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Chapter11TeachingGrammar11.1Thenatureofgrammar11.2Theroleofgrammar11.3Principlesforteachinggrammar11.4Approachestoteachinggrammar11.5ActivitiesforgrammarpracticeObjectivesdistinguishbetweenprescriptiveanddescriptivegrammarsappreciatetheroleofgrammarinlanguageteachingandlearningapplygrammarpresentationapproachestoteachingpracticeoutlinebasicprinciplesofteachinggrammarunderstandbasicgrammaticaltermsUponcompletionofthischapter,youshouldbeableto:PART/0111.1Thenatureofgrammar

Howdoyoudefinegrammar?Canyouoffersomeexamplestoillustrateyourunderstandingofgrammar?Asetofrules?Howlanguageisused?Words,phrasessentences?Pasttense,presenttense…?實(shí)用英語(yǔ)教學(xué)法教程Chapter11Brainstormandanswerthefollowingquestions.PART/01Grammarisasetofrulesthatdefinehowwords(orpartsofwords)arecombinedorchangedtoformacceptableunitsofmeaningwithinalanguage.(Ur,1996)Grammaristhesystemofrulesgoverningtheconventionalarrangementandrelationshipofwordsinasentence.(Brown,2007)Thefirstisthatgrammarhastodowithhowwordsareformed,andthesecondisthatgrammarisallabouthowwordsarecombinedtoformsentences.Theacademicstudyofwordformationiscalledmorphology…whilethestudyoforderingandcombiningwordsiscalledsyntax.(Nunan,2013)

rules,regularities,patterns…combine,change,arrange,form…11.1ThenatureofgrammarStudythefollowingdefinitionsaboutgrammaranddiscussinpairswhatyoucanlearnfromthem.實(shí)用英語(yǔ)教學(xué)法教程Chapter11PART/01

HowlanguageisactuallyusedHowyoudospeakHowalanguageshouldorshouldnotbeusedHowyououghttospeakPrescriptivegrammarDescriptivegrammar11.1ThenatureofgrammarGivesomeexamplestoshowthedifferencesbetweenprescriptivegrammaranddescriptivegrammar.實(shí)用英語(yǔ)教學(xué)法教程Chapter11PART/02

Howdidyoulearngrammarinhighschool?Isgrammarimportantinlanguagelearning?Whyorwhynot?Whatarethebenefitsoflearninggrammar?Whatarethedifficultiesyou’veencounteredinlearninggrammar?11.2TheroleofgrammarWorkinpairs.Discussandanswerthefollowingquestions.實(shí)用英語(yǔ)教學(xué)法教程Chapter11PART/02

11.2TheroleofgrammarAnalyzethefollowingstatements.Aretheyfororagainsttheteachingofgrammar?AgainstWhatdoesNewmarkmeanby“thestudyofgrammarassuch”？Theimportantpointisthatthestudyofgrammarassuchisneithernecessarynorsufficientforlearningtousealanguage.(Newmark,1979)實(shí)用英語(yǔ)教學(xué)法教程Chapter11Theevidenceseemstoshowbeyonddoubtthatthoughitisbycommunicativeuseinreal‘speechacts’thatthenewlanguage‘sticks’inthelearner’smind,insightintopatternisanequalpartnerwithcommunicativeuseinwhatlanguageteachersseeasthedualprocessofacquisition/learning.Grammar,approachedasavoyageofdiscoveryintothepatternsoflanguageratherthanthelearningofprescriptiverules,isnolongerabogeyword.(Hawkins,1984)ForPART/0211.2TheroleofgrammarAlthoughitisrecognizedthatpeoplelearnlanguagesindifferentways,itseemsthatmanypeoplecanlearnalanguagemoreeasilyiftheycanperceiveregularitiesorpatterns.(Gower,Phillips&Walters,2005)ForAnalyzethefollowingstatements.Aretheyfororagainsttheteachingofgrammar?實(shí)用英語(yǔ)教學(xué)法教程Chapter11ForReason,balance,andtheexperienceofteachersinrecentcommunicativemethodologytellusthatjudiciousattentiontogrammaticalformintheadultclassroomisnotonlyhelpful,ifappropriatetechniquesareused,butessentialtoaspeedylearningprocess.(Brown,2007)PART/03

Howtoteachgrammar?030201SelectgrammaritemsPresentandexplaingrammarConductgrammarpractice11.3Principlesforteachinggrammar實(shí)用英語(yǔ)教學(xué)法教程Chapter11PART/03Step1:SelectgrammaritemsSelectimportantandappropriategrammaritemstoteachLearners’needsLearners’ageLearningstyleLearners’languageproficiency11.3PrinciplesforteachinggrammarPractical?Commonly-used?Younglearners?Adultlearners?Beginning?Intermediate?Advanced?Visuallearner?Grouplearner?Individuallearner?Reflectivelearner?…實(shí)用英語(yǔ)教學(xué)法教程Chapter11PART/0311.3Principlesforteachinggrammar

Workinpairs.StudentAlistssomeimportantgrammaticalpoints.StudentBlistsdifferentkindsoftargetstudents.Selectgrammaritemsfordifferenttargetstudentsandstateyourreasons.Thefollowingisanexample.SubjunctivemoodPluralformofnouns…

StudentAStudentBMiddleschoolbeginninglearnersHighschoolstudents…

實(shí)用英語(yǔ)教學(xué)法教程Chapter11PART/03Step2:PresentandexplaingrammarPresentandexplaingrammarinalearner-friendlymanner

Examples.Provideenoughclear,unambiguousexamplesofthegrammaticalstructureinameaningfulcontext.11.3PrinciplesforteachinggrammarNewInterchange.Student’sBook1(Richards,1997,p.10)實(shí)用英語(yǔ)教學(xué)法教程Chapter11PART/03Explanation.Givelearnersinformationaboutthegrammaritemattherightlevel.Language.Grammarcanbepresentedeitherinthelearners’mothertongueorinthetargetlanguage.Terminology.Difficulttechnicalterminologyshouldbeavoided.11.3PrinciplesforteachinggrammarStep2:PresentandexplaingrammarPresentandexplaingrammarinalearner-friendlymanner《英語(yǔ)語(yǔ)法大全》張道真實(shí)用英語(yǔ)教學(xué)法教程Chapter11PART/0311.3Principlesforteachinggrammar

Repetition.Teachersshouldrepeatthekeyrulesorreviewthekeypointstoenhancestudents’understanding.Step2:PresentandexplaingrammarPresentandexplaingrammarinalearner-friendlymanner實(shí)用英語(yǔ)教學(xué)法教程Chapter11PART/0311.3Principlesforteachinggrammar

Visualaids.Visualswhenusedproperlycangraphicallydepictgrammaticalrelationswhichseemtobeabstractorevenincomprehensibletolearners.Step2:PresentandexplaingrammarPresentandexplaingrammarinalearner-friendlymannerPictures,graphs,charts,video,PowerPoint…Whatarethedifferentkindsofvisualaidsteacherscanuseinagrammarlesson?實(shí)用英語(yǔ)教學(xué)法教程Chapter11PART/03Step3:ConductgrammarpracticeDesignguidedandheterogeneousgrammarpractice11.3PrinciplesforteachinggrammarWhatguidanceandassistancecanalanguageteachergivetostudents?Whyshouldlanguageteachersdesignheterogeneousgrammarpractice?Howtoachievethat?實(shí)用英語(yǔ)教學(xué)法教程Chapter11PART/04Deductiveapproach11.4ApproachestoteachinggrammarPut-sattheendofplural

nouns.onetable↓twotablesonepicture↓twopicturesonetable↓twotablesonepicture↓twopicturesPut-sattheendofplural

nouns.InductiveapproachAnswerthefollowingquestions:Whichofthefollowingrepresentstheinductiveapproach?Whatarethedifferencesbetweenthesetwoapproaches?實(shí)用英語(yǔ)教學(xué)法教程Chapter11PART/04

11.4ApproachestoteachinggrammarFeaturesPre-selectionofspecificfeaturesbasedonalinguisticsyllabusIntensiveandsystematictreatmentPrimaryfocusofattentionontheformFocus-on-formsFocus-on-formFeaturesLinguisticforms&communicativetasksFocusonmeaningContextualizedandtask-basedFindo

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