英語語法呈現(xiàn)與操練技能課件

第四章語法呈現(xiàn)與操練技能Grammarteaching第四章語法呈現(xiàn)與操練技能Grammarteaching1語法教學(xué)的方法語法教學(xué)的步驟語法教學(xué)的原則語法教學(xué)的案例234語法教學(xué)1語法教學(xué)的方法語法教學(xué)的步驟語法教學(xué)的原則語法教學(xué)的案例2PresentationPracticeProduction英語語法呈現(xiàn)與操練技能課件Explicitgrammarteaching(顯性語法教學(xué))Implicitgrammarteaching(隱性語法教學(xué))Explicitgrammarteaching(顯性語法Thedeductivemethodreliesonreasoning,analysingandcomparing.

1.Theruleisgivenfirst.2.Theteacherexplainstheruleswithexamples(inthestudents’nativelanguageandusegrammaticalterms,comparisonmaybedonebetweenthenewlypresentedstructureandpreviouslylearnedstructureslanguageandthenativelanguage).3.Studentsapplytherulestogivensituations(practices).Thedeductivemethod（演繹法）ThedeductivemethodreliesonTeacherwrites:whatareyoudoing?Iamreading.Teacherreadsandstudentsrepeat.TeacherexplainsthisisthePresentConditions.Teacherexplainsthattheformis:pronoun+be+presentparticipleformofverbTeacherpointsoutthecontraction.Teacherwrites:Iamreading.Studentsrepeat.Teacherwrites‘you’form:Youarereading.Studentsrepeat.Teacherwrites‘he’form:Heisreading.Studentsrepeatandwrite.Teachertellsstudentstolearnbyheart.Teacherdrillstheclass.Teacherwrites:whatareyoudThedeductivemethodiscriticizedbecause:Grammaristaughtinanisolatedway;Littleattentionispaidtomeaning;Thepracticeisoftenmechanical.

ThedeductivemethodiscriticHowever,thedeductivemethodisnotwithoutmerits.

Itcouldbeverysuccessfulwithselectedandmotivatedstudents.Itcouldsavetimewhenstudentsareconfrontedwithagrammarrulewhichiscomplexbutwhichhastobelearned.Itmayhelptoincreasestudent’confidenceinthoseexaminationswhicharewrittenwithaccuracyasthemaincriterionofsuccess.

However,thedeductivemethodTheinductivemethod歸納法Studentsaregiventhestructureincontext(authenticornearauthentic)&areaskedtoworkouttheruleforthemselves.Theyaregivenguidancefromtheteacherinusingevidencefromthecontexttoworkouttheusageofthestructure.Theinductivemethod歸納法SIntheinductivemethod,theteacherinducesthelearnerstorealisegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifthestudentsaregivenenoughappropriateexamples.ImplicitgrammarinstructionIntheinductivemethod,thetT:whatcanyouseeinthepicture?Ss:wecanseeabox,aheavybox.T:isitheavy?Ss:yes,it’sveryheavy.it’s200kg.T:canIcarryit?Ss:no,youcan’t.T:yes,youareright.Ican’tcarryit.Why?Becauseitistooheavytocarry.T:whatcanyouseeinthepicAsresearchindicates,grammarinstructionshouldbemainlyimplicit,supportedbyexplicitinstruction.Atthebeginningstage,itisbettertoadoptmainlytheimplicitapproaches,andasstudentsprogress,theratioofexplicitinstructioncanbeincreased.

Asresearchindicates,Itisbelievedthattheinductivemethodismoreeffectiveinthat(=because)studentsdiscoverthegrammarrulesthemselveswhileengagedinlanguageuse.

Whattheydiscoverbythemselvesarebetterremembered.ItisbelievedthattheinductButifthestructureisnoteasyforthelearnerstodiscoverthemselvesevenwithacontextprovided,itisbettertoteachtheruleexplicitly.英語語法呈現(xiàn)與操練技能課件Thebestapproachisthecombinationofbothimplicitandexplicitinstruction.ThebestapproachisthecombiOtherpresentationmethodsListeningtocomprehend:thefocusisonthemessagewithtargetstructuresimbedded.Listeningtonotice:listentomoretimestoidentifythetargetstructureperhapsbycompletingagappedversionofthetexttoraiseawareness.Understandingthegrammarpoint:thefocusisonhelpinglearnersdevelopexplicitknowledgeofthegrammarpointbydiscoveringandanalyzingtherules.Checking:learnersaregivenawrittentextcontainingerrorsandareaskedtoidentifytheerrorsandcorrectthem.Tryingitout:finally,thereisanopportunityforstudentstotryouttheirunderstandingofthetargetstructureinashortproductionactivity.OtherpresentationmethodsListTwocategoriesofpractice

Mechanicalpractice

Meaningfulpractice

Grammarpractice

Twocategoriesofpractice

MMechanicalpractice

Mechanicalpracticeinvolvesactivitiesthatareaimedatformaccuracy.e.g.SubstitutiondrillsTransformationdrills

MechanicalpracticeMechanicalSubstitutetheunderlinedpartwiththeproperformsofthegivenwords:

greenlawn cleanhouse prettygarden niceflowers

MrsGreenhasthelargesthouseintown.SubstitutetheunderlinedpartChangethefollowingsentencesintothepasttense.Usetheadverbsgiveninthebrackets.NowhelivesinLondon.(lastyear,Paris)WehaveEnglishandmathstoday.(yesterday,musicandP.E.)Heusuallygetsupatseven. (thismorning,eight)

ChangethefollowingsentencesMeaningfulpracticeInmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaning,thoughthestudents“keepaneyeon”thewaynewlylearnedstructuresareusedintheprocess.

e.g.Afterthepresentationandmechanicalpracticeofadjectivecomparativesandsuperlatives:

MeaningfulpracticeInmeaningfPairwork:Lookatthetablebelow.Ranktheitemsontheleftcolumnaccordingtothecriterialistedonthetop.

CheapHealthy

Tasty

Fattening

Important

BeerWaterFruitCigarettesAlcoholMilkPairwork:CheapHealthyTastyFThestudentsmaycomeupwith:Ithinkbeerischeaperthanfruit.No,no,Ithinkfruitischeaperthanbeer.

Thestudentsmaycomeupwith:Teacher:Nowletsplayagame.Thefirststudentstartsasentencewithasecondconditionalclause.Thenextstudenttakestheresultofthesentence,reformsitintoanotherconditionandsuggestsafurtherresult. Forexample,thefirststudentsays“IfIhadamilliondollars,Iwouldbuyayacht”.Thesecondstudentssays“IfIboughtayacht,Iwouldgoforasail”.…

Teacher:NowletsplayagaThestudentsmaycomeupwith:IfIwentforasail,theremightbeastorm.Iftherewereastorm,myyachtwouldsink.Ifmyyachtsank,Iwoulddie.IfIdied,myparentswouldcry.

…Thestudentsmaycomeupwith:UsingpromptsforpracticePracticebasedonpromptsisusuallymeaningfulpractice.

Usingpictureprompts.

Usingmimeorgesturesasprompts.

Usinginformationsheetasprompts.

Usingkeyphraseorkeywordsasprompts.

Usingchainedphrasesforstorytelling.

Usingcreatedsituations.UsingpromptsforpracticePrac英語語法呈現(xiàn)與操練技能課件UsinginformationsheetaspromptsTeacher:Whataboutyou?Tellyourneighbour.

NamesFavouritesubjectsFavouritesportsFavouritefoodHobbiesLilyMathsbasketballporkmusicSusanChinesePing-pongeggsreadingDavidEnglishfootballice-creamcollectingstampsUsinginformationsheetaspro英語語法呈現(xiàn)與操練技能課件Usingcreatedsituations:forsimulativecommunication

Yourareastrangerinthistown.Youwanttobuysomefruit,youwanttopostaletter,andyoualsowanttoseeamovieatnight.Askabouttheplaces.Usingcreatedsituations:forPrinciplesforteachinggrammar1.Presentthegrammaritemsinaclearandcomprehensibleway2.Teachgrammartosolvecertainproblemsortoaccomplishcertaintasksinreal-lifesituations.3.controlledpractice,half-controlledpracticeandcommunicativepracticeareallneeded.Principlesforteachinggramma4.Emphasizeinductiveapproachoverdeductiveapproach,thoughbothapproachesareessential.5.Usevisibleinstrumentssuchascharts,tables,diagrams,maps,drawings,andrealiatoaidunderstanding;4.Emphasizeinductiveapproac以學(xué)生在英語實(shí)踐中能正確運(yùn)用語法知識為目的，避免讓學(xué)生死記硬背語法規(guī)則。語法講解力求簡潔，呈現(xiàn)語法知識點(diǎn)力求直觀、生動、使用，避免語法學(xué)研究式的研究。以歸納法為主，演繹法為輔。即多讓學(xué)生通過例句歸納出語法規(guī)則，而以講解較難的語法項(xiàng)目然后舉例說明的方法為輔。盡量將語法教學(xué)置于情景教學(xué)中。通過大量聽說讀寫譯等教學(xué)活動來強(qiáng)化句型結(jié)構(gòu)和語法規(guī)則的掌握。語法教學(xué)的原則和要求以學(xué)生在英語實(shí)踐中能正確運(yùn)用語法知識為目的，避免讓學(xué)生死記硬教學(xué)案例

ComparativeofAdjectives

教學(xué)案例第四章語法呈現(xiàn)與操練技能Grammarteaching第四章語法呈現(xiàn)與操練技能Grammarteaching1語法教學(xué)的方法語法教學(xué)的步驟語法教學(xué)的原則語法教學(xué)的案例234語法教學(xué)1語法教學(xué)的方法語法教學(xué)的步驟語法教學(xué)的原則語法教學(xué)的案例2PresentationPracticeProduction英語語法呈現(xiàn)與操練技能課件Explicitgrammarteaching(顯性語法教學(xué))Implicitgrammarteaching(隱性語法教學(xué))Explicitgrammarteaching(顯性語法Thedeductivemethodreliesonreasoning,analysingandcomparing.

1.Theruleisgivenfirst.2.Theteacherexplainstheruleswithexamples(inthestudents’nativelanguageandusegrammaticalterms,comparisonmaybedonebetweenthenewlypresentedstructureandpreviouslylearnedstructureslanguageandthenativelanguage).3.Studentsapplytherulestogivensituations(practices).Thedeductivemethod（演繹法）ThedeductivemethodreliesonTeacherwrites:whatareyoudoing?Iamreading.Teacherreadsandstudentsrepeat.TeacherexplainsthisisthePresentConditions.Teacherexplainsthattheformis:pronoun+be+presentparticipleformofverbTeacherpointsoutthecontraction.Teacherwrites:Iamreading.Studentsrepeat.Teacherwrites‘you’form:Youarereading.Studentsrepeat.Teacherwrites‘he’form:Heisreading.Studentsrepeatandwrite.Teachertellsstudentstolearnbyheart.Teacherdrillstheclass.Teacherwrites:whatareyoudThedeductivemethodiscriticizedbecause:Grammaristaughtinanisolatedway;Littleattentionispaidtomeaning;Thepracticeisoftenmechanical.

ThedeductivemethodiscriticHowever,thedeductivemethodisnotwithoutmerits.

Itcouldbeverysuccessfulwithselectedandmotivatedstudents.Itcouldsavetimewhenstudentsareconfrontedwithagrammarrulewhichiscomplexbutwhichhastobelearned.Itmayhelptoincreasestudent’confidenceinthoseexaminationswhicharewrittenwithaccuracyasthemaincriterionofsuccess.

However,thedeductivemethodTheinductivemethod歸納法Studentsaregiventhestructureincontext(authenticornearauthentic)&areaskedtoworkouttheruleforthemselves.Theyaregivenguidancefromtheteacherinusingevidencefromthecontexttoworkouttheusageofthestructure.Theinductivemethod歸納法SIntheinductivemethod,theteacherinducesthelearnerstorealisegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifthestudentsaregivenenoughappropriateexamples.ImplicitgrammarinstructionIntheinductivemethod,thetT:whatcanyouseeinthepicture?Ss:wecanseeabox,aheavybox.T:isitheavy?Ss:yes,it’sveryheavy.it’s200kg.T:canIcarryit?Ss:no,youcan’t.T:yes,youareright.Ican’tcarryit.Why?Becauseitistooheavytocarry.T:whatcanyouseeinthepicAsresearchindicates,grammarinstructionshouldbemainlyimplicit,supportedbyexplicitinstruction.Atthebeginningstage,itisbettertoadoptmainlytheimplicitapproaches,andasstudentsprogress,theratioofexplicitinstructioncanbeincreased.

Asresearchindicates,Itisbelievedthattheinductivemethodismoreeffectiveinthat(=because)studentsdiscoverthegrammarrulesthemselveswhileengagedinlanguageuse.

Whattheydiscoverbythemselvesarebetterremembered.ItisbelievedthattheinductButifthestructureisnoteasyforthelearnerstodiscoverthemselvesevenwithacontextprovided,itisbettertoteachtheruleexplicitly.英語語法呈現(xiàn)與操練技能課件Thebestapproachisthecombinationofbothimplicitandexplicitinstruction.ThebestapproachisthecombiOtherpresentationmethodsListeningtocomprehend:thefocusisonthemessagewithtargetstructuresimbedded.Listeningtonotice:listentomoretimestoidentifythetargetstructureperhapsbycompletingagappedversionofthetexttoraiseawareness.Understandingthegrammarpoint:thefocusisonhelpinglearnersdevelopexplicitknowledgeofthegrammarpointbydiscoveringandanalyzingtherules.Checking:learnersaregivenawrittentextcontainingerrorsandareaskedtoidentifytheerrorsandcorrectthem.Tryingitout:finally,thereisanopportunityforstudentstotryouttheirunderstandingofthetargetstructureinashortproductionactivity.OtherpresentationmethodsListTwocategoriesofpractice

Mechanicalpractice

Meaningfulpractice

Grammarpractice

Twocategoriesofpractice

MMechanicalpractice

Mechanicalpracticeinvolvesactivitiesthatareaimedatformaccuracy.e.g.SubstitutiondrillsTransformationdrills

MechanicalpracticeMechanicalSubstitutetheunderlinedpartwiththeproperformsofthegivenwords:

greenlawn cleanhouse prettygarden niceflowers

MrsGreenhasthelargesthouseintown.SubstitutetheunderlinedpartChangethefollowingsentencesintothepasttense.Usetheadverbsgiveninthebrackets.NowhelivesinLondon.(lastyear,Paris)WehaveEnglishandmathstoday.(yesterday,musicandP.E.)Heusuallygetsupatseven. (thismorning,eight)

ChangethefollowingsentencesMeaningfulpracticeInmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaning,thoughthestudents“keepaneyeon”thewaynewlylearnedstructuresareusedintheprocess.

e.g.Afterthepresentationandmechanicalpracticeofadjectivecomparativesandsuperlatives:

MeaningfulpracticeInmeaningfPairwork:Lookatthetablebelow.Ranktheitemsontheleftcolumnaccordingtothecriterialistedonthetop.

CheapHealthy

Tasty

Fattening

Important

BeerWaterFruitCigarettesAlcoholMilkPairwork:CheapHealthyTastyFThestudentsmaycomeupwith:Ithinkbeerischeaperthanfruit.No,no,Ithinkfruitischeaperthanbeer.

Thestudentsmaycomeupwith:Teacher:Nowletsplayagame.Thefirststudentstartsasentencewithasecondconditionalclause.Thenextstudenttakestheresultofthesentence,reformsitintoanotherconditionandsuggestsafurtherresult. Forexample,thefirststudentsays“IfIhadamilliondollars,Iwouldbuyayacht”.Thesecondstudentssays“IfIboughtayacht,Iwouldgoforasail”.…

Teacher:NowletsplayagaThestudentsmaycomeupwith:IfIwentforasail,theremightbeastorm.Iftherewereastorm,myyachtwouldsink.Ifmyyachtsank,Iwoulddie.IfIdied,myparentswouldcry.

…Thestudentsmaycomeupwith:UsingpromptsforpracticePracticebasedonpromptsisusuallymeaningfulpractice.

Usingp