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1、TeachingGrammarI.Whydoweteachgrammar?II.Whattoteach?III.HowtoteachGrammar?I.Whydoweteachgrammar? vTheroleofgrammarinLL-Hinkel&Fotos2002:10(TB).-acquiringthegrammaticalsystemofthetarget language is of central importance,becauseaninadequateknowledgeofgrammarwouldseverelyconstrainlinguisticcreativityan
2、dlimitthecapacityforcommunication(Wilkins,1976:66).vTask1(TB:103)Isgrammaranaimorameans?vItisameanstoanend,afacilitator,asupportsystemtocommunication.AnEnglishteachersresponsibilityis to teach the Ss to use Englishrather than to describe the way itworksasaformalsystem.II.Whattoteach?Towhatextent? vL
3、earnervariables(childrenadults)vInstructionalvariables(receptiveskillsproductiveskills)vGrammar+Context=Communicativefunctionsofthelanguageinuse.v(AsanEFteacher,heissupposedtoteachanEnglishlessonthatcombinesgrammarwithtopicsandfunctionalitems)functional itemstopicsStructuresGrammarContextCommunicati
4、onGrammar&FunctionvFather:Doyoudrink?YoungMan:No,thanks,Imcool.vFather:I,notoffering,ImaskingIFyoudrink.DoyouthinkIdofferalcoholtoteenagedriverstakingmydaughterout?Misunderstood the function of the question.FunctionusinglanguageforparticularpurposesPractice:howtoexpressavarietyoffunctionsbyoneform?v
5、Ifyoudothat,youllbeintrouble.vIfyouliedown,youllfeelbetter.vIfitrains,welltakeataxi.vIfyoupassyourdrivingtest,Illbuyyouacar.(warning)(advice)(plan)(promise)III.HowtoteachGrammar(I)Basicprinciplesforgrammarteaching1.Efficiency=economy,ease,andefficacy(theshorterthebetter;theeasieranactivityistosetup,
6、thebetteritis.)(attention,understanding,memory,motivation)2.Appropriacy(Ssage,level,interests,previouslearningexperience,culturalfactors,educationalcontext,availablematerialsandresources,etc.)learner-centredness,discoverylearning,groupwork(Thornbury,2003:25-7)(II)Order1.2.(IA)(DA)Simple structuresCo
7、mplexstructuresInductive ApproachDeductive Approachv(III)SomeMethodsvcf:IADATBv1. IA teach new grammaritemsorattheinitialstage;vthose structures canbe easilyperceivedbytheSs.v2.DAreviewtheitemsoratthestageofSEstudies.Task:vDemonstratetoteach:1)thepastperfecttensefromrules;(DA)2)presentcontinuoustens
8、efromexamples(IA)vSamples:1)vT:Letslearn“Thepastperfect”.vT:Thepastperfectisformedfromthepastoftheauxiliaryhave,plusthepastparticiple.vT:Forexample,everyonehadleft,thefilmhadstarted.vT:So,whatsthepastperfectoftheygo?Ss:Theyhadgone.vT:Good.Itisusedwhenyouaretalkingaboutthepast,andyouwanttorefertoanea
9、rlierpointinthepast.vT:Forexample,2)Now,pleaselook,whatamIdoing?-Iamcleaningtheclassroom.-Iamtalkingtoyou.-Iamlookingoutofthewindow.-Iamopeningthedoor.-IamLook,Heissinging.Sheissinging.Sotheyaresinging.Lookatthepicture,whatisthecatdoing?ItiseatingAdemonstrationlessongivenby陆玉仙陆玉仙(318)v3.Theguideddis
10、coverymethodTB:1054. Teach grammar through textsvReadthefollowingpassage:vMysonJoeywasbornwithclubfeet.Thedoctorssaidthatwithtreatmenthewouldbeabletowalk,butwouldneverrunverywell.Thefirstthreeyearsofhislifewasspentinhospital.Bythetimehewaseight,youwouldntknowhehadaproblemwhenyousawhimwalk.vChildreni
11、nourneighborhoodalwaysranaroundduringtheirplay,andJoeywouldjumpandrunandplay,too.Wenevertoldhimthatheprobablywouldntbeabletorunliketheotherchildren.Sohedidntknow.vInseventhgradehedecidedtojointheschoolrunningteam.Everydayhetrained.Heranmorethananyoftheothers,becauseonlythetopsevenrunnerswouldbechose
12、ntorunfortheschool.Wedidnttellhimheprobablynevermaketheteam,sohedidntknow.vHeranfourtofivemileseveryday-evenwhenhadafever.Iwasworried,soIwenttolookforhimafterschool.Ifoundhimrunningalone.Iaskedhimhowhefelt.“Okay,”hesaid.Hehadtwomoremilestogo.Yethelookedstraightaheadandkeptrunning.vTwoweekslater,then
13、amesoftheteamrunnerswerecalled.Joeywasnumbersixonthelist.Joeyhadmadetheteam.Hewasinseventhgrade-theothersixteammemberswerealleighth-graders.Wenevertoldhimhecouldntdoitsohedidntknow.Hejustdidit.(III)GrammarPracticevQuestion:Whichpracticeactivitiescanweuse?1.2.3.UsingsomepromptsPp1124.Usingrealobjects
14、5.CompareChineseGrammarwithEnglishone,esp.focusontheitemswhicharelackordifferentinChinese.MechanicalmeaningfulSomeTechniques1.Fillintheblanks2.ClozeTest3.Reorderexercises4.Erroranalysis5.Question&Answer6.Substitutionalexercises7.Findsomeonewho8.Informationgap9.Grammardictaion/DictoglossP152(TB)10.Pl
15、ayinggamesv11.Diagramv12.Roleplayv13.Consciousness-raising(CR)vMonitortherulesvUnderstandtherulesvRecognizetherulesFindsomeonewhoMeetyourclassmates.AskotherSsthequestions.Whensomeonesays“yes”.Writethenameontheline.1._2._3._4._Areyou?Doyouhave?Doyou?Doyoulike?Workshop:discuss&givemini-lessonpresentat
16、ionsvGr.1&5:“ComparativeDegreeofAdjectives”vGr.2&6:“RelativeClausewho,whose”?vGr.3&4:Distinguishthedifferencebetweenpastsimpleandpresentperfectthroughminimalsentencepairs”?vGr.7&8:“Howmany/much?Waystoteachgrammar (1)WangLinandLiLeiareatthesameclass.A:Butdoyouknowwhoistaller?B:WangLinistallerthanLiLe
17、i.A:?InvitetwoSstostandinthefrontoftheClassroom.“Whoistaller?”“Wangis14yearold,Liis15yearold,whoisyoungerandwhoiselder?” (2)-Whoisthatman?-Whichman?-Themanwhoisstandingthere.-Themanwhoisstandingthereisadoorman.-Whoisadoorman?-Thedoormanisthemanwhosejobistobeondutyattheentrancetoahotel,largebuilding,
18、etc.3)a)Theyvebeenpaintingthekitchen.b)Theyvepaintedthekitchena)Whatamess!-Yes,theyvebeenpaintingthekitchen.b)-Theflatislookingnice.-Yes,theyvepaintedthekitchen.4)vHowmuchmilkhavewegot?vRicevHowmuchricehavewegot?vWatervHowmuchwaterhavewegot?vvPointtotheclassroom:Assignment vFindonegrammaticalitemtoteachinthemini-classroomnextweek.-YoumaychooseitfromGoforit/NSEFC-Thedurationofthelessonis5-8mins.-Towriteateachingplanforthisitem&handitinafteryourteaching.评价标准参见评价标准参见简明教程简明教程Pp184同学们来学校和回家的路上要注意安全同学们来学校和回家的路上要注意安全
