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 -