TeachingGrammar语法教学

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Unit7teachinggrammar教学法

3. Grammar teaching “can enhance learner’s proficiency and accuracy. ..” （Hinkel and Fotos, 2002)
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.”
MipwslasaiyAti，n：gy，o“unyoowu apitey，oouprlyesoeulfhanvoleotokt，wimaaieltl，，ypyoeououplegcoa！nar”e
Msrp.eBa“k goEondglishhe？av”ens. anybody here can
Miysosu A o：ne“shhaovuet wwhhaatt tshhinogu?t”，quiet a little，
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, they do not need to learn grammar.
Unit 7 Teaching Grammar
Teaching contents:
1. The role of grammar in language learning
2. The major types of grammar presentation methods

教学法Unit6teachinggrammar知识讲解

2. If sts get enough chance to practice using a foreign language, they do not need to learn grammar.
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
Beer
Cheap Tasty
Fat- Healthy tening
learned
structures.
Water
(Using info
sheet as

Teaching Grammar 语法教学 ppt课件

7.Grammar should be taught and practiced in context.
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8.Knowing grammar is not enough for real communication.
9.An inadequate knowledge of grammar would severely constrain the capacity for communication.
using a foreign language?
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I. The importance of grammar
English grammar is the core of English language. Without grammar English language cannot be well constructed.
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1. How grammar is currently taught
• Task 1
•Read 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.
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The Assumptions about grammar in language learning
1.Students need to be given detailed grammar rules if they want to learn a foreign language successfully.

中学英语学法Unit 6 Teaching Grammar

• What is the purpose of mechanical practice?
• What are the advantages and disadvantage of mechanical practice?
学到很多东西的诀窍，就是一下子
19
不要学很多。 ------ 洛克
Meaningful practice
more effective in that(=because) students
discover the grammar rules themselves
while engage学d到i很不n多要东学la西很n的多诀g。窍u--，--a-就-g洛是e克一下u子se.
10
• In practice, the distinction between the deductive method and the inductive method is not always apparent.
学到很多东西的诀窍，就是一下子
12
不要学很多。 ------ 洛克
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.
学到很多东西的诀窍，就是一下子
13
不要学很多。 ------ 洛克
Heterogeneity. Practice should be able to elicit different sentences and generate different levels of answers from different learners.

Teaching Grammar 语法教学

The inductive method
•In 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 procedures
•Advantages • inspire students’ thinking activities • motivate students’ learning interests • grammar is taught in context. •Disadvantages
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 learning grammar should focus on practice rather than the study of grammar itself. 7.Grammar should be taught and practiced in context.

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

3.1.Mechanical Practice
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

Teaching Grammar 语法教学

II. The role of Grammar in ELT
• The value of grammar in foreign language teaching has been a focus of debate for decades, and no conclusion is in sight.
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.
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, they do not need to learn grammar.
Teaching Grammar
Aims of this Unit
Activity Grammar is….
➢What do you think and feel about grammar? Write down the first ideas that come into your head.

Teaching Grammar 语法教学培训资料

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, they do not need to learn grammar.
5.Grammar should be taught to help students to analyze difficult structures in texts.
6.Teaching and learning grammar should focus on practice rather than the study of grammar itself.
There is naturally Chinese grammar in the minds of Chinese students, and it's not easy to take in the grammar of a foreign language. If you cannot solve this difficulty, the foreign language you write, though it may be understandable, will be Chinese style English.
•Teaching Grammar 语法教学
Aims of this Unit
Activity Grammar is….

实用英语教学法教程-徐锦芬-Chapter 11 Teaching grammar

实用英语教学法教程-徐锦芬-Chapter 11 TeachinggrammarChapter 11: Teaching GrammarIntroduction:Teaching grammar is an essential component of language instruction as it helps learners understand the structure and rules of a language. This chapter will provide a detailed and precise guide on effective teaching methodsfor grammar instruction.1. Communicative Approach:- The communicative approach focuses on the use of language in real-life situations. Grammar is taught in context, and learners are encouraged to use grammar structures in meaningful communication.- Teachers can use authentic materials, such as newspaper articles or dialogues, to present grammar points. Learners can then analyze and practice the target grammar structure in these authentic contexts.2. Deductive Approach:- The deductive approach involves presenting learners with explicit grammar rules and explanations before providing them with practice activities.- Teachers can use charts, diagrams, or visual aids to present grammar rules. Learners can then apply these rules through controlled or guided practice activities.3. Inductive Approach:- The inductive approach involves presenting learners with examples of language use and allowing them to discovergrammar rules and patterns on their own.- Teachers can provide learners with a text or a set of sentences that contain the target grammar structure. Learners can then analyze these examples to identify the grammar rule or pattern.4. Task-Based Approach:- The task-based approach focuses on engaging learners in meaningful tasks that require the use of grammar structures. - Teachers can design tasks, such as role-plays or problem-solving activities, that prompt learners to use the target grammar in a realistic and purposeful way. This approach encourages learners to actively use grammar structures in context.5. Contextualized Grammar Instruction:- Contextualized grammar instruction involves teaching grammar within meaningful contexts, such as conversations, stories, or real-life situations.- Teachers can integrate grammar instruction into speaking, listening, reading, and writing activities. This helps learners understand how grammar structures are used in different language skills.6. Error Correction:- Error correction is an important part of teaching grammar as it helps learners identify and correct their mistakes.- Teachers can provide immediate or delayed error correction, depending on the purpose of the activity. They can also use various error correction techniques, such as self-correction, peer correction, or teacher correction.7. Scaffolded Practice:- Scaffolded practice involves providing learners with gradually increasing levels of support to practice and internalize grammar structures.- Teachers can start with controlled practice activities, where learners focus on accuracy and repetition. Then, they can move on to guided practice activities, where learners apply the grammar in slightly more open-ended tasks. Finally, learners can engage in communicative practice activities, where they use the grammar structure in meaningful communication.Conclusion:Teaching grammar requires a variety of approaches and techniques to cater to the diverse needs and learningstyles of learners. By using a combination of communicative, deductive, inductive, task-based approaches, and contextualized instruction, teachers can effectively teach grammar and help learners develop their language proficiency.。

英语教学法教程unit7 teaching grammar

小学英语语法教学的24个字
先例后法意义领先提醒注意点到为止随遇随点适时归纳
(人民教育出版社陈力)
Ⅲ.Methods to Teach Grammar
Methods
Explicit grammar teaching Implicit gr现方式做保护处理对用户上传分享的文档内容本身不做任何修改或编辑并不能对任何下载内容负责
Unit 7
Zoye
Contents
I. The Role of Grammar in ELT II. Principle of Grammar Practice III. Methods to Teach Grammar IV. Categories of Grammar Practice V. Typical Teaching Ways VI. Tips
I’m singing, la la la… I’m dancing, bengchacha… I’m laughing, hahaha…
He is reading the newspaper.
She is watching TV.
They are singing.
He is drawing pictures.
F/T
10) Grammar is always ‘the most boring
bit’ of language leractice Principle
Factors contributing to successful practice
1) pre-learning 2) volume and repetition 3) success-orientation 4) heterogeneity 5) teacher assistance 6) interest

Teaching-Grammar-语法教学

grammar as the following three steps:
Two extremes in grammar teaching over emphasize the roles of grammar overlook the roles of grammar
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.
The inductive method
•In 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.
4.Making students aware of grammatical information is one of the teaching objectives, allowing students opportunities for using the language is just as important.

How to teach grammar英语语法教学方法 ppt课件

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How to teach grammar英语语法教学方法 ppt课件
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The way to present grammar.
Deductive method 演绎法
The teacher introduces the rule first and then gives pupils some examples. This kind of grammar presentation called the deductive method After the presentation of the rules with examples, the teacher would provide Some practice to apply the rule to produce sentences with given prompts.
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How to teach grammar英语语法教学方法 ppt课件
2
Agree or Disagree
1. Pupils need to be given detailed grammar rules if they want to learn a foreign language successfully.
7.Pupils in lower grades do not need to learn grammar, but when they move to upper levels, grammar should be taught explicitly.
8.Knowing grammar is not enough for real communication.
Inductive method

教学法Unit6teachinggrammar-精选

4. Grammar should be taught and practiced in context.பைடு நூலகம்
5. Grammar is always the most boring bit of language learning.
I. Role of grammar learning
1.1 What is grammar?
Teaching Grammar
语法教学
Objective of the lesson:
1.To know the role of grammar in language learning.
2. To know the major types of grammar presentation methods.
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)
Using picture prompts
3.2 Meaningful practice
Using learned knowledge to contrast with new item:
3.2 Meaningful practice
Using contexts to practice
Homework
Examples for inductive method:
Example for inductive teaching:

教学设计4：Grammar

Grammar
课程教学目标
目标
解读
1.掌握重点短语如set aside的用法
2.复习归纳动词-ing形式的被动语态用法。
教法指导
1.通过阅读教材reading中含有-ing形ห้องสมุดไป่ตู้的句子，掌握-ing形式被动语态用法。
2.通过真实语境造句和补充些练习，进一步巩固-ing形式的用法。
课程导学建议
重点
难点
动词-ing形式的被动语态用法。
阅读教材语法讲解中的概述部分，识记动词-ing形式的被动语态用法。学生根据对语法规则的理解完成“基础学习交流”，核对答案，分析错因。
利用PPT展示基础学习的内容。
第二层级
思维探究·规律总结
1.在学生回答完“基础学习交流”的问题后，引入动词-ing形式的被动语态用法的讲解。指导学生品读例句，总结语法规律。
教学建议
教师把语法教学融入到情境中，使枯燥的语法知识在实践中得以运用，让学生更有效地学。
教学方法
1.情境教学法
2.综合教学法：在学生掌握课本基础知识，完成情境交流的基础上，老师点拨重要知识，通过笔头练习加以巩固内化。
课前准备
教师准备：
人教版高中英语选修7教材
学生准备：
1.阅读教材相关语法讲解，完成相关语法练习。
2.把在预习中碰到的问题记录下来，以供在课堂上和同学讨论或请教老师。
导学过程
程序设计
教学内容
教师行为
学生行为
媒体应用
第一层级
创设情境·明晰目标
创设使用动词-ing形式的被动语态的交际情境，导入本节课要学习的内容。
对教师创设的情境表现出浓厚的学习兴趣，并愿意参与到情境中完成交际任务。
播放视频，展示与动词-ing形式的被动语态用法有关的交际情境。