Chapter 5_Teaching grammar解析

Principles of teaching and learning grammarTeaching Grammer
3. Teaching grammar as skill • Help learners make the leap from the careful control of grammar as product to the effective use of grammar as process. • For example, learners may work in groups reflecting on the quality of a language they have just used in a process task. Or, they may be working on a reading task which requires attention to grammar in order to properly interpret the text. It means striking a balance between product teaching and process teaching.
Teaching Grammer
Principles of teaching and learning grammar
2. Teaching grammar as process • Engage learners in language use. The study of grammar as process is the study of grammar as it is used in communication, and communication is concerned in part with the exchange and sharing of knowledge through grammar. It is sometimes referred to as “task-based”.
Teaching Grammer
• For example: Giving an invitation Would you like to go out? Yes, I’d love to. Work in pairs, invite your partner to do the following: Come to lunch go to the pub go dancing come to my house go for a walk go swimming play tennis play cards (Learners work with a framework of language which is very largely fixed in advance.)
Teaching Grammer
Teaching grammar
Modern view: • Teaching grammar in context
• Teaching grammar in communication • Teaching grammar in discourse
Teaching Grammer
• For example: It is very easy to misunderstand someone on the telephone. We can’t see the person we are speaking to. The line can be bad. There may be other noises around us. Think of an emergency situation which you have been involved in yourself. Act out the situation with a telephone receptionist and take it in turns to be the caller. We use the phrases in the list. - Sorry, what did you say? - Sorry? - I didn’t get the bit about… - I’m sorry I can’t hear you. It’s a bad line.
Principles of teaching and learning grammar
1. Teaching grammar as product Two key stages in the learning process • Draw the learners’ attention and make them notice new language input. • Help learners to structure their knowledge of the language system. (Learners are given opportunities to manipulate forms, change them and recombine them in order to discover more about how grammar works.)
教学中如何实现课程目标
• 1. 如何在新课标指引下实施语言基础知识 教学
---语法 ---词汇 ---语音
• 新课标对语言知识教学的理念 • 目标： – 改变‘过分重视语法和词汇知识的讲解与传授，忽视 对学生实际语言运用能力的培养的倾向’ • 实施： –课改绝不是反对词汇和语法教学.但“语法教学必须从 形式主义中走出来…要引导学生从表达需要出发，从 观察语言形式入手，关注语言形式的表意功能和在实 际语境中的作用”. –提倡“单词学习要结合表达需求、话题范围和语境进 行。简单地用中英文对照方法学习和记忆单词或者孤 立地死记硬背单词不利于对英语单词的理解、掌握和 积累… …单词学习应和学习策略的培养和应用相结合” • （详见英语课程标准解读，2004：153-163,）