8. Analysis and evaluation of grammar activities (in pairs)

Analyse activities from the point of view of the focus and communicative value.

— What is the focus of each activity?

— Which activities are more/less communicative?

— What makes them more/less communicative?

— Would you use any of these activities in your classroom? Which ones? Why?

Grammar Tasks Evaluation

Activity 1 ………………..

Underline the correct part of the sentence.

1. You might/ought/must see that new film. It's fantastic!

2. I’m sorry I'm late. I should have gone/must have gone/ had to go to the doctor's.

3. Etc.

Activity 2……………….

Fill in the gaps in the following story, using the verbs from the list in the Past Simple or Perfect. Use each verb only once.

Vanish / search / know / drink / look / strike / do / tell / escape / hear / ask / smoke / leave

Sherlock Holmes (1)___________round the room. He could see immediately that the murderer (2)____________ through the window. The victim must have known him, because they (3)____________

sherry together. Etc.

Activity 3………………

Link each item in A with a suitable ending in B, and put the verbs in the Past Simple or the Past Perfect.

A

1. Ben_______(be) late for school this morning

2. His tutor___________ (be) annoyed,

3. She _________________ (keep) him in class

4. When he __________ (reach) the sports field,

B

a) until he_____________ (finish) the exercise.

b) because he______________(miss) the bus.

c) because he_________(not do) his homework.

d) etc.

9. Eliciting ideas on the features of Productive Communicative Activities

What are your ideas on characteristics of communicative activities at the production stage? Complete the statements. They should:

— provide ………………………………………………………………………………………………...

— emphasise ………………………………………………………………………………………………

— create ………………………………………………………………………………………………….

— create ………………………………………………………………………………………………….

— allow Ps ……………………………………………………………………………………………….

10. Designing activities

In pairs look at the three activities again and think over some follow-up activities for grammar tasks you have already evaluated. Report back.

11. Adaptation of grammar tasks

In groups use any of coursebooks (local or original) to select grammar activities, evaluate them and suggest ways of improving them in terms of communicative value. Put tour ideas/suggestions on posters.

12. Task presentation

13. Summary and conclusion

NAME:____________________________________________Group:___________________________ Date:_______________________________________ ______Mark:_____________________________

Тема: Методика формування англомовної граматичної компетенції учнів

Мета: Набути знань та оволодіти методичними вміннями, необхідними для форму­вання в учнів граматичної компетенції.

Завдання:

► Ознайомтеся з метою і змістом формування в учнів англомовної граматичної компетенції.

► Вивчіть термінологію з проблеми.

► Навчіться:

• робити методичний аналіз граматичних явищ англійської мови;

• аналізувати прийоми і способи подачі активного і пасивного граматичного матеріалу та вправи, що рекомендуються для його засвоєння;

• використовувати ефективні способи і прийоми формування граматичної ком­петенції учнів;

• планувати і проводити фрагменти уроків з навчання активного граматичного матеріалу.