Hina English Language

 COMMUNICATIVE APPROACH TO
TEACHING GRAMMAR?
TEACHING TECHNIQUES AND ACTIVITIES

TO SUPPORT COMMUNICATIVE BASED
GRAMMAR LEARNING
CONTENT
Historical Background
 Goal of the Communicative Approach.
 Basic Principles.
 Techniques and activities used by this approach.
 Role of Teacher and the Students..
Advantages and Disadvantages.
Conclusion.
Communicative approach
It is also called communicative language teaching (CLT)
It create opportunities for students to use
English actively to communicate and express
their own ideas.
Student-to-student interaction and student-to-teacher
interaction.
It help students reach beyond their comfort
zone--to stretch their abilities and sometimes
make mistakes.
It teaches lessons that are student centered and create context for
language use. Through this we can speak English as much as
possible.
Historical Background
This approach came into existence during

the seventies of the last century, when some
experts of language teaching began to look
for a new technique which met learners
needs.
CA can be traced to the work of Chomsky
in the 1960s, when he advanced the two notions
of competence and performance.
These two concepts were developed later by
Hymes, into a communicative competence.
Historical Background
Later these concepts were expanded by several writers to finally

propose seven categories of communicative functions (evaluating,
persuading, arguing, informing, agreeing. Questioning, requesting,
expressing emotions).
Effective sequence of teaching grammar
Grammar and CLT can go together.

We can teach grammar effectively using a
common-sense communicative framework
Introduce the new grammar
Form Meaning and use
Keep explanations simple, clear, and brief.
Practice the new grammar
Group guided practice as a class
Guided practice activities, individually or in pairs, (lots of
these) leading from more controlled to more independent practice
activities.
Goals
To teach REAL LIFE language

To become communicatively competent
PRINCIPLES AND CHARACTERISTIC
 Communicative competence
 Inductive as well as deductive learning of grammar
 Semantic content
 Comprehensible pronunciation
 Follows a systematic learning process
 Fluency rather than accuracy
 Learner centered approach
 Group work is encouraged
 Classes should be held in TL
PRINCIPLES AND CHARACTERISTIC
 Teacher must free himself from textbooks

 In this approach Visuals aids are permitted
 Errors are considered inevitable and predictable
TEACHING TECHNIQUES AND ACTIVITIES TO SUPPORT
COMMUNICATIVE BASED GRAMMAR LEARNING
 Games
 Role play
 Projects
 Drama
 Interviews
 Brainstorming
 Information Gap
 Jigsaw
TEACHING TECHNIQUES AND ACTIVITIES TO SUPPORT
COMMUNICATIVE BASED GRAMMAR LEARNING
 Problem solving and decision making

 Opinion Exchange
 The talk show interview
 Objectified
 What I YouTubed last week
 News Reporting
 GAMES:
Guessing games are common, mime game and
find the differences or similarities etc.
 ROLE-PLAY:
e.g., one student imagines he/she is a farmer.
Other students ask him/her questions about
his/her daily routine.
 PROJECTS:
This is for learners of all ages especially young
ones.
 DRAMA:
In which students of a small group may

prepare a short dramatization of same event
and perform the scene as a group.
 INTERVIEWS:
It is popular and appropriate activity for pair

and group work. Here, the students can ask
and answer each other some questions such as:
- What's your name where do you live?
 BRAINSTORMING:
This task is used for developing the thinking process,
and used in preparing students to read a text or write on
a topic.
 INFORMATION GAP:
When one person in an exchange knows something that
the other person doesn't. if we both know today is
"Monday" and I ask you, "what is today?" us
exchange isn't communicative.
 JIGSAW:
A special forms of information gaps. One very popular
technique is used with large groups. It is known as strip
story.
 PROBLEM SOLVING AND DECISION
MAKING:
This task focuses on group solution of any

specified problem. In this technique , the focus
is on meaningful cognitive challenges, not on
grammatical or phonological items.
 OPINION EXCHANGE:
It is suitable for intermediate level. It contains

the exchange of various opinions.
 THE ROLE OF THE
STUDENT:
Students are communicators. They work actively in
negotiating meaning to understand others and to be
understood.
 THE ROLE OF THE TEACHER:

The teacher is less dominant than in
traditional methods, but not less important.
ADVANTAGES OF THE CA:
 This approach considered the four language skills equally.

 The plenty of techniques and activities
adopted by this approach provides students
with the opportunities to use the language.
 In this approach, every student is active
because there are interactions among
students and teacher verbally and non-
verbally.
 In this approach, the modern techniques are used to
make teaching very effective and interesting.
 This approach creates communicative environment
of real-life language.
 As this approach is learner centered, all the
teaching materials are prepared according to
mentality and interest of the students.
 It has transformed the traditional role of the teacher
as the sole giver (the only source) of knowledge to
that of receiver of information, and from the
dominant figure in the classroom to that of a
manager and co- Ordinator of the class.
THE DISADVANTAGES OF THE CA
 Itis not possible to have big number of

competent teachers who can communicate
native speakers of the target language. In
the Arab world such teachers are scarce.
 Unfortunately, most schools lack the
classrooms that can allow for group work
activities and teaching aids and materials
CONCLUSION
 Students need to learn how to perform

functions of language, but they need a
grammatical base as well.
 Teachers should analyze grammatical forms
before presenting them to students.
 When we introduce new piece of grammar, we
must teach not only the form, but also one of
its functions, and not only meaning but also
Use.
Concept questions are useful way of
checking understanding

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 COMMUNICATIVE APPROACH TO

TEACHING TECHNIQUES AND ACTIVITIES

This approach came into existence during

Later these concepts were expanded by several writers to finally

Grammar and CLT can go together.

To teach REAL LIFE language

 Teacher must free himself from textbooks

 Problem solving and decision making

In which students of a small group may

It is popular and appropriate activity for pair

This task focuses on group solution of any

It is suitable for intermediate level. It contains

 THE ROLE OF THE TEACHER:

 This approach considered the four language skills equally.

 Itis not possible to have big number of

 Students need to learn how to perform

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