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1、Unit 7 Teaching Grammar,Teaching contents:,The role of grammar in language learning The major types of grammar presentation methods Major types of grammar practice activities Conclusion,The role of grammar in language learning:,Discussion: 1)Students need to be given detailed grammar rules if they a
2、re 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) M
3、aking students aware of grammatical information is one of the teaching objectives, allowing students opportunities for using the language is just as important.,5) Grammar should be taught to help students analyze difficult structures in texts. 6) Teaching and learning grammar should focus on practic
4、e 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 bi
5、t of language learning.,The role of grammar in language learning:,Grammatical competence is essential for communication.(Larsen-Freeman, 1991) There is often an inadequate treatment of grammar in most communicative syllabuses, resulting in lower level of accuracy than the cases under formal instruct
6、ion.(淡化语法）（Hinkel and Fotos, 2002) Grammar teaching “can enhance learners proficiency and accuracy. ” （Hinkel and Fotos, 2002),Chinglish: 话说一个国内知名企业，一天来了一个重要的外宾，下面是前台的对话。 Miss A：“hello.” Mr. B：“hi.” Miss A ：“you have what thing？” Mr. B ：“can you speak English？” Miss A ：“if i not speak English，i am s
7、peaking what？” Mr. B ：“can anybody else speak English？” Miss A ：“you yourself look，all people are playing， no people have time， you can wait，you wait， you not wait，you go！” Mr. B“good heavens. anybody here can speak English？” Miss A ：“shout what shout，quiet a little，you one have what thing?” Mr. B ：
8、“i want to speak to your head.” Miss A ：“head not zai. you tomorrow come！”,Mini-teaching: Were far from home. What are our parents doing at the moment?,Grammar presentation methods,The deductive method （演绎法） The inductive method （归纳法） The guided discovery method (引导发现法）,The deductive method（演绎法）：,1)
9、 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.,Deductive Grammar Tea
10、ching,The inductive method（归纳法）： Students are given the structure in context (authentic or near authentic). 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: “Thi
11、s is”, “These are”,Inductive Grammar Teaching,The guided discovery method,Case study: “tooto” Picture Questions and answers(conversation) Sentences with the structure Structure and meaning Explanation and Practice,The guided discovery method： The students are presented with contextualised （情境化的） exa
12、mples 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 the
13、mselves. 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.,Mini-teaching: “be asas”,Grammar practice:,1. The importance of practice: It is practice that helps students develop grammatical capability.
14、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),3. Ur predicts that the following 6 factors contribute
15、to successful practice: Pre-learning. Volume and repetition. Success-orientation. Heterogeneity（多样性）. Teacher assistance. Interest. 4.Two categories of practice: Mechanical practice（机械练习） Meaningful/communicative practice,Mechanical practice: aim: form accuracy 1.Substitution drills(替换训练）：,Substitut
16、e the underlined part with the proper forms of the given words: green lawn clean house pretty garden nice flowers Mrs Green has the largest house in town.,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 me
