Unit7teachinggrammar教学法省公共课一等奖全国赛课获奖课件.pptx

Unit 7 Teaching Grammar第1页Teaching contents:1.The role of grammar in language learning2.The major types of grammar presentation methods3.Major types of grammar practice activities4.Conclusion第2页The role of grammar in language learning:Discussion:1)Students need to be given detailed grammar rules if they are to learn a foreign language successfully.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.3)If students get enough chance to practice using a foreign language,they do not need to learn grammar.4)Making students aware of grammatical information is one of the teaching objectives,allowing students opportunities for using the language is just as important.第3页5)Grammar should be taught to help students analyze difficult structures in texts.6)Teaching and learning grammar should focus on practice rather than the study of grammar itself.7)Grammar should be taught and practiced in context.8)Knowing grammar is not enough for real communication.9)An inadequate knowledge of grammar would severely constrain ones capacity for effective communication.10)Grammar is always the most boring bit of language learning.第4页The role of grammar in language learning:1.Grammatical competence is essential for communication.(Larsen-Freeman,1991)2.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,)3.Grammar teaching“can enhance learners proficiency and accuracy.”（Hinkel and Fotos,)第5页Chinglish:话说一个国内著名企业，一天来了一个主要外宾，下面是前台对话。Miss A：“hello.”Mr.B：“hi.”Miss A：“youhavewhatthing？”Mr.B：“canyouspeakEnglish？”Miss A：“ifinotspeakEnglish，iamspeakingwhat？”Mr.B：“cananybodyelsespeakEnglish？”Miss A：“youyourselflook，allpeopleareplaying，nopeoplehavetime，youcanwait，youwait，younotwait，yougo！”Mr.B“goodheavens.anybodyherecanspeakEnglish？”Miss A：“shoutwhatshout，quietalittle，youonehavewhatthing?”Mr.B：“iwanttospeaktoyourhead.”Miss A：“headnotzai.youtomorrowcome！”第6页 Mini-teaching:Were far from home.What are our parents doing at the moment?第7页Grammar presentation methods The deductive method（演绎法）演绎法）The inductive method（归纳法）归纳法）The guided discovery method(引导引导发觉法）发觉法）第8页The deductive method（演绎法）：1)Presentation of the grammatical rule 2)explanation(comparison may be done between the newly presented structure and previously learned structures)3)Sss practice(producing sentences)with given prompts The deductive method relies on reasoning（论证）,analysing and comparing.第9页Deductive Grammar TeachingBenefitsDrawbacks1 Full,clear explanations can be given1.make students passive.Because they just listen.Its easy for students to forget the rules.As they werent actively involved in working them out.2.Can be time-saving.It is directgood for selected and motivate students2 There is a lot of“teacher talk”,and little“student talk”.Young learners may feel dull and react negatively.3 This style has been traditionally used in China for a long time,Students are used to it.Furthermore,it can increase students confidence in exams3 It teaches grammar in an isolated way.Little attention is paid to meaning.Practice is often mechanical.第10页The inductive method（归纳法）：1.Students are given the structure in context(authentic or near authentic).2.to figure out the rule for themselves.In the inductive method,the teacher induces the learners to realise grammar rules without any form of explicit(detailed)instructions.Case study:“This is”,“These are”第11页Inductive Grammar TeachingBenefitsDrawbacks1.Students discover the grammar rules themselves while engaged in language use.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.2.The students have been much more involved in the discovery process.2.Students have no patience in working them out for themselves.3.Remember the structure and their usage better.3.The process can be much more time consuming,as students may need more time and many more contexts and examples before they can work out rules for themselves.第12页The guided discovery methodCase study:“tooto”1.Picture2.Questions and answers(conversation)3.Sentences with the structure4.Structure and meaning5.Explanation and Practice第13页The guided discovery method：1.The students are presented with contextualised（情 境 化）examples illustrating a specific structure.2.Students are guided to discover the underlying rule of the structure as well as its meaning in context.3.The teacher teaches the target structure explicitly.Similar to the inductive method in that(because)the students are induced to discover rules by themselves.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.第14页Mini-teaching:“be asas”第15页Grammar practice:1.The importance of practice:It is practice that helps students develop grammatical capability.2.Definition of practice:According to Ur,“practice may be defined as any kind of engaging with the language on the part of the learner,usually under the teacher supervision,whose primary objective is to consolidate learning”.(Ur,1988:11)第16页3.Ur predicts that the following 6 factors contribute to successful practice:Pre-learning.Volume and repetition.Success-orientation.Heterogeneity（多样性）（多样性）.Teacher assistance.Interest.4.Two categories of practice:Mechanical practice（机械练习）Meaningful/communicative practice第17页Mechanical practice:aim:form accuracy1.Substitution drills(替换训练）：Substitute the underlined part with the proper forms of the given words:green lawn clean house pretty garden nice flowersMrs Green has the largest house in town.第18页2.Transformation drills(转换训练）：Change the following sentences into the past tense.Use the adverbs given in the brackets.Now he lives in London.(last year,Paris)We have English and maths today.(yesterday,music and P.E.)He usually gets up at seven.(this morning,eight)Discussion:1.The purpose of mechanical drills.2.The advantages and disadvantages of mechanical drills.第19页Meaningful practice:focus:production,comprehension,exchange of meaning 第20页Case study:After the presentation and mechanical practice of adjective comparatives and superlatives:Pair work:Look at the table below.Rank the items on the left column according to the criteria listed on the top.CheapHealthy Tasty Fattening Important BeerWaterFruitCigarettesPair work:A:I think beer is cheaper than fruit.B:No,no,I think fruit is cheaper than beer.第21页Chain of events（一连串事件）:Second conditional clause（第二条件句；非真实条件句）:IfTeacher:Now lets play a game.For example,the first student says“If I had a million dollars,I would buy a yacht”.The second students says“If I bought a yacht,I would go for a sail”.If I went for a sail,there might be a storm.If there were a storm,my yacht would sink.If my yacht sank,I would die.If I died,my parents would cry.第22页Using prompts（hints)for practice：Using picture prompts.Using mime（模拟演出）or gestures as prompts.Using information sheet as prompts.Using key phrase or key words as prompts.Using chained phrases for story telling.Using created situations.第23页第24页第25页Conclusion:Perhaps there will never be a solution to the debate on the value of teaching grammar,because language teaching and learning contexts vary so greatly.It should be noted that learning itself is not the ultimate goal of learning English.The understanding of how to teach grammar is as controversial as that of the value of teaching grammar.We believe that both mechanical practice and meaningful practice are necessary.第26页Assignment:mini-teaching:1.Topic:Group 3:subjunctive mood(虚拟语气）if.Group4:attributive clause（定语从句）2.Time duration:30minutes Students:Senior 2 students3.Contents:a.presentation b.practice4.Method:free choice第27页