Inductive method a.1 - Sample grammar lesson 1: a.2- Sample grammar lesson 2: Used to + Verb a.3- Sample grammar lesson 3: The present perfect passive voice Pre-grammar Stage While-gram
Trang 1TABLE OF CONTENTS
PART ONE: INTRODUCTION:
1 RATIONALE
2 THE AIMS OF THE STUDY
2
1 THEREOTICAL BACKGROUND
1.1 Definitions
- Integrating
- Grammar
- Communicative language
1.2: The importance of grammar in communicating
2 REAL SITUATION
3 SOLUTIONS
3.1: Inductive and deductive method.
a Inductive method
a.1 - Sample grammar lesson 1: a.2- Sample grammar lesson 2: Used to + Verb a.3- Sample grammar lesson 3: The present perfect passive voice
Pre-grammar Stage While-grammar Stage Post-grammar Stage
b Deductive method.
b.1- Sample grammar lesson 1: Conditional sentences b.2- Sample grammar lesson 2: Teaching Conditional sentences through songs
3.2: Telling stories
PART ONE: INTRODUCTION
Trang 2The importance of grammar in English Language
1- Grammar = is the railway through which your messages will be transported
a train cannot move without railways
is very important in communication
is also the backbone of a language
with the corect grammar, we can express our ideas clearly
2+3+4+5 = the four communicative skills (Listening, speaking, reading, and
writing) are the cariages which help form a train
6- Communication= The head of the train which is formed by the four domain
skills (Listening, speaking, reading, and writing)
7 – Destination = the destination of the train is the station at this point you can
master a language, it means you can communicate well
=> you won’t be able to convey your ideas to their full extension without a good command of the grammar patterns and structures of the language
1 RATIONALE
Grammar
Communication
Writing
Reading
Speaking
Listening
1
6
2 3 4
5
Station = Destination
7
Railway
= Grammar
Trang 3I myself is a teacher of English, I find it necessary to know grammar because when I have a good command of grammar, I will feel more confident when
communicating I can explain more specifically about the structures of the sentences, why they are right, why they are wrong, and because our students are learning
English as a foreign language , not a second language
As you know, communication has become the heart and soul of the human life The process of communication chiefly deals with speaking, listening, reading and writing No one really learns grammar It has become natural phenomenon that we start speaking what everybody speaks around us We gradually develop a better sense
of understanding with the passage of time We don't study grammar of our own
mother tongue to use it for daily speaking, but when we need to polish our own
mother tongue or we want to learn a foreign dialect, we have to study its grammar and we usually do that
As far as you can see Our newly developed English textbook focuses mainly
on improving students’ abilities of speaking and listening The National
Examination , howerver, focuses almost on the grammar and vocabulary So how to help students not only learn well at school but also get high scores in the National Examination is my biggest concern, and it is also the reason why I write this small
project - “ Integrating grammar for communicative language”
2 THE AIMS OF THE STUDY
The study aims at
- helping students be more interested in learning English Grammar through some communicative activities
- making English grammar be easy to remember
- recommending some ways to motivate students’ communicative abilities
- providing a new material for other teachers of English as a kind of reference material
PART 2: DEVELOPMENT
Trang 41 THEREOTICAL BACKGROUND
1.1 Definitions
- Integrating: means making into a whole by bringing all parts together
or unifying
- Grammar: is the study of words and the ways words work together; an
invisible force that guides us as we put words together into sentences
According to Wikipedia, In linguistics, grammar is the set of structural rules governing the composition of clauses, phrases, and words in any given natural
language The term refers also to the study of such rules, and this field includes morphology, syntax, andphonology, often complemented by phonetics, semantics, and pragmatics
The formal study of grammar is an important part of education for children from a young age through advanced learning, though the rules taught in schools are not a "grammar" in the sense most linguists use the term, particularly as they are often prescriptive rather than descriptive
Trang 5When I’m right
No one remembers
But When I’m wrong
No one forgets
- Communicative language: The communicative approach is based on the idea
that learning language successfully comes through having to communicate real
meaning When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language
1.2: The importance of grammar in communicating
Communicating is an essential part of human activities It is the interaction between two or more people It is a two-way process it involves the sharing ideas and information between one person and other people According to Oxford dictionary, communication is defined as "the activity or process of expressing ideas and feelings or of giving people information"
Communication is a learned skill To express themselves well and successfully, people must learn how to communicate This is stated by Dimbledy and Burton (1998) in their book: "abilities such as talking and writing are not natural They are taght by parents, friends and schools" (p.6) As a child, a person may learn
Trang 6to communicate by observing others' behaviors and then imitating them When he or she grows, it is necessary to go to school where they are taught directly how to communicate because they can develop better communication skill which is useful for them
"Grammatical competence was a part of communicative competence" (Lock, 1996, p.266) Therefore, to obtain an effective communication skill, people should pay attention to grammar due to these following reasons
First, grammar is very importance because it may help enhance accuracy Marcel (1853) highlights this point in his book He clarifies how grammar develops accuracy in communication as "it forms the mind to habits of order and clearness; concurrently with logic and rhetoric, it accustoms learners to accuracy of language, and hence, to accuracy of thinking"(p.424) This means grammar rules can help learners develop a habit of thinking logically and clearly Therefore, after studying grammar, they will become more accurate when using language
In addition to accuracy, Ellis also says that grammar learning can make the internalization of syntactic system become easier Hence, it improves the development of fluency (Hinkel and Fotos, 2002,p.10) When a person has learned grammar, it will be easier for him to acquire other grammar rules afterwards compared to those who have never learned before That person will know how to organize and express the ideas in his mind without difficulty As a result, he will be able to speak, read or write a language in a smooth and skillful way
Second, a proper use of grammar is a sign of respect, both for speakers and listeners (Clack, 2010) For speakers, speaking clearly means they take time to polish themselves with a good impression from the listeners A person with a poor grammar skill can form negative impression on the first time meeting and this may last for a long time For listeners, a proper use of grammar shows that their thought is concerned Speakers do not want them to waste time trying to figure out what they are saying
Trang 72 REAL SITUATION
In Vietnam, most of the students are afraid of communicating Why do they shake with fear of speaking? Why don’t they get out and start speaking? Maybe for fear of making mistakes? Their grammar is not good?
In our school, many students are good at grammar and writing However, they often shake in their shoes just for fear of making mistakes and not being able to express themselves properly as much as they want to After 10 years of teaching, I can realise that these are the most common problems:
Embarrassment: They are embarrassed
because of their accent, poor pronunciation
and because they don’t know how to build
elaborate sentences or in most cases
because they are afraid to be the butt of a
joke in front of others
Vocabulary: A small range of vocabulary or Lack of vocabulary is also one of the
reasons people are afraid of speaking English and they get discouraged to start a conversation If you are waiting to achieve a great level of vocabulary to start speaking English you will end up waiting for years and it will never come to an end
Lack of Confidence: You don’t feel self-confident enough to engage in a
conversation because your fear is bigger than your confidence plus the three I mentioned above Lack of confidence in some cases turns out into negative thoughts that will break you apart
Trang 8Mistakes: The fear of speaking also comes from a fear of making mistakes.
Most of the time it happens because people get
anxious and in that case they instantly lose
their ability or capability to speak comfortably,
in some cases, people’s brains get overanxious
and their speaking performance drops
off substantially, it has been proved that high
levels of anxiety can hold you back, in the
worst case scenario they stop and get stuck
completely
3 SOLUTIONS
In this part, I am going to suggest some ways of integrating grammar for communicative language, most of them I have been applying and I can see the improvement of my students’ communicative skills and their grammar as well
3.1: Inductive and deductive method.
a Inductive method
When the teachers take an inductive approach, they start with a set of observations and then they move from those particular experiences to a more general set of propositions about those experiences In other words, they move from data to theory,
or from the specific to the general
a.1 - Sample grammar lesson 1:
You are going to teach your students “Wish” structures Give them some pictures to observe and give the situation:
Trang 9You have an appointment with your friend, it suddently rains and, of course you don’t want it to rain any longer How will you say?
Students may say:
I hope it will stop raining
I wish It will stop raining
I wish It won’t rain
After some arguments, the teacher may give them the structure of Wish
Future: S+Wish (that) + S + would + Verb
We use 'would' with 'wish' in a little bit of a special way It's generally used about other people who are doing (or not doing) something that we don't like and we want that person to change It's not usually used about ourselves, or about something which nobody can change though, exceptionally, we do use it about the weather
- I wish that it would stop raining!
- I wish that the neighbours would be quiet! (They are not quiet and I don't like the noise.)
- I wish that you wouldn't smoke so much! (You do smoke a lot and I don't like it I want you to change this.)
- I wish that you didn't work late so often
We don't usually use 'would' when there's no feeling that we want somebody to change their behaviour
Trang 10The teacher shows the second picture and say: The girl was lost yesterday because she didn’t take a map with her Now she feels regret for what she did yesterday How will she say? And the teacher gives students some minutes to discuss There may be a variety of answers, the teacher leads them to the correct answer and explains why
Past : S+Wish (that) + S + had + Verb –past participle
We can use 'wish' with the past perfect to talk about regrets from the past These are things that have already happened but we wish they'd happened in a different way This use of 'wish' is very similar to the third conditional
- I wish I had taken a map yesterday (I didn’t take it)
- I wish that I had studied harder at school (I didn't study hard at school, and now I'm sorry about it.)
- I wish that I hadn't eaten so much yesterday! (But I did eat a lot yesterday Now I think it wasn't a good idea.)
To present the use of Wish at present Teachers may call a student who doesn’t really like English, and then ask her/him
Teacher: Do you like English?
Student: No…
Teacher: Do you want to study English well?
Student: Yes…
Teacher: And….to express your wish at
present we can say “I wish I studied
English well” can you repeat it?
Do you like
Trang 11Present: S+Wish (that) + S + Verb-ed
Teachers may give them some other uses of Wish
Wish + to + infinitive:
We can use 'wish' with the infinitive to mean 'would like' This is very formal We don't usually use a continuous tense with 'wish' in this case
- I wish to speak to the headmaster (This means the same as 'I would like to speak
to the headmaster'.)
- I wish to go now
Wish + object + to + infinitive:
In the same way, we can use 'wish' with an object and an infinitive
I do not wish you to publish this article
I wish these people to leave
Wish + somebody + something
This is used mostly in set phrases
I wished him a happy birthday
They wished us Merry Christmas
a.2- Sample grammar lesson 2: Used to + Verb
The teacher shows two pictures of a man One picture was taken a few years ago and the other one is new The old picture shows his habbit of smoking while the new one displays his saying –no to smoking The teacher then asks them to compare the two pictures
This stage provides a context for input generation and an opportunity to notice the new grammatical structure The teacher tells them they are going to learn a new
Trang 12structure (for the purpose of noticing) but does not mention the name of structure (for motivational purposes)
The teacher asks some clarification check questions to ensure that the meaning
is clear Some examples:
Did he often smoke in the past?/Does he smoke now?
Did he have long hair in the past?/Does he have long hair now?
The teacher asks the students to formulate the rule on the board for the given
sentence providing help if needed
He used to smoke.
He used to have long hair => S + Used to + V-bare infinitive…
The teacher asks students to think back to when they were a child and asks the following questions:
"What are the differences and similarities between your life then and now? Think about where you lived, your likes/dislikes, your holidays and your
family, and fill in the following lines with appropriate sentences"
Example:
Live in the country Live in the city
=> The teachers then ask students to practice making sentences:
I used to live in the country, now I live in the city
(When I was a child I used to read commic books, now I only watch TV
……
I used to be poor