CAREER:

PEDAGOGY OF NATIONAL AND FOREIGN

LANGUAGES

SUBJECT:

COMMUNICATIVE GRAMMAR

FINAL EXAM

COMMUNICATIVE GRAMMAR LESSON

ALREADY, JUST, STILL, YET

STUDENT:

ELIANA CEVALLOS CUERO

III SEMESTER 2022

THEORETICAL FRAMEWORK

Given the importance of English nowadays, we could say that knowing this language is
already a mandatory preparation at an instructional level to access the universe of
information. This is because, with the incessant development of globalization, an increasing
number of people communicate in English, and, therefore, data is mainly in English, as it is
the normal second language. Certifying second language information at a high transition
level is exceptionally valuable for future educators and students, as it gives additional
benefits that in any place or school will be and are right now vital; we could likewise have
the ability to go for scholarships or bilingual jobs, with considerably less contest than in
other cases. For these cases, it is fundamental to have the option to guarantee and certify in
an authoritative and globally perceived way the order of English. With this, we will have
more probability to come out successful in our preparation and likewise in the indisputably
demanding, extreme, and serious labor universe. For this reason, students and instructors
are offered a progression of statements that can be created with the spending plan and time
required. However, what is the benefits of realizing a subsequent language? Considering
that English is the most widespread language, it tends to be extremely useful in our daily
routines even today. Knowing English will ease our way for an extraordinary number of
travel objectives that we will really want to move in smoothly. Furthermore, concentrating
on English is one of the most mind-blowing reasons to take a trip abroad, whether it's to
take advanced courses or to work while rehearsing the language. Traveling abroad is also a
novel opportunity to meet another culture and interesting people, an exceptionally
encouraging work engagement, and an enhancement on an individual level, which will
allow us to learn about alternative ways and styles of living and thinking, help us to
understand the traditions of others, and even allow us to see ourselves through different
eyes, opening us to additional opportunities we might not have considered before.

(Littlewood, 2013) draws a qualification between a solid and a feeble understanding of CLT.
The solid understanding shuns an emphasis on structure, while a feeble understanding
recognizes the requirement for such a center. In presenting his defense for a feeble
understanding, Littlewood contends that the accompanying abilities should be thought
about.

• The student should achieve as high a degree as conceivable of semantic capability. That
is, he should foster the ability in controlling the phonetic framework, to the place where he
can utilize it precipitously furthermore, deftly to communicate his planned message.

• The student should recognize the structures he has dominated as a component of his
semantic skill, and the informative capabilities which they perform. All in all, things
dominated as a feature of a semantic framework should likewise be perceived as a
component of an informative framework.

• The student should foster abilities and procedures for utilizing language to convey
significance as actually as conceivable in substantial circumstances. He should figure out
how to utilize criticism to pass judgment on his achievement, and, if important, cure
disappointment by utilizing unique language.

• The student should become mindful of the social significance of language structures. For
some students, this may not involve the capacity to shift their own discourse to suit
different social conditions, but instead the capacity to utilize commonly satisfactory shapes
and keep away from possibly hostile ones

(Avila, 2014) She carried out a research based on the communicative approach in the
teaching of English for the formation of students of the Physical Culture career in
Guantánamo, and affirmed that in the educating of English as an unknown dialect, at times,
the elocution part has been consigned to the foundation and, in others, totally disposed of.
This present circumstance is by all accounts the consequence of the evident trouble of
coordinating elocution into the educating of English as an unknown dialect by embracing
an informative methodology. Subsequently, this paper expects to characterize a systemic
technique as per the standards of Communicative Language Teaching, in which the
educating of elocution comprises a fundamental part in the improvement of the
understudy's oral open capability; in this methodology, this part is reclassified so the
understudy can accomplish understandable elocution that permits him/her to successfully
impart. The educational improvement of the proposed system is done in five stages that are
verbalized based on three standards of an open utilitarian nature.

(Nunan, 1991) Provided: “Educationally, task-based language instructing has reinforced the
accompanying standards and practices:”

• A necessities based way to deal with content choice.

• An accentuation on figuring out how to impart through connection in the

target language.

• The presentation of genuine messages into the learning circumstance.

• The arrangement of chances for students to zero in on language as well as on the

educational experience itself.

• An upgrade of the student's very own encounters as important contributing components to

homeroom learning.

• The connecting of homeroom language learning with language use outside

the homeroom.

ANTECEDENTS

Romel Lindo, Percy Torres and Gilmer Gutiérrez, understudies of the Universidad
Nacional Santiago Antúñez de Mayolo in 2019, led an examination to assess whether
Communicative Language Teaching (CLT) impacts the improvement of English talking
abilities in understudies in the 4th grade of auxiliary school.

The outcomes show that there were no genuinely massive contrasts in the entry test, since
the two gatherings began with a low degree of oral capability; running against the norm, the
leave test shows that there are tremendous contrasts, since the exploratory gathering
showed an expansion in their degree of capability in the talking expertise.
Paul Sebastián Salguero Seminario in 2018 conducted a research in Ambato where it was
determined that the Communicative Method is applied in the classroom in order to develop
students' oral skills (Speaking). The application of this method has been reflected in the
activities used in the classroom. used in the classroom. The application of this method was
also evidenced method has also been evidenced when students communicate with each
other, focusing only on focusing only on fluency, which means to be understandable and
comprehensible at the moment of speaking, more understandable when speaking, rather
than focusing on grammar or proper structures of what they are saying. structures of what
they are saying. In the development of oral skills, several aspects and/or elements that
students work on when practicing this skill were identified. Among these elements we can
mention the use of vocabulary, tone of voice, use of grammar and pronunciation as the
most frequent. Some of them are easier for students to practice oral skills, such as tone of
voice and pronunciation, while among those that are more difficult are the use of
vocabulary. Students also mentioned these elements as necessary for comprehensible
communication. comprehensible communication.

Flores Aldás Geovany Vinici student of the Technical University of Ambato in 2015
conducted a research focused on determining the impact of communicative language
teaching in the ability to speak in English, this research was carried out in IES "Mariano
Benitez" to students in third year of high school. Flores affirms that Communicative
Language Teaching has an impact on the development of English. Due to this fact, a
manual was designed with the purpose of interaction in the English class, to solve the
existing problem which is the lack of producing the ability to speak through interactive
activities based on Communicative Language Teaching. Communicative Language
Teaching. Therefore, the recommendation to implement a guide with activities based on the
implementing a guide with interaction-based activities to increase the development of
speaking skills. development of speaking skills.
ALREADY, YET, JUST, STILL

We utilize the qualifiers "already", "just", "still" and "yet" most frequently in the current
awesome, in spite of the fact that we can involve them in other action word tenses. These
verb modifiers are utilized concerning time and their situation inside the sentence relies
upon which of them we are utilizing.

Already

Its importance is much of the time "already". It is extremely helpful to address or give
important data when there are questions about regardless of whether an activity has
occurred. We can utilize it when we are posed an inquiry with the current great
(have+participle). You can survey here the development of the action word tenses in
English.

The qualifier as of now communicates that we have previously finished an activity. It

means a lot to focus on where this modifier is put, since we will find it between the helper
action word Have and the action word in participle. On account of non-compound
structures, it will be set before the action word. As a result of its importance, it is generally
utilized in confirmed sentences.

Models:

I have already completed my schoolwork

Gracious, I have already seen that film!

June has already gotten back.

Yet

The qualifier yet can be perceived as something contrary to as of now, as in by utilizing it

we are communicating that we have not yet completed an activity. It is deciphered at this
point or yet. Concerning its arrangement, yet will go toward the finish of the sentence and
we will involve it in regrettable sentences and questions. It is extremely helpful to say that
you haven't completed the process of following through with something yet, however you
realize you will wind up making it happen.

Models:

I haven't completed my schoolwork yet

She hasn't tracked down her book yet

He hasn't uttered a word unsavory... yet.

Just

It is generally exact not to interpret only in a real sense as "as it were" or "just". We would
need to interpret it as "to wrap up". It brings to the sentence the implying that the activity
has been finished up as of late. It is set after the assistant action word and before the action
word in participle, or on account of purpose with other non-compound tenses, before the
action word.

Models:

I have recently eaten.

Maria has just called the up-and-comer.

Where could the manager be?

He has just left. - He has quite just left.

Still

In the event that we manage the utilization instances of as of now, yet, just, we can't
disregard still. This qualifier is frequently mistaken for the other words made sense of here.
It implies still or yet. We need to involve it in sentences and in certain inquiries. Rather
than yet.

It is utilized to communicate that something is going on or was occurring at a given second.

It should be set before the fundamental action word. On account of the helper with TO BE,
it goes between the assistant and the primary action word.

Models:

They are still studying Chinese.  

I still go swimming every day. 

Are they still at home?  

Will you still have the time to do this task?

STEPS FOR THE COMMUNICATIVE GRAMMAR LESSON.

ALREADY, JUST, STILL, YET

STAGE I. PRESENTATION OF THE GRAMMATICAL STRUCTURE

1. Objective

To introduce the syntactic standards already, just, still and yet, by giving a set to
understudies to derive linguistic construction. find the syntactic design.

2. Role of the teacher and students

The educator's job is to oversee and direct the understudies in the class to find the syntactic
capability and design. Furthermore, the job of the understudies is to be mindful and
dynamic members in answering the educator's inquiries, i.e., to be liable for their own
learning.

3. Feedback and correction

The educator should give quick criticism and rectification, settling the understudies'
questions and remedying their mix-ups with the goal that practically speaking the room for
mistakes is diminished to a base.

4. Procedures

- Present the construction of the current wonderful in a contextualized circumstance and get
some information about the open capability of qualifiers and about the example of
customary action words.

- Upon fruition, understudies will have recognized the linguistic design of intensifiers
emphatically, adversely, and inquisitively.

- The instructor will build up what they have realized by derivation by making sense of the
design.

STAGE II. FOCUSED PRACTICE

1. Objective

To get students to manipulate the structure of the adverbs presented through three exercises
of recognition and production of the communicative function. communicative function.

2. Role of the teacher and students

The teacher's role at this stage is to guide and manage, i.e. the teacher's role is secondary,
the teacher helps the student to practice the structure and also makes sure that the students
see their mistakes so that they can correct them.

The role of the students is to actively participate in the class by manipulating the
grammatical structure and to feel comfortable to do collaborative work. and feel
comfortable to do collaborative work.
3. Feedback and correction

Feedback and correction in the approach to practice should be immediate, the teacher is in
charge of guiding the student so that they themselves discover where they have made
mistakes and immediately correct them.

4. Procedures

- Introduce the topic by writing it on the board.

- Present students with a recognition exercise to help them recognize the adverbs yet,
already, just, still and when they are used.

-Present by means of an example:

1. in the following sentences identify the adverbs.

I’m already late.  

Has the lesson already started? 

I’ve just arrived to the office

They have just bought a new car. 

-Present students with more difficult recognition exercises so that they can manipulate the
structure correctly.

-Correct small errors and clarify doubts with a quick example. For example, find a partner
and form a dialogue using the structure correctly.

STAGE III. COMMUNICATIVE PRACTICE

1. Objective

To get students to use adverbs frequently through a communicative activity: dialogue in

pairs.

2. Role of teacher and students

The teacher's role is to be a facilitator, providing a context or situation in which students

feel interested in the communicative practice. communicative practice.

The role of the learner is to be an active participant because he/she has to use the language

all

the time to practice the structure he/she has manipulated before. It is necessary for students
to develop communicative competencies.
3. Feedback and Correction

Error correction is not done immediately, in this case, it is an additional correction because
it is fluency practice. The teacher notes the errors and then plans corrective teaching. At
this stage, it is important to let the student correct himself.

4. Procedure

STAGE IV.

FEEDBACK AND CORRECTION

Feedback
and
correction
ought to
be
available
in three
phases of
the class.
In show
and center practice, rectification is prompt, yet in open practice, there is no quick revision.
Since open practice is a familiarity practice, the educator should make an extra rectification
by giving a healing showing action where understudies can understand the misstep they
have made in the past training. the blunder they have made in the past training.

- At this point, a didactic activity can be presented to the students (if they still present small
flaws in the handling of the structure).

Models:

CONCLUSIONS
Communicative grammar is a great technique to show the qualifiers already, just, yet, still,
yet and get learners to utilize it to convey. This fleeting or syntactic construction has been
considered a troublesome point to educate, however this is because educators have been
utilizing conventional structures instead of the overt methodology. In any case, if the
educator presents the syntactic construction through a unique circumstance as in this open
sentence structure example I have shown, through genuine utilization, learners will have
decent information and learn and utilize the language like a local speaker.

This syntax example has been planned so that students will not get confused while learning
these modifiers, I accept that by following this example they will really want to participate
in discussions where they can form sentences where these qualifiers are utilized.

References
Avila, A. M. (20 de 12 de 2014). efdeportes. Obtenido de efdeportes:
https://efdeportes.com/efd202/el-enfoque-comunicativo-en-la-ensenanza-del-ingles.htm

Littlewood, W. (09 de 2013). koreatesol. Obtenido de koreatesol:

https://koreatesol.org/sites/default/files/pdf/Littlewood%20-%20Teaching%20English
%20PDF.pdf

Nunan, D. (1991). academia.edu. Obtenido de academia.edu:

https://www.academia.edu/60617464/Task_based_language_teaching

Romel Lindo, P. T. (2019). repositorio.unasam. Obtenido de repositorio.unasam:

http://www.repositorio.unasam.edu.pe/bitstream/handle/UNASAM/4726/
T033_76656551_T.pdf?sequence=1&isAllowed=y

Seminario, P. S. (2018). repositorio.uta.edu.ec. Obtenido de repositorio.uta.edu.ec:

http://repositorio.uta.edu.ec/bitstream/123456789/28448/1/1600570541%20SALGUERO
%20SEMINARIO%20PAUL%20SEBASTIAN.pdf

Vinici, F. A. (2015). Repositorio Universidad de Ambato. Obtenido de Repositorio Universidad de

Ambato: file:///C:/Users/Eliana%20Cevallos/Downloads/Flores%20Ald%C3%A1s
%20Geovany%20Vinicio.pdf

Author: Eliana Cevallos.