How to teach grammar英语语法教学方法 PPT课件
Grammar 英语语法PPT
remember to do something(记得去做某事 记得去做某事) 记得去做某事
2、 、 In the north of
in the +方位名词 方位名词+of...指在某一范围内的地区 指在某一范围内的地区. 方位名词 指在某一范围内的地区 e.g. Beijing is in the north of China.北京在中国的北部 在内部 北京在中国的北部.(在内部 北京在中国的北部 在内部)
2、You can use 'have' with luck only when luck has something 、 before it such as 'bad', 'good', 'much', 'any' 'a bit of' etc.
3、Luck is an uncountable noun. Do not say 'a luck'. To talk 、 about one lucky event you can say a piece of luck, a bit of luck, or a stroke of luck.
Analysis of the words
Bear: to be able to accept and deal with sth unpleasant
(used with can/could in negative sentences and questions) I can’t bear having dogs in the house. bear up=against : to remain as cheerful as possible during a difficult time He’s bearing up well ender the strain of losing his job. 他坚强地顶住了失业的压力 bear with sb/sth : to be patient with sb/sth If you will bear with me (=be patient and listen to me) a little longer, I’ll answer your question. 如果你能耐心 点听我把话说完，我会回答你问题的． 点听我把话说完，我会回答你问题的． She’s under a lot of strain. Just bear with her(=be patient with her).
How to teach grammar英语语法教学方法 ppt课件
2021/3/26
How to teach grammar英语语法教学方法 ppt课件
4
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.
2021/3/26
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
Teaching Grammar 语法教学 ppt课件
2020/12/2
10
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?
•2020/12/2
•5
I. The importance of grammar
English grammar is the core of English language. Without grammar English language cannot be well constructed.
2020/12/2
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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.
2020/12/2
8
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.
英语语法讲解ppt课件
sentences more vivid and powerful.
05
Sense structure
Subject+predict
The subject+predicate is the basic structure of a simple sentence, expressing a complete idea.
in English
To improve English writing and speaking skills by applying graphical knowledge
To enhance English language comprehension
and reading ability
02
Form
The passive voice is composed of the auxiliary verb be (am/is/are/was/were)+past participle, and the tense is expressed by the change of the be verb.
Subject+predict+object
The subject+predicate+object is an extended structure of a simple sentence, expressing the complete idea and the object involved in the action.
Part of Speech
Noun
01
02
03
Noun
A word that names a person, place, thing, or idea
新编英语语法教程PPT课件
a word or phrase that describes or limits the meaning of another word in a sense
Sense and voice
Sense
indicates when an action or state occurs (past, present, or future)
Introduce clauses that modify nouns or pronouns (e.g., "who," "which," "that")
Used to ask questions about nouns or pronouns (e.g., "who," "what," "which")
Voice
indicates which subject of the presence performs the action (active voice) or receives the action (passive voice)
Subjunctive mood
Subjunctive mood
03 Nouns and Pronouns
Types and Usage of Nouns
Generic names for people, places, or things (e.g., "dog,"
"city")
Co mm on No uns
Refer to ideas, concepts, or qualities
Background
How-to-teach-English-grammar
How to teach English grammarAbstract: Throughout the process of high school English teaching, grammar teaching is the foundation which can help students improve their basic skills of listening, speaking, reading, writing and translating. But a lot of students are poorly aware of the importance of grammar teaching. There are some principles of grammar. Firstly, the value of grammar in foreign language teaching is very important. Secondly, there are three ways of presenting grammar in the classroom. Finally,we should teach English grammar with new ideas.Key words: English, grammar teaching, grammar presenting, strategy. 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. But this difficulty must be overcome. If we cannot solve this difficulty, the foreign language we write, though it may be understandable, it will be Chinese style English.The value of grammar in foreign language teaching has been the focus of debate on: the role of grammar in language teaching; the methods in which grammar should be presented and practiced. Despite many different views about the role of grammar in language learning, the importance of grammar can’t be denied. The purpose of the task above isnot to seek definite conclusions about the value of grammar teaching, but rather to raise awareness of issues in grammar teaching.There are three ways of presenting grammar in the classroom. The first one is the deductive method, which relies on reasoning, analyzing and comparing. This method is often criticized because: a) it teaches grammar in an isolated way; b) little attention is paid to meaning; c) practice is often mechanical. However, this method is not without merit. The second one is the inductive method .The teacher provides learners with authentic language data and 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. The last one is the guided discovery method which 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 elicit and taught explicitly. In the guided discovery method, students are presented with contextualized scenarios illustrating a specific structure.Presenting new grammatical items does not have to start with the teacher presenting and explaining. It can also start by providing a reading text or a listening text. For example, Ellis suggests the following procedures for teaching grammar using listening as input: Listening to comprehend; Listening to notice; Understanding the grammar point; Checking; Trying it out. In practice, learner variables and instructional variables need to be consideredwhen teachers decide which method to use in presenting a particular grammatical structure.As grammatical competence can’t be attained solely through exposure to the target language or meaningful input, there is a need for meaningful practice and communicative use of structure taught. It is widely believed that practice is of vital importance in the teaching and learning of grammar. Grammar practice is usually divided into two categories, mechanical practice and meaningful/communicative practice. Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention a key element in a structure. Using prompts for practice has also proved to be an effective way of grammar practice. The prompts can be pictures, mimes, tables, charts or key words. Practice based on is usually considered as meaningful practice. For example, using picture prompts, using mimes or gesture as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.Finally, it is important to note that grammar presentation is concerned with how to make the students understand or discover grammar rules. So if we want to learn well, we should pay more attention to grammar presentation and practice. It is not difficult to teach grammar only if we try your best do it.In a word, Grammar is the system of a language. People sometimes describe grammar as the “rules” of a language; but in fact no language has rules. If we u se the word “rules”, we suggest that somebody created the rules first and then spoke the language, like a new game. But languages did not start like that. Languages started by people making sounds which evolved into words, phrases and sentences. No commonly-spoken language is fixed. All languages change over time. What we call “grammar” is simply a reflection of a language at a particular time.Grammar Teaching and learning are very important in English study. For a long time, the education sectors who taught English grammar are not aware of this. Some people think that grammar is the rules which can not be expressed, but on the contrary the target language is usually acquired in subconscious as long as more usual imitation exercises involved, such as listening to English tapes. Only in this way can more people naturally acquire the relevant syntax in good conversations. In English class, teachers often only pay attention to the dissemination of existing knowledge of books, including the terms of the recitation, dialogue and explain the texts, but often pass over or ignore to explain the sentence structure. Even if some teachers explained the grammar in class, but most of the teachers used a kind of matter-of-block-style withfragmented explanation and translation model. Because of the importance of English grammar or syntax are ignored in the methods of grammar learning process, many students can not get into the university because of the weak knowledge of its grammar, syntax, the concept. Similarly, they can not properly analyze sentence structure in reading comprehension. As a result they gulped down little grammar knowledge. According to incomplete statistics: about 80% of the students admitted that their English test scores are not ideal, mainly because the concept of syntactic structure, vocabulary, grammar, translation, or writing. Today, we stress college English teaching reform in order to improve the English ability of students. Therefore, the voice of grammar teaching should return into the classroom gains more and more strongly support.NotesFor all the examples in the thesis, they are quoted from the following books:《英语教学法教程》《转型期的英语教学》《英语课程标准解读》《英语语法概要》（注：可编辑下载，若有不当之处，请指正，谢谢!）。
Unit 7 Teaching Grammar PPT
▪ the inductive method
▪ the guided discovery method
a) the deductive method
1) teaching grammar as a product explicitly 2) presentation → explanation → comparison
written exams
4) disadvantages:
▪ It teaches grammar in an isolated way. ▪ Little attention is paid to meaning. ▪ Practice is often mechanical.
b) the inductive method
c) Grammar teaching can enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system.
d) Instructed learners are found to outperform uninstructed learners in their rate of learning and level of achievement.
3. controversies about grammar in language learning
a) A course or a section in language learning b) Grammar in language teaching or grammar
in real communication c) whether grammar should be taught d) to what extent grammar should be taught
高中英语语法知识结构图grammar课件(共11张)
四会词语：2000多单词 系动词
词法高 中 英 语词类代词和数词
介词和连词 形容词和 副词
助动词
实义动词 情态动词
非谓语动词 动词时态 动词语态
构词法
语言知识
简单句 并列句 复合句 定语从句 名词性从句
句法
虚拟语气 主谓一致 倒装
进行式 (not) to be doing
完成式 (not) to have done (not) having done
非 谓 语 动 词
主语 宾语 状语 定语 补足语
表语
插入语
to do
作 用 V-ing done
to make matters worse, to put it mildly, to tell the truth, generally speaking,considering, allowing for, judging from
倒装句
注 意
句中加语气词 等词汇来强调
surely, really, certainly, definitely, utter, sheer, such, so等
名 词 性 从 句
陈述语序 引导词 主语从句 宾语从句 分类 表语从句
从属接连词that/whether,在句中不成分作 连接代词 what/who/whom/whose/which/whatever/w hoever/whomever/whichever 在句中作主 语、宾语、表语或定语 连接副词 when/where/why/how/whenever/wherever /however在句中作状语
2. 与逻辑主语之间的关系
大学英语语法ppt课件
Conjunction
Conjunction refers to a word used to connect two or more sentences or components of a sentence.
Conjunctions are commonly used to connect two or more sentences or
Comparative and Superlative
Some advertisements have comparative and superlative forms that express degrees of comparison
Comparative and Superlative
Definition
College English Grammar PPT Courseware
目录
• Introduction • Noun • Verb • Subjects and advertisements • Positions and connections • Subordinate clause • Non fine verbs • Subjunctive mood
Common types of advertisements include banner, time, place, degree, and frequency advertisements
Placement
Advantageously come after the subject and before the verb in simple intentions
01
Introduction
Course Introduction
教学法Unit6teachinggrammar-精选.ppt
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)
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)
3. To know some of the grammar practice activities.
I. Role of grammar learning
Do you agree or disagree with the following statements?
1. Sts need to be given detailed grammar rules if they are to learn a foreign language.
Learning grammar is _L_e_a_rn_in_g__th_e_c_o_rr_e_c_t f_o_rm__a_n_d__ch_o_o_s_in_g_t_h_e_b_e_st
_fo_r_m__fo_r_a_p_a_rt_ic_u_la_r_s_it_u_at_io_n_._____________
英语教学法课件-Unit-7-Teaching-Grammar(下载)
The deductive method (p. 104)
• The deductive method relies on reasonsentation of an example → 2) explanation (comparison may be done
Understanding the grammar point (by discovering and analysing)
Checking (identifying errors) Trying it out (a short production activity)
Useful guidelines for teaching grammar
between the target language and the native language) → 3) Ss’s practice (producing sentences) with given prompts
The deductive method is criticized because: • Grammar is taught in an isolated way; • Little attention is paid to meaning; • The practice is often mechanical.
Listening to comprehend (focusing on messages with target structures imbedded)
Listening to notice (by completing a gapped version of the text to raise awareness)
The role of grammar in ELT
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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.
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.
Inductive method
归纳法
The teacher uses the sentence structure in context without telling her students the rules. This kind of grammar presentation called inductive method.
Step 2: repeats the story, let the kids sing the sentences Who’s been eating my porridge? Etc.
Step 3: one more time of repeating, let the students get more involve telling and acting the story. At the same time, the teacher can change the story a bit. e.g. Reorder the events of the story; add some new plots ( someone’s been using my computer; someone’s been picking my flowers…). Keep on practicing till they can tell the story through reading the flashcards or pictures.
1. I _________ (try) to phone you yesterday, but nobody _______ (answer) 2. Last week we _______ (plan) our summer holiday.
Example 2 When a teacher teach the past simple through the following steps. Step 1 Show pictures and try to invite Ss to describe them in English.
How to teach grammar esp. for young ages
What are the goals of teaching grammar?
rules
communication
exams
usage
Agree or Disagree
1. Pupils need to be given detailed grammar rules if they want to learn a foreign language successfully.
Step 2 Give Ss a certain situation by asking what did she do yesterday ?.
Step 3 Discover the rule.
Step 4 Ask What did you do yesterday? Let Ss practice.
2.Children do not need to learn grammar rules when they acquire their first language, so they do not need to learn grammar.
3.If pupils get enough chance to practice using a foreign language, they do not need to learn grammar.
Rule: We use the past simple to talk about finished actions in the past. 1. With regular verbs, we usually add__ed_ to the verb (walk-walked, cook-cooked). 2. If the verb ends in e (for example, live), we add __d___. 3. If a short verb ends in vowel + consonant (for example, plan), we double the __consonant__ and add _ed__ 4. If the verb ends in consonant + y (for example, try), we change the y to i and add ed
Meaningful practice
Tips for meaningful practice.
1. Identifying pictures with descriptions/paragraphs. 2. Discovering identical pairs. 3. Finding and describing differences. 4. Following directions. 5. Using rhymes and songs. 6. Retelling stories. 7. Role-playing. 8. Listening and speaking.
three rules of grammar teaching
•The rule of context （语境法则）
Set up a meaningful scenario. It is helpful to attract their attention. We normally extract the grammar point from the environment. Remember: put it back as soon as possible. Meanwhile, we should teach the structure and mean together. To choose this grammar point but not the others is based on what the speaker or the writer want to express.
Step 4: assigns the task: draw their own stories, then retell the story.
Discussion The kids experience the story through repeating, strengthening visual stimulation and dramas but not drill practices. 机械式的练习
The teacher may ask pupils to summarize the grammar rule.
Example 1
When a teacher teach the past simple though the following steps.
Step 1 Explain the ruleБайду номын сангаас, most probably in Chinese.
4.Making children understand the grammar rules should be a very important teaching objective.
5. Grammar should be taught to help children analyze difficult structures in texts and dialogues
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.
9. Helping children to summarize the grammar rules from the examples is a very good way To teach grammar in primary schools.
10. Children don’t like grammar. They get bored with it.
6. It’s ok for children to make grammatical mistakes, because communication in a foreign Language without errors is something most people will never achieve.