中学英语教学法-Unit-6-Teaching-Grammar.ppt

中学英语教学法Unit6TeachingGrammar,主讲教师：陈道明（华南师范大学外文学院）,Unit6TeachingGrammar,IssuesfordiscussionTheroleofgrammarinELTGrammarpresentationmethodsGrammarpractice,6.1TheroleofgrammarinELT,Thevalueofgrammarinforeignlanguageteachinghasbeenafocusofdebatefordecades,andnoconclusionisinsight.Theanswertowhethergrammarshouldbetaughtandtowhatextentgrammarshouldbetaughtdependsonsomevariablesinthelanguageteaching/learningcontext,suchaslearnervariablesandinstructionalvariables.,ItisgenerallybelievedthatGrammarteachingislessimportantforchildrenthanforadults;Grammarteachingislessimportantinlisteningandreadingthaninwriting.,Grammarteachingcanbeseeninmostformalclassroomlanguageteaching.,6.2Grammarpresentationmethods,Thedeductivemethodandtheinductivemethod,Thedeductivemethod(p.62),Thedeductivemethodreliesonreasoning,analysingandcomparing.Presentationofanexampleexplanation(comparisonmaybedonebetweenthetargetlanguageandthenativelanguage)Ssspractice(producingsentences)withgivenprompts,Thedeductivemethodiscriticizedbecause:Grammaristaughtinanisolatedway;Littleattentionispaidtomeaning;Thepracticeisoftenmechanical.,However,thedeductivemethodisnotwithoutmerits.Itcouldbeverysuccessfulwithselectedandmotivatedstudents.Itcouldsavetimewhenstudentsareconfrontedwithagrammarrulewhichiscomplexbutwhichhastobelearned.Itmayhelptoincreasestudentconfidenceinthoseexaminationswhicharewrittenwithaccuracyasthemaincriterionofsuccess.,Theinductivemethod(pp.62-63),Intheinductivemethod,theteacherinducesthelearnerstorealisegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifthestudentsaregivenenoughappropriateexamples.Itisbelievedthattheinductivemethodismoreeffectiveinthat(=because)studentsdiscoverthegrammarrulesthemselveswhileengagedinlanguageuse.,Inpractice,thedistinctionbetweenthedeductivemethodandtheinductivemethodisnotalwaysapparent.,6.3Grammarpractice,AccordingtoUr,“practicemaybedefinedasanykindofengagingwiththelanguageonthepartofthelearner,usuallyundertheteachersupervision,whoseprimaryobjectiveistoconsolidatelearning”.(Ur,1988:11),Urpredictsthatthefollowing6factorscontributetosuccessfulpractice:Pre-learning.Learnersbenefitfromclearperceptionandshort-termmemoryofthenewlanguage.Volumeandrepetition.Themoreexposuretoorproductionoflanguagethelearnershave,themorelikelytheyaretolearn.Success-orientation.Practiceismosteffectivewhenbasedonsuccessfulpractice.,Heterogeneity.Practiceshouldbeabletoelicitdifferentsentencesandgeneratedifferentlevelsofanswersfromdifferentlearners.Teacherassistance.Theteachershouldprovidesuggestions,hintsandprompts.Interest:anessentialfeaturethatiscloselyrelatedtoconcentration,Twocategoriesofpractice:Mechanicalpracticeandmeaningfulpractice,Mechanicalpractice,Mechanicalpracticeinvolvesactivitiesthatareaimedatformaccuracy.e.g.Substitution,andTransformationdrills:,Substitutetheunderlinedpartwiththeproperformsofthegivenwords:greenlawncleanhouseprettygardenniceflowersMrsGreenhasthelargesthouseintown.,Changethefollowingsentencesintothepasttense.Usetheadverbsgiveninthebrackets.NowhelivesinLondon.(lastyear,Paris)WehaveEnglishandmathstoday.(yesterday,musicandP.E.)Heusuallygetsupatseven.(thismorning,eight),Questionsfordiscussion,Whatisthepurposeofmechanicalpractice?Whataretheadvantagesanddisadvantageofmechanicalpractice?,Meaningfulpractice,Inmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaning,thoughthestudents“keepaneyeon”thewaynewlylearnedstructuresareusedintheprocess.e.g.Afterthepresentationandmechanicalpracticeofadjectivecomparativesandsuperlatives:,Pairwork:Lookatthetablebelow.Ranktheitemsontheleftcolumnaccordingtothecriterialistedonthetop.,Thestudentsmaycomeupwith:Ithinkbeerischeaperthanfruit.No,no,Ithinkfruitischeaperthanbeer.,Questionsfordiscussion,Whataretheadvantagesofmeaningfulpractice?Doesithaveanypossibledisadvantages?,Ataskforyou,SupposeyouhavejustpresentedthesimplepasttensetoagroupofJunior2students.Designameaningfulpracticeactivity.,Thereisnoclear-cutdistinctionbetweenmechanicalpracticeandmeaningfulpractice.e.g.,ChainofeventsTeacher:Nowletsplayagame.Thefirststudentstartsasentencewithasecondconditionalclause.Thenextstudenttakestheresultofthesentence,reformsitintoanotherconditionandsuggestsafurtherresult.Forexample,thefirststudentsays“IfIhadamilliondollars,Iwouldbuyayacht”.Thesecondstudentssays“IfIboughtayacht,Iwouldgoforasail”.,Thestudentsmaycomeupwith:IfIwentforasail,theremightbeastorm.Iftherewereastorm,myyachtwouldsink.Ifmyyachtsank,Iwoulddie.IfIdied,myparentswouldcry.,Usingpromptsforpractice,Practicebasedonpromptsisusuallymeaningfulpractice.Usingpictureprompts.Usingmimeorgesturesasprompts.Usinginformationsheetasprompts.Usingkeyphraseorkeywordsasprompts.Usingchainedphrasesforstorytelling.Usingcreatedsituations.,Usinginformationsheetasprompts,Teacher:Whataboutyou?Tellyourneighbour.,Usingcreatedsituations:forsimulativecommunication,Yourareastrangerinthistown.Youwanttobuysomefruit,youwanttopostaletter,andyoualsowanttoseeamovieatnight.Askabouttheplaces.,Therewasarobberyyesterdayintheneighbourhood.Apolicemanisaskingsomequestionstothreeoftheneighbours,A,B,andC.A:atwork;camebackat6:30p.m.;didnotseeanybody.B:astudent;camebackat4:30p.m.;sawayoungmangoingupstairsC:anoldman;stayedathome;heardsomestrangenoiseat5:00p.m.;cameouttofindatallyoungman,SummaryofUnit6,Perhapstherewillneverbeasolutiontothedebateonthevalueofteachinggrammar,becauselanguageteachingandlearningcontextsvarysogreatly.Itshouldbenotedtha