TABLE OF CONTENTS
Contents
PART ONE: INTRODUCTION:
1. RATIONALE

page
2

2. THE AIMS OF THE STUDY
PART TWO: DEVELOPMENT

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1. THEREOTICAL BACKGROUND
1.1. Definitions
- Integrating
- Grammar
- Communicative language
1.2: The importance of grammar in communicating
2. REAL SITUATION
3. SOLUTIONS
3.1: Inductive and deductive method.
a. Inductive method
a.1 - Sample grammar lesson 1:
a.2- Sample grammar lesson 2: Used to + Verb
a.3- Sample grammar lesson 3: The present perfect passive
voice

Pre-grammar Stage
While-grammar Stage
Post-grammar Stage

Reading
1

Speaking
Listening

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Grammar
Station = Destination

1- Grammar = is the railway through which your messages will be transported
a train cannot move without railways
is very important in communication
is also the backbone of a language
with the corect grammar, we can express our ideas clearly.
2+3+4+5 = the four communicative skills (Listening, speaking, reading, and
writing) are the cariages which help form a train
6- Communication= The head of the train which is formed by the four domain
skills (Listening, speaking, reading, and writing)
7 – Destination = the destination of the train is the station at this point you can
master a language, it means you can communicate well
=> you won’t be able to convey your ideas to their full extension without a good
command of the grammar patterns and structures of the language.

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1. RATIONALE
I myself is a teacher of English, I find it necessary to know grammar because

1. THEREOTICAL BACKGROUND
1.1. Definitions
- Integrating: means making into a whole by bringing all parts together
or unifying

- Grammar: is the study of words and the ways words work together; an
invisible force that guides us as we put words together into sentences.
According to Wikipedia, In linguistics, grammar is the set of structural rules
governing the composition of clauses, phrases, and words in any given natural
language. The term refers also to the study of such rules, and this field includes
morphology, syntax, andphonology, often complemented by phonetics, semantics,
and pragmatics.

The formal study of grammar is an important part of education for children
from a young age through advanced learning, though the rules taught in schools are
not a "grammar" in the sense most linguists use the term, particularly as they are
often prescriptive rather than descriptive.
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When I’m right
No one remembers
But
When I’m wrong
No one forgets
- Communicative language: The communicative approach is based on the idea
that learning language successfully comes through having to communicate real
meaning. When learners are involved in real communication, their natural strategies
for language acquisition will be used, and this will allow them to learn to use the
language.

development of fluency (Hinkel and Fotos, 2002,p.10). When a person has learned
grammar, it will be easier for him to acquire other grammar rules afterwards
compared to those who have never learned before. That person will know how to
organize and express the ideas in his mind without difficulty. As a result, he will be
able to speak, read or write a language in a smooth and skillful way.
Second, a proper use of grammar is a sign of respect, both for speakers and
listeners (Clack, 2010). For speakers, speaking clearly means they take time to polish
themselves with a good impression from the listeners. A person with a poor grammar
skill can form negative impression on the first time meeting and this may last for a
long time. For listeners, a proper use of grammar shows that their thought is
concerned. Speakers do not want them to waste time trying to figure out what they
are saying.
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2. REAL SITUATION
In Vietnam, most of the students are afraid of communicating. Why do they shake
with fear of speaking? Why don’t they get out and start speaking? Maybe for fear of
making mistakes? Their grammar is not good?
In our school, many students are good at grammar and writing. However, they often
shake in their shoes just for fear of making mistakes and not being able to express
themselves properly as much as they want to. After 10 years of teaching, I can realise
that these are the most common problems:
Embarrassment: They are embarrassed
because of their accent, poor pronunciation
and because they don’t know how to build
elaborate sentences or in most cases
because they are afraid to be the butt of a
joke in front of others
Vocabulary: A small range of vocabulary or Lack of vocabulary is also one of the

completely.
3. SOLUTIONS
In this part, I am going to suggest some ways of integrating grammar for
communicative language, most of them I have been applying and I can see the
improvement of my students’ communicative skills and their grammar as well.
3.1: Inductive and deductive method.
a. Inductive method
When the teachers take an inductive approach, they start with a set of observations
and then they move from those particular experiences to a more general set of
propositions about those experiences. In other words, they move from data to theory,
or from the specific to the general
a.1 - Sample grammar lesson 1:
You are going to teach your students “Wish” structures. Give them some pictures to
observe and give the situation:
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You have an appointment with your friend, it suddently rains and, of course you
don’t want it to rain any longer. How will you say?
Students may say:
I hope it will stop raining
I wish It will stop raining
I wish It won’t rain

After some arguments, the teacher may give them the structure of Wish
Future: S+Wish (that) + S + would + Verb
We use 'would' with 'wish' in a little bit of a special way. It's generally used about
other people who are doing (or not doing) something that we don't like and we want
that person to change. It's not usually used about ourselves, or about something which
nobody can change though, exceptionally, we do use it about the weather.


Do you like
English?

No….

Student: No…
Teacher: Do you want to study English well?
Student: Yes….
Teacher: And….to express your wish at
present we can say “I wish I studied
English well”..can you repeat it?
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Present: S+Wish (that) + S + Verb-ed
Teachers may give them some other uses of Wish
Wish + to + infinitive:

We can use 'wish' with the infinitive to mean 'would like'. This is very formal. We
don't usually use a continuous tense with 'wish' in this case.
- I wish to speak to the headmaster. (This means the same as 'I would like to speak
to the headmaster'.)
- I wish to go now.
Wish + object + to + infinitive:

In the same way, we can use 'wish' with an object and an infinitive.
I do not wish you to publish this article.
I wish these people to leave.
Wish + somebody + something

The teacher asks students to think back to when they were a child and asks the
following questions:
"What are the differences and similarities between your life then and now?
Think about where you lived, your likes/dislikes, your holidays and your
family, and fill in the following lines with appropriate sentences".
Example:
In the past
Live in the country
Read commic books
Draw
Get up late

Now
Live in the city
Watch TV
Play the piano
Get up early

=> The teachers then ask students to practice making sentences:
I used to live in the country, now I live in the city
(When I was a child I used to read commic books, now I only watch TV
……

I used to be poor
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a.3- Sample grammar lesson 3: The present perfect passive voice
Pre-grammar Stage
First, the teacher has a discussion on burglaries. Following this

The Teacher asks students to practice making sentences using the present
perfect passive voice
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b. Deductive method.
It has been said that “deductive means reasoning from the particular to the general.
Deductive reasoning works from the more general to the more specific. Sometimes
this is informally called a "top-down" approach. We might begin with thinking up
a theoryabout our topic of interest. We then narrow that down into more specific
hypotheses that we can test. We narrow down even further when we
collect observations to address the hypotheses. This ultimately leads us to be able to
test the hypotheses with specific data -- a confirmation (or not) of our original
theories.

According to Wilson, “A deductive approach is concerned with developing a
hypothesis (or hypotheses) based on existing theory, and then designing a research
strategy to test the hypothesis” (Wilson, 2010, p.7)
As Babbie, Deductive approach can be explained by the means of hypotheses,
which can be derived from the propositions of the theory. In other words, deductive
approach

is

concerned

with

deducting



Forms

Examples

It is possible and also very

if + Simple Present, will-

If I find her address, I’ll

likely that the condition will

Future

send her an invitation

be fulfilled = possible at
present or the future
The 2nd conditional
sentence

It is possible but very

if + Simple

If I found her address, I

unlikely, that the condition



sent her an invitation

= unreal in the past

Participle)

The teacher asks students to make sentences using the first conditional sentences
Examples:
- If he is late, we will have to go without him.
- If my mother knows about this, we are in serious trouble.
The teacher asks students to make sentences using the second conditional sentences
Examples:
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- If I knew her name, I would tell you.
- If I were you, I would tell my father.
- If I became president, I would change the social security system
- If I won a million pounds, I would stop teaching.
The teacher asks students to make sentences using the third conditional sentences
Examples:
- If you had studied for the test, you would have passed it.
- If you had asked me, I would have helped you.
- If we had gone to the cinema, we would have seen my friend Jacob.
- If you had spoken English, she would have understood.
- If they had listened to me, we would have been home earlier.
- I would have written you a postcard if I had had your address.
- If I had not broken my leg, I would have taken part in the contest.
- If it had not started to rain, we would have walked to the museum.

If you were a cowboy I would trail you
If you were a piece of wood Id nail you to the floor
If you were a sailboat I would sail you to the shore
If you were a river I would swim you
If you were a house I would live in you all my days
If you were a preacher Id begin to change my ways
Sometimes I believe in fate
But the chances we create
Always seem to ring more true
You took a chance on loving me
I took a chance on loving you
If I was in jail I know youd spring me
If I was a telephone youd ring me all day long
If I was in pain I know youd sing me soothing songs
Sometimes I believe in fate
But the chances we create
Always seem to ring more true
You took a chance on loving me
I took a chance on loving you
If I was hungry you would feed me
If I was in darkness you would lead me to the light
If I was a book I know youd read me every night
If you were a cowboy I would trail you
If you were a piece of wood Id nail you to the floor
If you were sailboat I would sail you to the shore
If you were sailboat I would sail you to the shore
If you were sailboat I would sail you to the shore

3.2: Telling stories
Stories telling has long been considered a useful means of communication.

development of children’s language learning skills and literacy. Listening to stories in
class is a shared social experience. Storytelling provokes a response of laughter,
sadness, excitement and anticipation, which can encourage the child’s social and
emotional development.
– Students love listening to stories over and over again. This allows certain language
items to be acquired while others are being overtly reinforced. Little by little they
make sense out of the listening. In addition, repetition also encourages participation
in the narrative, thereby providing a type of pattern practice in a meaningful context.
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– Telling stories is an example of input –input of language through listening and
reading
- Story telling is an activity to improve a student’ understanding as he is in the silent
period –taking place in the first stages of second language acquisition– in which he is
just receiving and making sense of input but he is not able to speak in the second
language properly.
– Listening to stories develops the child’s listening and concentration skills via:
visual clues (pictures) or general knowledge. Moreover, the use of these stories, for
example, which usually contains a lot of direct speech, helps the learner develop a
sense of how intonation is used to express attitudes and feelings.
– Stories can be used to reinforce conceptual development in children (colour, shape,
time, size etc.).
– Stories are a way of getting children to learn for themselves.
– Storytelling is a powerful way of helping pupils to learn in all areas of the
curriculum.
Storybooks can be used to provide variety and extra language practice. However, the
teacher must not use story telling only for teaching grammar and vocabulary because
children would not be so motivated and ready to listen to a story
PART THREE: CONCLUSION