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1、Unit-7-Teaching-Unit-7-Teaching-Grammar(Grammar(下载下载) )Discussion: 5 minutes1.What is grammar? 2.What is the role of grammar in English language teaching?3.How did you learn grammar in your mother tongue?4.How should we teach English grammar in middle schools?What is grammar?Rules for forming words
2、and combining them into sentences. Look at the teaching objectives of grammar in senior high school and have some understanding of the role of grammar.高中英语课程标准语法目标七级目标：掌握描述时间、地点和方位的常用表达方式；理解并掌握比较人、物体及事物的常用表达方式；使用适当的语言形式描述事物，简单的表达观点、态度或情感等；掌握语篇中基本的衔接和连贯手段，并根据特定目的有效的组织信息。英语课程标准八级进一步掌握描述时间、地点和方位的表达形式；进
3、一步理解并掌握比较人、及事物的表达方式；使用适当的语言形式进行描述和表达观点、态度和情感等；学习并掌握常见语篇形式的基本篇章结构和逻辑关系。The role of grammar in ELTDespite many different views about the role of grammar in language learning, the importance of grammar cannot be denied.Grammatical competence is essential for communication (Brown, 1994; Larsen-Freeman,1
4、991)The role of grammar in ELTThere is often an inadequate treatment of grammar in most communicative syllabuses, resulting in lower level of accuracy than the cases under formal instruction.(淡化语法）（Hinkel and Fotos, 2002)The role of grammar in ELTMost research has agreed that there is a positive rol
5、e of instruction for grammar learning. Grammar teaching “can enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system. The role of grammar in ELTThe answer to whether grammar should be taught and to what extent grammar should be taught depends on some varia
6、bles in the language teaching/learning context, such as learner variables and instructional variables. The role of grammar in ELTIt is generally believed that Grammar teaching is less important for children than for adults;Grammar teaching is less important in listening and reading than in writing.
7、Grammar teaching can be seen in most formal classroom language teaching. Grammar presentation methods The deductive method the inductive methodThe guided discovery methodThe deductive method (p. 104) The deductive method relies on reasoning, analysing and comparing. 1) Presentation of an example 2)
8、explanation (comparison may be done between the target language and the native language) 3) Sss practice (producing sentences) with given prompts The deductive method is criticized because:Grammar is taught in an isolated way;Little attention is paid to meaning;The practice is often mechanical. Meri
9、ts of the deductive method It could be very successful with selected and motivated students.It could save time when students are confronted with a grammar rule which is complex but which has to be learned.It may help to increase student confidence in those examinations which are written with accurac
10、y as the main criterion of success. The inductive method (pp. 105) In the inductive method, the teacher induces the learners to realise grammar rules without any form of explicit instructions. It is believed that the rules will become evident if the students are given enough appropriate examples.The
11、 guided discovery methodSimilar to the inductive method in that the students are induced to discover rules by themselves.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. Two key theoretical issues re
12、lated to the method: implicit knowledge and explicit knowledge Implicit knowledge and explicit knowledge Implicit knowledge: knowledge that unconsciously exists in our mind: e.g. our implicit knowledge about our first language. Explicit knowledge: our conscious knowledge about the language. e.g. pp.
13、 105-106Procedures for teaching grammar using listening as input: pp.106Presenting new grammatical items can be started with the teacher presenting or providing a reading text or a listening text.Listening to comprehend (focusing on messages with target structures imbedded)Listening to notice (by co
14、mpleting a gapped version of the text to raise awareness)Understanding the grammar point (by discovering and analysing) Checking (identifying errors)Trying it out (a short production activity)Useful guidelines for teaching grammarThe presentation should not take longer than five minutes. (Ur, 1996:8
15、1)Useful guidelines for teaching grammar: Collocational, (between individual lexical items and their subcategories)Constructive, (built bit by bit, added in sequence)Contextual, (pragmatic choices, and social and culture contexts), and Contrastive (between target language and other ones; between set
16、s of similar features and items of target language) (Pennington, 2002:92-93)How to use the three methodsInductive and discovery method should be used for those structures that can be easily perceived by the learners who can define rules themselves quickly and easily because what they discover by the
17、mselves are better remembered.If the structure is not easy for the learners to discover themselves even with a context provided, it is better to teach the rule explicitly because conscious understanding of the rule is helpful for producing the structure. Grammar practice There is a need for meaningf
18、ul practice and communicative use of the structure taught .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) Diane Larsen-Freeman (1
19、995)“语法（教学）皇后”Form, meaning and use 三维语法教学法David Nunan: “Grammar: the study of how syntax( form), semantics (meaning), and pragmatics (use) work together to enable individuals to communicate through language.”FORM/STRUCTUREMorphosyntactic and Lexical patternsPhonemic/Graphemicpatterns MEANING/SEMANT
20、ICSLexical meaningGrammatical meaningUSE/PRAGMATICSSocial contextLinguistic discourse context Presuppositions about contextDiane Larsen-Freeman (1995): three dimensions of grammarFORMHow is it formed?MEANINGWhat does it mean?USEWhen and why is it used?For summary of the article Teaching Grammar by L
21、arsen-Freeman (1991) please visit:http:/ 应从语言运用语言运用的角度出发， 把语言的形式形式、意义意义和用法用法有机的结合起来。 要引导学生在语境语境中了解和掌握语法的表意功能表意功能。（高中英语课程标准, p.65)Ur predicts that the following 6 factors contribute to successful practice: Pre-learning. Learners benefit from clear perception and short-term memory of the new language.
22、Volume and repetition. The more exposure to or production of language the learners have, the more likely they are to learn.Success-orientation. Practice is most effective when based on successful practice.Heterogeneity. Practice should be able to elicit different sentences and generate different lev
23、els of answers from different learners.(异质化，即差异化、多样化)Teacher assistance. The teacher should provide suggestions, hints and prompts.Interest : an essential feature that is closely related to concentration mechanical practice and meaningful practiceMechanical practice involves activities that are aime
24、d at form accuracy. Meaningful practice focuses on the production, comprehension or exchange of meaning, though the students “keep an eye on” the way newly learned structures are used in the process.SubstitutionSubstitute the underlined part with the proper forms of the given words:green lawn clean
25、house pretty garden nice flowersMrs Green has the largest house in town.Mechanical practice or meaning practice ?TransformationChange 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. (yesterd
26、ay, music and P. E.)He usually gets up at seven. (this morning, eight) Mechanical practice or meaning practice ?Mechanical practice or meaning practiceAfter the presentation and mechanical practice of adjective comparatives and superlatives: ?Pair work:Look at the table below. Rank the items on the
27、left column according to the criteria listed on the top. CheapHealthy Tasty Fattening Important BeerWaterFruitCigarettesAlcoholMilkThe students may come up with:I think beer is cheaper than fruit.No, no, I think fruit is cheaper than beer. Chain of eventsTeacher: Now lets play a game. The first stud
28、ent starts a sentence with a second conditional clause. The next student takes the result of the sentence, reforms it into another condition and suggests a further result. For example, the first student says “If I had a million dollars, I would buy a yacht”. The second students says “If I bought a y
29、acht, I would go for a sail”. Mechanical practice or meaning practice?The students may come up with:If I went for a sail, there might be a storm.If there were a storm, my yacht would sink.If my yacht sank, I would die.If I died, my parents would cry. Questions1.What is the purpose of mechanical prac
30、tice?2.What are the advantages and disadvantages of mechanical practice? 3.What is the purpose of meaningful practice?4.What are the advantages and disadvantages of meaningful practice?5.Is there any clear-cut distinction between mechanical practice and meaningful practice?A task for youSuppose you
31、have just presented a grammar item, e.g. the simple past tense, to a group of Junior-Two students. Think of designing a meaningful practice activity.The activity may take 10-15 minutes.Please write to describe your activity, and publish your description on our course website.(http:/ prompts for prac
32、ticePractice based on prompts is usually meaningful practice. Using picture prompts. Using mime or gestures as prompts. Using information sheet as prompts. Using key phrase or key words as prompts. Using chained phrases for story telling. Using created situations. Using picture promptsUsing mime or
33、gestures as promptse.g. Invite the students to ask questions, mine the answers to them, and ask the students to guess the answers. Using information sheet as promptsTeacher: What about you? Tell your neighbour. NamesFavourite subjectsFavourite sportsFavourite foodHobbiesLilyMathsbasketballporkmusicS
34、usanChinesePing-pongeggsreadingDavidEnglishfootballice-cream collecting stampsUsing key phrase or key words as promptsUsing chained phrases for story telling 7 oclock got up had breakfast hurried to school school closed surprised ? Using created situations: for simulative communication Your are a st
35、ranger in this town. You want to buy some fruit, you want to post a letter, and you also want to see a movie at night. Ask about the places.There was a robbery yesterday in the neighbourhood. A policeman is asking some questions to three of the neighbours, A, B, and C.A: at work; came back at 6:30 p
36、.m.; did not see anybody.B: a student; came back at 4:30 p.m.; saw a young man going upstairsC: an old man; stayed at home; heard some strange noise at 5:00 p.m.; came out to find a tall young man Conclusion Chinese learners need a certain degree of mastery of English grammar. However, it should be
37、noted that learning grammar itself is not the ultimate goal of learning English. The understanding of how to teach grammar is no less controversialHow to present the form and meaning of a structure: clear, simple accurate, and helpfulGood presentation should include both oral and written and both fo
38、rm and meaning. For ensuring understanding, plenty of contextualised examples of the target structure are necessary. For younger learners, use of complex terminology should be avoided whereas with more advanced learners and relatively older learners, introducing commonly used terminology can help learning. See you next week!结束结束
