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語法教學的方法語法教學的步驟語法教學的原則語法教學的案例234語法教學1語法教學的方法語法教學的步驟語法教學的原則語法教學的案例2PresentationPracticeProduction英語語法呈現(xiàn)與操練技能課件Explicitgrammarteaching(顯性語法教學)Implicitgrammarteaching(隱性語法教學)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以學生在英語實踐中能正確運用語法知識為目的，避免讓學生死記硬背語法規(guī)則。語法講解力求簡潔，呈現(xiàn)語法知識點力求直觀、生動、使用，避免語法學研究式的研究。以歸納法為主，演繹法為輔。即多讓學生通過例句歸納出語法規(guī)則，而以講解較難的語法項目然后舉例說明的方法為輔。盡量將語法教學置于情景教學中。通過大量聽說讀寫譯等教學活動來強化句型結(jié)構(gòu)和語法規(guī)則的掌握。語法教學的原則和要求以學生在英語實踐中能正確運用語法知識為目的，避免讓學生死記硬教學案例

ComparativeofAdjectives

教學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語法教學的方法語法教學的步驟語法教學的原則語法教學的案例234語法教學1語法教學的方法語法教學的步驟語法教學的原則語法教學的案例2PresentationPracticeProduction英語語法呈現(xiàn)與操練技能課件Explicitgrammarteaching(顯性語法教學)Implicitgrammarteaching(隱性語法教學)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