skkn integrating grammar for communicative language and using some communicative techniques to motivate students in grammar lessons

Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

PART A: INTRODUCTION
I. RATIONALE
I.1. THEORETICAL BACKGROUND
Based on the innovation-oriented teaching methods
The Party Central Committee’s Theoretical Council, at its forth meeting
proposed the resolution that: “encourage self-study, to apply modern methods
of fostering students’ abilities of thinking creatively and solving problems by
themselves."
At the eight meeting, the Government continues to affirm: "Renewing a
method of education and training, overcoming a one-way path to convey,
training students to practice with creative thinking. Gradually apply advanced
methods and modern means in the teaching process to ensure conditions and
time for students to study by themselves.”
Base on the Clause 2, Article 24 of education law as follows: "Method of
general education must promote positive ambition and creativity of students,
suitable for each class, the training courses help student have self-learning skill
as well as the knowledge for practical situation students have good emotion that
impacts, brings joy and excitement for them. "
Base on the innovation of teaching methods that help students towards
active learning, against passive learning habits. To have the most effective,
successful grammar lesson, teachers need to create a joyful atmosphere and
create attractive the techniques to stimulate creative thinking.
Moreover, with the social background of opening up ASEAN integration,
English language plays an important role in communication and enculturation of
Viet Nam country. In general, learning English becomes more and more
necessary and it also gets the attention of everyone, especially the students. They
are gradually becoming fond of this subject and more confident in all fields of
English to master the knowledge, study about material and see the dialectical

unity of listening skills - speaking - reading - writing.
1


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

I.2. PRACTICAL CONTEXT
It is clear that, in practical situation, many students are good at grammar
and writing but that does not mean the students pronounce words well, not be
confused or speak English fluently. Here are the reasons for that:
I.2.1. The psychology of students in high school
- Ability to reflect with their awareness of language.
- The ability to imagine a flexible, logical, easy to relate and compare.
- The ability to memorize language and find the words out quickly.
- Have not really confident, afraid wrong, afraid to speak English.
- Prefer being active and self – controlled.
I.2.2. Problems of teaching and learning English grammar
Grammar teaching is an extremely important part of foreign language
teaching but there exist two universal problems. One is that it is ineffective:
during class, teachers explain grammar rules one by one, and students seem to
understand to complete some related exercises, but when they speak and write,
they still make many grammatical mistakes. The other is that the students feel
that grammar teaching is very dull and boring. Therefore, they have no interest
in learning
Unfortunately, grammar is often taught in isolated, unconnected sentences
that give a fragmented, unrealistic picture of English and make it difficult for
students to apply what they have learned in practical situations. Furthermore,
Language Focus section is partially composed of English grammar knowledge
that the topic, content and exercises are quite monotonous, boring and tedious,

not to create an atmosphere for students interested. Especially, the testing
exercise was quite passive and less contact with the fact, which causes students’
bad memory
The reason why the students feel that grammar teaching is very dull and
boring is that memorizing grammar rules is very hard for weak Ss and too easy
for the good ones but it does not support students’ communicating skill.
2


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

Textbooks have gradually better renovation to meet the needs of learners.
Therefore, from the content of textbook, every teacher should have different
approaches to create excitement and stimulate creativeness and eager the student
to learn. Knowledge of grammar are usually taught in traditional methods when
teachers often use their interpreting, explaining the rules of grammar. As the
result, students are quite passive and have fewer opportunities to practice the
language in class.
It is also undeniable that the Language focus periods are so depressing
because of mostly grammatical knowledge. So, teachers have difficulty in
helping students both gain knowledge in their mind and developing
communicating skills. It gives us one question that which communicative
techniques teachers should approach to express the all content in the classroom
but still inspire the students. It is strongly believed that the problem could easily
be solved if teachers use the applications of external material or practical
knowledge (Authentic English) is an indispensable job. Therefore, students can
get acquainted with the structure already provided in their background naturally.
As a young teacher, through researching some documents and attending in
my many colleagues’ lessons, I realized that it is necessary to apply creative and

flexible approaches in lesson plans to teach grammar, make pupils become
thought-provoking and better reflective. Despite a lot of problems, I still expect
to promote potential students’ capacity through my study: “Integrating
grammar for communicative language and some communicative techniques
to motivate students in grammar lessons.”
II. AIMS OF THE STUDY
The study aims at:
- Giving a brief overview of theoretical background and practical context
of both teaching and learning English Grammar.
- Designing activities for some sample lessons: integrating grammar into
a communicative teaching lesson.
3


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

- Suggesting several communicative techniques to motivate students in
grammar lessons.
III. RESEARCH SCOPE
In the teaching process, there are many issues to study and change the method.
However due to the limited amount of time and less teaching experience, this
study was carried out in 2 classes grade 10 with 68 students in my school, during
the school year 2014 -2015
IV. METHOD OF STUDY
IV.1. Researching documents
This method helps the author study theoretically from the analysis of
documents and related data. So, I present the study through the usual channel
and scientific method.
This method also helps to learn about the situation and psychology of

students.
IV.2.The method of investigating
- chatting with students directly to try to know their interest in this
subject and teachers’ methods stimulate Ss to use your initiative, imagination,
and common sense.
- monitoring students through each lesson can help the author collect and
draw the expression as well as the attitude of the student for learning this
subject, specially, in the first minute of the grammar lesson.
IV.3. Statistical methods
Data is collected from 2 statistics which the author completed at the
beginning and at the end of school year 2014-1015. After each lesson, teacher
tried to find solutions to get better results

4


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

PART B: THE CONTENTS
I. THE TRADITIONAL METHODS:
“THE LANGUAGE LEARNING AND TEACHING PROCESS IS
SOMEHOW “EXAM-ORIENTED” OR “EXAM-PREPARED”
In general, in many high schools our country, it is commonly seen that
due to the pressure of examinations which often focus on reading, writing,
grammar and vocabulary, or in other words, the language learning and teaching
process is somehow “exam-oriented” or “exam-prepared”, the language teaching
methods are undeniably affected. Generally, teachers spend most of the time in
class helping the students understand and remember rules and then apply them
to do grammar exercises. As a result, it is likely that students who get very good

marks in reading are not able to communicate confidently in social situations or
even produce an accurate piece of conversation.
The author have observed many procedure of English Grammar teaching
lessons. These are some examples.
Example 1: Revising the present simple tense and the past simple tense
Unit1 : A day in the life of…..
T’activities

Grade 10.
Ss’ activities

Grammar: ( 20’)
- Aims: to revise the present simple
tense and the past simple tense.
- Asks sts to think about the present
simple tense and asks some to tell the
whole class about the form and the
use of the tense.
- Asks sts about the position of
adverbs of frequency.
- Asks sts to do Ex 1 individually in

+ Form:
(+) S + V/ Vs/ Ves +.......
(- ) S + don't/ doesn't + V +......
(?) Do/ Does + S + V +..........?
+ Use: to talk about present habits or
present states.
+ Position:
5

Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

5 minutes, then share their answers

- After "to be" but before other verbs.

with their partners.

- "As a rule" is placed at the beginning of

- Explains any new words if

a sentence.

necessary.

1. is

7. catch

- Asks some sts to report and gives

2. fish

8. go

remarks

3. worry

9. give up

- Asks sts to do Ex 2 orally in pairs in 4. are
10. say
2 minutes.
5. catch
11. realise
- Moves round to conduct the activity.
6. am
12. am
- Asks 2 sts to report.
Sample answers:
He always get up early.
She is sometimes late for school.
+ Form:
- Presents the past simple tense.
- Asks some students to tell the whole
class about the form and the use of
this tense.
- Asks sts to look at Ex 3 and
explains what sts are going to do.

- Asks sts to do this exercise in 5
minutes
- Asks 2 sts to do this exercise on the
board.

- Moves round to help sts if

(+ ) S + V-ed/ V( irregular) +......
( - ) S + didn't + V +..........
( ?) Did + S + V + .............?
+ Use: to indicate that something in the
past.

1. was done

7. began

13. was

2. cooked

8. felt

14. leapt

3. were

9 put out

15. hurried

4. smelt

10. crept

16. found

5. told

11. slept

17. wound

6. sang

12. woke

18. Flowed

necessary.
- Checks and gives remarks.

6


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

Example 2:

Revising Wh- questions

Unit 2: School Talks grade 10
T’activities

Ss’ activivites.

Grammar: ( 15’)
Aims: to revise Wh- questions
- T: What are Wh- questions?

- Look at the board.

- Asks sts to give examples.

- Look at the textbook.

- Asks sts to look at Ex 1 in page 29

- Make questions and then ask and

and then make questions as

answer with their partners.

requirement.

S1: When did you come?

- Asks them to work individually and

S2: Just a few days ago.

then work in pairs to ask and answer.

S3: How long did you stay in Quang

- Lets them work in 4 minutes and then Ninh?
asks some pairs to report.

S4: For a few days.

- Checks and gives remarks.

S5: Who did you come with?
S6: I came with a friend.
...........

Example 3:

Used to + infinitive

Unit 4: Special Education
Teacher's activities

-

grade 10
Students' activities

Grammar: (15mins)
Aims: to review "used to + infinitive"
and get sts to do Ex 2.
- Asks sts to recall the use of " used

- Think about the teacher's question and

to" by giving an example:

answer:

" She used to get bad marks when she

- S: We use the structure to talk about

was at primary school"

past actions or past habits that no
7


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

longer exist.
- Asks sts to do Ex 2 individually and

- Do the exercise individually and

then share the answers with their

compare their answers with their

friends.

partners.

- Moves round to help if necessary.

- Do the exercise on the board.

- Asks two sts to do this exercise on

2. used to have

3. used to live

the board.

4. used to eat

5. used to be

- Asks one st to give remarks.

6. used to take

7. used to be

- Checks and gives remarks.

8. did you use to go

Example 4:

Conditional sentence type 2:

Unit 9: Undersea world – grade 10
Teacher's activities

Students' activities

Conditional sentence type 2
- Review the form and the use of

- Read the examples and point out

conditional sentence type 2 by giving

the form and the use of conditional

some examples:

sentence type 2:

eg: If my grandfather were still alive, he

+ Form:

would be 100 today.

If- clause

If I had a lot of money, I would lend

S + V( P.S)

,

main clause

,

S + would + V

you some.

+ Use: an unreal situation at

- Ask sts to read the examples and point

present or in the future.

out the form as well as the use of
conditional sentence type 2.
+ Note: “ were” is used with all persons.
- Ask some sts to give examples.
- Ask sts to do EX3.
+ Exercise 3:

- Do Ex 3 in pairs.
8


Integrating grammar for communicative language and using some communicative

techniques to motivate students in grammar lessons

- Ask sts to do the task in pairs.

- Some sts report.

- Go round to conduct the activity.

3. would take

7. pressed

- Ask some pairs to read sentence by

4. refused

8. wouldn't be

sentence.

5. wouldn't get

9. didn't come

- Listen and give remarks.

6. closed down

10. borrowed

............................
Example 5:

The present perfect passive

Unit 5: Technology and You
Teacher's activities

grade 10
Students' activities

Aims: to review the present perfect
passive and get sts to do Ex 2.

+ Form:

- Asks sts to tell the teacher the form of

(+) S + have/ has + been + PII

the present perfect passive.

(-) S + have / has + not + been + PII
( ? ) Have / Has + S +been + PII ?
- Do the exercise individually and

- Asks sts to do Ex 2 individually and
then share the answers with their friends.
- Moves round to help if necessary.

compare their answers with their
partners.
- Do the exercise on the board.

- Asks two sts to do this exercise on the

1. A new hospital for children has

board.

been built in our city.

- Asks one st to give remarks.

2. Another man-made satellite has
been sent up into space.
3. More and more trees have been cut
down for wood by farmers.
…………………………………….

- Listen to the teacher.
- Checks and gives remarks.
Example 6: Revising the use of "who, which, that" as relative pronouns
9


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

Unit 5: Technology and You

grade 10

Teacher's activities
Aims: to revise the use of "who, which,

Students' activities

that" as relative pronouns and ask sts to do
exercise 3.
- Recalls sts of the relative clauses with "who, - Listen to the teacher.
which, that".

- Read the requirement carefully.

- Asks sts to read the requirement of Ex3 and

- Do Ex 3.

then do the task individually.

1. which

6. who

- Goes round to conduct the activity.

2. which

7. who

- Asks some sts to read sentence by sentence.

3. which

8. which/ that

- Listens and gives remarks.

4. who

9. which

5. who

10. who

It is clear that many teachers only focus on forms and infuse the
knowledge of grammar by repetitious instruction, but neglect training the
students’ ability to communicate and use the English language. They often
spend most of their time explaining dull, complex grammar rules. Whether
communication serves language or language serves communication has been the
point of issue.
II. SOLUTIONS (THE NEW METHODS)
Skills and grammar topics have dialectical relationship with each other
Therefore, teaching grammar, teachers should combine listening - speaking reading skills to make language learning becomes smooth, natural and most
effective. Maybe, the old method of teaching, passive learning habits ... cause the
problem that the students found English so difficult. However, English is easy if
there are the right strategic approaches. English became really fun if students
acquainted correct pronunciation, memory of vocabulary and large number of

potential to catch up with the tenses in English automatically and easily.
As a result, I must renew perspective, and find the way how to teach more
effectively grammar section. In the other words, grammar is not a separated
anymore, but linked with different skills and used with a lot of activities, games
10


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

and various documents. These activities are not only fun or playful but also
directly related to the lessons. Therefore, students receive knowledge in a
natural way to avoid restrictive, dogmatic. They also realize how to learn
vocabulary, grammar, pronunciation through the techniques. By this way,
students can learn English while listening to relax through the paper, the favorite
topics, imagination or laughing while learning to bring high efficiency
IV.1. Some ways of integrating grammar for communicative language
In this part, I am going to suggest some ways of integrating grammar for
communicative language, most of them have been applied in my class and
finally, I can see the improvement of my students’ communicative skills and
their grammar as well.
These are some examples to illustrate the integration of grammar in CLT
comes from Pekoz’s (2008) suggestion in teaching grammar
• Sample 1: Application for grammar section: used to+
infinitive
(Unit 4 special education - grade 10)
1. Pre-grammar
a) The teacher discusses the topic "THE CHANGES OVER THE
YEARS”
b) The teacher shows the picture as below. One picture was taken some

years ago and the other one is new. The teacher then asks them to compare the
two pictures.

11


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

2. While-grammar
a) This stage provides a context for input generation and an opportunity
to notice the new grammatical structure. The teacher tells them they are going to
learn a new structure (for the purpose of noticing) but does not mention the
name of structure (for motivational purposes).
b) The teacher makes a transition from the context created in picture to
the grammatical point by showing the same pictures and telling the picture
differences with "used to" and "simple present tense" (i.e. "he used to be thin,
but now he isn’t, he is very fat now", or TV used to be big and thick but now it
isn’t, etc).
c) The teacher creates other contexts for the teaching of grammatical
point through some other picture comparisons, discussions, stories, or
reading/listening texts.
d) The teacher asks some clarification check questions to ensure that the
meaning is clear. Some examples:
Did he often work hard in the past?/Does he eat much now? was she thin
in the past?/ is he fat now?
Did he have a big and thick TV in the past? Does he have a flat and
modern TV now?
e) The teacher asks the students to formulate the rule on the board for the
given sentence providing help if needed.

She used to

be thin/ have a big and thick television.

S + Used to + V 1 …
(Note: The while-stage may involve production of the new structure
through some questions about the pictures. In this case, however, the purpose is
to confirm whether the meaning has been clarified.)
3) Post-grammar
Brainstorming
The teacher asks students to think back to when they were a child and
asks the following questions: "What are the differences and similarities between
your life then and now? Think about where you lived, your likes/dislikes, your
12


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

holidays and your family, and fill in the following lines with appropriate
sentences".
Your life as a child.________________________________________
Your present life.________________________________________
Role-play
The teacher forms pairs of students and gives a role play to each student.
The role playing students are supposed to be old friends meeting after a long
time. They are supposed to communicate and note the differences in each using
either their imagination or the role play cues.
Writing
The teacher asks students to write a story about the following topic for the

school magazine.“Imagine that you have been asleep from 2010 till now. You
have just woken up to be shocked about everything around you. Compare your
old and new lives and write your story using "used to".”
• Sample 2: The application for the section “The present perfect
passive”
(Unit 5 Technology and you - grade 10)
1. Pre-grammar Stage
First, the teacher has a discussion about the new room John has moved to.
Some sentences as examples:
“There is a TV set’
“They have handed some pictures on the wall”
…………………………………………..
2. While-grammar Stage
The teacher shows the picture of the room

The teacher says the following:
13


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

The bed in the middle has been bought by his mother.”
“The TV set has been placed on a table”
“The pictures have been handed on the wall, near the bed.”
“The light has been turned on.”
……………………………..
=> Ask the students to pay more attention to the sentences the teacher has
just said and formulate the rule on the board.
Alternatively, or additionally, the context can be created through a reading

text written in the present perfect passive voice.
3. Post-grammar Stage
The teacher gives the following hand-out to be filled out and asks students
to walk around and ask questions to the class members.
Find someone
Who has been given money?

Class members’ name

Who has been taken to a beautiful place?
Who has been misunderstood today?
Who has been met a famous person recently?
Who has been given a present?
Who has been punished by parents?
Role-play
The teacher forms pairs of students and gives a role play to each student.
The role playing students are supposed to be neighbors whose houses have been
broken into and they tell each other about what have been stolen.
Writing
The teacher asks students:
”Imagine that You have just turned back your house after a long time
living far away from it and you have been surprised about everything around
you. Your parents have changed some things in your house. Write a letter to
your close friends and tell about that, remember to use the present perfect
passive voice

14


Integrating grammar for communicative language and using some communicative

techniques to motivate students in grammar lessons

IV.2. Some communicative techniques to motivate students in grammar
lessons.
Motivation is popularly considered to play a very important role in
learning. In Jeremy Harmer’s view (1991) “Motivation is some kind of internal
drive that encourages somebody to pursue a course of action”
In order to apply CLT to teaching grammar effectively, a variety of
techniques and activities should be used at different stages of a grammar lesson.
In this paper, I am going to suggest some popular techniques and classroom
activities for the communicative practice.
IV.2.1. Using games and problem-solving activities
The latest concern of the foreign language teachers is to make the
students use the target language communicatively. Among the activities or
techniques, games and problem solving activities are the most preferable
communicative activities.
Both games and problem- solving activities have a goal. Games are
organized according to rules, and they are enjoyable. Most games require group
works, whereas problem- solving activities (though they are structured) require
individual response and creative solutions. Games and problem- solving
activities are generally used after at the practice stage and more frequently at the
production stage, because such communicative tasks can only be handled after
mastering sufficient grammar and lexical points.
Students are more motivated when learning through the games because of
the competition in games. Besides, games also reduce the stress in the
classroom. Games and problem- solving problems can be used at all levels.
When using games, of course, the teacher must be sure that students are familiar
with the words and structures needed to carry out the task. Quick drill should
usually be done before students play games. Furthermore, it is important to
design clear and easy instructions for the games or the activities. These are the

common games and activities usually used in grammar teaching lessons:
15


Integrating grammar for communicative language and using some communicative
-

techniques to motivate students in grammar lessons
Noughts and crosses.
- Slap the board
Network.
- Flash cards.
Bingo.
- Network
Hangman.
- Labeling the pictures

- Jumbed words
………………………………………………….

• Sample 1: Chain game Teaches students the conditional

sentences type1
(The application for grammar section Unit8: The story of my village grade 10)
Application: Students work in group, taking turns to say a conditional
sentence in a possible situation. Another student asks what happens next, that
person answers, then, they go on asking and answering. Teacher can encourage
students to keep going on as long as possible.
e.g. A – If it’s sunny, I’ll go to my homeland.
Group - What will you do if you go to your homeland?

B – If I go to my homeland, I’ll meet my grandmother and my friends.
Group – What will you do if you meet your friends?
C – If I meet them, we’ll go to the pub.
Group – What will you do if you go to the pub?
…………………………………………………………..
This game not only helps to practice first conditional, but also students’
reaction and creative thinking.
• Sample 2: Game: Quizzes to teach “Superlatives”
(The application for unit 16: historical places _ grade 10)
Teacher prepares some questions about common knowledge of Britain.
(Teachers can give Ss some pieces of papers as suggestions if necessary)
1. What is the highest mountain? (Ben Nevis – 1,343 m)
2. Who is the richest person? (The Duke of Westminster - € 8.2 billion)
3. What is the furthest country from the UK? (New Zealand)
4. What is the second biggest city? (Birmingham – 2.3 million)
5. Where is the largest lake? (Scotland, Loch Lormond – 312 km2)
6. What is the longest river? (The Severn – 322 km)
7. Where are the heaviest smokers? (Manchester)
8. What is the most common surname? (Smith)
9. What is the tallest office building? (Canary Whart – 244 m)
16


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

10. What is the busiest airport? (Heathrow – 54.5 million passengers per year)
11. Which is the longest running soap opera? (Coronation Street – since 1960)
12. What is the most popular daily newspaper? (The Sun)
- Divide the class into 3 teams.

- The teams raise their hands to take the chance to answer the question and
score.
- The team with the most scores will be the winner.
Here are some photos taken in our class.

The students could continue with one team raising questions and the
others answering. This activity also helps to enhance students’ general
knowledge, apart from English knowledge.
IV.2.2. Using songs
Songs and music always create relaxing and non-threatening atmosphere
for students, who are usually unconfident when speaking English in a formal
classroom setting. In any case, students find the lesson interesting from songs.
17


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

And a major success is breaking the traditional view of dull and boring grammar
classes. In grammar lesson, songs may be used both used for the presentation
and practice phase.
Sample: Using the song “If I were a rich man”
to present the conditional sentences type 2 Unit 9: undersea world grade 10
Type of activity: individual work, pair work, whole class
Aims: present the conditional sentences type 2.
Preparation: make the copy of the handouts for each student .
Procedure: -

Deliver the handouts to the students

- Ask Ss to listen to the song.
IF I WERE A RICH MAN
"Dear God, you made many, many poor people.
I realize, of course, that it's no shame to be poor.
But it's no great honor either!
So, what …(1)….have been so terrible if I …(2)….. a small fortune?"
If I …(3)…… a rich man,
Ya ha deedle deedle, bubba bubba deedle deedle dum.
All day long I'd biddy biddy bum.
If I …(4)…… a wealthy man.
I ……(5)……have to work hard.
Ya ha deedle deedle, bubba bubba deedle deedle dum.
If I ……(6)…….a biddy biddy rich,
Yidle-diddle-didle-didle man.

- After the first listening, students work in pairs and share their ideas
- For the second listening, students have to fill in these verbs in the correct
blank

18


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

- Show the video clip of the song on the screen and ask students to pay
attention to the action in the song
IF I WERE A RICH MAN.
"Dear God, you made many, many poor people.
I realize, of course, that it's no shame to be poor.

But it's no great honor either!
So, what would have been so terrible if I had a small fortune?"
If I were a rich man,
Ya ha deedledeedle, bubba bubba deedledeedledum.
All day long I'd biddy biddy bum.
If I were a wealthy man.
I wouldn't have to work hard.
Ya ha deedledeedle, bubba bubba deedledeedledum.
If I were a biddy biddy rich,
Yidle-diddle-didle-didle
( Here are the photos when my students practiced in their lesson)

• let them withdraw the form, use and meaning of the conditional
sentences type 2
• For an extra- activity , the teacher can ask the students to sing the song
individually or the whole class
IV.2.3. Role - play

19


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

Role play is used to refer all sorts of activities where students imagine
themselves in one situation outside the classroom, sometimes playing the role of
someone rather interesting than themselves, and using appropriate language on
the new context. For example, one student acts the father and the others play as
his sons/daughters
This activity is often used at the production stage.

Sample: Role-play to practice talking about purpose.
(Application for unit 12: Music – grade 10)
Who wearing the hat is the father and the others are his sons/daughters.
A
B
B: I want to get good mark.
A: in order to/to…get good mark, you must study harder/ you must stop
playing game to get good mark. ………….
B: This is your newspaper.
A: I didn’t have time to read the newspaper.

(The students felt highly enthusiastic when they acted the father.)
IV.2.4. Interview
20


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

Interview is also a learning activity that can be used to teach grammar.
Students interview each other and they can say true sentences about themselves.
In that way, students learn and practice the structures and they also get to know
about their partners. This activity makes the learning atmosphere more friendly
and relaxing because they may find something in common and they can share
with each other. Interview is usually suitable for the production stage.
Sample:

Interview to practice “WH-questions”
Unit 12: Music – grade 10

* Preparation: Each student has a form applying a scholarship.
* Application: Students work in pairs, asking for information and putting it
into the form
APPLICATION FORM
Full name: ……………………………………………
Sex: ………………………………………………….
Date of birth: ………………………………………..
Pace of birth: ………………………………………..
Permanent address: …………………………………
Nationality: …………………………………………
School attended: …………………………………….
Certificate: ……………………………………………
Foreign languages: ……………………………………
Hobbies: ………………………………………………..
Students will have to ask various kinds of questions, such as:
- What’s your full name?

- Have you got any diplomas?

-When were you born?
- Where do you live now?

21


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

- Can you speak any foreign language?

( Students joined in the interview with exalted pronunciation)
IV.2.5. Telling stories
“Everyone loves stories, including ESL students. Stories are used in
contemporary ESL materials to promote communication and expression in the
classroom.” Celce- Murcia (1988: 51)
Both teachers and students can tell stories. “Our students are marvelous
storytellers as well as listeners, and this ability can be used to good advance.”
Celce- Murcia (1988: 55)
Telling stories is suitably applied for the production stage when students
are free to say what they want and what they think. In that way, they can
develop their imagination and self- confidence at the same time.
Sample:Telling stories to teach students the conditional sentence type 3
(The application for Unit 11: National Parks – grade 10)
- Teacher writes the first half of a sentence at the top of the board: If he
hadn’t got up late …, and writes the other half at the bottom of the board: he
wouldn’t have gone to prison.
- At first sight, this conditional sentence seems irrational as no one has to
go to prison just because he gets up late. However, this irrational situation


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

provokes curiosity, and students are eager to find out the reason for this
consequence.
- Students work in groups, trying to make up a logical story of the man
who eventually went to prison. They take notes of the events in a sequence of
time and then they say full sentences with third conditional. For examples:
A – If he hadn’t got up late, he wouldn’t have missed the bus.
B – If he hadn’t missed the bus, he wouldn’t have been in a hurry.

C – If he hadn’t been in a hurry, he wouldn’t have taken a taxi.
D – If he hadn’t taken a taxi, he wouldn’t have dropped his wallet in the
street.
A – If he hadn’t dropped his wallet in the street, he would have had the
money to pay the taxi driver.
B – If he had had the money, the taxi driver wouldn’t have got angry….
This is a very interesting and effective activity, as students can use the
structure again and again, all of them have a chance to speak and they can create
the story as they wish.

On

One group was working hard and then, each member of this group stood up
in turn to tell their group’s story.
IV.2.6. Describing the pictures:


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

Depending on the purpose of the lesson, teachers may use different
images for students to describe. For examples:
 Teach “comparatives and superlative ”
In Unit 16: Historical places _grade 10
+ Give each group some pictures and ask them to make comparisons orally.
+ Students will sit in groups and practice speaking.
+ Tools: papers, pictures
+ Apply to the grammar school pupils after the "Pronunciation".
+ Time: 6'
- The teacher will ask Ss give their comparisons

- Teachers will give students some sample sentences:


The boy standing on the right hand is the shortest person.



The blue car ran the most quickly

- Students will put the same question using comparisons.
- Some of the students to present their sentences:
- Teacher encourages SS and gives them the feedback/mark/gift….


Integrating grammar for communicative language and using some communicative
techniques to motivate students in grammar lessons

( Students made many comparisions confidently)
 Teach “who, which , that” in Unit 5 : Technology and you _grade 10
+ Give each group a picture and ask the members to use the pronunciation
to make a correct sentences.
+ Students will sit in groups and practice speaking
+ Tools used: paper , paintings
+ Apply to the grammar school pupils after the "Pronunciation " .
+ Time: 6'
- The teacher will ask students to describe the activities of the people in
the painting using who, which, that.

- Teachers will give students some sample sentences:

 There are four students who are playing on the ground.
 The little boy who is wearing a green shirt is drawing the sun.
- Students will make more sentences in the same way: using who, which, that