少儿英语语法教学法 英文版

Descriptor The message that the speaker intends to convey The arrangement of the language
How that language is verbalised
The purpose for which the language is used When and with whom it is appropriate to use the language
Statement
1.You should not attempt to teach children anything in the second language that they don’t know in their first language.
2.New language (grammar) must always be taught with their normal metalinguistic labels.
X XXXX
12:30
Some ways of checking meaning
1.Asking CCQ
Target lexis: He hesitated before jumping.
a. T: Did he jump?
S: Yes
b. T: Did he jump immediately?
S: No
doesn’t any more.
Biblioteka Baidu
S: … he
T: because…
S: …
he’s too
old for that now and likes
playing football.
Ideas for teaching grammar to YLs
1.Using the board --Text construction: each one write one word and pass on. --spidergrams
level) Child: sister classroom Teacher: Oh! Your sister’s in the classroom. What is
she doing? Is she drawing (teacher can see that she is and mimes)? Child: sister draw classroom Teacher: Oh! Your sister’s drawing in the classroom. Child: (My) sister’s drawing in the classroom.
Grammar
The units of the language
sentence clause phrase word morpheme
Language analysis: --Areas to consider
Areas Meaning Form
Pronunciation
Function Register and appropriacy
Exponents
Setting Participants and relationship
Speaker’s intention Formal and informal
language Taboo language
Grammar
The place of grammar in the YL classroom
c. T: Did he wait a long time before jumping? S: No
d. T: At first, did he want to jump? S: No
2. Using timelines (useful mainly for tenses)
Target sentence: She went to Beijing two years ago.
2 Cloze activities for word class
(1)
(2)
(3)
This is the __. This __ the way. This is the way.
We wash our __. We __ our hands. __ wash __ hands.
Wash our __.
Time lines
Single event or action A repeated action or habit
A temporary state or situation Exact time of event if known
A point of time A period of time Let’s practice!
3. Picking up on what YLs need to say Child: sister classroom Teacher: Oh! Your sister’s in the classroom. This can be expanded by prompts (depending on the
T: What’s that? S: It’s T Rex. T: Is it big or small? S: Big. T: How big?
This big? This big? This big?
Yes, it was very big!
The place of grammar in the YL classroom
The noun phrases can be expanded
Give out the big scissors
Collect
the blue books
Tidy
the paper on my desk
Put away the red pens from the cupboard
Ideas for teaching grammar to YLs
__ our hands. Wash __ hands.
Wash our __.
__ our hands. Wash __ hands.
This is the __. This __ the way. This is the way.
We wash our __. We __ our hands. __ wash __ hands.
Early in the __.
Early in the morning. Early in the morning.
Language practice activities
3 Helping hands -- offers opportunities for structuring the
simple present for routines.
green apple
apple
ripe
Fruit
sweet
melon watermelon
Ideas for teaching grammar to YLs
2. Meaningful discourse
Step 1
Introduce through context some simple phrases for CRM (classroom management)
got
past
XX
now
left
left
past
XX
now
got
Some ways of checking meaning
4.Using “extension”
For the target structure used to: T: He used to play with toy cars but…
Language practice activities
1. Listen, notice, react
√ √
√
The cup is on the table. The cat is under the chair. The girl is in front of the tree.
Language practice activities
I wash the dishes. I play with my toy car. ……
Procedure for Grammar Auction
Qs: 1.What has two legs but can't walk? 2.What is pronounced like one letter, written with three letters,
2006
now
past
X
future
Some ways of checking meaning
3.Asking students to discriminate between two structures. a. She left when her grandfather got there. b. She’d left when her grandmother got there.
4. What can you catch but cannot throw? 5. What has a face but no head? 6. There are two rooms - one room with three light bulbs, the
other with three light switches. Each switch turns on one light. If you can only travel to each room once, how can you tell which switch controls which light?
and belongs to all animals? 3.____ is greater than God.
____ is more evil than the Devil. The poor have ____. The rich need ____. If you eat ____, you will die.
Give out the scissors
the books
the paper
the pens
Step 2
Expand by introducing a range of verbs
Give out the scissors
Collect
the books
Tidy
the paper
Put away
Step 3
Includes Concept and context
Structure Tenses
Written and spoken form Parts of speech Spelling
Regularity and irregularity Word order Sounds
Word and sentence stress Connected speech Intonation
grammatical patterns of the language.
Time lines
--Diagrams that illustrate the reference to time made by given piece of language.
--very useful for the following: 1.Illustrating tenses 2.Simplify linguistic explanation 3.Reinforce the understanding of a concept 4.Help students with a visual learning style
3.Grammar learning can evolve from the learning of chunks of language.
4.Grammar is necessary in order to express concise meanings in discourse.
5.As a YL teacher you don’t need to know about grammar. 6.Grammar is about noticing the patterns of language. 7.A task based approach is the best way to focus on the