The role of communicative aspects and some approaches in teaching grammar in different context content

Suggestions About Teaching Grammar Communicatively

• Teach only those rules that are simple and typical.
• Teach useful and important grammar points.
• Teach grammar in context.
• Use visible instruments such as charts, tables, diagrams, maps, drawings, and realia (pl. of realis) to aid understanding;
• Avoid difficult grammatical terminologies as much as possible.
• Allow enough opportunities for practice.

Example Activity #1
– Modals for Polite Requests
Begin by testing student knowledge – give groups a slip of paper with a situation where you would need to make a polite request (asking for a glass of water, borrowing a pen, etc.). Together students will work together to write a request.
Solicit answers from the groups, making a list on the board of modals for polite requests.
Provide students with a model dialogue where they will see examples of the correct usage, as well as be required to fill in requests in the dialogue.
Provide students with examples of requests to help them differentiate between levels of politeness required based on context.
Have students role play situations where they will need to politely request objects or favors in different contexts.
Example Activity #2 – “Used to”
Begin by providing students with two pictures of the same person, taken 20 years apart. The old picture shows her playing a guitar, while the new picture shows her painting.
Teacher models the form “used to” – She used to play the guitar, but now she paints pictures. She used to have long hair, but now it is short.
Write the rule on the board (Subject + used to + V1)
Ask students clarification questions about the pictures.
Have students write about their lives as a child and now, using “I used to ____ but now I _______” (structured output)
Role play in pairs – old friends meeting after a long time, discussing their past and current hobbies (communicative output)

CONCLUSION

• The role of grammar in communicative language teaching suggests an uneasy relationship between two elements: namely, grammar on the one hand, and communication on the other. From what has been read before it is realized that without rules there is chaos. Grammar is merely a set of rules to preserve the written word. Without these standards there would be no continuity of language and over time communication of ideas would suffer.

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