Unit7TeachingGrammar.ppt

,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,Unit 7 Teaching Grammar,the role of grammar in language learning,the major types of grammar presentation methods,the major types of grammar practice activities,2,Step 1 Review of the previous unit(5 minutes),1.the role of pronunciation in language learning,2.the goal of teaching pronunciation,native-like pronunciation,a good pronunciation,3.the aspects of pronunciation,Sounds,Phonetic symbols,Stress,intonation,and rhythm,3,4.Practice of pronunciation,Practicing sounds,Focusing on a sound,Perception practice,Production practice,Practicing stress and intonation,4,Step 2 the role of grammar in language learning(10 minutes),1.Understanding of grammar,2.significance of grammar in language learning,3.controversies about grammar in language learning,4.principles of grammar teaching/learning,5,1.Understanding of grammar,a)Definition of grammar,A description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.,It usually take into account the meanings and functions these sentences have in the overall system of the language.,6,7,b)Relation with other integral parts in language system,1)sound;form;meaning;function,2)Grammar integrated with listening,speaking,reading and writing.,8,Communicative functions,grammatical structure,Structural exponents,functional possibilities,Task 1,Your understanding of grammar in language learning,9,2.significance of grammar in language learning,a)grammatical competence is essential for communication,b)an inadequate treatment of grammar in most communicative syllabuses resulting in lower level of accuracy,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.,10,3.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,11,e)variables in the language teaching/learning context,Learner variables and instructional variables,f)fact:,Grammar is still being taught in formal classroom language teaching,Grammar-focused approaches are still widely used.,Discussion,:content of your family teaching;your middle school experience,12,4.principles of grammar teaching/learning,1)Systematic principle,2)Communicative principle,ideational/interpersonal/textual,3)Contrastive principle,language/language item/culture,13,4)cognitive principle,Cognitive methods:analyzing;synthesizing;embedding;matching,Previous knowledge:language knowledge and world knowledge,Learning levels:beginning;intermediate;advanced,Language materials:large amount;authentic materials,14,Step 3 the major types of grammar presentation methods(20 minutes),Task 2 reflection on your middle school grammar teaching/learning,1.traditional grammar presentation methods,the deductive method,the inductive method,the guided discovery method,15,a)the deductive method,1)teaching grammar as a product explicitly,2)presentation explanation comparison production,explanation:in native language and grammatical terms,comparison:native vs.target language;new vs.old structure,production:applying the rules to produce sentences with given prompts,16,3)advantages:,successful with selected and motivated students,save time while confronting with a necessary but complex grammar rule,help students increase confidence in accuracy-based written exams,4)disadvantages:,It teaches grammar in an isolated way.,Little attention is paid to meaning.,Practice is often mechanical.,17,b)the inductive method,1)teaching grammar as a process implicitly,2)authentic language examples understanding production elicitation,18,c)the guided discovery method,1)definition,Guided discovery,also known as an inductive approach,is a technique where a teacher provides examples of a language item and helps the learners to find the rules themselves.,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.,19,3)Key elements related,The role of explicit knowledge in language learning,The value of discovery as a general method of learning,4)Presentation model,context(reading or listening text)discovery(rule and meaning)explicit teaching/learning more examples production highlights(rule and meaning)practice,20,5)examples,Task 3 grammar teaching design for the structure“have/has been doing”,21,2.new approaches to grammar teaching,a synthesis approach to grammatical pedagogy,collocational,:the grammar should be built on collocational relations between individual lexical items and their subcategories.,constructive,:ones grammar knowledge is built bit by bit.,22,contextual,:grammatical elements and structures are taught in relation to their context.,contrastive,:to contrast the differences between the target and other languages;between sets of similar features and items of the target language.,23,3.principles of grammar presentation,a)simplicity,clear,simple accurate and helpful,b)variety:,oral/written;form/meaning,authentic materials;visual materials,c)application:,inductive and discovery methods for those structures easily perceived,deductive method for complex structures,24,Step 4 the major types of grammar practice activities(30 minutes,),1.Grammar competence patterns,2.Grammar practice patterns,25,1.Grammar competence patterns,exposure to language language proficiency grammatical competence?,explicit instructions meaningful practice communicative use form-focused accuracy meaning-focused fluency,26,2.Grammar practice patterns,a)practice,Any kinds of engaging with the language on the part of the learner,usually under the teacher supervision,whose primary objective is to consolidate learning.,b)factors in successful practice,c)grammar practice categories,27,b)factors in successful practice,1)pre-learning,2)volume and repetition,3)success-orientation,4)heterogeneity(diversity),5)teacher assistance,6)interest,28,c)grammar practice categories,1)mechanical practice,(focus on form),Substitution/transformation,2)meaningful/communicative practice,(focus on the production,comprehension or exchange of meaning),Translation;multiple-choice;matching;blank-filling;meaningful activities,more from,英语教学活动设计与应用,29,Task 6 Design a meaningful practice activity to practice the simple past tense,3)combination of mechanical and meaningful practice,Examples on page 111,30,4)using prompts for practice,pictures,mimes or gestures,information sheet,key phrases or key words,chained phrases for story telling,created situations,Task 7 Activity Design discussion,31,Supplemental materials,the Practice of English language teaching,Elli is teaching the structure,going to,to a class of beginners.,00:27-,lesson Stories,2 15:57-,Teachers talking,1,Rolf tells a story about a British Christmas to,teach grammar inductively,.,22:33,-lesson Stories 2,04:30,-Teachers talking,2,Watch,and,discuss,32,End-of-lesson summary,(5,minutes,),1.the role of grammar in language learning,Understanding of grammar,significance of grammar in language learning,controversies about grammar in language learning,principles of grammar teaching/learning,1)Systematic principle 2)Communicative principle 3)Contrastive principle 4)cognitive principle,33,2.the major types of grammar presentation methods,traditional grammar presentation methods,the deductive method,the inductive method,the guided discovery method,new approaches to grammar teaching,34,3.the major types of grammar practice activities,mechanical practice(focus on form),meaningful/communicative practice,combination of mechanical and meaningful practice,using prompts for practice,35,Optional activities and assignments(10 minutes,),1.Discussion:,1.Grammar is acquired naturally;it need not be taught.,2.Grammar is a collection of meaningless forms.,3.Grammar consists of arbitrary rules.,4.Grammar is boring.,5.Students have different learning styles.Not all students can learn grammar.,6.Grammar structures are learned one at a time.,36,7.Grammar has to do only with sentence-level and subsentence-level phenomena.,8.Grammar and vocabulary are areas of knowledge.Reading,writing,speaking,and listening are the four skills.,9.Grammars provide the rules/explanations for all the structures in a language.,10.I dont know enough to teach grammar.,37,2.Homework:,Design a meaningful practice activity to practice the simple past tense,38,