英语教学法教程PPTunit6

Example Two:
used to and be used to
1.They are derived from “use” (n.)习惯；惯例 e.g. according to an ancient use It is his use to take a shower every morning.
Summary Box
Adjeห้องสมุดไป่ตู้tive like boring and bored
Source or cause is –ing Things or people are Amusing, amazing, Astonishing, bewildering Frightening, horrifying Shocking, surprising Confusing, depressing Disappointing, disgusting
The party is really amazing. They are interested in the topic.
Mr.Smith is hard-working, though his work is a little boring. Sometimes he felt depressed when he could not finish it.
B. Inductive method Example One:
Discovering language:
Look at these two sentences. 1. Their guest’s name is Grolla. 2. Their daughters’ names are Hannah and Ella.
Teacher might be able to give greater emphasis to the –ed forms, providing or inviting examples in contexts where participants are affected(emotionally)by events. In this way, our learners might become more accurate when they decide to tell us how bored (or interested) they are in our classes.
Example One:
I am more interesting in English grammar
a. The lesson was interesting. b. The teacher was amusing. c. The students were interested and amused. d. I did not like the lesson. I was boring. e. I am more interesting in English grammar.
If the book (or a lesson or a person) causes the emotion, then it is boring, interesting, or exacting.When you are talking about the experiencer, you use the –ed form.If people experience the motivation, then they are bored, interested , or excited. The cause is boring, the experiencer is bored.
Teachers tend to minimize the importance of grammar in communicative language teaching.
II. Differences between
Grammar knowledge
Grammar competence
By grammar knowledge we
The role of grammar in ELT Methods for grammar
presentation Methods for grammar practice
I.The role of grammar in ELT
Richards and Rogers’ Communicative Competence(1986):
mean the grammar rules
in the learner’s mind;
By grammar competence, we mean the part of grammar knowledge that has become the learner’s unconscious competence through practice and can be used to comprehend and produce sentences or to monitor automatically his production
III. Grammar Presentation Methods
Deductive method relies on reasoning, analyzing and comparing. Chinese explanations and grammatical terms
Inductive method more examples before present the rules of grammar; teacher elicit the grammar rule from the students
Experiencer or affected is –ed People (mostly) amused, amazed astonished, bewildered frightened, horrified shocked, surprised confused, depressed disappointed disgusted
Exercise1
Read through the following text, underlining all the adjectives expressing emotions. Then, try to identify the “sources”or the “experiencers”for each adjective in the spaces provided
A. Present it deductively:
These adjectives are derived from verbs that express emotions or feelings.
When we talk about an emotion, we can focus on the SOURCE(i.e. who or what causes it)or EXPERIENCER(I.e. who or what is affected by it)
To understand deductive and inductive grammar teaching and learning
To know the approaches in teaching To know Principles of grammar instruction
Main Contents
ed to + do 过去常常、过去惯常 (v.) （否定式used not, usedn’t, usen’t )
e.g. I do not swim so often as I used (to). He usedn’t to come.
3.be used to + doing 习惯于 （adj.) e.g. He is used to hard work. You will soon get used to living with them.
Analyze mistakes in trying to use the forms in box
Ss tend to do so by overusing the –ing form. That is, we mostly don’t have to devote energy to helping them learn how to say that things are boring.
Unit Six Teaching grammar
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Aims of the Unit
To get to know the changes taking place in English grammar
1Reflections on grammar teaching “Should grammar be taught at all?”
It is generally observed that the same student who demonstrates a good mastery of English grammar in standardized tests has very shaking grammar in speaking and writing, that is, there are very obvious grammatical mistakes he makes in using language.The weak correlation between learners’ grammar knowledge and communicative competence has led many people to doubt the role of grammar in learning a foreign language.