Abstract
This study was conducted to investigate the effective organization of communicative activities in the periods of teaching English grammar skill. The site of this study was High school Teacher Practice-Can Tho University, in the Mekong Delta, Vietnam. The questionnaire and semi-structured interview protocol were the two main tools in gathering data from students and teachers of English at a high school. First, the research analyzed the problems of organizing “communicative activities” in teaching English grammar in high school. The problems related to teachers’ communicative method preference, the deep knowledge of communicative activities, and methodology compromise between teachers and students. They also were the noise and disorder acceptance, readiness for hard work, and the deep knowledge of English and wide understanding life. Moreover, role play is the challenge for weak students and the requirement for them. The troubles concerning with a structure were the most difficulties for students. On the other hand, this study found that noise, disorder, grouping were some suggestions for more effective communicative activities. Besides, furniture and seating arrangement, choice of genres and topics of game, monitoring and time limitation also were the best solutions for better communicative activities in teaching grammar. 
 
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Highlights
We all know that speaking is one of four main skills in acquiring a foreign language
Noise and disorder That large classes with communicative activities are conspicuously disordered, boisterous and even clamorous in some cases readily makes a strong impact on the surroundings and obstructs the organizer’s class control (Sovenda, 2010)
It is the vital background for learners to develop their four main skills
Summary
We all know that speaking is one of four main skills in acquiring a foreign language. In most high schools in Vietnam, English is taught non-communicatively, especially in grammar periods. The reason is that Vietnamese teachers perceive proficiency as excellence in grammar rather than communicative facility. They remain loyal to traditional lecturing mode in the language classroom. Many educators observed that students could not use accurate sentence patterns in communicating outside the classroom they could master them in the grammar lesson (Larsen-Freeman, 2000). Our recent popular kinds of controlled grammar practice like repetition, substitution or transformation cannot be functioned to be a useful tool to create the relaxing environment for students to speak freely
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