英语教学法第七单元Teaching grammar
合集下载
英语教学法 unit 7 Teaching grammar ok2014
• 标题：英语语法到底怎么学?对说英语有用吗? 我的英语不太好 不知是不是语法的问题 不 过我的单词很熟 哪位高手告诉我 英语语法到底 怎么学? • 回复：不用刻意学，只要听老师讲得就够了
/question/22365382.html
• 主张英语语法可以不学的人往往这样说： 我们中国人，如果智力正常，从小就会说 汉语，能遣词造句，没见过哪个小孩先学 语法再学话的。再说，英语讲得多了，有 了语感，语法还不是水到渠成的事。
•
七级 掌握描述时间，地点和方位的常用 表达方式；理解并掌握比较人，物体及事 物的常用表达方式；使用适当的语言形式 描述事物，简单地表达观点，态度或情感 等；掌握语篇中基本的衔接和连贯手段， 并根据特定目的有效地组织信息。
Three dimensions
-- form dimension (how it is formed) --accuracy -- meaning dimension (what it means)--meaningfulness -- use dimension (when and why it is used)--appropriateness
Unit 7
Teaching Grammar
Major Topics
-- What is grammar? -- The role of grammar in ELT -- Classroom methodology of grammar teaching -- Methods for grammar presentation -- Methods for grammar practice -- Techniques of grammar teaching
The relationship between grammatical forms and communicative functions
英语教学法unit7-teaching-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.
❖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
However, the deductive method is not without merits.
❖ It could be very successful with selected and motivated students.
❖ It could save time when students are confronted with a grammar rule which is complex but which has to be learned.
In the guided discovery method, students are presented with contextualized scenarios illustrating a specific structure. Students are then guided to discover the underlying rule of the structure as well as its meaning in context followed by explicit teaching and learning of the targeted structure. For example, in teaching the “too … to…” structure, the teacher holds a picture of a heavy box labeled 200kg and asks the class to look at the picture.
❖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
However, the deductive method is not without merits.
❖ It could be very successful with selected and motivated students.
❖ It could save time when students are confronted with a grammar rule which is complex but which has to be learned.
In the guided discovery method, students are presented with contextualized scenarios illustrating a specific structure. Students are then guided to discover the underlying rule of the structure as well as its meaning in context followed by explicit teaching and learning of the targeted structure. For example, in teaching the “too … to…” structure, the teacher holds a picture of a heavy box labeled 200kg and asks the class to look at the picture.
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。
Unit 7 Teaching Grammar
learning, the importance of
grammar cannot be denied.
• Grammatical competence is essential
for communication (Brown, 1994;
Larsen-Freeman,1991)
The ultimate goal of language teaching is
Unit Seven
Teaching Grammar
Warming-up questions for grammar teaching
How did your middle school English
teachers teach you English grammar? What do you think of this kind of teaching?
Conclusion
Grammatical accuracy on its own is a dead end, unless used to receive and produce interesting and purposeful meanings within the context of reallife language use.
situations.
• There is often an inadequate treatment of grammar in most communicative syllabuses, resulting
in lower level of accuracy than the
cases under formal instruction.(淡化
☻ Grammar teaching has always been one of the most controversial and least understood aspects of language teaching. ☻ ‘Grammar teaching’ can mean different things to different people.
中学英语教学法 Unit 7 Teaching Grammar (1)
句型呈现流程：教师设景 师生对话
呈现句型 拟练习。
板书句型 生生互动模
2、语法复习模式
可以采用“集中呈现——对比分析——专 项梳理――巩固运用”。
集中呈现：教师可以集中本模块所涉及 的语法内容和在以前模块学过的相关内 容或帮助学生将教材中分散的语法点进 行归纳和整理，集中呈现，系统讲解， 融汇贯通。
对比分析：指在教师的引导下，找出例 词或例句在形式上或用法上的异同。
注意要精选典型例句！
英英对比：教师适当进行英语语法知识系统 内部的比较，要求学生找出各语 法之间内在的联系，以掌握其特 征和用法。
如：一般现在时、一般将来时、一般过去时， 可以对比这三种时态的定义、结构、谓语动 词变化规则、时间状语及各种句式的转换等。
Yes, she _i_s__ 7. A__r_e_ Lily and Lucy t_a_k_i_n_g_(take) pictures now?
NO, t_h_e_y_ a_r_e_n_. T__h_e_y a_r_e__p_la_y_i_n_g(play) cards. 8.The cat_i_s’_li_ts_t_e_ni_n_g (listen) to English news now.
What is the old man doing? He is writing a postcard.
What are they doing then? They are having a birthday party.
shopping for presents
What are they doing? They are shopping for presents.
2.变换情景, 口头操练
What is he doing?
Unit 7 Teaching Grammar
3.1 Grammar presentation
In the presentation stage, the teacher introduces new grammatical structures in particular communicative situations, focusing on its meaning, form and on its function. It is important that the students understand the new language. The emphasis at this stage is on meaning and form.
Unit Seven
Teaching Grammar
Warming-up questions for grammar teaching
How did your middle school English
teachers teach you English grammar? What do you think of this kind of teaching?
e.g. Grammar-Translation Method,
Audiolingualism, etc.
We do not need to learn grammar because
one learns one‟s mother tongue without studying grammar. No grammar teaching
Conclusion
Grammatical accuracy on its own is a dead end, unless used to receive and produce interesting and purposeful meanings within the context of reallife language use.
英语教学法unit7-teaching-grammar
❖ In the inductive method, the teacher induces the learners to பைடு நூலகம்ealise 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.
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.
❖ 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.
Unit 7Teaching Grammar
The synthesis approaches to grammatical pedagogy
Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories. Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.
The Assumptions about grammar in language learning 1 2 3 4 5 Students need to be given detailed grammar rules if they are to learn a foreign language successfully Children do not need to learn grammar rules when they acquire their first languages, so they do not need them either when learning a foreign language. If students get enough chance to practice using a foreign language, they do not need to learn grammar. Making students aware of grammatical information is one of the teaching objectives, allowing students opportunities for using the language is just as important.
教学法Unit-7-Teaching-Grammar
Book 2
7 2021/2/22
Grammar practice
Mechanical practice: activities aimed at form accuracy
e.g. substitution drills & transformation drills
Meaningful practice: focus on the production, comprehension or exchange of meaning (comes after Mechanical practice)
He was walking to school at 7:00 this morning.
Book 2
3 2021/2/22
practice
Put the verbs in parentheses into suitable verb forms: simple past or past continuous, changing the word order where necessary:
Task 6 Say or write a corrected version:
Einstein was Swedish. Karl Marx was president of Russia. Confucius wrote in Korean. George Bush spoke Japanese.
The deductive method
At nine o’clock last night I was watching TV.
When Tom rang me up yesterday morning, I was brushing my teeth.
《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:
2017/2/16
7
2.2 Specific grammar presentation techniques
use realia or picutures use a video teachers demonstrate use a text use listening input
2017/2/16
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
Unit 7 Teaching Grammar
II. What is grammar?
Grammar is sometimes defined as ‘the way words are put together to make correct sentences’ or ‘rules for forming words and combining them into sentences’.
teaching?
Some problems in the traditional grammar teaching
Detailed explanation of the rules Focus on form than use Teacher-centeredness Students’ passive role Rules are too restrictive Easy to forget
Covert / implicit grammar teaching
e.g. Communicative Language Teaching (CLT) Task-based Language Teaching (TBLT)
• Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied.
The focus for today
The place / role of grammar in ELT Proper understanding of grammar How can grammar be taught effectively?
I. The role of grammar in ELT
unit 7 teaching grammar
The inductive method (p. 105)
In
the inductive method, the teacher induces the learners to realise 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.
value of grammar in foreign language teaching has been a focus of debate for decades, and no conclusion is in sight. 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.
In the guided discovery method, students are presented with contextualized scenarios illustrating a specific structure. Students are then guided to discover the underlying rule of the structure as well as its meaning in context followed by explicit teaching and learning of the targeted structure. For example, in teaching the “too … to…” structure, the teacher holds a picture of a heavy box labeled 200kg and asks the class to look at the picture.
英语教学法第七单元Teaching grammar
强调句句型结构 It+is(was)+被强调部分+that(who)+ 句子其他部分
It was your sister that(whom) Tom met in the zoo yesterday.
It was in the zoo that Tom met your sister yesterday.
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.
and instructional variables.
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.
The answer to whether grammar
should be taught and to what
extent grammar should be taught
depends on some variables in the
英语教学法课件-Unit-7-Teaching-Grammar(下载)
高中英语课程标准 语法目标
七级目标： • 掌握描述时间、地点和方位的常用表达方式； • 理解并掌握比较人、物体及事物的常用表达方
式；
• 使用适当的语言形式描述事物，简单的表达观 点、态度或情感等；
• 掌握语篇中基本的衔接和连贯手段，并根据特 定目的有效的组织信息。
英语课程标准八级
• 进一步掌握描述时间、地点和方位的表 达形式；
The deductive method (p. 104)
• The deductive method relies on reasoning, analysing and comparing.
1) Presentation of an example → 2) explanation (comparison may be done
• There is often an inadequate treatment of grammar in most communicative syllabuses, resulting in lower level of accuracy than the cases under formal instruction.(淡化语法）（Hinkel and Fotos, 2002)
ones; between sets of similar features and items of target language) (Pennington, 2002:92-93)
How to use the three methods
• Inductive and discovery method should be used for those structures that can be easily perceived by the learners who can define rules themselves quickly and easily because what they discover by themselves are better remembered.
Unit 7 Teaching grammer (英语教学法)
3) Wherever possible, teach grammar in context. 4) When presenting grammar, try to use charts,
tables, diagrams, maps and drawings to aid understanding. 5) Avoid difficult grammatical terminology . 6) Allow enough opportunities for practice.
3.2.2 Meaningful practice
In meaningful practice the focus is on the production, comprehension or exchange of meaning. Meaningful practice usually comes after mechanical practice.
2.2 Inductive method
The teacher induces the learners to realize grammar rules without any form of explicit explanation. Then students are invited to apply the newly learned structure to produce sentences with given visual aids or verbal prompts. Finally, but optionally, the teacher may elicit the grammar rule from the students.
language learning
tables, diagrams, maps and drawings to aid understanding. 5) Avoid difficult grammatical terminology . 6) Allow enough opportunities for practice.
3.2.2 Meaningful practice
In meaningful practice the focus is on the production, comprehension or exchange of meaning. Meaningful practice usually comes after mechanical practice.
2.2 Inductive method
The teacher induces the learners to realize grammar rules without any form of explicit explanation. Then students are invited to apply the newly learned structure to produce sentences with given visual aids or verbal prompts. Finally, but optionally, the teacher may elicit the grammar rule from the students.
language learning
(完整版)Unit7TeachingGrammar
20
5) examples Task 3 grammar teaching design for the
structure “have/has been doing”
21
a synthesis approach to grammatical pedagogy
▪ collocational: the grammar should be built on collocational relations between individual lexical items and their subcategories.
▪ 2) Comparison with the inductive method
▪ Similarity: students are induced to discover rules by themselves
▪ Difference: discovery is carefully guided and assisted by the teacher; the rules are then elicited and taught explicitly.rstanding of grammar in language learning
9
a) grammatical competence is essential for communication
b) an inadequate treatment of grammar in most communicative syllabuses resulting in lower level of accuracy
▪ Grammar-focused approaches are still widely used.
5) examples Task 3 grammar teaching design for the
structure “have/has been doing”
21
a synthesis approach to grammatical pedagogy
▪ collocational: the grammar should be built on collocational relations between individual lexical items and their subcategories.
▪ 2) Comparison with the inductive method
▪ Similarity: students are induced to discover rules by themselves
▪ Difference: discovery is carefully guided and assisted by the teacher; the rules are then elicited and taught explicitly.rstanding of grammar in language learning
9
a) grammatical competence is essential for communication
b) an inadequate treatment of grammar in most communicative syllabuses resulting in lower level of accuracy
▪ Grammar-focused approaches are still widely used.
英语教学法教程unit7 teaching grammar
practice using a foreign language, they do
not need to learn grammar.
F
4) Making students aware of grammatical
information is one of the teaching
objectives, allowing students
T
7) Grammar should be taught and
practiced in context.
T
8) Knowing grammar is not enough for
real communication.
T
9) An inadequate knowledge of grammar would severely constrain one’s capacity for effective 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.
F
3) If students get enough chance to
⑨ The method of perception ⑩ Translation ⑪ Chants, poems, songs ⑫ Jokes ⑬ Games ⑭ Doggerel
A. What would you say if you saw a ghost in your house?
Unit7teachinggrammar教学法
4> Making students aware of grammatical information is one of the teaching objectives, allowing students opportunities for using the language is just as important.
Mr. B："hi."
Miss A ："you have what thing？"
Mr. B ："can you speak English？"
Miss A speaking
wh：at"？if" i
not
speak
English,i
am
Mr. B ："can anybody else speak English？"
Miss A ："shout what shout,quiet a little,you one have what thing?"
Mr. B ："i want to speak to your head."
Miss A ："head not zai. you tomorrow come！ "
Mini-teaching:
1.It may be more demanding on the teacher to produce enough contexts and examples for the students’ needs. Preparing adequate questions to guide the students in their process of discovery also demands much teaching skills.
Mr. B："hi."
Miss A ："you have what thing？"
Mr. B ："can you speak English？"
Miss A speaking
wh：at"？if" i
not
speak
English,i
am
Mr. B ："can anybody else speak English？"
Miss A ："shout what shout,quiet a little,you one have what thing?"
Mr. B ："i want to speak to your head."
Miss A ："head not zai. you tomorrow come！ "
Mini-teaching:
1.It may be more demanding on the teacher to produce enough contexts and examples for the students’ needs. Preparing adequate questions to guide the students in their process of discovery also demands much teaching skills.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied.
Grammatical competence is essential for communication (Brown, 1994; Larsen-Freeman,1991)
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.
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.
MissA:You yourself look,all people are working,no people have time,you can wait,you wait,you not wait, you can go!
Mr.B:I want to speak to your Head.
It may help to increase student’ confidence in those examinations which are written with accuracy as the main criterion of success.
In the inductive method, the teacher induces the learners to realise grammar rules without any form of explicit explanation.
强调句句型结构 It+is(was)+ 被强 调部 分 +that(who)+ 句子其他部分
It was your sister that(whom) Tom met in the zoo yesterday.
It was in the zoo that Tom met your sister yesterday.
Grammar teaching can be seen in most formal classroom language teaching.
Grammar teaching can be seen in most formal classroom language teaching.
1) The deductive method（演绎法）
MissA:Head not zai,You tomorrow come!
The definition of grammar
Grammar is generally thought to be a set of rules for choosing words and putting words together to make sense.
MissA:"Hello".
Mr.B:"Hi".
MissA:You have what thing?
Mr.B:Can you speak English?
MissA：If I not speak English,I am speaking what?
Mr.B:Can anybody else speak English?
(2) practice
Students work through activities from controlled to free in order to practice the new language in different situations.The emphasis at the beginning of this stage is on accuracy.
The deductive method is criticized because:
Grammar is taught in an isolated way; Little attention is paid to meaning; The practice is often mechanical.
It is believed that the rules will become evident if the students are given enough appropriate examples.
Benefits:
1.Students discover the grammar rules themselves while engaged in language use.
Group Members:
施政，李曦茜， 杜佳纹，汤小敏，贾岚鈞
What do you think and feel about grammar?
Must a learner learn grammar when using a foreign language?
English grammar is the core of English language.Without grammar English language cannot be well contructed.
Grammar can help us to understand what we read and hear.
Grammar can help to express ourselves clearly and correctly.
话说一个国内知名企业，一天来了一个重要的来宾，下面是前 台的讲话。
and instructional variables.
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.
English grammar is one of the 4 key
elements of English language, that is，
（1）pronunciation, （2）words, （3）grammar （4）context.
In China, grammar is taught in a traditionally teacher-centered way. There is too much teacher dominance and too little student involvement in
However, the deductive method is not without merits.
It could be very successful with selected and motivated students.
It could save time when students are confronted with a grammar rule which is complex but which has to be learned.
Is your mother busy today?
Yes,She is(No,She is not)
Do you like pop music?
Yes,I do(No,I do not)
Have you ever been to Beijing?
Yes,I have(No,I have not)
2) The inductive method（归纳法） 3) The guided discovery method
(引导发现法）
The deductive method relies on reasoning, analysing and comparing.
1) Presentation of an example → 2) explanation of the underlying rules → 3) Ss’s practice with given prompts.
class.
The traditional way of teaching grammar as the following 3 steps :
1. to learn about the grammar rules, 2. to study a few examples, 3. to do some written grammar exercises.
2.The students have been much more involved in the discovery process.
(3) production