A study on communicatve activities for non anglish majors in english grammar classes at vinh medical university

TABLE OF CONTENTS

CHAPTER I. INTRODUCTION...................................................................5
1.1. Rationale of the study...............................................................................5
1.2. Aims and objectives:.................................................................................5
1.3. Methods of the study.................................................................................6
1.4. Scope of the study......................................................................................6
1.5. Organization of the study.........................................................................6
CHAPTER II. LITERATURE REVIEW......................................................8
2.1. English grammar......................................................................................8
2.2. Communicative Language Teaching.....................................................10
2.2.1. Traditional language teaching methodology.........................................10
2.2.2. Communicative language teaching. (CLT).............................................10
2.2.2.1. Characteristics of CLT........................................................................12
2.3. Teaching English grammar....................................................................13
2.3.1. Principles for teaching English grammar..............................................13
2.3.2. Techniques for teaching grammar.........................................................15
2.3.2.1. Techniques for showing the Meaning of grammatical structures.......17
2.3.2.1.1. Showing the meaning visually.........................................................18
2.3.2.1.2. Showing the meaning through a situation........................................18
2.3.2.2. Techniques for showing the Form of structures.................................19
2.3.3. Procedures for teaching grammar.........................................................20
2.3.3.1 The Presentation Stage.........................................................................20
2.3.3.2. The Practice Stage...............................................................................21
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2.3.3.3. The Production Stage..........................................................................22
2.3.3.4. Feedback and Correction....................................................................22
2.3.4. Procedures for teaching a new structure...............................................23
2.4. Communicative activities.......................................................................24

2.4.1. Communicative activities in language teaching and learning process
24
2.4.2. Characteristics of communicative activities..........................................24
2.4.3. Types of communicative activities.........................................................26
2.4.3.1. Oral communicative activities............................................................28
2.4.3.1.1. Reaching a consensus......................................................................28
2.4.3.1.2. Relaying instructions.......................................................................28
2.4.3.1.3. Communication games.....................................................................28
2.4.3.1.4. Problem solving...............................................................................29
2.4.3.1.5. Interpersonal exchange....................................................................29
2.4.3.1.6. Story construction............................................................................30
2.4.3.1.7. Simulation and Role play.................................................................31
2.4.3.2. Written communicative activities.......................................................32
2.4.3.2.1. Relaying instructions.......................................................................32
2.4.3.2.2. Exchange letter.................................................................................32
2.4.3.2.3. Writing games..................................................................................33
2.4.3.2.4. Fluency writing................................................................................33
2.4.3.2.5. Story construction............................................................................34
2.4.3.2.6. Writing reports and advertisements.................................................34
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2.5. Summary..................................................................................................35
CHAPTER 3: METHODOLOGY...............................................................36
3.1. Research questions..................................................................................36
3.2. Research setting......................................................................................36
3.2.1. The English teaching and learning situations at VMU..........................36
3.2.1.1. VMU...................................................................................................36
3.2.1.2. The teachers........................................................................................36
3.2.1.3. The learners.........................................................................................37

3.2.1.4. The materials.......................................................................................38
3.3. Research methodology............................................................................38
3.4. Sample Population..................................................................................39
3.5. Data collection instruments....................................................................39
3.5.1 Survey Questionnaires............................................................................39
3.5.1.1. Survey Questionnaires for students....................................................40
3.5.1.2. Survey Questionnaires for teachers....................................................41
3.5.2. Measurement through writing tasks......................................................42
3.6. Study procedures....................................................................................42
CHAPTER IV- DATA ANALYSIS AND DISCUSSION..........................43
4.1. Data analysis............................................................................................43
4.1.1. Questionnaires.......................................................................................43
4.1.1.1. Data analysis of the students’ experiment questionnaires..................43
4.1.1.1.1. Data analysis of the students’pre-experiment questionnaires..........43
4.1.1.1.2. Data analysis of the students’post- experiment questionnaire.........50
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4.1.1.2. Data analysis of the teachers’ questionnaires.....................................59
4.1.2. Writing tasks..........................................................................................66
4.1.2.1. Analysis of students’ pre-experiment writing task.............................66
4.1.2.2. Analysis of students’ post-experiment writing task............................67
4.2. Findings and discussion..........................................................................67
4.3. Summary..................................................................................................69
CHAPTER V: IMPLICATIONS AND RECOMMENDATIONS............70
5.1. Introduction.............................................................................................70
5.2. Implications and recommendations......................................................70
5.2.1. Suggestions for teaching English grammar communicatively...............70
5.2.2. Some suggested communicative activities for English grammar
lessons in the textbook “New Headway Elementary” (The third edition)

by Liz and John Soars.................................................................................73
5.2.3. Some teaching aids used for teaching English grammar lessons in
the textbook “New Headway Elementary” (The third edition) by Liz
and John Soars...........................................................................................76
5.2.4. Some considerations and suggestions on using oral communicative
activities......................................................................................................78
CHAPTER VI: CONCLUSION...................................................................80
6.1. Recapitulation.........................................................................................80
6.2. Suggestions for further study................................................................81
REFERENCES...............................................................................................82
APPENDIXES

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CHAPTER I. INTRODUCTION
1.1. Rationale of the study
English as a foreign language has become one of the integral and compulsory
subjects of our secondary schools’ curriculum as well as of universities and
colleges. The ultimate goal of teaching and learning English is learners’ ability to
use English for communicative purposes. In an attempt to obtain this aim, together
with mastering four language skills, improving your English grammar is essential in
enhancing your communication skills. It is undeniable that good grammar is the
basis of communication. Good grammar makes you a better listener, speaker.
Grammar allows you to develop ability of communicating. It is a means of
organizing words, phrases and clauses into meaningful communication. However,
teaching grammar traditionally does not help learners meet this aim. Traditional

teachers often focus on grammatical rules rather than meaning when teaching a
grammatical structure as they believe that learning a foreign language is about
learning to master its linguistic system and if students know the grammar rules, they
will be able to communicate in the language. The facts show that although students
can learn and remember grammar rules very well, they cannot communicate in the
target language and apply them in the writing smoothly at all.
As a result, there has been great innovation in teaching and learning English
everywhere in Vietnam. However, how to implement changes in the way of
teaching is a real challenge. Up to now there have not any studies on
communicative activities for English grammar classes at our university. The author,
therefore, would like to introduce a study entitled “A study on communicative
activities for non-English majors in English grammar classes at Vinh Medical
University”.
1.2. Aims and objectives:
With the above-presented rationales, the specific aims and objectives of the
study are the followings:

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1. Discuss how to teach English grammar communicatively.
2. Provide some suggested communicative activities for non-English majors in
English grammar classes at Vinh Medical University.
To achieve the aims, the study focuses on two research questions:
1. How can English grammar be taught communicatively?
2. What are some suggested communicative activities for non - English majors in
English grammar classes at Vinh Medical University?
1.3. Methods of the study
The approaches used in this study are qualitative and quantitative. Survey
questionnaires are used as a main data collection tool, supported by the two writing

tasks (pre and post – experiment writing tasks). The collected data are then analyzed
qualitatively and quantitatively.
Samples of the study are: (1) 100 students as respondents to student
questionnaires; (2) 5 teachers as respondents to teacher questionnaires.
Information obtained from analysis of the collected data was then interpreted
to make implications and recommendations for teaching language in general and
teaching English grammar in particular.
1.4. Scope of the study
This study mainly focuses on communicative activities for non - English
majors in English grammar classes at Vinh Medical University. Besides, due to time
pressure and other inconveniences, the study is conducted among one hundred
students at classes C7A, and D8A - Vinh Medical University.
1.5. Organization of the study
This paper has three main parts: Introduction, development and conclusion.
The first part-introduction is a brief description of the research including the
reasons for choosing topic, scope, aims and methods of the study.

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The second one includes three chapters: literature review, research methodology
and findings and discussion.
“Literature Review” presents theoretical background of the study including
concepts and role of grammar, different approaches to teaching grammar,
communicative activities to teach grammar.
“Research methodology” presents the detailed procedure of the study: the
methodology, population selection, data collection and analysis.
“Findings and discussion” deal with the findings drawn out from the analysis of
data. The findings and discussion are based on problems happening during process
of teaching and learning grammar using communicative activities.

The third part-conclusion summarizes what are addressed in the study, points
out the limitations and provides some suggestions for further study.
In “conclusion and implications”, main points and contents of the study will
be summarized based on the results of the study. The implication of the study and
the recommendation for further research will be presented.

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CHAPTER II. LITERATURE REVIEW
2.1. English grammar
Grammar is understood in various ways. There have been a lot of ways to
define grammar – a very common and familiar term in language teaching and
learning.
The Longman Dictionary of Contemporary English (quoted in Harmer: 1987;
1) defines grammar as “the study and practice of the rules by which words change
their forms and are combined into sentences”. From this definition, there are two
basic elements to which attention should be paid to: the rules of grammar; the study
and practice of the rules.
Nunan defines grammar as a set of rules specifying the correct words at the
sentence level (Nunan, 2003:154). This definition represents a typical prescriptive
grammar view. It lays down the law, saying what is right and what is wrong.
Similarly, from Ur’s view (1996:87), grammar is considered as a set of rules
that define how words (or parts of words) are combined or changed to form
acceptable units of meaning within a language.
All the ideas mentioned above agree on a point that is grammar is a set of rules
which form words and make sentences from words. This help to orient language
teachers to the focus of grammar teaching.
Most language learners and teachers agree that mastering the grammar of a
language may form part of the knowledge of it. However, there exist some

controversial opinions about the teaching of grammar.

One of the biggest

challenges to the necessity of grammar teaching comes primarily from Krashen
whose insistence on the primacy of acquisition has tended to downplay the value of
deliberate grammar teaching. In Krashen and Tarrel’s influential Natural Approach,
it is claimed that learners need to be exposed to a lot of comprehensive and
meaningful input at a level just above their own for acquisition to take place. The
study of grammar has only secondary role in the language program with the goal to
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produce optimal monitor–user, programmers who can use grammar as a supplement
to acquisition when they have time, when the focus is on form, and when they know
the rules (the Monitor Hypothesis, Krashen and Tarrel:1983). Put another way,
grammar can be acquired naturally from meaningful input and opportunities to
interact in the classroom and grammatical competence can develop in fluency–
oriented environment without conscious focus on the language forms.
Admittedly, some learners acquire second language grammar naturally without
being taught. Immigrants to the United States (especially young ones) who attain
proficiency in English on their own can be a good example of naturalistic
acquisition (Lightbown and Spada: 1999: 60). But this is not true for all learners.
Among the same immigrants are learners who may achieve the proficiency in
English but that English is far from accurate.
In fact, grammar is one of the key components of a language. Thus, one cannot
master a language without the knowledge of its grammar. Partly thanks to grammar,
language can function as a means of communication, especially in written language.
A person cannot write well if he lacks the knowledge of grammar. From my
observation and my experience, I find it necessary to teach grammar in all types of

English course and especially in a medical university like the one I intend to carry
out my study. The first reason is that almost all the students in Vinh Medical
University come from the rural areas where they never have chance to learn
grammar sufficiently. Furthermore, the main objective of these students after
leaving the university is to read materials relating to medicine in English. For the
two reasons mentioned above, they can hardly do it without grammar. Moreover,
grammar exists to enable us to ‘mean’ and without it, it is impossible to
communicate beyond a very rudimentary level because speech seems to be no more
than sounds, writing seems to be no more than hieroglyphics. For all these reasons,
the teaching of grammar is quite important in English language teaching (ELT).

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2.2. Communicative Language Teaching.
2.2.1. Traditional language teaching methodology.
In the last over one hundred years, language teaching methodology has changed
in approaches and methods of grammar teaching. From the mid to late 19 th century,
the dominant trend was a non-communicative approach. It was Grammar
Translation Method. Traditional method or GTM was rooted in the formal teaching
of Latin and Greek and become popular in the late 19 th century. According to
Larsen- Freeman (1986:4), the GTM was used for the purpose of helping students
read and appreciate foreign language literature. Through studying the grammar of
the target language, students would become more familiar with the grammar of their
native language and this helps them use their language more grammatically.
The strength of GTM is that it requires few resources so it is easy to apply
and cheap to administer. Thus, the method is still used in many places where the
class is large (more than 30 students), and there is a great shortage of teaching learning facilities and equipment, the teachers with inadequate speaking skill are
accustomed to setting teaching procedures.
This method, however, has certain disadvantages. According to Richards and

Rogers (1986:3), GTM obviously focuses on the form rather than the use of the
target language. Students who are in this way did not have a chance to practice their
speaking and listening. Students learn rules of grammar and vocabulary without
much feeling of progress in the mastery of the target language can lead to the lack
of motivation in learning a language for their having little opportunity to express
themselves through it. They just learn what they have to without any creativeness.
The method creates frustration for students, for whom foreign language learning is a
tedious experience of memorization of new words and grammatical rules, while it
makes few demands on teachers. (Richards and Rogers, 1986:4)
2.2.2. Communicative language teaching. (CLT)
Since the mid–1970s the CLT has been the dominant language teaching
approach which aims at focusing on communicative proficiency by replicating
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contextual features of real communication in the classroom. There are two versions
in this approach. One advocates grammar teaching and the other rejects grammar
teaching.
In fact, although emphasis on grammar teaching varies from method to method,
for many teachers, grammar has never taken anything other than a central role in
their classroom methodology. While the role of grammar in language teaching and
learning is no longer a matter of debate, the questions that follow are how to
integrate grammar teaching into a communicative methodology which pays
attention to all aspects of communicative competence, and what precise form that
teaching should take. And these imply further questions about the choice of
grammatical structures to present, what kind of grammatical description to use,
whether to teach grammar explicitly or implicitly, what the role of practice might
be, and what forms of practice are appropriate for different types of learners. In
other word, there are two major different approaches to grammar: explicit and
implicit. When we talk about an explicit approach to grammar we are talking about

starting directly, usually at the beginning of a particular activity, what the grammar
is. On the other hand, an implicit approach to grammar is one where students are led
to the grammar through a series of steps- this is what is meant by the ‘discovery
techniques’, in other words, the ‘discovery techniques’ aims to lead students
towards a generalized grammar rule or pattern.
The latest influence on teaching methodology in Vietnam, at least in English
classes, is CLT. A considerable number of books have been published bearing on
the label "communicative" in response to social pressures and evidence from sociolinguistic and psycholinguistic research. In spite of the popularity of CLT, it is
difficult to define it in a satisfactory way. There is a variety if definitions about
CLT, Nunan (1989: 194) overviews the methods, which are adapted below, contain
aspects that are common to many definitions of CLT.
CLT views language as a system for the expression of meaning. Activities
involve oral communication, carrying out meaning task and using language, which
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is meaningful to the learners. Objectives reflect the needs of the learners; they
include functional skills as well as linguistic objectives. The learners’ role is as a
negotiator and integrator. The teacher’s role is as facilitator of the communication
process. Materials promote communicative language use; they are task- based and
authentic.
2.2.2.1. Characteristics of CLT
In CLT, meaning is paramount. Wilkins (1972) classifies meaning into
notional and functional categories and views learning a second language as
acquiring the linguistic means to perform different kinds of functions. According to
Larsen- Freeman (1986:132), the most obvious characteristic of CLT is that
“Almost everything that is done with communicative intent”. Students use the
language through communicative activities (e.g. games, role- plays and problemsolving tasks).
From Morrow’s point of view (in Johnson and Morrow, 1981), activities that
are truly communicative have three features: information gap, choice, and feedback.

An information gap occurs when one person exchanges the information he has with
the one who does not.
Another characteristic of CLT is the introduction of authentic material. In
CLT, it is considered desirable to give learners the opportunity to genuine
communicative needs in realistic second language situations so that they develop
strategies for understanding language as actually used by native speakers (Canale
and Swain, 1980).
In addition, “activities in the Communicative Approach are often carried out
by students in small group” (Larsen-Freeman, 1986: 132). Students are expected to
interact with one another, either through pair and group work or in their writing
(Finicchiaro and Brumfit, 1983). CLT favors interaction among small numbers of
students in order to maximize the time each student has to learn to negotiate
meaning. Teachers therefore select learning activities according to how well they

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engage the students in meaningful and authentic language use rather than in the
merely mechanical practice of language patterns.
Another dimension of CLT is “its learner- centered and experience- based
view of second language teaching” (Richards & Rogers, 1986: 69). According to
CLT theory, individual learners possess unique interests, styles, needs, and goals
that should be reflected in the design of instructional methods (Savignon, 1983).
Teachers are to develop materials based on the demonstrated needs of a particular
class. Students must be made to feel secure, unthreatened and non- defensive in a
CLT classroom, so teachers using CLT should avoid adopting a teacher- centered
authoritarian posture (Taylor, 1983).
Thus, Li (1998: 679) reviews CLT characteristics based on the work of other
researchers such as Larsen-Freeman (1986), Richards and Rogers (1986) and
Thomson (1986) as follows:

1. A focus on communicative functions.
2. A focus on meaningful tasks rather than on language form.
3. Efforts to make tasks and language relevant to a target group of learners
through an analysis of genuine, realistic situations.
4. The use of authentic, from life materials.
5. The use of group activities.
6. The attempt to create a secure, non- threatening atmosphere.
2.3. Teaching English grammar
2.3.1. Principles for teaching English grammar
According to Lưu Quý Khương (2006), there are different ways of
presenting grammatical structures: one is implicit, using carefully chosen examples
to explain a structure, and the other is explicit which uses grammatical terms to
describe the differences between the structures. However, in comparing the implicit

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and explicit presentations, it is note-worthy that presenting explicitly is more
complicated, and may create difficulties for younger learners.
Forseth, Tạ Tiến Hùng and Nguyễn Văn Đỗ (cited in Nguyễn Thị Vân Lam,
Ngơ Đình Phương, 2007) presented seven principles for teaching grammar.
1. Most often teach grammar implicitly
Traditionally, teachers gave the rules and their explanation to these rules.
Accordingly, they provided the examples of the rules. However, this way of
teaching grammar appears not to be really effective. Teachers, on the contrary, give
examples of the structures and have students concentrate on the meaning instead of
teaching the rules.
2. Present a grammatical item orally before presenting a written form and an
explanation.
When the students listen to the structure, they will find it easier to focus on

meaning. When they read that structure, it will turn out to be easy for them to take
notice at the form of the structure.
3. Use visual aids to help students see the structure and the grammatical
meaning.
Several offered visual aids for teaching grammar can be structure tables,
wall-charts, etc. These may facilitate the students with their leaning grammar.
4. Connect the form to meaning
Form and meaning are the two sides of structures that students need to
understand while acquiring a second language.
5. De-emphasize the use of special items
Several grammatical terms like “gerund, transformation, assimilation, etc”
may cause misunderstanding for students. Teachers, thus, had better use more
common words.
6. Along with correction, give positive feedback and emphasize communication
rather than just grammatical accuracy.
7. After practicing a structure in a controlled exercise, give students
opportunities to use the structure in freer communication.
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2.3.2. Techniques for teaching grammar.
Grammar teaching has often been regarded as a structure based formal
activity. After integration of several sources and techniques, which are mainly based
on communicative activities, the teaching of grammar gained new insight. In order
to make a grammar lesson more effective, beneficial and interesting ELT teachers
should use some well-developed and fascinating techniques in the classroom
(Saricoban and Metin 2000). In this section, some of the techniques and resource
such as games, role plays, problem solving would be reviewed as follows:
To begin with, games play an extremely important role to make the learner
use the language communicatively. Games help and encourage learners to sustain

their interest and work. Games also help the teacher create contexts in which the
language is helpful and meaningful. Well chosen games are invaluable as they give
a break. They allow students to practice language skills and grammar items. They
are highly motivating since they are amazing and at the same time challenging. It
lowers anxiety and makes the acquisition of input (Rex2003, Celce-Murcia 1988
and Rinvolvcri 1984).
Rinvolvcri (1984) elaborates the pedagogic aims of language games which
help the presentation of new language; controlled practice and train communication
of language. Language games make students use the language in various ways.
They also give shy students the opportunity to express their opinions and
experience. They are indispensable part of grammar lesson since they reinforce a
form discourse match. Through well-planned games, learners can practice and
internalize the target language structure.
Secondly, role play is one of the most known language teaching techniques.
It is very useful to contextualize any grammar items. Effective uses of role play help
learners to improve their communication skills in language learning. It motivates
them to use the target structure to describe a certain concept or ideas. It creates
situations for second language learners to express ideas using their own words. It

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can be funny and dramatic so students are able to pretend and learn a lot from each
other (Wright 1989:126).
Role play contextualizes the grammar lesson effectively. There are several
ways of using role plays at the classroom the level. The interest and the age of the
learners should be given a due attention. It can be used to practice specific
grammatical structure (Petrovitz1997:201). Through acting the structure orally in
the classroom learners become more deeply internalize it. It provides learners the
opportunity to internalize the meaning and use of the language. It also provides a

non-threatening atmosphere for students who are usually tense when they are
speaking English in a formal classroom setting. It gives students a chance to reflect
actual aspects of the structure of the language.
Role play is advantageous from the point of view of maximizing students
talking and providing natural situations for speaking. Wright (1989) indicates that
role play activities are usually based on real life situation. This gives the learners the
opportunity to practice the kind of language they need outside the classroom. It
provokes communication among the students since they may share background
knowledge on the issue and relate with the grammar item.
When practicing a role play students should know what they are supposed to
do and be clear about the purpose. For example if one wants somebody to report a
direct speech they should have enough knowledge about how to change direct
speech to indirect speech. They have to have adequate rehearsal time to perform. In
order to do it effectively one of the students may say a sentence and the other asks
what the first students have said and then the other reports what the students have
said. They can perform different kind of activities in group or pairs (Saricoban and
Metin 2000). All in all, role play can create a natural and meaningful situation to
learn and practice grammar.
Another important technique is problem solving activities. The problem
solving activities are task-based and have purposes beyond the production of correct
speech. They are also the examples of one of the most preferable communicative
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activities (Chen 1995). Such activities highlight not only competence but also
performance. Problem solving activities require individual response or group works
and creative solutions. Like games and role play, problem solving activities have a
communicative purpose. In problem solving activities, the problems are either real
or imaginary situations. They can be used to generate any specific grammar point
(Rinvolvcri 1984). They can also be used at all levels. It is also possible to integrate

with all skills in such activities. In short, problem-solving activities provide
favorable conditions and usages for extended communicative practice of grammar
(Saricoban and Metin 2000). They are also motivating and challenging. They
encourage students to interact and communicate. They create meaningful contexts
for language use.
So far the techniques are classified. The teaching of grammar can be
supported effectively by using such techniques. Saricoban and Metin (2000) state
that teaching is a developing art, which requires innovative and creative ideas to
enrich its effectiveness; we must not hesitate to use such ideas in our classroom.
These techniques can assist our teaching of grammar by providing a relaxing
atmosphere and motivating students. Such techniques are student centered; hence,
by using them we give a chance to our students to express themselves and enjoy
themselves during learning (Larson-Freeman 1986). In short, using different types
of techniques bring the structural, semantic and communicative aspects of language
together in our language classrooms. ELT teachers should not only know the
grammar well enough to explain it to their students, but they should also know a
variety of techniques for making it interesting and communicative. Thus, teachers
should be able to choose techniques and resources available for them to teach
grammar in the classrooms and make teaching meaningful and communicative as
well.
2.3.2.1. Techniques for showing the Meaning of grammatical structures
According to Nguyen Thi Van Lam and Ngo Dinh Phuong (2007), the
meaning of grammatical structures can be shown visually or through a situation.
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2.3.2.1.1. Showing the meaning visually
The meaning of a structure can be directly shown by using things the
students can see – objects, the classroom, the teacher, the students themselves,
pictures, or by using a blackboard drawing.

E.g.: presenting the structure “short adjective-er + than”
T: Can you stand up Nam and Minh? How tall are you?
Ss: Minh: I’m 1.5m tall, Nam: I’m 1.6m tall
T: Please make a sentence about Nam and Minh
SS: Nam is taller than Minh/ Minh is shorter than Nam
2.3.2.1.2. Showing the meaning through a situation
The teacher can think of a situation in which the structure could be naturally
used. The situation can be real or imaginary. For example, the teacher can use an
imaginary situation to present a more advanced structure: “There is no point in
……… v-ing”
T: Listen. Imagine you are with a friend. You are going to visit your uncle, who
lives quite near. Your friend says, “Let’s go by bus”. What will you say? Yes or no?
Ss: No.
T: Why?
Ss: Because he lives near.
T: Yes, he lives nearby. So you might say, “We can walk there in five minutes.
There’s no point going by bus”. There’s no point in doing it. No point. There’s no
point going by bus.
The teacher can give other examples and get students to give examples.
T: Here is another example. You want to read a book. But I know it isn’t a good
book. I might say to you, “Don’t read that book. There’s no point in reading it. It
isn’t interesting.”

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By giving several different examples, the teacher helps the class to build up a
clear idea of what the structure means and how it is used. After giving a few
examples, the teacher can just give the situation and try to get the students to give
the example. This checks how well the students have understood, and also helps to

involve the class more.
2.3.2.2. Techniques for showing the Form of structures
Besides a clear presentation of the meaning and use of the structure, it is
important to show clearly how it is formed. There are two basic ways:
The first way is by giving a clear model and asking students to listen and
repeat two or three times, e.g. showing the form: “It is too heavy to lift”
T: Listen. It is too heavy to lift. It is too heavy to lift, (gesture for repetition.)
Ss: It is too heavy to lift.
The aim of this is just to give students the “feel” of the structure, and
especially to make them familiar with the way it sounds. It should not be continued
for too long – a few repetitions by the whole class, perhaps followed by one or two
repetitions by individual students.
The second way is by writing the structure clearly on the board.
To show the form “It is too heavy to lift”, the teacher writes it on the board,
say the words as he writes them and underlined the “fixed” part of the structure:
It is too heavy to lift
An alternative technique is to get the students to tell the teacher what to
write. The teacher quickly shows this: rub out the example, then get students to
“dictate” it to him and write it again. (The teacher can prompt them with questions:
What is the first word? And then?). This has the advantage of involving the class
and focusing their attention on the structure.

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