to express themselves correctly.

Thanks to using deductive and inductive approaches to dealing with grammatical rules nowadays, teaching grammar no longer means endless conjugation of verbs or grammar-translation.

How to Use These Two Approaches to Teaching Grammar

A deductive approach.

It is when the rule is presented, and the language is produced based on the rule. (The teacher gives the rule)

An inductive approach

It is when the rule is inferred through some form of guided discovery. (The teacher gives the students a means to discover the rule for themselves)

In other words, the former is more teacher-centred and the latter more learner-centred.

Both approaches have their advantages and disadvantages.

In my own experience, the deductive approach is undoubtedly time-saving and allows more time for practising the language items.

Thus making it an effective approach with lower-level students.

The inductive approach, on the other hand, is often more beneficial to students who already have a base in the language.

It encourages them to work things out for themselves based on their existing knowledge.

Factors to consider when teaching grammar

In general, when teaching grammar, there are several factors we need to take into consideration.

The following are some of the questions we should ask ourselves before deciding on the approach to use:

How useful and relevant is the language?
What other language do my students need to know in order to learn the new structure effectively?
What problems might my students face when learning the new language?
How can I make the lesson fun, meaningful and memorable?

Although I try to only use English when teaching a grammar lesson, it is sometimes beneficial to the students to make a comparison to L1 in the presentation stage.

This is particularly true in the case of more problematic grammatical structures which students are not able to transfer to their own language.

The Lesson Structure Based on Deductive Approach

A deductive approach often fits into a lesson structure known as PPP (Presentation, Practice, Production).

The teacher presents the target language and then gives students the opportunity to practice it through very controlled activities.

The final stage of the lesson gives the students the opportunity to practice the target language in freer activities which bring in other language elements.

In a 60-minute lesson, each stage would last approximately 20 minutes.

This model works well as it can be used for most isolated grammatical items.

It also allows the teacher to time each stage of the lesson fairly accurately and to anticipate and be prepared for the problems students may encounter.

It is less workable at higher levels when students need to compare and contrast several grammatical items at the same time.

1. Presentation

In this stage, the teacher presents the new language in a meaningful context. I find that building up stories on the board, using realia or flashcards and miming are fun ways to present the language.

2. Practice

There are numerous activities which can be used for this stage including gap fill exercises, substitution drills, sentence transformations, split sentences, picture dictations, class questionnaires, reordering sentences and matching sentences to pictures.

It is important that the activities are fairly controlled at this stage as students have only just met the new language. Many students’ books and workbooks have exercises and activities which can be used at this stage.

3. Production

Again there are numerous activities for this stage and what you choose will depend on the language you are teaching and on the level of your students. However, information gaps, role plays, interviews, simulations, finding someone who, spots the differences between two pictures, picture cues, problem-solving, personalization activities and board games are all meaningful activities which give students the opportunity to practice the language more freely.

It is important to note here that using the PPP model does not necessarily exclude using a more inductive approach since some form of learner-centred guided discovery could be built into the presentation stage.

Other models for planning a lesson

PPP is one model for planning a lesson.

Other models include TTT (Test, Teach, Test), ARC (Authentic use, Restricted use, Clarification, and focus), and ESA (Engage, Study, Activate).

All models have their advantages and disadvantages and I, like many other teachers I know, use different models depending on the lesson, class, level, and learner styles.

Which Model Do You Prefer Using to Plan a Lesson? Why? Share your Ideas with the Community.

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PPP I prefer thats what I have learnt in TEFL course

PPP approach is the model I use everyday, it is the best specially for students who do not have normal standards of studying.

in my opinion, I prefer a deductive approach. beacuse can be useful for students doesn’t know anythings ans at the same time is based to teach in general. I guess it is better and all aspect

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Teaching Grammar Communicatively

Jul 23, 2014

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Teaching Grammar Communicatively. Marla Yoshida Fall 2012 http://teachesl.pbworks.com  Teaching Grammar. What does communicative language teaching mean?. We teach lessons that are student centered.

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Teaching Grammar Communicatively Marla Yoshida Fall 2012 http://teachesl.pbworks.com  Teaching Grammar

What does communicative language teaching mean? • We teach lessons that are student centered. • We create opportunities for students to use English actively to communicate and express their own ideas. • We create context for language use. • We help students reach beyond their comfort zone--to stretch their abilities and sometimes make mistakes. • We speak English as much as possible.

Doesn’t CLT mean that we shouldn’t teach grammar? • No! Grammar and CLT can go hand-in-hand. We can teach grammar effectively using a common-sense communicative framework.

Input Output How do students learn grammar? They need: Explanations Demonstrations Examples Quantity Quality

Teaching grammar is like teaching someone to play tennis. • It’s not enough to learn the rules. • It’s not enough to watch how-to videos. • It’s not enough to practice hitting the ball against a wall. • You have to really play the game, even if you make lots of mistakes at first.

Your student’s first tennis game should not be against this opponent….

An effective sequence for teaching grammar:

Don’t explain too much at one time. Cognitive overload! L

1. Introducing a new grammar point: You can do it in English! • When you explain grammar in English, it should not be just a translation of what you would say in your native language. • Use less metalanguage. • Create context. • Show, don’t just tell.

Many ways to introduce grammar… • Inductive or deductive? • Inductive: Students see or hear many examples using the grammar. They study them and figure out the rule for themselves. (Inductive = moving into the rule.) • Deductive: Students learn a rule, then practice using it to make sentences. (Deductive = moving from the rule.)

Many ways to introduce grammar… Inductive • Today is Friday. Is today Friday? • We’re busy. Are we busy? • My brother is a student. Is my brother a student? • What’s the rule for making questions with this kind of sentence?

Many ways to introduce grammar… Deductive • To change a sentence with a “be” verb into a question, the subject and verb change places. • Today is Friday. Is today Friday? • We’re busy. Are we busy? • My brother is a student. Is my brother a student?

Many ways to introduce grammar… • Create context. • Listen and do, act it out. Use pictures or real objects to show the meaning of the form. • Use a dialog, tell a story, or talk about an imaginary situation. • Explain the rule simply, clearly, and briefly. You don’t have to give every detail at once!K.I.S.S. = Keep it short and simple!

ContextFrom Understanding and Using English Grammar, Fourth Edition, by Betty S. Azar and Stacy A. Hagen, Pearson Longman, 2009 A little context  No context  Lots of metalanguage

Lingua Latina studemus. Ambulo. Ambulamus. Puellaambulat. Puerambulat. Non ambulo. Pila non ambulat. pila puellapuer Puellapilamiactat. Puerpilamiactat. Pilamiacto. Pilamiactamus. ambuloiacto, iactarecapto, captareportostudeo, studere ad puellam ad puerumdiscipulus/-um discipula/-am

2. Practicing the new grammar • Use plenty of guided practice! • Create context. Make the language come alive! • Emphasize productive practice. (Students produce language on their own.) • It takes time! There’s a time lag between understanding and being able to produce language accurately and consistently.

What’s wrong with this lesson plan? • Introduce the new grammar (“X is ---er than Y”) by talking about real objects. (“The book is bigger than the pencil.” “A kitten is cuter than a spider.”) • Give students a handout with sentences and have them fill in the blanks: • Mary is _______-er _______ John. • John is ________ ______ Bill. • Bill _____________________________. • ______________________________________.

What’s wrong with this lesson plan? That’s right! We need more guided practice! • Introduce the new grammar (“X is ---er than Y”) by talking about real objects. (“The book is bigger than the pencil.” “A kitten is cuter than a spider.”) • Give students a handout with sentences and have them fill in the blanks: • Mary is _______-er _______ John. • John is ________ ______ Bill. • Bill _____________________________. • ______________________________________.

Some ways to practice grammar Group guided practice as a class: • Questions and answers …between teacher and students …between students and students • Instructions using the grammar point • Descriptions using the grammar point • Chain questions

Some ways to practice grammar Guided practice (very simple at first): • Listen to a sentence and choose the correct picture • Fill-in-the-blank exercises • Change sentences from one form to another • Other very simple exercises—spoken or written

Some ways to practice grammar Guided practice (becoming more challenging): • Questions & answers about objects • Writing sentences about pictures • Changing a model dialog to fit students’ chosen meaning • Information gaps or jigsaws • Other activities requiring more thought

Some ways to practice grammar Independent practice: • Talking about pictures, other visual prompts • Role plays • Writing stories, dialogs, poems, etc. • Discussions • Problem solving • Sequencing, ranking, classifying

Some ways to practice grammar Independent practice: • Creating games and puzzles for classmates to try • Other activities requiring creative, independent language use • Games that provide good, solid language practice

In summary… To teach grammar well, we need to… • make students notice the grammar and • practice it communicatively in many ways.

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What It Takes to Give a Great Presentation

Carmine Gallo

Five tips to set yourself apart.

Never underestimate the power of great communication. It can help you land the job of your dreams, attract investors to back your idea, or elevate your stature within your organization. But while there are plenty of good speakers in the world, you can set yourself apart out by being the person who can deliver something great over and over. Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired together are more memorable); don’t underestimate the power of your voice (raise and lower it for emphasis); give your audience something extra (unexpected moments will grab their attention); rehearse (the best speakers are the best because they practice — a lot).

I was sitting across the table from a Silicon Valley CEO who had pioneered a technology that touches many of our lives — the flash memory that stores data on smartphones, digital cameras, and computers. He was a frequent guest on CNBC and had been delivering business presentations for at least 20 years before we met. And yet, the CEO wanted to sharpen his public speaking skills.

Carmine Gallo is a Harvard University instructor, keynote speaker, and author of 10 books translated into 40 languages. Gallo is the author of The Bezos Blueprint: Communication Secrets of the World’s Greatest Salesman (St. Martin’s Press).

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Communicative Language Teaching: theories, lesson plan and application

Related Papers

Muhammad U Farooq

The pivotal concept in learning a foreign language is to communicate in the target language. English has been studied as a compulsory subject in Saudi Arabia to keep abreast with the international developments. Students need English for higher studies and work. Universities in Saudi Arabia have introduced activity based syllabus to equip the students with communicative competence. In this study an effort has been made to understand the students' beliefs about English language learning, specifically about CLT, and teaching practices at school level. A 48-item questionnaire was adapted (Savignon & Wang, 2003 pp.241-247) to gather the data from the students enrolled in the first year at the university. Though they are motivated and want to be confident speakers of English language but they are confused between the traditional way of learning and CLT approach. Their trend is towards CLT activities in the classroom but their beliefs and practices reflect a traditional approach at the same time. They confront a different situation at university and feel embarrassed when they have to communicate with teachers in English. They have an activity based syllabus focusing on communication but it is exploited in traditional method stressing upon grammar and use of L1 in the classroom. Findings suggest a mismatch between students' needs and beliefs and English language teaching practices, syllabuses and its exploitation, assessment, etc. There is a need to train the English language teachers at school level to adopt modern techniques to make their students confident in using English in their higher studies and social set up. 1. Introduction Communicative language teaching (CLT) was introduced in reaction to traditional methods in teaching English in 1970s. Initially it was designed and applied in ESL contexts by experts mainly from Britain. The basic theoretical concept in CLT is communicative competence. The purpose was to use language for different purposes and functions according to the setting and the participants. The teachers used a skill-based, discovery-oriented, collaborative approach to education (Holliday, 1994) in small classes through group and pair work. Teachers designed a wide range of activities based on interaction between learners rather than individualistic approaches to learning (Richards, 2006) and adopted specific methodologies like task-based teaching. After going through certain developmental phases, now CLT is considered as a set of principles about language teaching and learning. The core principles of CLT may be applied in different ways to create a communicative learning environment in the classroom. In a traditional classroom, a teacher is dependent on the textbook material and on the other hand students usually memorize and reproduce information. This creates a passive way of learning. On the other hand, in a CLT based classroom, the focus is on communication and interaction between teacher and students and among students. Students being independent learners participate actively in classroom activities actively. Learners come up with their own language expressions by exchanging ideas and opinions with each other. They help each other and learn from each other. In 1980 Breen and Candlin describe the learner's role within CLT in the following terms, " the

Pawarit Pingmuang

HORACIO DOS SANTOS

RAUL SAMANIEGO

The type of classroom activities proposed in CLT also implied new roles in the classroom for teachers and learners. Learners now had to participate in classroom activities that were based on a cooperative rather than individualistic approach to learning. Students had to become comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model. They were expected to take on a greater degree of responsibility for their own learning. And teachers now had to assume the role of facilitator and monitor. Rather than being a model for correct speech and writing and one with the primary responsibility of making students produce plenty of error-free sentences, the teacher had to develop a different view of learners’ errors and of her/his own role in facilitating language learning.

English Language Teaching

Wafaa Alamri

There are various approaches of language teaching, in which communicative language teaching is the dominant approach worldwide. CLT approach allows language learners to express themselves and their views through collaborative activities undertaken during classes. This descriptive study has discussed CLT, offering both advantages and limitations. The CLT approach has led to major changes in such ways, in which language is taught and learnt. CLT aims to make “commnicative competence” the goal of language teaching and to develop procedures for teaching the four language skills, including listening, speaking, reading, and writing. It is well known that CLT approach allows language learners to express themselves and their views through collaborative activities, undertaken during classes. CLT, which is applied in schools, universities, colleges, and language institutes in most countries worldwide, stimulates learners’ interests in learning by infusing the learning environment with new typ...

Ananda Esa Fitri

The implications later on at the end of the evaluation lesson will refer to "What can you do with the language (learned)" not "What do you know about the language (learned)". This Communicative Language teaching employs or has the ultimate goal of achieving communicative competence (communication skills with language) through a process or communicative approach (Communicative approach). Communicative approach is the classroom approach in the CLT context. The approach is in the form of types of classroom activities that lead students to the use of language. Such as role play, interviews, information gaps, games, language exchanges, surveys, pair work, learning by teaching, and others. This awareness of the principle of communicative language teaching begins to be seen in current language teaching where English textbooks have emphasized genre-based teaching. So it appears that students are taught about the use of language they may get in daily life. However, the CLT does not necessarily have to be applied in all contexts of English teaching. In a classroom situation where the goals of the students / learners are to master certain aspects of English (eg English preparatory test classes, toefl preparation, structure, etc.) teaching becomes more flexible. If in a particular class of learners are intended to learn about grammar (grammar) English, teachers should focus on drilling activities (repetitive exercise). In this case the explanation of language can be done deductively. And no less important, training students / learners to produce language in accordance with the structure learned is one way to teach the language does not only boils down to the ability to 'recognize' the language but also 'using' the language.

RELC Journal, 34(1), 5-30.

George Jacobs

The call to change seems to be a constant in education. In second language education, a constellation of changes have been proposed and, to some extent, implemented. This constellation of interconnected changes can perhaps best be termed a paradigm shift, with this paradigm fitting under the general umbrella of Communicative Language Teaching (CLT). The concept of paradigm shift usefully offers one means of making such connections between the changes linked to CLT. The article attempts to put the CLT paradigm shift into perspective as an element of larger shifts from positivism to post-positivism and from behaviorism to cognitivism. This article describes eight changes that fit with the CLT paradigm shift in second language education. These eight changes are: learner autonomy, the social nature of learning, curricular integration, focus on meaning, diversity, thinking skills, alternative assessment, and teachers as co-learners. The authors argue that in second language education, although the CLT paradigm shift was initiated many years ago, it still has been only partially implemented. Two reasons for this partial implementation are: (1) by trying to understand each change separately, second language educators have weakened their understanding by missing the larger picture; and (2) by trying to implement each change separately, second language educators have made the difficult task of change even more challenging.

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Using Communicative Grammar Activities Successfully In The Language Classroom

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Contextual Grammar Teaching – Activities for Making Grammar Meaningful to Your Students

What is contextual grammar teaching and what kind of activities are recommended?

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How can we contextualize grammar?

Here are three main groups of activities in contextual grammar teaching:

Short stories or books

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How To Teach Grammar Using PPP Model

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3. Production

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Teaching Grammar Communicatively

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English Grammar (Teaching)

Teaching grammar

Teaching Grammar

Teaching English Grammar

Teaching Grammar Meaningfully