Teaching Grammar 语法教学
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 Grammar 语法教学-文档资料
3.If students get enough chance to practice using a foreign language, they do not need to learn grammar.
using a foreign language?
•3
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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4.Making students aware of grammatical information is one of the teaching objectives, allowing students opportunities for using the language is just as important.
grammar as the following three steps:
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Two extremes in grammar teaching over emphasize the roles of grammar overlook the roles of grammar
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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.
英语教学法教程 teaching grammar
Beer Water Fruit Cigarett es Alcohol Milk
Using prompts for practice
picture mime or gestures information sheet key phrase or key words created situations.
Summary of Unit 7
Some suggestions about teaching grammar
1. useful and important grammar points. 2. Teach grammar in context. 3. Use visible instruments such as charts, tables, diagrams, maps, drawings to aid understanding; 4. Avoid difficult grammatical terminologies as much as possible. 5. Allow enough opportunities for practice.
Teacher: What about you? Tell your neighbour.
Using created situations: for simulative communication
• There was a robbery yesterday in the neighbourhood. A policeman is asking some questions to three of the neighbours, 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. (yesterday, music and P. E.) • He usually gets up at seven. (this morning, eight)
王蔷 英语教学法教程 第二版 Unit7
第7章Teaching grammar语法练习的活动会表述、设计一、The importance、value of grammar in language learningIt 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, and can be seen in most formal classroom language teaching. But the importance of grammar cannot be denied. Grammatical competence is essential for communication and there is often an inadequate treatment of grammar in most communicative syllabuses resulting in lower level of accuracy than the cases under formal instruction. English grammar is the core of English language. Without grammar English language cannot be well constructed. However, it should be noted that learning grammar itself is not the ultimate goal of learning English. It is natural that Chinese grammar in the minds of Chinese students, and it's not easy to take in the grammar of a foreign language. But this difficulty must be overcome. If you cannot solve this difficulty, the foreign language you write, though it may be understandable, will be Chinese style English.二、Grammar presentation 如何教语法3+41. The deductive method:The deductive method relies on reasoning, analysing and comparing. First, the teacher writes an example on the board. Then the teacher explains the underlying rules. The explanations are often done in the student’s native language. Finally, the students practise applying the rule to produce sentences with given prompts.(1) Advantages: good for selected and motivate students; save time to explain complex rules; increase students’ confidence in examination(2) Disadvantages: grammar is taught isolatedly; little attention is paid to meaning; the practice is often mechanical2. The inductive method: 能自己说出步骤书上The teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.(1) Advantages: students will become evident to the grammar rules if they are given enough appropriate examples. This is especially true with grammatical regularities which are easily understood and applied. Inspire students’ thinking activities; motivate students’ learning interests; grammar is taught in context.(2) Disadvantages: the presentation of grammar is more complex and time consumption is huge; grammar is not taught directly; some rules can’t be induced easily.3. The guided discovery method: 能自己说出步骤书上It is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.4. Some new approaches to teaching grammar:①Collocational: It means that the grammar should be built on collocational relations between individual lexical items and their subcategories.②Constructive: It means that one’s knowledge of grammar is built bit by bit, which closely models the way language is learned and used.③Contextual: It means that elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.④Contrastive: It means that grammar involves drawing the learner’s attention to contrast the differences between the target language and other language.三、Factors contribute to successful practice 6个因素(因素，准则，原则可作为措施的要点答题)①Pre-learning:②V olume and repetition:③Success-orientation:④Heterogeneity:⑤Teacher assistance:⑥Interest:四、评述语法教学方法P115。
Teaching Grammar 语法教学 ppt课件
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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 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.
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• 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
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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
The presentation of meaning and use should take place in some contexts. For example, when teaching the modal verb can, you can invent a story like this: A group of students went on an outing. Unfortunately, their car crashed. Most of them were injured. Thus Jane can`t walk. Lucy can`t play tennis, etc. But Tom is lucky. He was not injured. So he can do what he wants as usual.
Example 2: T: A male chauvinist doesn`t help with the washing-up. What else doesn`t he do? S1: He doesn`t approve of women going out to work.
S2: He doesn`t … e. Teacher assistance: The teacher has to give students extra time to reread or think; simply or repeat a text to facilitate comprehension; encourage students to produce the whole message; provide suggestions, hints or prompts… f. Interest: topic; visual aids; open-endedness; information gap; personalization; pleasurable tension; entertainment; play- acting…
UNIT 7 teaching grammar
Substitution drills :
• The students substitute a part in a structure so that they get to know how that part functions in a sentence. Substitution drills that involve changes in forms are more effective than those in which students simply replace the target part with another word. Give an example to show this. p109
The presentation should not take longer than five minutes.---Ur 1996
• • • • • A synthesis approach: four demands Collocational (relations) Constructive (bit by bit) Contextual contrastive
True or False (Task 1)
•
1. Students need to 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 L1, so they don’t need them either when learning a foreign language. (environment or input) 3. If students get enough chance to practice using a foreign language, they do not need to learn grammar. (accuracy)
英语教学法第七单元Teaching-grammar
Presentation知 Practice练 Production用
Understanding Accuracy Use and Fluency
(1)presentation
The teacher introduces new language in particular communicative situations, focusing on its meaning, form and on its function.The emphasis at this stage is on meaning and form.
Hinkel and Fotos, 2002)
Most research has agreed that there is a positive role of instruction for grammar learning.
Grammar teaching “can enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system.
Aims of the unit:
1.The role of grammar in ELT 2.Grammar presentation methods 3.Grammar practice
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.
英语教学法unit7-teaching-grammar
❖ It is believed that the rules will become evident if the students are given enough appropriate examples.
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.
❖Grammar teaching can be seen in most formal classroom language teaching.
7.2 Grammar presentation methods
❖The deductive method ❖The inductive method ❖The guided discovery method ❖Teaching grammar using listening
❖ The value of grammar in foreign language teaching has been a focus of debate for decades, and no conclusion is in sight.
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
《英语教学法》Unit 7 Teaching Grammar
Inductive approach (归纳法）
The teacher provides learners with authentic language data and induces the learners to realise grammar rules (often) without any form of explicit explanation. Defects: 1. It can be much more time-consuming. 2. It may be more demanding on the teacher. 3. Students might misform rules in their own minds. 4. It might not suit the students who are preparing for the state examinations. Merits:
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2.2 Specific grammar presentation techniques
use realia or picutures use a video teachers demonstrate use a text use listening input
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2.1.3 The guided discovery method (指导性发 现法）
Ss are presented with contextualised scenarios illustrrasting a specific structure, then guided to discover the underlying rule of the structuer as well as its meaning in context, and teacher explicitly teaches the target structure. Distinction between the inductive method and the guied discovery method
inductive和deductive语法教学
inductive和deductive语法教学
Inductive 和 deductive 是两种常见的语法教学方法。
Inductive grammar teaching（归纳法语法教学）是一种让学生通
过观察和分析大量的语言实例，自行归纳出语法规则的教学方法。
教
师提供各种语言材料，让学生自己发现和总结出其中的语法规则。
这
种方法强调学生的主动性和自主性，有助于培养学生的观察能力和分
析能力。
Deductive grammar teaching（演绎法语法教学）是一种教师先
直接讲解语法规则，然后让学生通过练习来应用这些规则的教学方法。
教师首先明确地陈述语法规则，然后提供相关的练习，让学生在实践
中加深对规则的理解和记忆。
这种方法能够帮助学生快速掌握语法规则，但可能会使学生在理解和应用上缺乏灵活性。
inductive 和deductive 两种语法教学方法各有优缺点，教师可以根据学生的特点和教学目标选择合适的方法，或者结合使用两种方法，以达到更好的教学效果。
Unit7-7Teaching-grammar
1. What is grammar? 2. Is it necessary to learn grammar?
Answer 1
1.Grammar is the rules in a language for changing the form of words and joining them into sentences.
Why? There are two reasons.
1.When you are reading a material, you come across a long sentence and it is a compound sentence, if you don’t know the rules of grammar, you cannot understand the meaning of the text correctly.
For experienced teachers, the distinction between the deductive method and inductive method is not always apparent.
Perhaps a blend between the two is indeed more appropriate．
Disadvantages If you can’t prepare and design the lessons well the teaching tasks will not be finished effectively.
The better way of teaching grammar
The guided discovery method
高二英语选修六_Unit5_Grammar名师教学设计
Unit5 Grammar名师教学设计Book6 Unit5: The Power of Nature Section 3语法课框架单1/ 112/ 11Section 3语法课教学设计3/ 114/ 11DEL C3 深度加工知识Step 3Application（运用）1．Change the following sentences into the －ing form. Put the verbs intothe correct forms.(1)When Rose woke up in the middle of the night，she saw her roomwas as bright as day.(2)After we had stopped the car，we found ourselves trapped in thickfog and couldn't see clearly ahead.(3)Because I had spent all night reading the documents，I was verytired the next day.(4)As the child had never seen a rainbow before，he was very excited.Suggested answers：(1)Waking up in the middle of the night，Rose saw her room was asbright as day.(2)Having stopped the car，we found ourselves trapped in thick fog andcouldn't see clearly ahead.(3)Having spent all night reading the documents，I was very tired thenext day.(4)Having never seen a rainbow before，the child was very excited.2．Do Exercise 4 in Discovering useful structures on Page 37.First ask students to do the exercises individually and then let themdiscuss and check their answers with their partners，and finally give themthe correct answers and deal with any problems they might meet.1.在具体语境中运用ing形式作状语1.学生是否能在具体语境中掌握ing形式的用法5/ 11Exercises请用括号里所给动词的适当形式填空:1. _____ (live) in a southern city of China, I have never seen such a wonderful snow view.2. _____ (not grow) up yet, you’re not allowed to enter the bars.3. _____ (encourage) by the director, the actors performed wonderfully in the play.4. _____ (Know) all this, they made me pay for the damage.5. The students are sitting in the reading-room, _____ (read) all kinds of books. Key:1. Living2. Not having grown3. Encouraged4. Knowing5. reading二、单项选择1．The great hall was crowded with many people, _____ many children _____on their parents’ laps.A. including; seatedB. including; seatingC. included; satD. included; sitting2. _____ for a long time, most of the crops in this area died from lacking water.A. Being no rainB. There was no rainC. To be no rainD. There being no rain3．His letter, _____ to the wrong number, reached me late.4．A. having been addressed B. to have addressed5．C. to have been addressed D. being addressed4．"You can't catch me" Janet shouted, ______away. (NMET2005全国卷3)A. runB. runningC. to runD. ran5．More and more people are signing up for Yoga classes nowadays, ______ advantage of the healthy and relaxation benefits. (NMET2005上海卷)6/ 11A. takingB. takenC. having takenD. having been taken6．______ in the queue for half an hour, Tom suddenly realized that he had left his wallet at home. (NMET2004北京卷)A. To waitB. Have waitedC. Having waitedD. To have waited答案1.A。
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.。
How to teach grammar英语语法教学方法
Step 1： the teacher makes the student sit in a circle. Tell them a story(Goldilocks and three bears) with the help of a big story book or a projector. Make sure everybody can see it clearly. Needs to check their comprehension (OK?) and repetition if it is necessary. If there are some new words, the teacher could give an explanation. Insert some sample sentences in a narrative way ( Who’s been eating my porridge?) or by asking ( Who’s been eating my porridge?)
Step 2 Give one or two examples.
1. I wanted to go to the cinema last night. 2. When I was young, my family lived in London. Step 3 Ask Ss to make sentences based on prompts. Usually a substitute exercise. 1. I _________ (try) to phone you yesterday, but nobody _______ (answer) 2. Last week we _______ (plan) our summer holiday.
英语教学法教案-语法
II. Warming-up activities
“Lighten your load and save your life” is a good topic, now let’s begin unit 7. Before studying this new lesson, I’d like to ask you a question. “Do you think you grammar is important in English?” Yes, or No? Some answered Yes, some answered No. Most the answers are Yes. That is what we will discuss this unit. Why grammar is important in English? First, let’s look at the teaching outline of this unit. Altogether, we will have ten steps in learning this unit (Look at the teaching plan).
Using prompts for practice
Using picture prompts What can we get from learning grammar? If time permits, the teacher can ask students to try to answer the question in class.Ask two or three students list examples. Teacher summarizes the vital of grammar
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
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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.
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.
•Generally speaking, Chinese learners of English as a foreign language need a certain degree of mastery of English grammar.
•However, it should be noted that learning grammar itself is not the ultimate goal of learning English.
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 be “the boring bit” of language learning.
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.
Write down the first ideas that come into your head.
I. The importance of grammar
English 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 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.
Task
Suppose you are going to teach the structure"used to do" in a deductive method. How would you do it? 10 minutes preparation and then demonstrate)
The deductive method
The deductive method relies on reasoning, analysing and comparing.
1. Deductive method: The deductive method relies reasoning, analyzing and comparing. Teaching procedure
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.
on
Deductive method:
Advantages: • good for selected and motivate students • save time to explain complex rules • increase students’ confidence in examination Disadvantages: • grammar is taught isolatedly • little attention is paid to meaning • the practice is often mechanical
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.
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.
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.
For many years Chinese teachers of English have followed the traditional way of teaching grammar as the following three steps:
Two extremes in grammar teaching
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 students from thinking consciously about the underlying grammatical rules.
Teaching Grammar
Aims of this Unit
Activity Grammar is….
What do you think and feel about grammar? ----------------------------------------------- ------------------------------------------------ ------------------------------------------------ Must a learner learn grammar when using a foreign language?