Đăng ký Đăng nhập
Trang chủ Giáo dục - Đào tạo Tiếng Anh Bồi dưỡng học sinh giỏi tiếng anh thpt chuyên đề integrating grammar for communi...

Tài liệu Bồi dưỡng học sinh giỏi tiếng anh thpt chuyên đề integrating grammar for communicative language

.PDF
13
2056
117

Mô tả:

INTEGRATING GRAMMAR FOR COMMUNICATIVE LANGUAGE I. RATIONALE Language is not a spontaneous combination of words, but an arrangement of vocabulary according to certain rules, which is grammar. Grammar, therefore, plays an indispensable part in the process of English teaching and learning. It should be taught along with other aspects of English: phonetics, vocabulary and skills. Years ago, the teaching of grammar was considered to be of utmost importance. Traditional English textbooks focused only on grammar, ignoring the other aspects of the language. To make matters worse, grammar itself was not taught in a proper way, that is, the teacher just enforced the rules, students copied and did written exercises afterwards. Students learned in a passive way, thus could neither understand the structures fully nor use it in real communicative situations. The lessons were tedious, and students lost the passion for learning. Thanks to the new wave in the approach of teaching English, students now are given the opportunity to get access to the language in a communicative way. They can learn all the aspects and skills of the English language. They do learn grammar, but in an interesting and effective way, which integrates it into other communicative skills. They learn grammar using all the four skills: reading, listening, speaking and writing, and then, in turns, they do communicative work using their perfect grammar. There are hundreds of grammar books available in bookshops and libraries, and there are thousands of written works about how to teach grammar in a communicative way, where we can refer for our own teaching techniques. In this study, I am going to discuss the practice of teaching and learning English grammar in English-gifted classes. In English-gifted classes, the competence in English grammar is one of the keys to success in performing practical tasks of various types. That is why English grammar should by no means neglected. Although grammar cannot take up much time in the classroom syllabus, it should be taught and practiced during the general practice process. Before entering a gifted school, Students who wish to specialize in English are supposed to have acquired a fair command of grammar, yet they still need further practice throughout their study in high school. In English-gifted classes, students learn very academic English, which requires accurate grammar. That is why they need to continue learning and revising grammar. All the English teachers, especially those at gifted school, are very skillful in teaching English skills, including grammar. For this reason, it is no use mentioning the knowledge of English grammar rules. What I am going to discuss in this study is the way to make grammar practice more fun, that is, integrating it into communicative practice. If 2 students are engaged in interesting activities during lessons, they will learn more effectively and produce better outcome. They can improve their grammar command at the same time as practicing other skills like listening, speaking and writing, and their overall efficiency will be enhanced as a result. II. SOME SUGGESTED GAMES 1. Matching 2. Bingo 3. Quizzes 4. Completing the sentence 5. Fruit salad 6. Find someone who 7. Whisper 8. Guessing 9. Gap fill 10. Horoscope 11. Miming 12. Story-telling 13. Chain 14. Debating 15. Expanding sentences 16. Chart fill 17. Interview 18. Describing 19. News 20. Gossip III. ACTUAL GRAMMAR PRACTICE THROUGH GAMES III. 1. Present simple and adverbs of frequency Adverbs of frequency is usually used in present simple so this activity can help practice both of these points. * Game: Completing the sentence * Preparation: 15 cards with one adverb of frequency in each card e. g. always, occasionally, hardly ever, never, every night, once every two years, every twenty minutes... 3 * Application: Divide the class into 3 teams, asking each team to send 5 representatives. All the 15 students stand in a horizontal line, taking turns to get one card from the teacher, turn it over, read the adverb out and immediately say a sentence containing that adverb. e.g. Student A: Always → I always get up at six o’clock. Student B: Every two years → SEA Games take place every two years. Anyone who cannot say the sentence right away, makes a grammatical mistake or whose sentence does not make sense will be out Student C: Never → My mother never go swimming. Other students: Wrong! My mother never goes swimming. So student C will be out. In the end, whichever team has the most members remaining will be the winner. Apart from practice using the present simple tense and adverbs of frequency, students have a chance to practice reaction in speaking, accuracy and fluency. III. 2. WH-questions * Game: Interview * Preparation: Each student has a form applying a scholarship in a foreign university. * Application: Students work in pairs, asking for information and putting it into the form UNIVERSITY OF DORSET – ENGLAND 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? 4 -When were you born? - Where do you live now? - Have you got any diplomas? - Can you speak any foreign languages? III. 3. Gerund and infinitive: * Game: Find some one who… * Preparation: Each student has a card with sentences using infinitive and –ing form FIND SOMEONE WHO… 1. is fond of fishing. …………… 2. wants to become a politician. ………….. 3. has decided to take up a sport. …………… 4. likes reading detective stories. ……………. 5. Chose to learn another language. ……………. 6. started learning English at the age of 5. ………….. 7. never thinks of getting married. ………………….. 8. is afraid of learning English. …………………… 9. helps his/her mother to cook. …………………………. 10. hopes to go abroad this summer……………………. * Application: Students go round in the class and ask their classmates to get the information to fill in the cards. Encourage them to ask for further details e.g. – Thang is fond of fishing. His father taught him to swim when he was five… - Duong wants to become a politician. He hopes to reach a ministry level. When students carry out this activity, students are very excited because they can talk about themselves, using the grammar structures they have learnt. III. 4: Past simple and past perfect * Game: Matching * Preparation: Teacher prepares a handout page with sentences broken into 2 columns. The column on the left contains clauses with past simple, the other with past perfect to finish the sentences. I couldn’t go in the sea because… …I hadn’t studied enough. I couldn’t find the restaurant because… …I’d drunk too much coffee. I didn’t recognize my friend because… …I hadn’t charged the battery. I couldn’t sleep because …. …the chef had put too much salt on it. I couldn’t use my mobile phone …she had changed the colour of her 5 because …. hair. I turned on the TV to watch the …I hadn’t looked at the map. football, but …. I couldn’t read the menu because … ….I hadn’t set the alarm. I argued with my husband because … …I hadn’t brought my swim suit. I couldn’t eat the fish because … …I’d forgotten where I parked it. I failed the exam because …. ….I’d left my glasses at home. I couldn’t find my car because … …the match had finished. I didn’t wake up because … …he hadn’t done the washing up. * Applying: Divide the class into two parts: left and right. One read out the first half of the sentence, the other read the end of that sentence. Give marks to the correct answer. To make the game more challenging, the teacher could give students only the first half of the sentences, students have to think of their own way to end the sentences, using past perfect. III. 5. Used to V * Game: News. * Preparation: Teacher writes some sentences on a piece of paper, giving information about different people. * Applying: Teacher reads out the sentences, students listen and show their surprise and give a reason. e.g. Teacher: - Michael’s got a dog now. St 1: - Really? He used to be afraid of dogs. T: - Christine has taken up acting. St 2: - Really? She used to be so shy. - Adrian has bought a big house. - Lisa’s going out with Tom. - We’re divorced now, you know. - I saw Angela at Rachel’s place. - Ellen’s become a Buddhist. - I’m reading Shakespeare’s plays. - Sue is studying to be a doctor. - Janet plays the guitar bass now. - I saw Alan. He’s got married, you know. 6 This activity helps students use their language in an active and creative way, thus improving fluency speaking. III. 6. The present perfect tense * Game: Are you telling the truth? * Preparation: Teacher prepares 2 different cards STUDENT A Are you telling the truth? True or false? 1. Have you ever ………….a dream which came true? (have) 2. Have you ever …………all night? (study) 3. Have you ever ………..in the newspaper or TV? (be) 4. Have you ever ……….in front of a lot of people? (speak) 5. Have you ever ……….a famous person? (meet) 6. Have you ever ………something in a bus or taxi? (leave) ………………. ……………… ………………. ………………. ………………. ……………….. STUDENT B Are you telling the truth? 1. Have you ever ………a cup or a medal? (win) 2. Have you ever ………a very important exam? (fail) 3. Have you ever ………an e-mail or text message to the wrong person? (send) 4. Have you ever ……….in public? (sing) 5. Have you ever ……….an argument with your neighbor? (have) 6. have you ever ……….a film at the cinema twice? (see) True or false? ……………… ……………… ……………… ……………… ……………… ……………….. * Applying: Students work in pairs, asking questions with the correct form of the verbs in brackets. Then they write their friends’ information into the cards. They also have to guess whether their friends told the truth, and write True/ False into the card. To confirm the information, students could ask for more information, using past simple. e.g. A - Have you ever met a famous person? B- Yes, I have. A- Really? Who did you meet? B- I met Dan Truong at a fans’ club last year. 7 In this games, students are very excited because they can talk about their own experiences. Teachers should encourage creation, even though the information could be made up. III. 7. Because of and in spite of * Game: Throw and catch * Preparation: Teacher prepares a small plastic or rubber ball. * Application: Students stand in a circle. Teacher holds the ball and says an incomplete sentence, then throws the ball to a student, who has to catch the ball and finish the sentence, then throws the ball to another after saying the first half of another sentence. Anyone who fails the finish the sentences or drops the ball will be out. The game goes on until there are only 3 students remaining, who will be the winner. e.g. T - I got wet because of ….. A – I got wet because of the rain. I played football in spite …. B – I played football in spite of the cold weather. The cat caught the mouse in spite…. C. The cat caught the mouse in spite of the dark. …. This activity brings a very exciting and competitive atmosphere. III. 8. Reported speech: Statements * Game: Gossip * Preparation: None * Applying: Students work in groups. One student says a sentence with false information about another student in the group. After listening to the information, the second student retells it to the third one, who will ask the first speaker why he/she said that. e.g. A – Lan sleeps with her cat. B – Lan, Hai said you slept with your cat. C – Hai, Why did you tell Mai I slept with my cat? However, The teacher must make sure the students do not give insulting or upsetting information about their friends. III.9. Conditional sentences type 1 * Game: Chain game. * Preparation: None * 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, 8 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 the park. Group - What will you do if you go to the park? B – If I go to the park, I’ll play soccer. Group – What will you do if you win? C – If I win, I’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. III. 10. Conditional sentences type 2 *Game: Guessing. * Preparation: Teacher prepares 2 cards with incomplete sentences using second conditional. A. 1. If you could go anywhere in the world, I think you’d go to ………. 2. If you won a trip to London for two people, I think you’d take …………. 3. If you decided to learn another language, I think you’d learn ………. 4. If someone invited you to a very expensive restaurant, I think you’d order …. 5. If you could meet a famous person, I think you’d choose ………… 6. If you went to a karaoke evening, I think you’d sing ‘ ………………’ 7. If you could play any musical instrument, I think you’d choose ……….. 8. If someone offered to buy you a new car, I think you’d choose …………. B. 1. If you won a lot of money, I think the first thing you’d buy is ……………. 2. If you could live anywhere in the world, I think you’d choose ……………. 3. If someone offered to teach you a new sport, I think you’d choose ………… 4. If you could appear on a TV programme, I think you’d like to be on ‘……..’ 5. If a friend wanted to buy you a pet, I think you’d ask for a …………….. 6. If you could choose your ideal job, I think you’d be a …………… 7. If you could have something to eat or drink right now, I think you’d have …. 8. If you decided to go to an English-speaking country, I think you’d go to ….. * Application: Students work in pairs. Student A finish the sentences about student B and vice versa. Then they read out their guesses to their partner. The listeners tells the other whether their guesses are true or false, and give the true information. 9 e.g. A: If you won a lot of money, I think the first thing you’d buy is a big house. B: No, that’s wrong. The first thing I would buy is an ice-cream. I’m dying of thirst. A. If you could appear on a TV programme, I think you’d like to be on ‘The Voice’. B. No. I’d like to be on ‘Master Chef’. I am always a food lover. C. In this activity, it is not important whether the students’ guesses are truw or false. The teacher should encourage students to give unusual guesses to promote their creativeness. III. 11. The passive voice * Game: Planning * Preparation: Teacher prepares some large-size paper and markers. * Application: Students work in groups, discussing and drawing a new plan for their city. They give ideas about what to include in the plan and where this is done. e. g . A – I think a footbridge will be built over this road. It’s too dangerous to cross this road. B - I agree. And a new hospital should be opened in the suburb. C – But one hospital is enough. It just needs to be modernized. More equipment should be bought. After agreeing on what to do, they draw their own plan, then present their ideas to the class and students vote for the best plan. In this activity, they are able to practice the passive voice in various forms. Further more, they can practice critical thinking and problem solving, at the same time promoting creative thinking and responsibility to the community. III. 12. Conditional sentences type 3 * Game: Story telling * Preparation: None * Application: 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 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, then they say full sentences with third conditional. e.g. A – If he hadn’t got up late, he wouldn’t have missed the bus. 10 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. III. 13. Will: making predictions * Game: Horoscope. * Preparation: Teacher finds a horoscope page in an English newspaper and make photocopies of it. * Application: Students work in groups. One of them acts as a fortune-teller, the others want to ask what will happen to them in the forthcoming month. The fortuneteller asks their birthdays, finds information in the horoscope paper and then tell them what is awaiting them ahead. e.g. A – When is your birthday? B – It’s 12th March. A – Ah, you’re a scorpion. You will face a difficulty this month but don’t worry, you’ll get over it. And you’ll meet someone important to your life. But be careful because you will lose some of your money. Students swap roles and continue until all the students in the group have taken both roles. The result is that all of them have a chance to practice the way to give prediction using WILL. III. 14. Relative clauses *Game: Definition * Preparation: None * Application: Teacher reads out some definitions and students have to say what the words are. e. g. T: a place where you can eat  Hs: a restaurant A person who welcomes guests at a hotel  a receptionist A place where people are buries  a cemetery A day when nobody works  a holiday A person who arrests people  a police officer A person who rules a country  a king/ queen/ ruler 11 A country where they speak English  an English-speaking country An animal that has big ears  a rabbit Something that opens doors  a key A person whose wife has died  a widower A time when people celebrate  celebration/ festival A place where you can see animals  a zoo A place where you keep money  a safe A person whose job is to teach  a teacher After the students have understood the game, the teacher divides the class into 3 groups, each group has one person say the definition, the others say the actual words. Give marks to the correct answers and add up the marks in the end to decide which group is the winner. III. 15. Superlatives * Game: Quizzes * Preparation: Teacher prepares some questions about common knowledge of Britain. 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) 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) * Application: 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. 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. CONCLUSION 12 Above are some language games that we can use to help students practice grammar. These activities are really useful because They make the learning of English fun and therefore effective. Students use all aspects of English in their activities as well as their common knowledge and creativity, so not only is their English competence improved but they will perfect themselves in all aspects. Teaching English is not an easy task, teaching it as a gifted subject is even more demanding, as it requires special qualities from the teachers. They should have expertise knowledge so that they can meet the requirements of the exams of all types and they have to face an even greater pressure from their talented students. One of the way to teach effectively and enjoy some relief from the stressful lessons is implementing games in teaching. In this small study, I would like to suggest several games as the techniques to make fun grammar lessons. These are only my personal experience, and there should definitely be more interesting ways from other teachers elsewhere, and I would very much love to share those experiences, if possible. REFERENCES 1. Grammar Games and Activities – Peter Watcyn-Jones - Penguin Books 1995 13 2. Language Games and Activities – Simon Greenall – Hulton 2005 3. 700 Classroom Activities – David Seymour & Maria Popova – MacMillan 2005 4. Five-Minute Activities for Young Learners – Penny McKay and Jenni Guse – Cambridge University Press 2007 5. Teaching and Learning in the Language Classroom - Oxford - 2000 - Tricia Hedge
- Xem thêm -

Tài liệu liên quan