中学英语教学法 Unit 6 Teaching Grammar
教学法Unit6teachinggrammar知识讲解
I. Role of grammar learning
3. Teaching and learning grammar should focus on practice rather than the study of grammar itself.
The teacher explains grammar rules in sts’ native language and asks sts to practice with given promg:
1)Grammar is taught in an isolated way 2) Little attention is paid to meaning 3) Practice is often mechanical
2.1 The deductive method
Example of deductive teaching:
2.1 The deductive method
2.1 The deductive method
2.2 The inductive method
2.2 The inductive method
focuses on real production, comprehension of the newly
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Cheap Tasty
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牛津译林版英语九年级上Unit6 Grammar教学设计
Which TV programme would you like to watch if you have time?
1. Memorize the new words, expressions and patterns;
2. Preview Integrated skills.
You’ll have a chance to see how a TV programme is record unless you have little interest in it.
教学方法
任务型教学法，学生中心教学法，多媒体教学法，归纳教学法
教学目标
By the end of the lesson, students should be able to:
教学难点
1. To use if-clause to talk about the result of a possible action;
2. To use unless to say that something can only happen or be true in a particular situation.
(3) Sometimes we can use “if … not” to replace “unless”.
1.Put the following into English.
如果Max没准时来，我们就不等他先走。
如果没有你的帮助，我将不能完成这份工作。
2.Make sentences with if and unless
2. Finish the exercises on Page 86.
3. Work out the rule.
九年级上(人教版)英语优秀教学案例：Unit6SectionAGrammarFocus4c
（一）知识与技能
1.让学生掌握现在完成时态的被动语态的构成，即“have been +过去分词”。
2.使学生能够正确运用现在完成时态的被动语态描述过去发生的动作对现在造成的影响或结果。
3.培养学生能够准确运用现在完成时态的被动语态进行交流和表达。
在教学过程中，我会通过讲解、示范和练习等方式，让学生充分理解和掌握现在完成时态的被动语态。同时，我会设计不同难度的练习题，让学生在实际运用中不断提高自己的语言表达能力。
2.通过示例和练习，让学生掌握现在完成时态的被动语态的用法。
3.引导学生发现现在完成时态的被动语态的规律，培养学生的观察和分析能力。
在讲授环节，我会清晰地讲解知识点，并通过丰富的示例和练习让学生充分理解和掌握现在完成时态的被动语态。
（三）学生小组讨论
1.设计讨论话题：“你的家人或朋友最近去了哪里旅行？他们使用了哪种时态来描述他们的旅行经历？”
（二）过程与方法
1.通过创设情境，让学生在真实的语境中感受和体验现在完成时态的被动语态。
2.引导学生发现现在完成时态的被动语态的构成规律，培养学生的观察和分析能力。
3.采用任务型教学法，让学生在小组活动中共同探讨和解决问题，提高学生的合作意识和团队精神。
在教学过程中，我会注重引导学生参与课堂活动，鼓励他们积极思考和表达自己的观点。同时，我会关注学生的个体差异，给予不同程度的学生适当的指导和帮助，确保他们能够在学习过程中得到充分的锻炼和实践。
2.问题导向：教师设计了富有挑战性和思考性的问题，引导学生主动探究和解决问题。同时，教师鼓励学生提出疑问，培养了他们敢于质疑和探究的精神品质。通过问题的引导和解决，学生能够更好地理解和掌握现在完成时态的被动语态。
中学英语教学法-Unit-6-Teaching-Grammar
Unit 6 Teaching Grammar
Issues for discussion 1. The role of grammar in ELT 2. Grammar presentation methods 3. Grammar practice
• It may help to increase student’ confidence in those examinations which are written with accuracy as the main criterion of success.
The inductive method (pp. 62-63)
between the target language and the native language) → Ss’s practice (producing sentences) with given prompts
The deductive method is criticized because:
• The answer to whether grammar should be 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.
• In practice, the distinction between the deductive method and the inductive method is not always apparent.
教学法Unit6teachinggrammar共26页文档
II. Grammar presenting methods
2.1 The deductive method
The teacher explains grammar rules in sts’ native language and asks sts to practice with given prompts.
Problems with deductive teaching:
1)Grammar is taught in an isolated way 2) Little attention is paid to meaning 3) Practice is often mechanical
2.1 The deductive method
_S_u_b_s_tit_u_ti_o_n_a_n_d__tr_a_n_s_fo_r_m_a_t_io_n__d_ri_ll_s are often used.
3.2 Meaningful practice
Meaningful practice
Ran according to the criteria listed on the top
I. Role of grammar learning
1.2 Terms of grammar Requisite knowledge of grammatical terms for
preservice teacher:
As a teacher, I should explain grammar items in English for beginning level learners. (T/F)
4. Grammar should be taught and practiced in context.
教学法Unit6teachinggrammar-精选文档
By doing mechanical practice, sts pay more a key element in a structure attention to_________________________. Substitution and transformation drills are often used. _____________________________
authentic language data and leads the sts to realize grammar rules without any form of explicit explanation. (the teacher may elicit the grammar rule form the sts)
Real likely situations (first conditional):
2.2 The inductive method
Unreal/imaginary situations: second conditional
III. Grammar practice activities
Example of deductive teaching:
2.1 The deductive method
2.1 The deductive method
2.2 The inductive method
2.2 The inductive method The teacher provides learners with
I. Role of grammar learning
I. Role of grammar learning
Unit 6 Teaching Grammar
Unit 6 Teaching Grammar---------------------------Part 1-------------------------------I.Revision1.Generally speaking:1)Beginning Chinese learners of English need a certain degreeof focus on pronunciation.2)Adults need more focus on pronunciation because they aremore likely to substitute English sounds with sounds from their native language.3)Stress and intonation are more or as important as the soundsthemselves and should be taught from the very beginning.Stress: Content; Perfect, e.g.:Intonation: Sorry; Thank you; Really?!2.The goal of teaching pronunciationIt’s true that language learners’ pronunciation should be as good as possible. We must admit it’s difficult to acquire native-like pronunciation. But we can encourage students to improve their pronunciation as much as possible .It can be near-native. So our realistic goal of teaching pronunciation should be:Consistency<Intelligibility<Communicative efficiencyIn other words:Teaching aim: meaning→understandable→smooth and natural→ accuracy→Received pronunciation3.Aspect of pronunciation: Sounds (vowels and consonants),phonetic symbols (IPA), stress, pitch, intonation, andrhythm, and strong and weak forms, linkage of sounds,filler words.Students benefit from Mechanical Practice and Meaningful Practice.Everything can be learned more effectively if it is meaningful. It’s very important to combine drilling pronunciation exercises with more meaningful exercises.4.Practicing soundsOrder: 1)say the sound alone,/s/,/e/;2)Get Students to repeat in chorus;3)Get individual students to repeat;4)Explain how to make the sound;5) Say the sound in a word;6)Contrast it with other sounds;7) Say the sound in meaningful context, such as poems,songs, tongue twisters.Perception Practice is aimed at developing the students’ ability to identify and distinguish between different sounds:1)Using minimal pairs:will/well,lid/led;2)Which order: bit1,pit2,bet3;3)Same or different: met/meet;4)Odd man out: bit, bit pit, bit;5)Completion:__ate,__ate,__ate.Production Practice is aimed at developing students’ ability to produce sounds:1)Learn and repeat;2)Fill in the blanks3)Make up sentences: A cat met a rat. The cat let the rat patits head.;4)Use meaningful context;5)Use pictures;6)Use tongue twisters: Five wives drank five bottles offine wine;7)Use a mirror;8)Read a poem: Spring is green/Summer is bright/Autumnis gold/ Winter is white.5.Practicing stress/Intonation/Rhythm:1)Using gestures;2)Use the voice;3)Use the blackboard;4)Use the desk;5)Use the book;6)Using rising and falling arrows (intonation);7)Draw lines(intonation)8)Read poems(rhythm)9)Imitate standard English (rhythm);6.Five-step approach:1)Sense perception;2)Imitation;3)Analysis;4)Substitution;5)Flexible practice.7. Further suggestion on teaching pronunciation: P 58.II.PresentationI believe the Chinese have the best mastery of English grammar. Sometimes a native speaker may have to ask for help from Chinese learners.6.1/ The role of grammar in ELTA hot debate about the value of grammar in ELT is still going on. How ever, grammar is still being taught, especially in formal classroom language teaching.Task 1/P 61 /CheckQuestion 1:Can’t we learn English without learning its grammar, as we do with mother tongue?Discussion/Check: Yes, with some knowledge about its grammar, we hope to get the language faster. It’s like taking a short cut to our destinationOne way to teach grammar is by 3P Model:Presentation知(Deductive method and Inductive method)→Practice练:Mechanical(substitution and transformation) →and Meaningful(prompts)→Production用understanding→accuracy→use and fluency6.2 Grammar presentation methods1.Deductive method演绎法The deductive method, which is often criticized, relies on reasoning, analyzing and comparing.1)Present the rule of the structure on Bb;2)Explain it to the students;3)Give some examples/make comparisons;4)Students apply the rule in Ex., e.g.:Let, make, notice, listen to/hear, see/look at, watch, havefeel+sb/sth+doThe benefits of it are that the rule is presented clearly andthe students can follow the reasoning very clearly.鱼Task 2/P 62/checkInductive Method/P 63:归纳法The teacher induces the learners to realize 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.1.Present new structure in context;2.Give more examples;3.Ask questions focused on the use of the structure;4.Invite students to apply the newly learned structure toproduce sentences with aids or prompts;5.Get students to work out the rule of use;6.Optionally, elicit the grammar rule from the students.The benefits of it are that the students have been much involved in the discovery process and are more likely to remember the structure and how to use it. This is a life skill leading to independent learning.渔Task 3/P 63In practice, the distinguish between the deductive method and the inductive method is not always apparent. Perhaps a blend between the two is indeed more appropriate.----------------------------Part 2----------------------------I. Revision( A brief revision based on Part 1)II.PresentationIII.Reading6.3 Grammar Practice: P 63Practice is of vital importance in the teaching and learning of grammar.Ur supposes that the factors contribute to successful practice:1)Pre-learning;2)V olume and repetition;3)Success-orientation;4)Heterogeneity;(different kind)5)Teacher assistance;6)Interest.Before we make a further study of practice. We should member that one way to teach grammar is by means of Presentation→Practice→ProductionPresentation stage:Introduce new language, focusing on its meaning, form and function. It’s important that the students understand the new language.Practice stage:Students work through activities from controlled to free in order to practice the new language in different situations. The emphasis at this stage is on accuracy.Production stage:Students have the chance to use the new language freely and incorporate it into their existing language. The emphasis at this stage is on use and fluency.Grammar practice is usually divided into two categories: Mechanical Practice and Meaningful Practice.Mechanical Practice:Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and Transformation Drills are most frequently used in mechanical practice.Task 4/P 65/CheckMeaningful Practice:Meaningful practice usually comes after mechanical practice. Newly learned structures are used in the process. The focus is on the production, comprehension or exchange of meaning.E.g.: If I had listened to my teacher,If I had a lot of money,Task 5/ P66/CheckOf course there is no clear distinction between mechanical and meaningful practice. Very often an activity can have elements of both: Chain of events/CheckTask 6/P67/Using prompts for practice/P67Practice based on prompts is usually meaningful. The prompts can be:1.Picture;2.Mime or gestures;rmation sheet;4.Key phrases or key words;5.Chained phrases for story telling;6.Created situations.Conclusion: P70Further suggestionsNew words and Expressions。
英语教学法教程PPTunit6
Example Two:
used to and be used to
1.They are derived from “use” (n.)习惯；惯例 e.g. according to an ancient use It is his use to take a shower every morning.
Summary Box
Adjeห้องสมุดไป่ตู้tive like boring and bored
Source or cause is –ing Things or people are Amusing, amazing, Astonishing, bewildering Frightening, horrifying Shocking, surprising Confusing, depressing Disappointing, disgusting
The party is really amazing. They are interested in the topic.
Mr.Smith is hard-working, though his work is a little boring. Sometimes he felt depressed when he could not finish it.
B. Inductive method Example One:
Discovering language:
Look at these two sentences. 1. Their guest’s name is Grolla. 2. Their daughters’ names are Hannah and Ella.
Teacher might be able to give greater emphasis to the –ed forms, providing or inviting examples in contexts where participants are affected(emotionally)by events. In this way, our learners might become more accurate when they decide to tell us how bored (or interested) they are in our classes.
人教版七年级英语上册教案：unit 6 Grammar focus
池河中学2017-2018学年度第一学期教学设计年级七科目英语任课教师授课时间11.22 课题Unit6 Do you like bananas?Grammar focus授课类型语法课标依据本单元的核心教学项目是“喜好和厌恶”（likes and dislikes），围绕这一中心项目，课文中设计了各种食物及水果的插图，让学生通过听、说、读、写等方式来进行活动。
学生通过任务型学习活动能表达自己喜欢和不喜欢什么，他人喜欢和不喜欢什么，早、中、晚餐喜欢吃什么、学会营养配餐。
教学目标知识与技能1) 继续学习描述自己或他人喜欢或不喜欢的食物，能够用but来表达简单的句子。
2）总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。
3) 总结复习可数名词复数的知识。
4）理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
过程与方法采用自主学习、小组合作探究、Different opinions和Classifying的学习策略，利用实物、教学图片等来展开课堂pairwork问答式或groupwork讨论式的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。
本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学——采取pairwork问答式和groupwork讨论式的口语交际活动互相操练练习；情感态度与价值观通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神。
教学重点难点教学重点1）总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。
2）理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
编号：39教学难点理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
八上Unit6Grammar focus教学设计
Unit 6 I'm going to study computer science.霸州八中王红艳教学目标:1.知识目标:熟练掌握重点词汇:doctor、basketball player、driver、actor 、nurse 、computer programmer 、engineer、pilot、scientist、waiter……重点句型:– What do you want to be when you grow up?-- I want to be a /an … .– How are you going to do that?-- I'm going to … .–Where are you going to work/study..?--I'm going to work/study (in)…--When are you going to work /study…?--I'm going to work / study….2.能力目标: 培养学生应用英语谈论将来计划，提高学生听、说、读、写等能力。
3.情感目标:每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬，人们经常谈论他们的设想。
因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
教材分析: 这个单元的主题是学习want to be 和going to do的用法，讨论人们想做什么和将去做什么。
教师在教授这些句子和语法时,要注意帮助学生实现他们的情感目标, 也就是说学生通过问和讨论他们想作为生活目标的职业,使他们学会关心别人。
教学重点:1.学习一般将来时态的构成方式。
2.学习本课时重点句型，通过在不同情境下使用来熟练运用一般将来时。
教学难点: 用一般将来时表达自己未来的打算。
教学过程：Step1: Lead in.Step2: 精讲一、New words.1.Teach new words and expressions by showing the pictures.2.Two minutes to remember these words.e a game to practice the new words.利用多媒体展示图片引入新词汇，直观、形象，印象深刻。
九年级上(人教版)英语教学设计：Unit6SectionAGrammarFocus4c
一、教学目标
（一）知识与技能
在本章节“Unit6 Section A Grammar Focus 4c”的学习中，学生将掌握以下知识与技能：
1.能够理解并运用现在进行时态描述正在进行的动作或状态。
2.能够运用一般现在时态描述日常习和客观真理。
1.采用任务型教学法，引导学生通过观察、思考、讨论等方式，发现并掌握现在进行时态与一般现在时态的语法规则。
2.利用多媒体教学资源，创设真实语境，让学生在实践中运用所学语法知识。
3.通过小组合作学习，培养学生的团队协作能力和口语表达能力。
4.设计丰富的课堂活动，如角色扮演、情景剧、口头作文等，激发学生的学习兴趣，提高学习积极性。
（二）讲授新知
1.教师以实例句子的形式，讲解现在进行时态与一般现在时态的用法和区别，强调两种时态在句子结构上的变化。
2.通过PPT展示，让学生直观地了解频率副词在句子中的作用，学会如何正确使用频率副词描述动作或状态的频率。
3.教师设计一些练习题，引导学生运用所学知识进行句子改写，巩固语法知识。
4.针对学生在练习中遇到的问题，教师进行解答和指导，帮助学生进一步理解语法规则。
1.教师设计一系列练习题，包括填空、选择、改写句子等，让学生独立完成。
2.练习题中包含不同难度的题目，以适应不同学生的学习需求。
3.学生完成练习后，教师选取部分答案进行展示和讲解，分析常见错误，提醒学生注意语法细节。
（五）总结归纳
1.教师带领学生回顾本节课所学内容，总结现在进行时态与一般现在时态的用法和频率副词的运用。
（一）教学重难点
1.重点：本章节的重点在于学生能够正确理解和运用现在进行时态与一般现在时态，并能结合频率副词描述动作或状态的频率。
牛津深圳版(广州沈阳)七年级英语上册Unit6TeachingPlanGrammar教学设计
4.教师引导学生总结一般现在时的用法，为新课的学习做好铺垫。
（二）讲授新知，500字
1.教师讲解一般现在时的概念和用法，强调它用于描述经常发生的动作或存在的状态。
四、教学内容与过程
（一）导入新课，500字
1.教师出示一张图片，展示一位学生在不同时间段的日常活动，如：早上起床、吃早餐、上学、上课、放学、做作业、运动、阅读、睡觉等。
2.教师引导学生观察图片，并提问：“Can you tell me what the boy does every day?”（你能告诉我这个男孩每天做什么吗？）
2.重点：掌握一般现在时的肯定句、否定句、疑问句及其回答形式。
难点：正确区分一般现在时与其他时态，避免混淆。
3.重点：运用本单元所学的词汇和句型进行情境对话。
难点：在对话中自然地运用一般现在时，使语言表达流畅、准确。
（二）教学设想
1.创设情境，激发兴趣
教学过程中，教师可通过展示与学生生活密切相关的图片、视频等资源，引导学生关注日常生活中的习惯和活动。通过创设情境，激发学生的学习兴趣，使他们更愿意参与到课堂活动中。
针对以上学情，教师应采用多元化的教学手段，关注个体差异，充分调动学生的学习积极性，提高他们在实际语境中运用一般现在时的能力。同时，注重培养学生的学习策略，帮助他们积累词汇、拓展句型，为今后的英语学习打下坚实基础。
三、教学重难点和教学设想
（一）教学重难点
1.重点：一般现在时的用法及频率副词的运用。
难点：在实际语境中灵活运用一般现在时描述个人习惯和日常活动。
牛津深圳版（广州沈阳）七年级英语上册Unit6TeachingPlanGrammar教学设计
【英语教案】Unit6Grammar教案
by doing exercises.
Step3 Ask students to choose Choose the better 让 学 生 从 例 句 中 3’
Gerunds and the better choice of the choice for the 发现和总结规律 , infinitives sentences and draw sentences and know 最后做练习巩固。
them get to know
义。
present participle.
3. Do some exercises. 3. Work out the v-ing 通 过 练 习 来 检 测
in the sentence is a 学 生 是 否 能 区 别
gerund or present 动 名 词 和 现 在 分
Infinitives difference between the between the two 别，同时类推出更
two structures -- see structures.
多相同用法的词。
sb. do sth. and see sb.
最 后做 练习 来 进
doing sth.
一 步加 深对 这 两
时间 安排 3’
2. Present more
2.Observe the 观察更多的例子，
sentences with v-ing to sentences and what 从 而 总 结 出 现 在
the students and help present participle is. 分 词 的 用 法 和 定
some explanation for
中学英语教学法-Unit_6 Teaching Grammar
There is no clear-cut distinction between mechanical practice and meaningful practice.
• e.g.
Chain of events
Teacher: Now lets play a game. The first student starts a sentence with a second conditional clause. The next student takes the result of the sentence, reforms it into another condition and suggests a further result.
• In practice, the distinction between the deductive method and the inductive method is not always apparent.
6.3 Grammar practice
• 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 supervision, whose primary objective is to consolidate learning” .(Ur, 1988:11)
between the target language and the native language) → Ss’s practice (producing sentences) with given prompts
人教版英语九年级全册Unit6SectionAgrammarfocus4c优秀教学案例
（二）讲授新知
1.教师通过PPT展示一般现在时态的第三人称单数形式的构成及用法，让学生初步了解本节课的学习内容。
3.教师巡回指导，给予学生必要的帮助和提示，引导他们正确运用一般现在时态的第三人称单数形式。
4.各小组派代表分享讨论成果，让学生在分享中相互学习，提高表达能力。
（四）总结归纳
1.教师邀请学生总结本节课所学内容，让学生回顾和巩固一般现在时态的第三人称单数形式。
2.教师对学生的总结进行补充和归纳，确保学生对一般现在时态的第三人称单数形式有清晰的认识。
二、教学目标
（一）知识与技能
1.掌握一般现在时态的第三人称单数形式的构成及用法。
2.能够正确运用一般现在时态的第三人称单数形式进行日常交流和写作。
3.了解一般现在时态与其他时态的的区别，提高时态运用的准确性。
4.能够运用所学知识，描述人物的性格特点和日常生活。
（二）过程与方法
1.通过情境教学法，培养学生在生活中发现、感知和运用一般现在时态的第三人称单数形式的能力。
2.鼓励学生进行自我反思，培养他们自主学习、自我调整的能力。
3.组织学生进行同伴评价，让他们在评价中相互学习、共同进步。
4.定期进行课堂评价，总结教学过程中的优点和不足，不断优化教学方法，提高教学质量。
四、教学内容与过程
（一）导入新课
1.教师通过展示一幅幅生动的人物图片，引导学生关注图片中人物的性格特点和日常生活。
（二）问题导向
1.设计富有思考性的问题，引导学生主动探究一般现在时态的第三人称单数形式的用法。
人教版英语七年级上册Unit6SectionAGrammarfocus3c教学设计
5.学生能够通过观察、思考、总结，发现一般现在时态的构成规律，并能在实际情境中运用。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法，帮助学生达成教学目标：
-结合学生实际生活，拓展相关话题，如讨论健康生活习惯、制定周末计划等，提高学生的实际运用能力。
4.关注个体差异，实施分层教学：
-针对不同英语水平的学生，设计不同难度的教学任务，使每个学生都能在课堂上获得成就感。
-在课堂活动中，关注每个学生的参与情况，及时给予反馈和指导，提高教学质量。
5.情感态度与价值观的培养：
2.学生认知水平：学生在前几个单元已经学习了英语基础语法知识，具备一定的英语语法基础，但一般现在时态的构成规律和频率副词的运用对学生来说仍有一定难度，需要教师耐心引导和巩固。
3.学生心理特点：七年级学生开始关注自我，喜欢表达个人观点，但部分学生在英语课堂上存在胆怯心理，不敢主动开口说英语，需要教师营造轻松愉快的课堂氛围，鼓励学生积极参与。
（一）导入新课（500字）
1.教师通过播放一段关于学生日常生活的视频，引导学生关注视频中人物的日常作息，激发学生对本节课主题的兴趣。
2.视频播放完毕后，教师邀请学生分享自己观察到的内容，引导学生用英语描述视频中人物的日常活动。
3.教师根据学生的回答，板书一般现在时的句子，如：“He gets up at 6:00 a.m. He brushes his teeth twice a day.”，并引导学生观察这些句子的共同特点。
4.培养学生学会合作、分享、关爱他人，形成良好的团队精神。
Unit6第3课时(GrammarFocus4c)(教学设计)九年级英语全一册(人教版)
Unit 6 When was it invented?Section A Grammar focus4c关知识之间的联系。
教学重难点1.掌握一般过去时主动语态变被动语态结构：was/were+ done +by+其他；2.区分被动语态特殊用法(双宾语、短语、主动表被动等)，能正确运用被动语态。
教学工具IWB, PPT教学方法任务型教学法、情景交际法、小组合作学习教学过程教学步骤课堂活动学生活动设计意图Step 1 Review 1.Greeting.2.Enjoy a video and lead Ss tofind out the passive voice.看视频，找出一般过去时的被动语态，初步感知其结构。
通过视频，导入目标语块。
材料生动有趣，语言既简单易懂，又贴合教学实际。
便于快速调动学生学习热情，进入课堂模式。
效果评价学生是否表现出兴趣和专注，是否感知一般过去时的被动语态，观察学生的掌握情况，便于课程进度把握。
Step 2 Grammar Focus 1.Grammar Focus.Ask Ss to readthe sentences in aloud.2.Have Ss focus on the twosentences.3.Lead students think abouthow to turn the Active V oiceinto a past tense.朗读GrammarFocus并关注主动语态与被动语句。
思考如何将主动语态变成被动语态。
通过观察法，充分发挥学生的主观能动性，语法规则由学生自寻，老师扮演引导者和辅助者的角色，有利于学生创造性思维4.Get Ss read the sentences inGrammar Focus again, observeand find out the passive voice.What’s its form?what do thesesentence have in mon?5.Get Ss read thees sentences inGrammar Focus.6.Show some sentences andlead Ss to analysis thestructure of them.找出一般过去时的被动语态，总结归纳其结构。
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The deductive method (p. 62)
• The deductive method relies on reasoning, analysing and comparing. Presentation of an example → explanation (comparison may be done between the target language and the native language) → Ss’s practice (producing sentences) with given prompts
• In practice, the distinction between the deductive method and the inductive method is not always apparent.
6.3 Grammar practice
• 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 supervision, whose primary objective is to consolidate learning” .(Ur, 1988:11)
It is generally believed that • Grammar teaching is less important for children than for adults; • Grammar teaching is less important in listening and reading than in writing.
• 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 presentation and mechanical practice of adjective comparatives and superlatives:
Questions for dishe advantages of meaningful practice? • Does it have any possible disadvantages?
A task for you
• Suppose you have just presented the simple past tense to a group of Junior 2 students. Design a meaningful practice activity.
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 language the learners have, the more likely they are to learn. Success-orientation. Practice is most effective when based on successful practice.
There is no clear-cut distinction between mechanical practice and meaningful practice. • e.g.
Chain of events Teacher: Now lets play a game. The first student starts a sentence with a second conditional clause. The next student takes the result 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”. …
中学英语教学法 Unit 6 Teaching Grammar
主讲教师：陈道明 （华南师范大学外文学院）
Unit 6 Teaching Grammar
Issues for discussion 1. The role of grammar in ELT 2. Grammar presentation methods 3. Grammar practice
Beer Water Fruit Cigarett es Alcohol Milk
The students may come up with: • I think beer is cheaper than fruit. • No, no, I think fruit is cheaper than beer.
Heterogeneity. Practice should be able to elicit different sentences and generate different levels of answers from different learners. Teacher assistance. The teacher should provide suggestions, hints and prompts. Interest : an essential feature that is closely related to concentration
Questions for discussion
• What is the purpose of mechanical practice? • What are the advantages and disadvantage of mechanical practice?
Meaningful practice
Two categories of practice: Mechanical practice and meaningful practice
Mechanical practice
Mechanical practice involves activities that are aimed at form accuracy. e.g. • Substitution, and • Transformation drills:
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 student’ confidence in those examinations which are written with accuracy as the main criterion of success.
Pair work: Look at the table below. Rank the items on the left column according to the criteria listed on the top.
Cheap Healthy Tasty Fattening Important
• Grammar teaching can be seen in most formal classroom language teaching.
6.2 Grammar presentation methods
• The deductive method and the inductive method
The inductive method (pp. 62-63)
• 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. • It is believed that the inductive method is more effective in that(=because) students discover the grammar rules themselves while engaged in language use.