Jordan-eltecs-fun Grammar Games and Activities

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<p>Fun Grammar Games and ActivitiesPeter Lucantoni</p> <p>Peter Lucantoni Started teaching in 1979 in UK Lived and worked in Europe and Middle East, now based in Cyprus Author, Educational Consultant &amp; Teacher Trainer for Cambridge University Press Cambridge TKT, CELTYL, CELTA &amp; DELTA trainer Cambridge CELTYL assessor Examiner for Cambridge ESOL speaking examinations Classroom teacher</p> <p> What is grammar? Discuss with your colleagues and try to agree on a working definition.</p> <p>What is grammar?system combining grammatical roles meaning Grammar is a set of rules for . words to express . . It is the . of a language. Words are given labels to help us to identify their . .</p> <p>What is grammar?Grammar is a set of rules for combining words to express meaning. It is the system of a language. Words are given labels to help us to identify their grammatical roles.</p> <p>What is communicative grammar?</p> <p>Communicative grammar is based on the communicative approach to the teaching of a second language. Language structures must not be taught in isolation but integrated to the four skills of language. In this way, a structure is practiced orally and in written form.</p> <p>What is communicative grammar?</p> <p>Grammatical patterns must not only be learned at the utterance level but at the discourse level; the main objective focuses on the development of communicative grammatical competence, which is understood as the ability to use and understand a structure in a variety of situations spontaneously.</p> <p>What is communicative grammar? Needs to be an active involvement in the learning process Examples from texts need to be isolated and used as a basis for tasks Tasks should focus on both concept and form of target grammar Students should be encouraged to find other examples and work out rules for themselvesAdapted from: Thacker with Puchta &amp; Stranks, English in Mind Teachers Book 2, Cambridge University Press, 2009</p> <p>What is CLT?</p> <p> What is communicative language teaching? Discuss with your colleagues and try to agree on a working definition.</p> <p>What is CLT?</p> <p>Communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom.Jack Richards, Communicative Language Teaching Today, Cambridge University Press, 2006</p> <p>What is CLT?</p> <p>CLT is not a method CLT is best considered an approach rather than a method (Richards &amp; Rogers) Teachers are free to interpret the rules Wide variety of classroom techniques feasible CLT should move us away from learners who are structurally competent but communicatively incompetent (Johnson 1981)</p> <p>What is CLT?</p> <p>However it is clearly not possible to engage in purposeful</p> <p>communication in a language without being able to formulate the structures of that language as well (McDonough &amp; Shaw 2000: 25) it is essential for teachers to interpret the rules</p> <p>and strike a balance between consolidating structures and developing communicative competence in their E2L students (Lucantoni2002: 14)</p> <p>How does CLT affect our teaching?</p> <p> We need to ensure that learning at this level is focused on tasks and problem-solving Learners need to be interacting with someone else (but teachers should not regard learners working on their own as bad!) Learners learn to use language already acquired to complete tasks Teachers should provide support &amp; assistance in language areas where learners have problems</p> <p>How does CLT affect our teaching?</p> <p>Language without grammar would </p> <p>leave us seriously handicapped (Batstone, 2000)</p> <p>Why?</p> <p>How does CLT affect our teaching?</p> <p> Noticing an active process in which learners become aware of structure and notice connections between form and meaning Structuring bringing new grammar patterns into learners internal grammars. Usually requires controlled practice Procedurising making the new grammar ready for instant and fluent use in communicationRob Batstone, Grammar, OUP 2000</p> <p>From letters to grammar Listen to the letters Think of a grammatical and meaningful phrase that uses each letter as the first letter of a word. The order of the letters</p> <p>is not important. Examples: A, D, I, F = A day in France,</p> <p>Fried dates are incredible I ate Davids fruit</p> <p>From letters to grammar</p> <p>GPOS HYTV CKLW In groups, choose 4 letters and give them to another group to make a phrase</p> <p>Question-Question Ali &gt;&gt;&gt; </p>


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