Teaching-Grammar-语法教学

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1、Teaching-Grammar-Teaching-Grammar-语语法教学法教学Aims of this UnitActivity Activity Grammar is.Grammar is.What do you think and feel about grammar?What do you think and feel about grammar?Write down the first ideas that come into your Write down the first ideas that come into your head.head.-Must a learner

2、 learn grammar when using a foreign language?I.The importance of grammarEnglish grammar is the core of English language.Without grammar English language cannot be well constructed.There is naturally Chinese grammar in the minds of Chinese students,and its not easy to take in the grammar of a foreign

3、 language.If you cannot solve this difficulty,the foreign language you write,though it may be understandable,will be Chinese style English.II.The role of Grammar in ELTThe value of grammar in foreign language teaching has been a focus of debate for decades,and no conclusion is in sight.1.How grammar

4、 is currently taught Task 1Read the following statements about grammar in English learning and decide if you agree with them or not.When you have finished,compare your results with your partner.Try to give reasons for your decisions.The Assumptions about grammar in language learning1.Students need t

5、o be given detailed grammar rules if they want to learn a foreign language successfully.2.Children do not learn grammar rules when they acquire their first language,so they do not need them either when learning a foreign language.3.If students get enough chance to practice using a foreign language,t

6、hey do not need to learn grammar.4.Making students aware of grammatical information is one of the teaching objectives,allowing students opportunities for using the language is just as important.5.Grammar should be taught to help students to analyze difficult structures in texts.6.Teaching and learni

7、ng grammar should focus on practice rather than the study of grammar itself.7.Grammar should be taught and practiced in context.8.Knowing grammar is not enough for real communication.9.An inadequate knowledge of grammar would severely constrain the capacity for communication.10.Grammar will always b

8、e“the boring bit”of language learning.For many years Chinese teachers of English have followed the traditional way of teaching grammar as the following three steps:over emphasize the roles of grammar overlook the roles of grammarTwo extremes in grammar teachingThe answer to whether grammar should be

9、 taught and to what extent grammar should be taught depends on some variables in the language teaching/learning context,such as learner variables and instructional variables.It is generally believed that Grammar teaching is less important for children than for adults;Grammar teaching is less importa

10、nt in listening and reading than in writing.2.Place of Grammar in English teaching?Grammar is not a separate subject,nor is it even a separate division of English work.Language teaching theory has tended to emphasize the rapid development of automatic speech habits,and the need to discourage student

11、s from thinking consciously about the underlying grammatical rules.2.Place of Grammar in English teaching?Advocates of the Oral Method,the Audio-lingual method and the Natural Approach in their more extreme forms have assumed that language learning is an inductive rather than a deductive process,the

12、 most effective method of teaching is to provide plenty of oral and written practice,so as to use the language spontaneously(本能地本能地)without the need for overt(明显的明显的)grammatical analysis.Generally speaking,Chinese learners of English as a foreign language need a certain degree of mastery of English

13、grammar.However,it should be noted that learning grammar itself is not the ultimate goal of learning English.Grammar teaching can be seen in most formal classroom language teaching.the deductive method（演绎法）演绎法）the inductive method（归纳法）归纳法）the guided discovery method (引导发现法）引导发现法）III.Grammar presenta

14、tion methodsThe deductive methodThe deductive method relies on reasoning,analysing and comparing.1.Deductive method:The deductive method relies on reasoning,analyzing and comparing.Teaching procedureDeductive method:Advantages:good for selected and motivate studentssave time to explain complex rules

15、increase students confidence in examinationDisadvantages:grammar is taught isolatedlylittle attention is paid to meaningthe practice is often mechanicalTask Suppose you are going to teach the structureused to do in a deductive method.How would you do it?10 minutes preparation and then demonstrate)Th

16、e inductive methodIn the inductive method,the teacher induces the learners to realize grammar rules without any form of explicit(clear)explanation.Students will become evident to the grammar rules if they are given enough appropriate examples.Teaching proceduresinspire students thinking activitiesmo

17、tivate students learning interestsgrammar is taught in context.AdvantagesDisadvantagesthe presentation of grammar is more complex and time consumptiongrammar is not taught directlysome rules can not be induced easily In practice,the distinction between the deductive method and the inductive method i

18、s not always apparent.Similar to the inductive methodthe students are induced to discover rules by themselves(similar)the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)3.The guided discovery methodImplicit an

19、d explicit knowledgeImplicit knowledge refers to knowledge that unconsciously exists in our mind,which we can make use of automatically without making any effort.Explicit knowledge refers to our conscious knowledge about the language.We can talk about it,analyse it and apply it in conscious ways.1.T

20、he students are presented with contextualised examples illustrating a specific structure.2.students are guided to discover the underlying rule of the structure as well as its meaning in context.3.the teacher teaches the target structure explicitly.Task(work in groups of 4.How would you present the s

21、tructure“have/has been doing”.10 minutes preparation and then demonstrate)The synthesis approaches to grammatical pedagogyPennington emphasized that grammar teaching should be:CollocationalConstructiveContextualContrastive”The synthesis approaches to grammatical pedagogyCollocational:grammar should

22、be built on collocational relations between individual lexical items and their subcategories.Constructive:ones knowledge of grammar is built bit by bit,which closely model the way language is learned and used.The synthesis approaches to grammatical pedagogyContextual:Elements and structures are taug

23、ht in relation to their context.Syntactic and lexical choices are explicitly related to pragmatic ones,and to social and cultural contexts.Contrastive:grammar involves drawing the learners attention to contrast the differences between the target language and other language IV.Grammar practice Gramma

24、r presentation is concerned withhow to make the students understand or discover grammar rules.It is practice that helps students develop grammatical capability.According to Ur,“practice may be defined as any kind of engaging with the language on the part of the learner,usually under the teacher supe

25、rvision,whose primary objective is to consolidate learning”.(Ur,1988:11)Ur predicts that the following 6 factors contribute to successful practice:Pre-learning.Learners benefit from clear perception and short-term memory of the new language.Volume and repetition.The more exposure to or production of

26、 language the learners have,the more likely they are to learn.Success-orientation.Practice is most effective when based on successful practice.Heterogeneity.Practice should be able to elicit different sentences and generate different levels of answers from different learners.Teacher assistance.The t

27、eacher should provide suggestions,hints and prompts.Interest:an essential feature that is closely related to concentration Activity:Read and thinkActivity:Read and thinkRead what happens in these lessons.The Read what happens in these lessons.The teachers have presented the structure“Lets teachers h

28、ave presented the structure“Lets _”,and are now doing Mechanical _”,and are now doing Mechanical practicepractice/Controlled practice with their Controlled practice with their students.students.1.RepetitionT:Lets watch television.Ss:Lets watch television.Lets watch television.Lets watch television.T

29、:Lets watch television.Ss:Lets watch television.Lets watch television.Lets watch television.T:Lets watch television.Ss:Lets watch television.Lets watch television.Lets watch television.T:Lets watch television.Ss:Lets watch television.Lets watch 2.Picture promptsT:You are at home with your friend.You

30、 are bored(gestures“bored”)But you have some ideas.For example,you want to watch television.So you say“Lets watch television”(gestures for Ss to repeat)Ss:Lets watch television.T:(holds up picture of a football)LetsSs:Lets play football.3.SubstitutionT:You want to play footballSs:Lets play football.

31、T:You want to watch television.Ss:Lets watch television.T:You want to fly a kite.Ss:Lets fly a kite.T:You want to have a picnic.Ss:Lets have a picnic.4.Single word promptsT:Picnic.Ss:Lets have a picnic.T:FootballSs:Lets play footballT:TelevisionSs:Lets watch televisionT:KiteSs:Lets fly a kite4.Singl

32、e word promptsT:Picnic.Ss:Lets have a picnic.T:FootballSs:Lets play footballT:TelevisionSs:Lets watch televisionT:KiteSs:Lets fly a kite5.Free substitutionT:You are at home with your friend.You are bored(gestures“bored”)But you have some ideas.For example,you want to watch television.So you say“Lets

33、 watch television”(gestures for Ss to repeat)Ss:Lets watch television.T:Very good.Can you think of some more ideas?S:Lets go fishing.T:Very good!Any more ideas?S:Lets play cards.T:Great!Any more?S:Lets go shopping.T:Excellent!Now,talk in pairs and think of 5 more ideas Discussion DiscussionWhich met

34、hods have you used before?Which methods have you used before?Which do you think are the best methods?Which do you think are the best methods?Why?And the worst methods?Why?Why?And the worst methods?Why?Do you think these methods are easy to Do you think these methods are easy to use?use?When do the s

35、tudents have to think the When do the students have to think the most?most?Two categories of practice Mechanical practice Meaningful practiceMechanical practice Mechanical practice involves activities that are aimed at form accuracy.e.g.Substitution drillsTransformation drills Substitute the underli

36、ned 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 today.

37、(yesterday,music and P.E.)He usually gets up at seven.(this morning,eight)Meaningful practiceIn 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 presentati

38、on 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 beer i

39、s cheaper than fruit.No,no,I think fruit is cheaper than beer.A task for youSuppose you have just presented the simple past tense to a group of Junior 2 students.Design a meaningful practice activity.There is no clear-cut distinction between mechanical practice and meaningful practice.Using prompts

40、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 or key words as prompts.Using chained phrases for story telling.Using created situations.Using information sheet as prompts

41、Teacher:What about you?Tell your neighbour.NamesFavourite subjectsFavourite sportsFavourite foodHobbiesLilyMathsbasketballporkmusicSusanChinesePing-pongeggsreadingDavidEnglishfootballice-creamcollecting stampsUsing created situations:for simulative communication Your are a stranger in this town.You

42、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.There was a robbery yesterday in the neighbourhood.A policeman is asking some questions to three of the neighbours,A,B,and C.A:at work;came back at 6:30 p.m.;did not see anybody.B:a studen

43、t;came back at 4:30 p.m.;saw a young man going upstairsC:an old man;stayed at home;heard some strange noise at 5:00 p.m.;came out to find a tall young man Summary of Unit 6 Perhaps there will never be a solution to the debate on the value of teaching grammar,because language teaching and learning co

44、ntexts vary so greatly.It should be noted that learning itself is not the ultimate goal of learning English.The understanding of how to teach grammar is as controversial as that of the value of teaching grammar.We believe that both mechanical practice and meaningful practice are necessary.Some sugge

45、stions about teaching grammar1.Teach only those rules that are simple and typical.2.Teach useful and important grammar points.3.Teach grammar in context.4.Use visible instruments such as charts,tables,diagrams,maps,drawings,and realia to aid understanding;5.Avoid difficult grammatical terminologies as much as possible.6.Allow enough opportunities for practice.7.Live with the students mistakes and errors.HomeworkWrite a mini teaching plan to teach present continuous tense结束语结束语谢谢大家聆听！谢谢大家聆听！64