语法教学设计

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1、Grammar teaching语法教学语法教学-从理论到实践从理论到实践1语法教学的方法语法教学的方法语法教学的步骤语法教学的步骤语法教学的原则语法教学的原则语法教学的案例语法教学的案例234语法教学语法教学1.Presentation 2.Practice3.ProductionExplicit grammar teaching(显性语法教学显性语法教学)Implicit grammar teaching(隐性语法教学隐性语法教学)The deductive method（演绎法）The deductive method relies on reasoning,analysing and

2、comparing.1.The rule is given first.2.The teacher explains the rules with examples(in the students native language and use grammatical terms,comparison may be done between the newly presented structure and previously learned structures language and the native language).3.Students apply the rules to

3、given situations(practices).Teacher writes:what are you doing?I am reading.Teacher reads and students repeat.Teacher explains this is the Present Conditions.Teacher explains that the form is:pronoun+be+present participle form of verb Teacher points out the contraction.Teacher writes:I am reading.Stu

4、dents repeat.Teacher writes you form:You are reading.Students repeat.Teacher writes he form:He is reading.Students repeat and write.Teacher tells students to learn by heart.Teacher drills the class.The deductive method is criticized because:Grammar is taught in an isolated way;Little attention is pa

5、id to meaning;The practice is often mechanical.However,the deductive method is not without merits.It could be very successful with selected and motivated students.It could save time when students are confronted with a grammar rule which is complex but which has to be learned.It may help to increase

6、student confidence in those examinations which are written with accuracy as the main criterion of success.The inductive method归纳法归纳法Students are given the structure in context(authentic or near authentic)&are asked to work out the rule for themselves.They are given guidance from the teacher in using

7、 evidence from the context to work out the usage of the structure.In the inductive method,the teacher induces the learners to realise grammar rules without any form of explicit explanation.It is believed that the rules will become evident if the students are given enough appropriate examples.Implici

8、t grammar instructionIt is believed that the inductive method is more effective in that(=because)students discover the grammar rules themselves while engaged in language use.What they discover by themselves are better remembered.But if the structure is not easy for the learners to discover themselve

9、s even with a contextprovided,it is better to teach the rule explicitly.In practice,the distinction between the deductive method and the inductive method is not always apparent.As research indicates,grammar instruction should be mainly implicit,supported by explicit instruction.At the beginning stag

10、e,it is better to a d o p t m a i n l y t h e i m p l i c i t approaches,and as students progress,the ratio of explicit instruction can be increased.The best approach is the combination of both implicit and explicit instruction.the guided discovery method (引导发现法）引导发现法）A combination of the deductive

11、method andthe inductive method the combination of both implicit and explicit instructionThe students are induced to discover rules by themselves.The process of the discovery is carefully guided by the teacher and the rules are elicited and taught explicitly.T:what can you see in the picture?Ss:we ca

12、n see a box,a heavy box.T:is it heavy?Ss:yes,its very heavy.its 200kg.T:can I carry it?Ss:no,you cant.T:yes,you are right.I cant carry it.Why?Because it is too heavy to carry.1.The students are presented with contextualised examples illustrating a specific structure.2.students are guided to discover

13、 the underlying rule of the structure as well as its meaning in context.3.the teacher teaches the target structure explicitly.Other presentation methodsListening to comprehend:the focus is on the message with target structures imbedded.Listening to notice:listen to more times to identify the target

14、structure perhaps by completing a gapped version of the text to raise awareness.Understanding the grammar point:the focus is on helping learners develop explicit knowledge of the grammar point by discovering and analysing the rules.Checking:learners are given a written text containing errors and are

15、 asked to identify the errors and correct them.Trying it out:finally,there is an opportunity for students to try out their understanding of the target structure in a short production activity.Grammar practice Grammar presentation is concerned withHow to make the students understand or discover gramm

16、ar rules.It is a practice that helps students develop grammatical capability.Two categories of practice Mechanical practice Meaningful practiceMechanical practice Mechanical practice involves activities that are aimed at form accuracy.e.g.Substitution drills Transformation drills Substitute the unde

17、rlined part with the proper forms of the given words:green lawn clean house pretty garden nice flowersMrs Green has the largest house in town.Change the following sentences into the past tense.Use the adverbs given in the brackets.Now he lives in London.(last year,Paris)We have English and maths tod

18、ay.(yesterday,music and P.E.)He usually gets up at seven.(this morning,eight)Meaningful practice In meaningful practice the focus is on the production,comprehension or exchange of meaning,though the students“keep an eye on”the way newly learned structures are used in the process.e.g.After the presen

19、tation and mechanical practice of adjective comparatives and superlatives:Pair work:Look at the table below.Rank the items on the left column according to the criteria listed on the top.CheapHealthy Tasty Fattening Important BeerWaterFruitCigarettesAlcoholMilkThe students may come up with:I think be

20、er is cheaper than fruit.No,no,I think fruit is cheaper than beer.There is no clear-cut distinction between mechanical practice and meaningful practice.e.g.Chain of eventsTeacher:Now lets play a game.The first student starts a sentence with a second conditional clause.The next student takes the resu

21、lt of the sentence,reforms it into another condition and suggests a further result.For example,the first student says“If I had a million dollars,I would buy a yacht”.The second students says“If I bought a yacht,I would go for a sail”.The students may come up with:If I went for a sail,there might be

22、a storm.If there were a storm,my yacht would sink.If my yacht sank,I would die.If I died,my parents would cry.Using prompts for practicePractice based on prompts is usually meaningful practice.Using picture prompts.Using mime or gestures as prompts.Using information sheet as prompts.Using key phrase

23、 or key words as prompts.Using chained phrases for story telling.Using created situations.Using information sheet as promptsTeacher:What about you?Tell your neighbour.NamesFavourite subjectsFavourite sportsFavourite foodHobbiesLilyMathsbasketballporkmusicSusanChinesePing-pongeggsreadingDavidEnglishf

24、ootballice-creamcollecting stampsUsing created situations:for simulative communication Your are a stranger in this town.You want to buy some fruit,you want to post a letter,and you also want to see a movie at night.Ask about the places.Principles for teaching grammar 1.Present the grammar items in a

25、 clear and comprehensible way 2.Teach grammar to solve certain problems or to accomplish certain tasks in real-life situations.3.controlled practice,half-controlled practice and communicative practice are all needed.4.Emphasize inductive approach over deductive approach,though both approaches are es

26、sential.5.Use visible instruments such as charts,tables,diagrams,maps,drawings,and realia to aid understanding;语法教学的原则和要求 以学生在英语实践中能正确运用语法知识为目的，避免让学生死记硬背语法规则。语法讲解力求简洁，呈现语法知识点力求直观、生动、使用，避免语法学研究式的研究。以归纳法为主，演绎法为辅。即多让学生通过例句归纳出语法规则，而以讲解较难的语法项目然后举例说明的方法为辅。尽量将语法教学置于情景教学中。通过大量听说读写译等教学活动来强化句型结构和语法规则的掌握。教学案例

27、Comparative of Adjectives presentation 1 Why did the teacher bring objects into the classroom?2 Why did she use students as examples to demonstrate the comparative adjectives?3 How did she try to get the meaning of“taller than”over to the students?4 What did she do to help the students understand an

28、d remember the new structure?Practice a)Game:Guessing the object 1 What is the purpose of this game 2 At what stage of the lesson is this activity used:very controlled or freer practice?3 How do you think students would react to it?4 What is the value of turning practice activities into games?Practi

29、ce b)Comparing pairs c)Comparing leisure interests 1 I think _ is more exciting than _ 2 For me _ is more difficult than _ 3 In my opinion,_ is _ than _ 4 _ is _ expensive _ 5 _ is the most _ Answer the questions 1 How much control is given in these activities?2 What freedom do the students have?Pro

30、duction Making their own quiz.Once students have practiced both the comparative and superlative forms,they could put them to use by designing a general knowledge quiz for their fellow students.They might need some time after class to prepare this,as they will have to consult maps,encyclopedias,and o

31、ther reference books for the answers.They can also ask their family and friends to help.So they need a few days to prepare this.They might also need to consult the teacher on the exact names of places and rivers,etc.in English.The teacher must tell them that they need to use questions with a comparative or a superlative adjective in them.For example:Which river is longer,the Amazon or the Nile?Which is the highest mountain in the world?Which is the biggest province in China?Which is further south,Kunming or Guangzhou?