2023学年完整公开课版专科教材TeachingGrammarPPT

ACourseinEnglishLanguageTeachingTeachingGrammarTeachingobjectives:1.

knowtheroleofgrammarinlanguagelearning;2.graspthemajortypesofgrammarpresentationmethods;3.graspthemajortypesofgrammarpracticeactivities.Contents：1.Theroleofgrammarinlanguagelearning2.Grammarpresentationmethodsinforeignlanguage3.GrammarpracticeThedefinitionofgrammar

Grammarisgenerallythoughttobeasetofrulesforchoosingwordsandputtingwordstogethertomakesense.Grammaristheruleinlanguageforchangingtheformofwordsandjoiningthemintosentences.WarmingupCanwelearnEnglishwithoutlearningitsGrammar,aswedowithourmothertongue?

1.Theroleofgrammarinlanguagelearning

1.1Debateaboutthevalueofgrammarinforeignlanguage1.1.1DiscussionaboutthevalueofgrammarinforeignlanguageteachingPleasediscussthequestion:Doyouthinkwhetherit’snecessarytoteachgrammarinforeignlanguage?1.1.2CommentsThevalueofgrammarinforeignlanguageteachinghasbeenafocusofdebatefordecades.Andthefocusofthedebatehasbeenon(1)theroleofgrammarinlanguageteaching;(2)thegrammarpresentationandpracticemethods.

1.2Task11.2.1Pleasereadtheassumptionsaboutgrammarinlanguagelearninganddecideiftheyagreewiththemornot.1.2.2Pleasegiveyourdecisionsandreasons.1.2.3Makesomecommentsasfollows:Grammarshouldbetaughtandtowhatextentgrammarshouldbetaughtdependoncertainvariablesinthelanguageteaching/learningcontext,suchaslearnervariablesandinstructionalvariables.TaskReflectonyourexperiencesoflearningEnglishfromearlyschoolyearstotheuniversity.Howwasgrammartaughtinthepast?Whatmethodsdidyourteacherusemostoftentoteachgrammaticalstructures?

TaskWhathappenedatthebeginningofeachlesson?Howdidyouasthestudenthavetoprepareforthelesson.Howdidyoufeelduringyourlesson?Whatstepsdidtheteacherfollow?Whatdidyoudoinclass?Whatdidtheteacherdo?Didtheteacherbringanythingintoclass?TaskTraditionalwayofgrammarteaching:tolearnaboutthegrammarrules,

tostudyafewexamples,

todosomewrittengrammarexercises

TaskWatchtwoextractsfromlessonsinwhichtheteacheristryingtoteachanewstructure.Thestructurebeingtaughtisthesame.Trytoanswerthefollowingquestions:Whatisthedifferencebetweenthem?Whichoneismorefamiliartoyou?Whatarethebenefitsofeachstyle?DefinitionDeductiveStartswiththepresentationofaruleandisfollowedbyexamplesinwhichtheruleisappliedInductiveStartswithsomeexamplesfromwhicharuleisinferred

InductiveStartswithsomeexamplesfromwhicharuleisinferred

Theguideddiscoverystyle

AcombinationsofthedeductivemethodandtheinductivemethodThecombinationofbothimplicitandexplicitinstruction1.Thestudentsareinducedtodiscoverrulesbythemselves2.TheprocessofthediscoveryiscarefullyguidedbytheteacherandrulesareelicitedandtaughtexplicitlyTaskBenefitsanddrawbacksofthedeductiveandtheinductivemethod

DeductiveGrammarTeachingTaskBenefitsDrawbacks1Full,clearexplanationscanbegiven1.Canmakestudentspassive.Becausetheyjustlisten.Itseasyforstudentstoforgettherules.Astheyweren’tactivelyinvolvedinworkingthemout.2.Canbetime-saving,Itisdirectgoodforselectedandmotivatestudents2Thereisalotof“teachertalk”,andlittle“studenttalk”younglearners,mayfeeldullandreactnegatively3ThisstylehasbeentraditionallyusedinChinaforalongtime,Studentsareusedtoit,Furthermore,itcanincreasestudent’sconfidenceinexams3Itteachesgrammarinanisolatedway.LittleattentionispaidtomeaningPracticeisoftenmechanicalInductiveGrammarTeachingTaskBenefitsDrawbacksStudentsdiscoverthegrammarrulesthemselveswhileengagedinlanguageuse.Itmaybemoredemandingontheteachertoproduceenoughcontextsandexamplesforthestudents’needs.Preparingadequatequestionstoguidethestudentsintheirprocessofdiscoveryalsodemandsmuchteachingskills.ThestudentshavebeenmuchmoreinvolvedinthediscoveryprocessStudentshavenopatienceinworkingthemoutforthemselves.Thisisalifeskillleadingtoindependentlearning.Thisstyleofgrammarlearningmightnotsuitthestudentswhoarepreparingforexams.RememberthestructureandtheirusagebetterTheprocesscanbemuchmoretimeconsuming,asstudentsmayneedmoretimeandmanymorecontextsandexamplesbeforetheycanworkoutrulesforthemselves.TipsThegrammarpointbeingtaught.Thelearningstyleofthestudents.ThelanguagelevelofthestudentsThestudents’personalities.PracticingLookatthetwopicturesofthebuildingfrom1900and2000.Comparethepicturesusing‘usedto’and‘would’.TalkingDesignaminilessonplanusingbothdeductivemethodandinductivemethod.Demonstrateitinsmallgroups

3.Grammarpractice3.1Factorscontributingtosuccessfulpractice1)Pre-learning2)Volumeandrepetition.Themorelanguagethelearnersareexposedtoorprduce,themoretheyarelikelytolearn.3)Success-orientation4)Heterogeneity.Practiceshouldbeabletoelicitdifferentsentencesandgeneratedifferentlevelsofanswersfromdifferentlearners.5)Teacherassistance6)Interest3.2Twocategoriesofgrammarpractice

3.2.1Mechanicalpractice

Substitutionandtransformationdrillsareoftenusedinmechanicalpractice.Insubstitutiondrills,thestudentssubstituteapartinastructuresothattheygetknowhowthatpartfunctionsinasentence.Sometimescertainpromptsaregiven.Intransformationdrills,thestudentschangeagivenstructureinawaysothattheyareexposedtoanothersimilarstructure.3.2.2Meaningfulpractice

Inmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaning.Meaningfulpracticeusuallycomesaftermechanicalpractice.Thereisnoclearcutdistinctionbetweenmechanicalandmeaningfulpractice.3.3UsingpromptsforpracticeUsingpicturepromptsUsingmimeorgesturesaspromptsUsingkeyphrasesorkeywordsaspromptsUsingcreatedsituationsfurthersuggestionsaboutteachinggrammarl)Teachonlythoseruleswhicharesimpleandwhichdonothavetoomanyexceptions.2)Donotspendtoomuchtimeongrammarpointswhichdonotappeartobeveryusefulorimportant.Justmakethestudentsawareofthespecialfeatures.3)Whereverpossible,teachgrammarincontext.4)Whenpresentinggrammar,trytousecharts,tables,diagrams,mapsanddrawingstoaidunderstanding.5)Avoiddifficultgrammaticalterminology.6)Allowenoughopportunitiesforpractice.7)Donotbefrustratedbythestudents'mistakesanderrors,whichareinevitablelanguagelearning.4.4Conclusion1.thedeductivemethod2.theinductivemethodtheguidediscoveryThebestwayistovarymethodsIndifferentsituations.123Generallyspeaking,chineselearningEnglishgrammar.However,itshouldbenotedthatLearninggrammaritselfisnottheUlt