(Skkn 2023) enhancing communicative competence for students through grammar lessons in english 10 – global success

Traditional teaching methods follow the PPP pattern short for Presentation – Production - Practice in which teachers present and illustrate the grammar rules and students then use the pr

PART A: INTRODUCTION

1 Rationale 2

2 Aim of the study 2

3 Scope of the study 3

4 Method of the study 3

5 Novelty of the study 3

6 Structure of the study 3

PART B: CONTENTS 1 Theoretical basis of the topic 4

2 Practical basis of the topic 6

3 Practical application in teaching 10

PART C: CONCLUSION 1 Results of the experience application 28

2 Summary 34

3 Proposals 35 REFERENCE BOOKS

in the national curriculum not only helps students broaden their knowlege of the language in the most coutries all over the world but also improve their competence

of using the language in communication in order to meet the demand of high quality workforce for the job market in the future Therefore, the Ministry of Education and Training issued Circular 32/2018/TT-BGDĐT in which the curriculum of the English subject focuses on the communicative competence and considers learnered-center approach as the main point of the teaching and learning process The level of upper secondary education requires students to be able to use English as a communication tool as well as to enrich the knowledge of English through phonetics, vocabulary and grammar lessons To meet the requirements, the authors have been applying various methods to encourage students to build up their confidence and promote their communicative competence not only in skill lessons but also in grammar lessons to replace the traditional method of teaching English grammar – teachered-center That is the reason why we have decided to choose the

carry out the topic: “Enhancing communicative competence for students through grammar lessons in English 10 – Global Success”

2 Aim of the Study:

The topic was studied and applied with a view to enhancing the communicative competence for grade 10 students through grammar lessons in the textbook English

10 – Global Success It is also served as a source of materials that help English teachers improve speaking skill for their students

Through this study, the topic has helped the writers draw experiences of developing the students’ communicative competence by teaching grammar communicatively The writers’ experiences shown in this study may provide English teachers with a source of materials to teach grammar lessons in such a way that helps to improve students’ communication skill in general

3 Scope of the study:

As mentioned at the beginning, the study attempts to figure out the methods of teaching grammar communicatively for grade 10 students at Cua Lo high school Once successfully applied, a few activities used in teaching grammar towards

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communicative approach will be suggested at Cua Lo high school

4 Method of the Study:

- Studying the materials about teaching grammar communicatively in reference books and materials available in the Internet

- Analyzing and drawing experiences from the process of teaching

- Applying in the real teaching to self-evaluate

5 Novelty of the Study:

It is possible that the topic of teaching grammar communicatively is not really new in the field Our topic, however, focuses on the communicative competence of students in the particular grammar lessons in the coursebook English 10 – Global Success, which has just been published and used on a large scale in this school year

6 Structure of the Study:

The Study is made up of three main parts as follow:

- Part A: Introduction: To introduce the topic of the study and provide an overview of the topic

- Part B: Contents: To work out the definition of the terms used as well as develop the topic

- Part C: Conclusion: To draw the result and the feasibility of the topic

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PART B: CONTENTS

I THEORETICAL BASIS OF THE TOPIC:

1 Concept of teaching grammar communicatively

Generally, grammar shows the correct orders of words to make meaningful sentences “Grammar may be defined as the rules of a language, governing the way

in which words are put together to convey meaning in different contexts”

(Nesamalar Chitravelu; Sararatha Sithamparam & The Soo Choon, 2005) Traditional teaching methods follow the PPP pattern (short for Presentation – Production - Practice) in which teachers present and illustrate the grammar rules and students then use the prompts given to make similar sentences In the Practice stage, they continue praticing the controlled target laguage For example, to teach the present simple tense, the teacher introduces the verb form, the usage, the structures and gives examples Students take notes and follow the rules to put the verbs given into the correcct form of the present simple tense Then they practice making sentences, using this verb form In this model, the teacher plays the main role – teacher-centered framework and learners study in a passive way – receiving the

“one-sided” knowledge In this way, grammar points seem boring because they are explained by teachers, memorized by students separately Students focus on doing exercises to indicate that they understand the lessons but they can hardly use these rules to communicate “The problem is not in grammar itself, but in the way, that grammar has been taught and learned” (https://elttguide.com/want-to-teach-grammar-communicatively-its-so-simple-follow-these-3-tips/)

Teaching Grammar Communicatively means encouraging students to use grammar points to communicate effectively in real life situations

2 Concept of communicative competence

In a broad meaning, the concept of communicative competence is a very complicated term, which has been researched by famous scholars in the world for years “The scientific history of the concept of communicative competence began in the 1960s as a counter-movement against the so-called “linguistic competence” introduced by the structural linguist Noam Chomsky (1965), who based linguistic theory on an ideal speaker-listener with perfect linguistic knowledge, which is supposed to be unaffected by cognitive and situational factors during actual linguistic performance Among others, the philosopher Jürgen Habermas (1970) and the sociolinguist Dell Hymes (1972) argued that Chomsky’s concept could not serve

as a relevant component in a theory of real-life communication Habermas argued

“that general semantics cannot be developed sufficiently on the narrow basis of the monological linguistic competence proposed by Chomsky” (1970: 137–138) But similar to Chomsky’s idea of an idealized speaker-hearer, he idealized the speech situation: “Above all, communicative competence relates to an ideal speech situation

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in the same way that linguistic competence relates to the abstract system of linguistic rules The dialogue constitutive universals at the same time generate and describe the form of intersubjectivity which makes mutuality of understanding possible”

Gert Rickheit & Hans Strohner, 2008, Handbook of communication competence,

https://d1wqtxts1xzle7.cloudfront.net/30325080/iif_kgpm_rickheit_handbook_of_communication.pdf

“Communicative competence refers to “the capacity to use language appropriately in communication based on the setting, the roles of participants, and the nature of transactions” (Richard, 2002 P.36)

In this study, communicative competence is understood with a narrower meaning to be suitable for students’ level It shows the students’ ability to understand the language and select vocabulary in a grammatically organized way to convey their ideas, using verbal and non verbal behaviour

3 The importance of developing communicative competence to learners:

In general, the target of learning a language, is to be able to use it to communicate except in a few situations learners are researchers and they need to understand the written language for their research or other purposes The level of mastering a language can be assessed by the competence to understand the language

as well as express thoughts, wants, emotion or ideas in appropriate cases

“Communicative Competence should accomplish four main purposes including: expressing wants and needs, developing social closeness, exchanging information, and fulfilling social etiquette routines (Light, 1997) Light (1997) has described communicative competence as “being able to meet the changing demands and to fulfill one's communication goals across the lifespan” (p 63) For example, “infants communicate primarily to express wants and needs and to develop social closeness,” whereas “school-aged children need the means and skills to meet all four

(http://www.naacpartners.org/publications/2010KlienertHolmanMcSheehanKearns.pdf)

Simultaneously, developing communicative competence helps learners more interested in learning the language and thus create the motivation for learners Being able to use another language beside their mother tongue to communicate can be an amazing thing Furthermore, communicative competence also helps them improve their critical thinking skills which contributes to the learning process in which the learners play an active role Students will be able to develop their skills to communicate fluently rather than repetition and memorization with grammatical structures seperately

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II PRACTICAL BASIS OF THE TOPIC:

1 Common problems during the teaching grammar process:

Grammar is an indispensible part in learning a language However, it is not only difficult for students to master all the grammatical structures but it is also boring

to memorize the rules in separate patterns Thus, English teachers have had a lot of difficulties in teaching grammar lessons First, teachers give students too many rules

to remember They soon feel frustrated and confused as there are too many things to understand as well as too many exceptions from the grammatical rules which are not simple at all because real life situations vary while no rules can be fixed to all cases,

so students have to learn the rules and memorize the exceptions at the same time Second, there are so many students in classes that it is hard for teachers to make sure that all students can understand the grammar lessons The class size ranges from thirty-five to fourty-five students, which makes it impossible for teachers to stop by each student’s table to check if they can make sense of what they are taught in a limited time – forty-five minutes for each period at school Besides, teachers also have to deal with teaching multi-level classes and different learning styles from students In each class, there are always many different levels of students – excellent, good, fair, average, and weak Teachers have to control the speed they give lectures

so that average and weak students can catch up with and they also have to adapt a suitable method so that excellent and good students find something deserving to follow the lectures In addition, teachers also have trouble giving feedback to students who have different levels at grammar development Correcting students’ grammatical mistakes is also time-consuming

2 Principles of teaching grammar:

As we see, teachers have to face a lot of issues when teaching grammar and the problem is not grammar, but the way it is taught and learned A good way to combat this problem is teaching grammar communicatively, which helps students practice the target grammar patterns through particular communicative activities

“Teaching grammar effectively is about enabling children to control grammar to express increasingly complex ideas When grammar is taught well, it can make a significant different to children’s literacy development” (Key principles for teaching grammar, retrieved on December, 9th, 2022 from https://uk.sagepub.com/en-gb/eur/key-principles-for-teaching-grammar)

Here are 7 key principles when teaching grammar:

a Build up own subject knowledge

To teach grammar, teachers need explicit as well as implicit knowledge, to

be confident about using the correct terms and explaining these Don’t just learn the next term you are teaching It is important to be able to relate new learning to other features and the text as a whole

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b Give talk a high priority in your classroom

Children need to be able to select from a wardrobe of voices that includes Standard English

c Remember the purpose of teaching grammar

Grammar is not simply the naming of parts of speech or for teaching the rules

of English It needs to be strongly embedded in classroom talk, reading and writing

d Teach grammar in context

By introducing students to grammatical features and language in context, teachers will be helping them to internalise these principles Try not to go for the ready-made solution by using a worksheet from a book It will make very little difference to students’ use of language and will be meaningless for those who are not yet able to think in abstract ways

e Read aloud and discuss how authors use grammar

Students who read extensively and listen to the text will have a ‘toolbox’ of structures, patterns and rhythms to draw on

f Be systematic

Teachers have to make sure what the class have already learned and what they need to learn now Link new learning with their prior knowledge so that they can approach the knowledge in a systematic way

g Make learning grammar fun

Teaching grammar can involve investigations, problem-solving and language play as part of developing students’ awareness of and interest in how language works

*This is an edited extract from Teaching Grammar, Punctuation and Spelling in Primary Schools

3 Enhancing communicative competence for students through grammar lessons

in English 10 – Global Success

3.1 Teaching grammar through games:

Games play an important role in teaching foreign languages They not only help to make the lessons more attractive but they also stimulate learners to interact actively “Games have become crucially important for English language learners and teachers not only because they provide enjoyment and relaxation, but also as they encourage students to use their language in a creative and communicative manner”

(Gülin YOLAGELDİLİ 2011 Effectiveness of Using Games in Teaching Grammar

to Young Learners Retrieved on December 10th, 2022, from https://files.eric.ed.gov/fulltext/ED527862.pdf)

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Games are beneficial to both teachers and students First, students are motivated to win the games, especially when they have chances to compete in groups The tasks given will become more challenging and demanding In stead of sitting boringly in one place doing exercises as teachers ask, they have chance to express themselves by trying to answer the questions in the shortest time if they don’t want to lose the games Second, games helps to reduce the stress during classes By taking part in the games, students somehow forget that they are being asked to do exercises They just concentrate on the main objective – find the answers

to be the winners To make it more appealing, sometimes teachers also give the winners small presents as the rewards of the games, which makes students more eager to be the winners Finally, using games will make the lessons more learner-centered as most of the time, teachers just give the instructions, and it is students who play the main role in the activities In this study, we have searched for several common games that really work in teaching grammar as follow:

a Word Scramble:

This game is suitable for students to practice making meaningful sentences using the target language To play this game, teachers write a sentence and cut the words separately and give them to students so that students can form the sentence Students can play in groups They have to use their grammatical knowledge as well as their vocabulary to make complete sentences

b Time Bomb:

This is a fun game to teach grammar To play this game, teachers need

wind-up toy, an oven timer, or a stopwatch, and preferably that audibly ticks First, teachers start the timer, and then ask students a question and they have answer

it before the timer stops, if not, they will lose the game Teachers can give students a few questions, depending on the students’ levels Students can also play in teams

c Find someone who

This game is suitable for students to practice speaking and listening skill by going round in the classroom and make a survey, using the target grammar structures At first, teacher will show a topic and the grammar points to control the activity Then, students move around, making questions and take notes their friends’ answers with a piece of paper and a pen After that, students will report the results to the class

d Card game:

Teacher prespares cards with random words written on each card Students have to choose one or several cards and try to use the words to practice the grammar item This is a fun game for individual activities

3.2 Teaching grammar in contexts available in the coursebook:

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As usual, grammar are taught at sentence level, which refers to the verb tenses, part of speech, word orders, or types of clauses Each one will be instructed separately However, nowadays, grammar lessons are included in a particular context The structures or a grammar items are given in examples to make learners understand more about what situations the grammar item are used in real life conversations and in pieces of writing This helps students memorize more easily and they can apply what they learn in speaking in an appropriate way “A grammar lesson might start with a context with the target grammar item that students work to understand or explain For instance, if your target grammar item is the simple present for routines, the lesson might start with a paragraph of a daily routine The teacher would then prompt the students to explain the verb tense in the example, providing guidance and explanations as needed However, a lesson that makes use of context does not have to start with a context It can start with the rule and examples and then later show use of the grammar item in context Some teachers start with rules and later move to context, and other teachers start context and more toward rules Many teachers use both approaches When deciding whether to present the context first or later in the lesson, consider students’ proficiency levels and previous experience with the target grammar item as well as their learning preferences For some grammar items, showing the context first might be the best approach, and for other grammar items, starting with rules and examples might be a better choice”

(Teaching grammar for communicative competence Retrieved on December

15th 2022 from teaching-grammar-communicative-competence)

https://americanenglish.state.gov/resources/teachers-corner-Teacher may make use of the context avaible in the coursebook as all the units

in it have been systematically designed based on a specific topic The vocabulary is not only related to the topic but it is also repeated in each lesson, which makes it easier for students to remember Students will understand the lessons more clearly

as they get familiar with the topic and the vocabulary in the previous lessons

3.3 Teaching grammar in own contexts:

Teaching grammar in context means teachers have to provide students with contexts in which the grammatical part is used There are a lot of contexts in the textbooks for teachers to teach grammar However, if the contexts given are not suitable or have already been used, teachers can create their own contexts For example, if teachers are giving instructions of the present simple tenses and want to explain them in the real context to talk about daily routines but the topic in the coursebook is not about it, teachers can talk about their own or their students’ daily routines Using own contexts to teach grammar has a lot of advantages First, it makes students easy to understand as the contexts derive from real life Second, students can apply the grammar items in similar daily conversations

3.4 Teaching grammar through visuals:

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Teachers can use visual aids to teach grammar They can hang the visuals on the board or show them on the screen to explain the grammatical rules By this way, the grammar lessons can attract students’ attention and make them actively participate in learning activities They also motivate students to develop their listening, speaking and reading skills “Visuals help learners visualize what are being taught to them and stimulate deeper understanding as well as create actual and interesting contexts of grammar learning that facilitate the learners to connect the

material being taught to their own lived experience” (Adriadi Novawan 2011

Visually-based grammar teaching, retrieved on December 26th 2022, from

https://www.researchgate.net/publication/290544123_Visuallybased_grammar_teaching) There are various kinds of visual aids that teachers can use to teach grammar, based on the requirements and the aim of each lesson such as pictures, images,

charts, real objects,

III PRACTICAL APPLICATION IN TEACHING:

Teaching grammar is not easy at all Firstly, teachers need to master the target language clearly to be able to explain the rules to students Secondly, teachers have

to develop various methods to make their lectures more appealing to students Working together in this study, we have discussed and applied the principles as well

as the techniques in the grammar lessons in Global Success 10 Here are the lesson plans and the procedures that we have applied in teaching grammar for grade 10 students in Cua Lo high school With the grammar lesson of Unit 1, actually, students have already learned a lot about the present simple and the present continuous tenses Therefore, in this lesson, teachers just help them to revise the use and the structures as well as the difference between these two tenses without having

to explain everything in details Teachers can use the context available in the Getting started lesson in the coursebook or create a context to talk about daily routines

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1 UNIT 1: FAMILY LIFE Lesson 2: Language

I OBJECTIVES

By the end of this lesson, Ss will be able to distinguish and use present

simple and present continuous

II MATERIALS

- Grade 10 textbook, Unit 1, Language

- Computer connected to the Internet

- Projector/ TV/ pictures and cards

III PROCEDURE:

In this lesson, teacher can use the context available in the coursebook to teach the grammar point At first, teacher does not introduce the content of the grammar lesson The grammar item is not the topic of the lesson In stead, teacher asks

students to have a look at the conversation between Nam and Minh in the previous lesson

Teacher asks students to look at what Minh says to Nam and some questions

to elicit the use of the present simple tense:

+ Teacher: “What does Minh talk about?”

-> Expected answer: “He talks about how they divide the household chores in his family”

+ Teacher: “How do they divide the household chores in his family?”

-> Expected answer: “His mother does the chores, his father earns money and they study”

+ Teacher: “Now, look at the verb form: “does the chores”, “earns money”,

“study” What is verb form in these sentenses?”

-> Expected answer: “V added with “-s, es” and Verb in bare infinitive” + Teacher: What verb tense is used in these sentences?

-> Expected answer: “The present simple”

+ Teacher: “What is the present simple tense used for in these sentences?”

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-> Expected answer: “ It is used to talk about facts, daily routines, habits or things we do regularly”

+ Teacher: “Please read the conversation between Nam and Minh on page 8

in the coursebook again and underline the sentences with verbs used in the present simple”

-> Expected answer: “My mom usually does the cooking.”; “Does she help with the housework?”; “She often helps with the cooking”; I never do the cooking“;

“we divide the housework equally”; “My mom usually cooks and shops for groceries; Dad cleans the house and does the heavy lifting”;

+ Teacher: “Please find out the words or phrases that indicate the signal of the present simple tense in the sentences above”

-> Expected answer: “usually, often, never”

+ Teacher: “What do we call these words?”

-> Ecpected answer: “Adverbs of frequency”

+ Teacher: “Besides the adverbs of frequency, what are other signals?”

-> Expected answer: “Everyday, every week, .once/ twice a week/ a month

+Teacher: “Work out the rules and the structures of the present simple and take notes”

Teacher continues giving another example from the context in the coursebook:

+ Teacher: “How about the second clause?”

-> Expected answer: “The present continuous”

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+ Teacher: “Why is the present simple not used in the second clause of the senetnces?”

-> Expected answer: “Because it is not about the fact, but about an action that

is happening at the moment of speaking”

+ Teacher: “Please work out the structure of the present continuous”

-> Expected answer: “S + am/ is/are + Ving”

+ Teacher: “What are the words or phrases that indicate the signal of the present continous tense?

-> Expected answer: “now, at the moment, at present ”

+ Teacher: “Please take notes what you have just learned about the present continuous and pay attention to the following example: “My mum usually does the cooking, but she’s working late today”

+ Teacher asks students to compare two actions in the sentence and asks them which clause refers to a permanent situation and which one refers to a temporary situation

-> Expected answer: “The first clause is about an action happening regularly

or a permanent situation whereas the second one is about a change, or a temporary situation and it is used with the present continuous”

+ Teacher asks students to make sentences with the model: “S + usually + V(the present simple) but today + S + V (the present continuous)

In this lesson, to teach this grammar point, teacher doesn’t give any lecture or explanation In stead, he or she just uses the context available in the coursebook (the conversation between Nam and Minh in the Getting Started lesson), which students have been already familiar with Teacher keeps giving eliciting questions so that students can understand the grammar items themselves Therefore, they play an active role in the learning process

- Grade 10 textbook, Unit 2, Language

- Computer connected to the Internet

- Projector/ TV/ pictures and cards

III PROCEDURE:

+ Teacher shows a picture of the surroundings in a village or a corner of the schoolyard which is dirty and needs cleaning

+ Teacher: “What can you see in the pictures?”

-> Expected answer: “The environment is dirty and full of rubbish”

+ Teacher: “Do you want to make the environment clean?”

-> Expected answer: “Yes, of course”

+ Teacher: “What are you going to do this weekend?

-> Expected answer: “I am going to collect the rubbish”

+ Teacher asks another student: “What about you?”

-> Expected answer: “I’m going to plant more trees”

+ Teacher: “Look at the verb form in these sentences: be + going to + V(bare infinitive) What is it used for?”

(If students have no idea, teacher can give more eliciting questions such as:

“Is it used for an action at present or in the future? Is the action arranged to do before the moment of speaking or right at the moment of speaking?” )

-> Expected answer: “Be going to + V(bare infinitive) is used to talked about

a future plan or arrangement or plans which are made before the moment of speaking”

To teach another usage of “Be going to”, teacher can use visual aids Teacher shows a picture and ask students to make a prediction about what is going to happen

in the picture like the following example:

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+ Teacher: “Everyone, look at the sky in this picture What can you see in the sky?”

-> Expected answer: “There are a lot of black clouds”

+ Teacher: “What is going to happen?”

-> Expected answer: “It is going to rain.”

(If students can produce a correct sentence, teacher can help them)

+ Teacher: “In this situation, is the structure “be going to ”used for a future plan?”

-> Expected answer: “No, it isn’t”

+ Teacher: “What is it used for in this case?”

-> Expected answer: “To make predictions based on what we see or know” Next, to help students understand the differences between “Be going to” and

“Will”, teacher can show the following picture:

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+ Teacher: “Students, what will you do if your friend tell you he is thirsty as

in this picture?”

-> Expected answer: “I will bring him some water”

+ Teacher: “Exactly! why don’t you say “I am going to bring him some water?”

-> Expected answer: “Because this action is not planned in advance We don’t know that he is thirsty until he tell us.” (If students can answer the question, teacher can make eliciting questions)

+ Teacher: “So, what is “Will” used for a plan which are made before the moment of speaking or at the moment of speaking?”

-> Expected answer: “At the moment of speaking”

To practice this structure, teacher can ask students to play a card game in which teacher gives students several cards with a situation written in each one Students have to take turn to choose a card, read the situation and decide what they will do in each situation and read aloud the sentence with “Will”

UNIT 3: MUSIC Lesson 2: Language

I OBJECTIVES

By the end of this lesson, Ss will be able to use to-infinitives and bare infinitives after some verbs

II MATERIALS

- Grade 10 textbook, Unit 3, Language

- Computer connected to the Internet

- Projector/ TV/ pictures and cards

III PROCEDURE:

The topic of this unit is “Music”, so teacher may begin the lesson by asking students what kind of music they like

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Teacher should respond to students’ ideas and help them where possible Then, teacher can use the context available in the course to attract students’ attention + Teacher: “Now, close your book and look at the screen”

(Students have already learned about this conversation in the Getting started

lesson, so they have no difficulties understanding it)

Teacher shows this picture on the sreen for students to follow easily

+ Teacher: “Have you heard of Justin Bieber?”

+ Teacher: “Listen to the text and fill in the missing words”

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+ Expected answer:

+ Teacher: “ What are the main verbs in each picture?

+ Expected answer: “learnt to play”; “ started to upload”; “helped bring”

Until this point, the lesson has mostly involved the topic and the context to engage students and make the lesson meaningful Teacher doesn’t start the lesson by

introducing the grammar point but by leading students to students’ amazing

concern: “Music” After that, teacher clarify the target language through elicitation

+ Teacher: “Look carefully at the grammar Some verbs in these sentences are

followed by to-infinitive, some by bare-infinitive: “learned to play/ help bring”

To check if students can understand, teacher can show the following sentence: “I learned swim at the age of three”, teacher then askes students if the sentence is

correct

+ Expected answer: “I learned to swim at the age of three”

+ Teacher: “Now, work in groups of three Read the following sentences and check

if they are correct”

- Exercise: 1 I prefer stay at home this weekend

2 I hope to get a new job next year

3 My mum let me to watch TV

4 He made me to do my homework

5 I decided buy a new phone

6 I promise to clean the house

7 I agreed to help my mother

8 I plan get up early tomorrow

9 I want to go to the shop

10 My father asked me to help him

After students finish the exercise, teacher can ask them to practice speaking skill with the target language as shown in the following slide:

This speaking practice not only helps students improve their communicative

competence but also helps teacher check if students can use the form in a

meaningful way Students can learn the grammar by using it just as a child learns his mother tongue

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The method encourages students to think about the grammar, and engage with the grammar for themselves Teacher can test what students already know (e.g if

students seem to know most of the answers already, then we can move onto

practice sooner!) Therefore, it also keeps the lesson student-centred and

encourages peer teaching This method can also be applied to teach the grammar item: “Gerunds and to-infinitive” in Unit 5

UNIT 4: FOR A BETTER COMMUNITY

Lesson 2: Language

I OBJECTIVES

By the end of this lesson, Ss will be able to use the past simple vs the past

continuous with when and while

II MATERIALS

- Grade 10 textbook, Unit 4, Language

- Computer connected to the Internet

- Projector/ TV/ pictures and cards

III PROCEDURE:

To teach this grammar lesson, teacher can use the context available in the

coursebook as the solution explained in the previous part

In this context, Kim mentioned a specific time in the past “at 9 a.m” and Tam

talked about what she was doing at that time The context indicates a particular usage of the past continuous tense In another sentence, Tam said, “ While I was visiting the centre, I saw an advertisement for volunteers” Teacher can make use

of this context to introduce the past simple and past continuous tense

Example: Here is a card:

If a student gets this card, he/ she will have to thank about what he/she was doing

at 9 a.m last Sunday For example, “I was doing shopping with my mother in a shopping mall in Vinh city” To make it fun, teacher can encourage students not only to remember the exact information but to create an unsual situation and add more details about the place, the weather or people related, For example, “I was drinking coffee with a famous singer in a coffee shop near my house”, etc

To guide students about the past simple and past continuous tense with “when” and

“while”, besides the context in the coursebook, teacher also can create her/his own context as in the example below

+ Teacher: “Now, everyone, please look at the picture”

+ Teacher introduces the situation: “This is a picture of Sarah’s family Yesterday,

I visited them.”

+ Teacher: “What were they doing when I came?”

-> Expected answer: “They were having lunch” or “ they were eating”

At 9 a.m last Sunday

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+ Teacher: “Great! When I came, they were having lunch”

+ Teacher: “What are the verb forms in this sentence?”

-> Expected answer: “ The past simple and the past continuous”

Teacher then elicits the verb forms of these tenses

+ Teacher: “Think about the relationship between the two actions in the sentence Did they happen at the same time or one was in process when the other happened?”

-> Expected answer: “One action was in process when the other happened.”

+ Teacher: “What verb tense is used for one action in process and what tense for the other?”

-> Expected answer: “We use the past continous tense for an action in process and the past simple for the action that interrupted the other.”

To help students practice this grammar item, teacher can use the Card Game

Teacher will write a verb and a noun, each on both side of a card Students will take turns making a sentence, using the words given and the structure with “when”

or “while” in the past simple and past continuous tense

- Example: Here are two sides of a card

Go

-> Students may have a lot of sentences bult up from these words, depending on their imagination For instance, in class 10A1 at our school, one student gave the answer like this: “I was going to school when I fell off a bike”

Other sentences from our students: “I was going shopping when someone stole my bike”; “ My bike broke down when I was going to school”,

This method allows students to use their target language naturally and creatively It makes students engage in the grammar lesson eagerly Grammar lessons no longer boring and tedious In addition, by this way, students are able to develop their communicative competence through activities that make them practice and convey ideas with the target grammar

UNIT 6: GENDER EQUALITY

Lesson 2: Language

I OBJECTIVES

By the end of this lesson, Ss will be able to use the passive voice with modals

Bike