Teaching-Grammar-语法教学.ppt

TeachingGrammar,AimsofthisUnit,ActivityGrammaris.,Whatdoyouthinkandfeelaboutgrammar?Writedownthefirstideasthatcomeintoyourhead.-Mustalearnerlearngrammarwhenusingaforeignlanguage?,I.Theimportanceofgrammar,EnglishgrammaristhecoreofEnglishlanguage.WithoutgrammarEnglishlanguagecannotbewellconstructed.ThereisnaturallyChinesegrammarinthemindsofChinesestudents,anditsnoteasytotakeinthegrammarofaforeignlanguage.Ifyoucannotsolvethisdifficulty,theforeignlanguageyouwrite,thoughitmaybeunderstandable,willbeChinesestyleEnglish.,II.TheroleofGrammarinELT,Thevalueofgrammarinforeignlanguageteachinghasbeenafocusofdebatefordecades,andnoconclusionisinsight.,1.HowgrammariscurrentlytaughtTask1ReadthefollowingstatementsaboutgrammarinEnglishlearninganddecideifyouagreewiththemornot.Whenyouhavefinished,compareyourresultswithyourpartner.Trytogivereasonsforyourdecisions.,TheAssumptionsaboutgrammarinlanguagelearning1.Studentsneedtobegivendetailedgrammarrulesiftheywanttolearnaforeignlanguagesuccessfully.2.Childrendonotlearngrammarruleswhentheyacquiretheirfirstlanguage,sotheydonotneedthemeitherwhenlearningaforeignlanguage.3.Ifstudentsgetenoughchancetopracticeusingaforeignlanguage,theydonotneedtolearngrammar.,4.Makingstudentsawareofgrammaticalinformationisoneoftheteachingobjectives,allowingstudentsopportunitiesforusingthelanguageisjustasimportant.5.Grammarshouldbetaughttohelpstudentstoanalyzedifficultstructuresintexts.6.Teachingandlearninggrammarshouldfocusonpracticeratherthanthestudyofgrammaritself.7.Grammarshouldbetaughtandpracticedincontext.,8.Knowinggrammarisnotenoughforrealcommunication.9.Aninadequateknowledgeofgrammarwouldseverelyconstrainthecapacityforcommunication.10.Grammarwillalwaysbe“theboringbit”oflanguagelearning.,FormanyyearsChineseteachersofEnglishhavefollowedthetraditionalwayofteachinggrammarasthefollowingthreesteps:,overemphasizetherolesofgrammaroverlooktherolesofgrammar,Twoextremesingrammarteaching,Theanswertowhethergrammarshouldbetaughtandtowhatextentgrammarshouldbetaughtdependsonsomevariablesinthelanguageteaching/learningcontext,suchaslearnervariablesandinstructionalvariables.,ItisgenerallybelievedthatGrammarteachingislessimportantforchildrenthanforadults;Grammarteachingislessimportantinlisteningandreadingthaninwriting.,2.PlaceofGrammarinEnglishteaching?,Grammarisnotaseparatesubject,norisitevenaseparatedivisionofEnglishwork.Languageteachingtheoryhastendedtoemphasizetherapiddevelopmentofautomaticspeechhabits,andtheneedtodiscouragestudentsfromthinkingconsciouslyabouttheunderlyinggrammaticalrules.,2.PlaceofGrammarinEnglishteaching?,AdvocatesoftheOralMethod,theAudio-lingualmethodandtheNaturalApproachintheirmoreextremeformshaveassumedthatlanguagelearningisaninductiveratherthanadeductiveprocess,themosteffectivemethodofteachingistoprovideplentyoforalandwrittenpractice,soastousethelanguagespontaneously(本能地)withouttheneedforovert(明显的)grammaticalanalysis.,Generallyspeaking,ChineselearnersofEnglishasaforeignlanguageneedacertaindegreeofmasteryofEnglishgrammar.However,itshouldbenotedthatlearninggrammaritselfisnottheultimategoaloflearningEnglish.,Grammarteachingcanbeseeninmostformalclassroomlanguageteaching.,thedeductivemethod（演绎法）theinductivemethod（归纳法）,theguideddiscoverymethod(引导发现法）,III.Grammarpresentationmethods,Thedeductivemethod,Thedeductivemethodreliesonreasoning,analysingandcomparing.,1.Deductivemethod:Thedeductivemethodreliesonreasoning,analyzingandcomparing.Teachingprocedure,Deductivemethod:Advantages:goodforselectedandmotivatestudentssavetimetoexplaincomplexrulesincreasestudentsconfidenceinexaminationDisadvantages:grammaristaughtisolatedlylittleattentionispaidtomeaningthepracticeisoftenmechanical,Task,Supposeyouaregoingtoteachthestructureusedtodoinadeductivemethod.Howwouldyoudoit?10minutespreparationandthendemonstrate),Theinductivemethod,Intheinductivemethod,theteacherinducesthelearnerstorealizegrammarruleswithoutanyformofexplicit(clear)explanation.Studentswillbecomeevidenttothegrammarrulesiftheyaregivenenoughappropriateexamples.,Teachingprocedures,inspirestudentsthinkingactivitiesmotivatestudentslearninginterestsgrammaristaughtincontext.,Advantages,Disadvantages,thepresentationofgrammarismorecomplexandtimeconsumptiongrammarisnottaughtdirectlysomerulescannotbeinducedeasily,Inpractice,thedistinctionbetweenthedeductivemethodandtheinductivemethodisnotalwaysapparent.,Similartotheinductivemethodthestudentsareinducedtodiscoverrulesbythemselves(similar)theprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.(different),3.Theguideddiscoverymethod,ImplicitandexplicitknowledgeImplicitknowledgereferstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseofautomaticallywithoutmakinganyeffort.Explicitknowledgereferstoourconsciousknowledgeaboutthelanguage.Wecantalkaboutit,analyseitandapplyitinconsciousways.,Thestudentsarepresentedwithcontextualisedexamplesillustratingaspecificstructure.2.studentsareguidedtodiscovertheunderlyingruleofthestructureaswellasitsmeaningincontext.3.theteacherteachesthetargetstructureexplicitly.,Task(workingroupsof4.Howwouldyoupresentthestructure“have/hasbeendoing”.10minutespreparationandthendemonstrate),Thesynthesisapproachestogrammaticalpedagogy,Penningtonemphasizedthatgrammarteachingshouldbe:CollocationalConstructiveContextualContrastive”,Thesynthesisapproachestogrammaticalpedagogy,Collocational:grammarshouldbebuiltoncollocationalrelationsbetweenindividuallexicalitemsandtheirsubcategories.Constructive:onesknowledgeofgrammarisbuiltbitbybit,whichcloselymodelthewaylanguageislearnedandused.,Thesynthesisapproachestogrammaticalpedagogy,Contextual:Elementsandstructuresaretaughtinrelationtotheircontext.Syntacticandlexicalchoicesareexplicitlyrelatedtopragmaticones,andtosocialandculturalcontexts.Contrastive:grammarinvolvesdrawingthelearnersattentiontocontrastthedifferencesbetweenthetargetlanguageandotherlanguage,IV.Grammarpractice,Grammarpresentationisconcernedwithhowtomakethestudentsunderstandordiscovergrammarrules.,Itispracticethathelpsstudentsdevelopgrammaticalcapability.,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,Activity:Readandthink,Readwhathappensintheselessons.Theteachershavepresentedthestructure“Lets_”,andarenowdoingMechanicalpractice/Controlledpracticewiththeirstudents.,1.Repetition,T:Letswatchtelevision.Ss:Letswatchtelevision.Letswatchtelevision.Letswatchtelevision.T:Letswatchtelevision.Ss:Letswatchtelevision.Letswatchtelevision.Letswatchtelevision.T:Letswatchtelevision.Ss:Letswatchtelevision.Letswatchtelevision.Letswatchtelevision.T:Letswatchtelevision.Ss:Letswatchtelevision.Letswatch,2.Pictureprompts,T:Youareathomewithyourfriend.Youarebored(gestures“bored”)Butyouhavesomeideas.Forexample,youwanttowatchtelevision.Soyousay“Letswatchtelevision”(gesturesforSstorepeat)Ss:Letswatchtelevision.T:(holdsuppictureofafootball)LetsSs:Letsplayfootball.,3.Substitution,T:YouwanttoplayfootballSs:Letsplayfootball.T:Youwanttowatchtelevision.Ss:Letswatchtelevision.T:Youwanttoflyakite.Ss:Letsflyakite.T:Youwanttohaveapicnic.Ss:Letshaveapicnic.,4.Singlewordprompts,T:Picnic.Ss:Letshaveapicnic.T:FootballSs:LetsplayfootballT:TelevisionSs:LetswatchtelevisionT:KiteSs:Letsflyakite,4.Singlewordprompts,T:Picnic.Ss:Letshaveapicnic.T:FootballSs:LetsplayfootballT:TelevisionSs:LetswatchtelevisionT:KiteSs:Letsflyakite,5.Freesubstitution,T:Youareathomewithyourfriend.Youarebored(gestures“bored”)Butyouhavesomeideas.Forexample,youwanttowatchtelevision.Soyousay“Letswatchtelevision”(gesturesforSstorepeat)Ss:Letswatchtelevision.T:Verygood.Canyouthinkofsomemoreideas?S:Letsgofishing.T:Verygood!Anymoreideas?S:Letsplaycards.T:Great!Anymore?S:Letsgoshopping.T:Excellent!Now,talkinpairsandthinkof5moreideas,Discussion,Whichmethodshaveyouusedbefore?Whichdoyouthinkarethebestmethods?Why?Andtheworstmethods?Why?Doyouthinkthesemethodsareeasytouse?Whendothestudentshavetothinkthemost?,TwocategoriesofpracticeMechanicalpracticeMeaningfulpractice,Mechanicalpractice,Mechanicalpracticeinvolvesactivitiesthatareaimedatformaccuracy.e.g.SubstitutiondrillsTransformationdrills,Substitutetheunderlinedpartwiththeproperformsofthegivenwords:greenlawncleanhouseprettygardenniceflowersMrsGreenhasthelargesthouseintown.,Changethefollowingsentencesintothepasttense.Usetheadverbsgiveninthebrackets.NowhelivesinLondon.(lastyear,Paris)WehaveEnglishandmathstoday.(yesterday,musicandP.E.)Heusuallygetsupatseven.(thismorning,eight),Meaningfulpractice,Inmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaning,thoughthestudents“keepaneyeon”thewaynewlylearnedstructuresareusedintheprocess.e.g.Afterthepresentationandmechanicalpracticeofadjectivecomparativesandsuperlatives:,Pairwork:Lookatthetablebelow.Ranktheitemsontheleftcolumnaccordingtothecriterialistedonthetop.,Thestudentsmaycomeupwith:Ithinkbeerischeaperthanfruit.No,no,Ithinkfruitischeaperthanbeer.,Ataskforyou,SupposeyouhavejustpresentedthesimplepasttensetoagroupofJunior2students.Designameaningfulpracticeactivity.,Thereisnoclear-cutdistinctionbetweenmechanicalpracticeandmeaningfulpractice.,Usingpromptsforpractice,Practicebasedonpromptsisusuallymeaningfulpractice.Usingpictureprompts.Usingmimeorgesturesasprompts.Usinginformationsheetasprompts.Usingkeyphraseorkeywordsasprompts.Usingchainedphrasesforstorytelling.Usingcreatedsituations.,Usinginformationsheetasprompts,Teacher:Whataboutyou?Tellyourneighbour.,Usingcreatedsituations:forsimulativecommunication,Yourareastrangerinthistown.Youwanttobuysomefruit,youwanttopostaletter,and