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1、 语法呈现语法呈现 操练技能操练技能第四章第四章 语法呈现语法呈现与操练技能与操练技能Grammar teaching 语法呈现语法呈现 操练技能操练技能1语法教学的方法语法教学的方法语法教学的步骤语法教学的步骤语法教学的原则语法教学的原则语法教学的案例语法教学的案例234语法教学语法教学 语法呈现语法呈现 操练技能操练技能Presentation PracticeProduction 语法呈现语法呈现 操练技能操练技能Explicit grammar teaching(显性语法教学显性语法教学)Implicit grammar teaching(隐性语法教学隐性语法教学) 语法呈现语法呈现
2、操练技能操练技能The deductive method relies on reasoning, analysing and comparing. 1.The rule is given first.2.The teacher explains the rules with examples (in the students native language and use grammatical terms, comparison may be done between the newly presented structure and previously learned structur
3、es language and the native language).3.Students apply the rules to given situations (practices).The deductive method （演绎法） 语法呈现语法呈现 操练技能操练技能 Teacher writes: what are you doing? I am reading. Teacher reads and students repeat. Teacher explains this is the Present Conditions. Teacher explains that the
4、 form is: pronoun+be+present participle form of verb Teacher points out the contraction. Teacher writes: I am reading. Students repeat. Teacher writes you form: You are reading. Students repeat. Teacher writes he form: He is reading. Students repeat and write. Teacher tells students to learn by hear
5、t. Teacher drills the class. 语法呈现语法呈现 操练技能操练技能The deductive method is criticized because: Grammar is taught in an isolated way; Little attention is paid to meaning; The practice is often mechanical. 语法呈现语法呈现 操练技能操练技能However, the deductive method is not without merits. It could be very successful wit
6、h 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 accuracy as the main criterion of success. 语法呈现语法呈现 操练技能操练技能The
7、 inductive method归纳法归纳法 Students are given the structure in context (authentic or near authentic) & are asked to work out the rule for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure. 语法呈现语法呈现 操练技能操练技能 In the inductive me
8、thod, the teacher induces the learners to realise grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples.Implicit grammar instruction 语法呈现语法呈现 操练技能操练技能T: what can you see in the picture?Ss: we ca
9、n see a box, a heavy box.T: is it heavy?Ss: yes, its very heavy. its 200kg.T: can I carry it?Ss: no, you cant.T: yes, you are right. I cant carry it. Why? Because it is too heavy to carry. 语法呈现语法呈现 操练技能操练技能 As research indicates, grammar instruction should be mainly implicit, supported by explicit i
10、nstruction. At the beginning stage, it is better to adopt mainly the implicit approaches, and as students progress, the ratio of explicit instruction can be increased. 语法呈现语法呈现 操练技能操练技能It is believed that the inductive method is more effective in that(=because) students discover the grammar rules th
11、emselves while engaged in language use. What they discover by themselves are better remembered. 语法呈现语法呈现 操练技能操练技能But if the structure is not easy for the learners to discover themselves even with a contextprovided, it is better to teach the rule explicitly. 语法呈现语法呈现 操练技能操练技能The best approach is the
12、combination of both implicit and explicit instruction. 语法呈现语法呈现 操练技能操练技能Other presentation methodsListening to comprehend: the focus is on the message with target structures imbedded.Listening to notice: listen to more times to identify the target structure perhaps by completing a gapped version of
13、the text to raise awareness.Understanding the grammar point: the focus is on helping learners develop explicit knowledge of the grammar point by discovering and analyzing the rules.Checking: learners are given a written text containing errors and are asked to identify the errors and correct them.Try
14、ing it out: finally, there is an opportunity for students to try out their understanding of the target structure in a short production activity. 语法呈现语法呈现 操练技能操练技能Two categories of practice Mechanical practice Meaningful practice Grammar practice 语法呈现语法呈现 操练技能操练技能Mechanical practice Mechanical practi
15、ce involves activities that are aimed at form accuracy. e.g. Substitution drillsTransformation drills 语法呈现语法呈现 操练技能操练技能Substitute the underlined part with the proper forms of the given words:green lawn clean house pretty garden nice flowersMrs Green has the largest house in town. 语法呈现语法呈现 操练技能操练技能Ch
16、ange 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) 语法呈现语法呈现 操练技能操练技能Meaningful practice In meaningful practic
17、e the focus is 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. e.g. After the presentation and mechanical practice of adjective comparatives and superlatives: 语法呈现语法呈现 操练技能操练技能Pair work:Look at th
18、e table below. Rank the items on the left column according to the criteria listed on the top. CheapHealthy Tasty Fattening Important BeerWaterFruitCigarettesAlcoholMilk 语法呈现语法呈现 操练技能操练技能The students may come up with:I think beer is cheaper than fruit.No, no, I think fruit is cheaper than beer. 语法呈现语
19、法呈现 操练技能操练技能 Teacher: Now lets play a game. The first student 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 wou
20、ld buy a yacht”. The second students says “If I bought a yacht, I would go for a sail”. 语法呈现语法呈现 操练技能操练技能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. 语法呈现语法呈现 操练技能操
21、练技能Using prompts for practicePractice 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. 语法呈现语法呈现 操
22、练技能操练技能 语法呈现语法呈现 操练技能操练技能Using information sheet as promptsTeacher: What about you? Tell your neighbour. NamesFavourite subjectsFavourite sportsFavourite foodHobbiesLilyMathsbasketballporkmusicSusanChinesePing-pongeggsreadingDavidEnglishfootballice-creamcollecting stamps 语法呈现语法呈现 操练技能操练技能 语法呈现语法呈现 操
23、练技能操练技能Using created situations: for simulative communication Your are a stranger 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. 语法呈现语法呈现 操练技能操练技能Principles for teaching grammar 1. Present the grammar items in a c
24、lear and comprehensible way 2. Teach grammar to solve certain problems or to accomplish certain tasks in real-life situations. 3. controlled practice, half-controlled practice and communicative practice are all needed. 语法呈现语法呈现 操练技能操练技能4. Emphasize inductive approach over deductive approach, though
25、both approaches are essential.5. Use visible instruments such as charts, tables, diagrams, maps, drawings, and realia to aid understanding; 语法呈现语法呈现 操练技能操练技能 以学生在英语实践中能正确运用语法知识为目的，避免让学生死记硬背语法规则。 语法讲解力求简洁，呈现语法知识点力求直观、生动、使用，避免语法学研究式的研究。 以归纳法为主，演绎法为辅。即多让学生通过例句归纳出语法规则，而以讲解较难的语法项目然后举例说明的方法为辅。 尽量将语法教学置于情景教学中。 通过大量听说读写译等教学活动来强化句型结构和语法规则的掌握。语法教学的原则和要求 语法呈现语法呈现 操练技能操练技能教学案例 Comparative of Adjectives