英语教学法第七单元Teaching-grammar

1、GroupMembers:施政，李曦茜，杜佳纹，汤小敏，贾岚鈞Whatdoyouthinkandfeelaboutgrammar?Mustalearnerlearngrammarwhenusingaforeignlanguage?EnglishgrammaristhecoreofEnglishlanguage.WithoutgrammarEnglishlanguagecannotbewellcontructed.Grammarcanhelpustounderstandwhatwereadandhear.Grammarcanhelptoexpressourselvesclearlyandcorrectly.话说一个国内知名企业，一天来了一个重要的来宾，下面是前台的讲话。MissA:Hello.Mr.B:Hi.MissA:Youhavewhatthing?Mr.B:CanyouspeakEnglish?MissA：IfInotspeakEnglish,Iamspeakingwhat?Mr.B:CananybodyelsespeakEnglish?MissA:Yo。

2、uyourselflook,allpeopleareworking,nopeoplehavetime,youcanwait,youwait,younotwait,youcango!Mr.B:IwanttospeaktoyourHead.MissA:Headnotzai,Youtomorrowcome!Grammarisgenerallythoughttobeasetofrulesforchoosingwordsandputtingwordstogethertomakesense.ThedefinitionofgrammarEnglishgrammarisoneofthe4keyelementsofEnglishlanguage,thatis，（1）pronunciation,（2）words,（3）grammar（4）context.InChina,grammaristaughtinatraditionallyteacher-centeredway.Thereistoomuchteacherdominanceandtoolittlestudentinvolvementinclass。

3、.Thetraditionalwayofteachinggrammarasthefollowing3steps:1.tolearnaboutthegrammarrules,2.tostudyafewexamples,3.todosomewrittengrammarexercises.Presentation知Practice练Production用UnderstandingAccuracyUseandFluency(1)presentationTheteacherintroducesnewlanguageinparticularcommunicativesituations,focusingonitsmeaning,formandonitsfunction.Theemphasisatthisstageisonmeaningandform.(2)practiceStudentsworkthroughactivitiesfromcontrolledtofreeinordertopracticethenewlanguageindifferentsituations.Theemph。

4、asisatthebeginningofthisstageisonaccuracy.(3)productionStudentshavethechancetousethenewlanguagefreelyandincorporateitintotheirexistinglanguage.Theemphasisatthisstageisonuse.``````Aimsoftheunit:1.TheroleofgrammarinELT2.Grammarpresentationmethods3.GrammarpracticeThevalueofgrammarinforeignlanguageteachinghasbeenafocusofdebatefordecades,andnoconclusionisinsight.TheroleofgrammarinELTDespitemanydifferentviewsabouttheroleofgrammarinlanguagelearning,theimportanceofgrammarcannotbedenied.Grammaticalcom。

5、petenceisessentialforcommunication(Brown,1994;Larsen-Freeman,1991)Thereisoftenaninadequatetreatmentofgrammarinmostcommunicativesyllabuses,resultinginlowerlevelofaccuracythanthecasesunderformalinstruction.(淡化语法）（HinkelandFotos,2002)Mostresearchhasagreedthatthereisapositiveroleofinstructionforgrammarlearning.Grammarteaching“canenhancelearnerproficiencyandaccuracyandfacilitatetheinternalizationofitssyntacticsystem.Theanswertowhethergrammarshouldbetaughtandtowhatextentgrammarshouldbetaughtdepend。

6、sonsomevariablesinthelanguageteaching/learningcontext,suchaslearnervariablesandinstructionalvariables.ItisgenerallybelievedthatGrammarteachingislessimportantforchildrenthanforadults;Grammarteachingislessimportantinlisteningandreadingthaninwriting.Grammarteachingcanbeseeninmostformalclassroomlanguageteaching.Grammarteachingcanbeseeninmostformalclassroomlanguageteaching.1)Thedeductivemethod2)Theinductivemethod3)Theguideddiscoverymethod（演绎法）（归纳法）(引导发现法）Thedeductivemethodreliesonreasoning,an。

7、alysingandcomparing.1)Presentationofanexample→2)explanationoftheunderlyingrules→3)Ss’spracticewithgivenprompts.强调句句型结构It+is(was)+被强调部分+that(who)+句子其他部分Itwasyoursisterthat(whom)Tommetinthezooyesterday.ItwasinthezoothatTommetyoursisteryesterday.Applyinthepractice---------thatthetradebetweenthetwocountriesreacheditshighestpoint.A.Duringthe1960sB.thatitwasinthe1960sC.Itwasinthe1960sD.Itwasthe1960sIsyourmotherbusytoday?Yes,Sheis(No,Sheisnot)Doyoulikepopmusic?Yes,Ido(No,Idonot)Haveyouever。

8、beentoBeijing?Yes,Ihave(No,Ihavenot)Thedeductivemethodiscriticizedbecause:Grammaristaughtinanisolatedway;Littleattentionispaidtomeaning;Thepracticeisoftenmechanical.However,thedeductivemethodisnotwithoutmerits.Itcouldbeverysuccessfulwithselectedandmotivatedstudents.Itcouldsavetimewhenstudentsareconfrontedwithagrammarrulewhichiscomplexbutwhichhastobelearned.Itmayhelptoincreasestudent’confidenceinthoseexaminationswhicharewrittenwithaccuracyasthemaincriterionofsuccess.Intheinductivemethod,t。

9、heteacherinducesthelearnerstorealisegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifthestudentsaregivenenoughappropriateexamples.Benefits:1.Studentsdiscoverthegrammarrulesthemselveswhileengagedinlanguageuse.2.Thestudentshavebeenmuchmoreinvolvedinthediscoveryprocess.3.Rememberthestructureandtheusagebetter.Itmaybemoredemandingontheteachertoproduceenoughcontextsandexamplesforthestudents'needs.Studentshavenopatienceinworkingthemoutforthemselves.Theproce。

10、sscanbemuchmoretimeconsuming,asstudentsmatyneedmoretimetoworkouttherules.theguideddiscoverymethod(引导发现法）•AcombinationofthedeductivemethodandtheinductivemethodTheguideddiscoverymethodissimilartotheinductivemethodinthatthestudentsareinducedtodiscoverrulesbythemselves(similar)butdifferentinthattheprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.(different)thecombinationofbothimplicitandexplicitinstructionExplicitgrammarteaching(显性语法教学)Impl。