Communicative

Language Teaching
Grammar

Lecture 4
 Quotation of the day
Grammar, as such, is not necessary for
the use or understanding of a language:
the normal speaker or reader is not
conscious of the grammatical
abstractions. In foreign language
teaching grammar is of use only where it
definitely contributes to the ease of
learning. Bloomfield,1945
 Do you agree or disagree with the
following statements?
 Every second language learner needs
instruction in grammar.
 The teaching of grammar is controversial.
 The avoidance of grammatical errors is
important for second language learners.
 Krashen says that instructors do not need
to teach grammar.
 Grammatical accuracy is necessary for
effective communication.
 Plan
1. Reasons for teaching grammar
2. Learner variables in teaching grammar
3. Teaching grammar as meaning, social
function and discourse
4. The two main ways to present grammar
material
5. System of exercises for teaching
grammar
 Problem solving task 1:

Work out the reasons for

teaching grammar in
FLTL
 Reasons for teaching
grammar
Grammar should never be
taught as an end in itself but
always with reference to
meaning, social factors, or
discourse—or a combination
of these factors.
Celce-Murcia and Hilles (1988)
Reasons for teaching grammar

Grammar is a tool or
resource to be used in the
comprehension and creation
of oral and written
discourse.
Marianne Celce-Murcia (1991)
 Problem solving task 2:

Complete the chart

showing the learner
variables in teaching
grammar
 Learner variables
Age Children Adolescents Adults

Proficiency Intermediate
level
Educational Preliterate,
background no formal
education
Style of
learning
 Learner variables
Age Children Adolescents Adults

Proficiency Beginning Intermediate Advanced

level
Educational Preliterate, Semiliterate, Literate,
background no formal some well-
education formal educated
education
Style of Holistic (learn Holistic / Analytic
best by (formulating and
learning analytic testing
experiencing)
 Meaning

Grammar

Social
Discourse
function
 Problem solving task 3:

List activities to teach

grammar as meaning
 Key 3: (examples)
Choose the correct alternative in bold: India
captures the imagination. Colourful,
exciting/excited, at times exasperating
/exasperated, but never, ever dull.
State if these forms express a decision, an
intention, or future plan: I haven’t got any plans
for the weekend. I’ll call Jane and see if she is
free.
I’m going to call Jane and see if she is free.
I’m having lunch with Jane on Saturday.
 Problem solving task 4:

List activities to teach

grammar as social
function
 Key 4: (examples)
Choose the appropriate form to express
reproach and negative attitude: You are
always making noise when I am studying./
You always make noise when I am
studying.
Match the phrasal verbs to their meanings:
explode join in
participate go off
 Problem solving task 5:

List activities to teach

grammar as discourse
 Key 5: (example)
Direct speech vs. reported speech:
Structures backshift
“I am having second thoughts”.

He said that he was having second

thoughts.
He told Edith that he was having second
thoughts.
 Problem solving task 6:

What are the two main

ways to present
grammar material?
 Key 6:

Inductive
Deductive
 Problem solving task 7:

Define the inductive

presentation of grammar.
What are the activities?
What are they used for?
Why are they important?
 Key 7: Inductive presentation
To present new grammar inductively, let
your students:
Experience the new material;
Gather and restructure relevant data
Work out the rules
Get more language experience
Use the new grammar in context
 Problem solving task 8:

Define the deductive

presentation of grammar.
What are the activities?
What are they used for?
Why are they important?
 Key 8: Deductive presentation
To present new grammar deductively, do the
following:
Give your students the rules of new
grammar material
Give abandoned examples to illustrate
each point
Follow a system of exercises to
consolidate the new material
 Problem solving task 9:
What do you think is the system of
exercises to teach grammar?
What are the components of the system?
What is the principle the system is built
on?
Why is it necessary to work with grammar
systematically?
 System of exercises
Presentation of grammar: inductive or
deductive
Primary consolidation: recognition, drill
Speech preparatory exercises:
differentiation, identification, imitation,
contextualization
Communicative usage: dialogues, games,
role plays
 Inductive presentation
(modal verbs)
Discussion: The teenage years can be
difficult for both parents and children!
What sort of problems can there be?
Listen to Megan and Laura, aged 14 and
15. What are some of the things they like
and don’t like about being a teenager?
Complete the gaps in the tape script.
Listen again and check. Practise saying
the sentences.
 Inductive presentation
(modal verbs) continued
Put have to or don’t have to into the gaps.
Children _______________ go to school.
Adults ____________ go to school, but they
____________ go to work.
Teenagers __________ study for exams.
Which sentence in each pair below is correct?
You don’t have to drive on the right in Britain.
You mustn’t drive on the right in Britain.
 Inductive presentation
(modal verbs) continued
Practice: Put the sentences into the
negative, the question, and the past.
Example: We can’t smoke.
Can we smoke?
We could smoke.
Using the chart, make true sentences
about your family.
Make questions using have to or had to.
 Inductive presentation
(modal verbs) continued
Answer the grammar questions:
Which modals express obligation?
Which verb expresses a strong obligation?
A general obligation?
A mild obligation or advice?
Formulate the rules about the use of must, have
to, should.
Read the grammar reference in the book.
Headway Intermediate,
Liz and John Soars
Primary consolidation: recognition

Read the text and underline the

new grammar structures in it.
Listen to the text and clap when
you hear the new structure.
Match the structures and their
translations.
 Primary consolidation: drill
Write the given words according
to the new grammar form.
Open the brackets using the
words in the necessary form.
Fill in the gaps with the
appropriate word-forms from the
box.
 Speech preparatory exercises:
differentiation
Past Simple or Past Continuous?
Underline the correct verb form.
Choose the right tense and complete the
sentences.
Put while, during or for into each gap.
Will or going to? Complete the dialogue
using the necessary form. Say when both
are possible.
 Speech preparatory exercises:
identification
Complete the conversations using the
words from the box once only. Read the
dialogue till the end before you start.
In the following pairs of responses, one
verb form is right and one is wrong. Put a
tick for the correct response.
In each sentence there are two mistakes.
Find and correct them.
 Speech preparatory exercises:
imitation
Listen to the questions and answers. In
pairs, make similar conversations about
yourselves and your family.
Make sentences according to the given
model (pattern).
Read the letter of invitation, identify the
patterns. Write a similar letter.
Write the dialogues using the cues.
 Speech preparatory exercises:
contextualization
Complete the conversation using the new
grammar forms.
Put the words in brackets in the most
natural place in the sentence.
Answer the questions about you.
Write suitable questions for the given
answers.