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Beyond Grammar Drills: Integrating Grammar with Other Language Skills, Part 1

Beyond Grammar Drills: Integrating Grammar with Other Language Skills, Part 1. Dr. Latricia Trites Fulbright Yilan Project Academic Advisor 2008-2009. Importance of Grammar. Grammar gives students the structure with which to communicate effectively in a language.

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Beyond Grammar Drills: Integrating Grammar with Other Language Skills, Part 1

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  1. Beyond Grammar Drills: Integrating Grammar with Other Language Skills, Part 1 Dr. Latricia Trites Fulbright Yilan Project Academic Advisor 2008-2009

  2. Importance of Grammar • Grammar gives students the structure with which to communicate effectively in a language. • How should we teach grammar? Inductively or deductively?

  3. Celce-Murcia & Larsen-Freeman Model (Celce-Murcia & Larsen-Freeman, 1999)

  4. Communicative Competence • Grammatical Competence: sounds, words, rules • Discourse Competence: cohesion/coherence • Sociolinguistic Competence: social appropriateness • Strategic Competence: when and how to use, what to do when language fails (Canale & Swain 1980)

  5. Tips for Going Beyond the Drills • Bring in AUTHENTIC texts that illustrate the grammatical point being used. • Create REALISTIC situations that would create meaningful use of the grammatical point.

  6. Describe the Picture

  7. Compare the Pictures Picture 2 Picture 1

  8. Common Lesson Suggestions • Describe a picture – using adjectives, comparatives/superlatives, adverbs, action verbs • Summarize a story in their own words – sequencing events, past tense • Read horoscopes and then write their own – Future tense • Create shopping lists – quantifiers • Answering an email, invitation, etc. – verb tenses (conditionals) • Interviews/Polls – comparatives/superlatives • Time tables – present tense, past tense, future tense • 20 Questions – Yes/No Questions and answers • Proverbs – student research for a particular tense

  9. Take a Chance • Taking a page from the textbook, think of at least one way of extending the grammar exercise to make it meaningful to the students. Focus primarily on reading and writing activities. • Share with the group.

  10. Next Time • Bring your own textbook, we’ll brainstorm for more ideas specifically focusing on listening and speaking activities.

  11. References Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47. Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course (2nd ed.). USA: Heinle & Heinle. Ur, P. (1988). Grammar practice activities: A practical guide for teachers. Cambridge: Cambridge University Press.

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