Unitteachinggrammar教学法

1、Unit 7 Teaching GrammarTeaching contents:1. The role of grammar in language learning2. The major types of grammar presentation methods3. Major types of grammar practice activities4. ConclusionDiscussion:1)Studentsneed to be givendetailed grammar rulesiftheyaretolearnaforeignlanguagesuccessfully.2) C

2、hildrendo not learn grammarrules whentheyacquiretheir first language,so they do not needthemeither whenlearninga foreign language.3) If students get enoughchance to practice usinga foreign language,they do not need to learngrammar.4)Makingstudentsawareofgrammaticalinformationis one of the teaching o

3、bjectives,allowing students opportunities forusing thelanguageis just as important.The role of grammar in language learning:?5) Grammar should be taught to help students analyze difficult structures in texts.6) Teaching and learning grammar should focus on practice rather than the study of grammar i

4、tself.?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 ones capacity for effective communication. 10) Grammar is always the most boring bit of language learning.1. Grammatical

5、 competenceis essential forcommunication.(Larsen-Freeman,1991)2. There is often an inadequatetreatmentofgrammar inmostcommunicativesyllabuses, resulting in lower levelofaccuracy than the casesunder formalinstruction.(淡化语法）（HinkelandFotos,2002)3. Grammar teaching“can enhancelearnersproficiencyandaccu

6、racy . .”（HinkelandFotos, 2002)The role of grammar in language learning:Chinglish:话说一个国内知名企业，一天来了一个重要的外宾，下面是前台的对话。Miss A：“hello.”Mr. B：“hi.”Miss A：“youhavewhat thing？”Mr. B：“canyouspeakEnglish？”Miss A：“ifinotspeakEnglish，iamspeaking what？”Mr. B：“cananybody elsespeakEnglish？”Miss A ：“youyourselflook，

7、allpeopleareplaying，nopeoplehavetime，youcanwait，youwait，younotwait，yougo！”Mr. B“goodheavens. anybody herecanspeakEnglish？”Miss A：“shoutwhatshout，quietalittle，youonehavewhat thing?”Mr. B：“iwant tospeaktoyourhead.”MissA： “headnotzai. youtomorrowcome！”Mini-teaching:Were far from home. What are our pare

8、nts doing at the moment?Grammar presentation methods?The deductive method （演绎法）（演绎法）?The inductive method（归纳法）（归纳法）?The guided discovery method( (引导引导发现法）发现法）1) Presentation of the grammatical rule 2) explanation (comparison may be done between the newly presented structure and previously learned st

9、ructures ) 3) Sss practice (producing sentences) with given promptsThe deductive method relies on reasoning（论证）, analysing and comparing .The deductive method （演绎法）：Deductive Grammar TeachingBenefitsDrawbacks1.make students passive. Because they just listen.Its easy for students to forget the rules.

10、As they werent actively involved in working them out.2 There is a lot of “teacher talk”, and little “student talk”.?Young learners may feel dull and react negatively.3 It teaches grammar in an isolated way.Little attention is paid to meaning.Practice is often mechanical.1 Full , clear explanations c

11、an be given2.Can be time-saving. It is directgood for selected and motivate students3 This style has been traditionally used in China for a long time, Students are used to it. Furthermore, it can increase students confidence in examsThe inductivemethod（归纳法）：1.Studentsaregiven thestructureincontext (

12、authenticor nearauthentic).2.tofigure outthe rulefor themselves.Intheinductive method, theteacherinduces the learners to realise grammarruleswithoutanyformofexplicit(detailed)instructions.Case study:“This is”, “These are”Inductive Grammar TeachingBenefitsDrawbacks1.It may be more demanding on the te

13、acher to produce enough contexts and examples for the students needs. Preparing adequate questions to guide the students in their process of discovery also demands much teaching skills.2.Students have no patience in ?working them out for themselves.1.Students discover the grammar rules themselves wh

14、ile engaged in language use.2.The students have been much more involved in the discovery process.3.Remember the structure and their usage better.3.The process can be much more time consuming, as students may need more time and many more contexts and examples before they can work out rules for themse

15、lves.The guided discovery methodCase study:“tooto”1.Picture2.Questions and answers(conversation)3.Sentences with the structure4.Structure and meaning5.Explanation and PracticeThe guideddiscoverymethod：1.Thestudentsarepresentedwithcontextualised（情境化的）examplesillustratinga specific structure.2.Student

16、s are guided to discover theunderlyingrule of the structure as wellas its meaning incontext.3.Theteacherteachesthetargetstructureexplicitly.?Similar totheinductive method inthat(because) the students are inducedto discoverrules by themselves.?Different in that the process of thediscoveryiscarefullyg

17、uidedandassisted by the teacher and the rulesare thenelicited andtaughtexplicitly.Mini-teaching:“be asas”1.The importance of practice:It is practicethathelps studentsdevelopgrammatical capability.2.Definitionof practice:Accordingto Ur, “practice maybe definedas anykindof engagingwiththe languageon t

18、he part of the learner , usually underthe teacher supervision, whose primaryobjective is to consolidate learning”.(Ur,1988:11)Grammar practice:3. Ur predicts that the following6 factorscontributeto successful practice:?Pre-learning.?Volumeandrepetition.?Success-orientation.?Heterogeneity（多样性）（多样性）.?

19、Teacher assistance.?Interest.4.Twocategories of practice:Mechanicalpractice（机械练习）Meaningful/communicativepracticeMechanical practice:aim: form accuracy1.Substitution drills (替换训练）：Substitute the underlined partwiththeproperformsof the givenwords:greenlawnprettygardencleanhouseniceflowersMrs Green ha

20、s thelargest houseintown.2. Transformation drills (转换训练）：Changethe followingsentences intothe pasttense.Usetheadverbs given in thebrackets.?Nowhe lives inLondon. (lastyear,Paris)?We have English and maths today. (yesterday, music and P. E.)?He usually gets up at seven. (this morning, eight)Discussio

21、n:1. The purpose of mechanical drills.2.The advantages and disadvantages of mechanical drills.Meaningful practice:focus: production, comprehension, exchange of meaningCase study:After the presentationandmechanicalpractice ofadjective comparativesandsuperlatives:Pairwork:Look at the table below. Rank

22、the itemson the leftcolumn according to the criterialisted onthe top.CheapHealthyTastyFatteningImportantBeerWaterFruitCigarettesPair work:A:I thinkbeer is cheaperthanfruit.B:No, no, I think fruit is cheaper than beer.Chainof events（一连串的事件）:Second conditionalclause（第二条件句；非真实条件句）:If Teacher: Now lets

23、play a game. For example, the first student says “If I hada million dollars, I would buy a yacht”. The second students says “If I bought a yacht, I would go for a sail”. ?IfI wentfor a sail, there mightbe astorm.?Ifthere were a storm,myyacht wouldsink.?If myyachtsank,I would die.?If I died, my parents would cry.Using prompts（hints)for practice：?Using pictureprompts.?Using mime（模拟表演）or gestures a