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1、Unit 7 Teaching Grammar,2,the role of grammar in language learning the major types of grammar presentation methods the major types of grammar practice activities,3,Step 1 Review of the previous unit (5 minutes),1.the role of pronunciation in language learning 2.the goal of teaching pronunciation nat
2、ive-like pronunciation a good pronunciation 3.the aspects of pronunciation Sounds Phonetic symbols Stress, intonation, and rhythm,4,4.Practice of pronunciation Practicing sounds Focusing on a sound Perception practice Production practice Practicing stress and intonation,5,Step 2 the role of grammar
3、in language learning (10 minutes),1.Understanding of grammar 2.significance of grammar in language learning 3.controversies about grammar in language learning 4.principles of grammar teaching/learning,6,1.Understanding of grammar,a)Definition of grammar A description of the structure of a language a
4、nd the way in which linguistic units such as words and phrases are combined to produce sentences in the language. It usually take into account the meanings and functions these sentences have in the overall system of the language.,7,8,b)Relation with other integral parts in language system,1)sound; f
5、orm; meaning; function 2)Grammar integrated with listening, speaking, reading and writing.,9,Task 1 Your understanding of grammar in language learning,10,2.significance of grammar in language learning,a)grammatical competence is essential for communication b)an inadequate treatment of grammar in mos
6、t communicative syllabuses resulting in lower level of accuracy c)Grammar teaching can enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system. d)Instructed learners are found to outperform uninstructed learners in their rate of learning and level of achie
7、vement.,11,3.controversies about grammar in language learning,a)A course or a section in language learning b)Grammar in language teaching or grammar in real communication c)whether grammar should be taught d)to what extent grammar should be taught,12,e)variables in the language teaching/learning con
8、text Learner variables and instructional variables f)fact: Grammar is still being taught in formal classroom language teaching Grammar-focused approaches are still widely used. Discussion: content of your family teaching; your middle school experience,13,4.principles of grammar teaching/learning,1)S
9、ystematic principle 2)Communicative principle ideational/interpersonal/textual 3)Contrastive principle language / language item / culture,14,4)cognitive principle Cognitive methods: analyzing; synthesizing; embedding; matching Previous knowledge: language knowledge and world knowledge Learning level
10、s: beginning; intermediate; advanced Language materials: large amount; authentic materials,15,Step 3 the major types of grammar presentation methods (20 minutes),Task 2 reflection on your middle school grammar teaching/learning 1.traditional grammar presentation methods the deductive method the indu
11、ctive method the guided discovery method,16,a)the deductive method,1)teaching grammar as a product explicitly 2)presentation explanation comparison production explanation: in native language and grammatical terms comparison: native vs. target language; new vs. old structure production: applying the
12、rules to produce sentences with given prompts,17,3)advantages: successful with selected and motivated students save time while confronting with a necessary but complex grammar rule help students increase confidence in accuracy-based written exams 4)disadvantages: It teaches grammar in an isolated wa
13、y. Little attention is paid to meaning. Practice is often mechanical.,18,b)the inductive method 1)teaching grammar as a process implicitly 2)authentic language examples understanding production elicitation,19,c)the guided discovery method 1)definition Guided discovery, also known as an inductive app
14、roach, is a technique where a teacher provides examples of a language item and helps the learners to find the rules themselves. 2)Comparison with the inductive method Similarity: students are induced to discover rules by themselves Difference: discovery is carefully guided and assisted by the teache
15、r; the rules are then elicited and taught explicitly.,20,3)Key elements related The role of explicit knowledge in language learning The value of discovery as a general method of learning 4)Presentation model context (reading or listening text) discovery (rule and meaning) explicit teaching/learning
16、more examples production highlights (rule and meaning) practice,21,5)examples Task 3 grammar teaching design for the structure “have/has been doing”,22,2.new approaches to grammar teaching,a synthesis approach to grammatical pedagogy collocational: the grammar should be built on collocational relati
17、ons between individual lexical items and their subcategories. constructive: ones grammar knowledge is built bit by bit.,23,contextual: grammatical elements and structures are taught in relation to their context. contrastive: to contrast the differences between the target and other languages; between
18、 sets of similar features and items of the target language.,24,3.principles of grammar presentation,a)simplicity clear, simple accurate and helpful b)variety: oral/written; form/meaning authentic materials; visual materials c)application: inductive and discovery methods for those structures easily p
19、erceived deductive method for complex structures,25,Step 4 the major types of grammar practice activities (30 minutes),1.Grammar competence patterns 2.Grammar practice patterns,26,1.Grammar competence patterns,exposure to language language proficiency grammatical competence ? explicit instructions m
20、eaningful practice communicative use form-focused accuracy meaning-focused fluency ,27,2.Grammar practice patterns,a)practice Any kinds of engaging with the language on the part of the learner, usually under the teacher supervision, whose primary objective is to consolidate learning. b)factors in su
21、ccessful practice c)grammar practice categories,28,b)factors in successful practice,1)pre-learning 2)volume and repetition 3)success-orientation 4)heterogeneity (diversity) 5)teacher assistance 6)interest,29,c)grammar practice categories,1)mechanical practice (focus on form) Substitution / transform
22、ation 2)meaningful/communicative practice (focus on the production, comprehension or exchange of meaning) Translation; multiple-choice; matching; blank-filling; meaningful activities more from 英语教学活动设计与应用,30,Task 6 Design a meaningful practice activity to practice the simple past tense 3)combination
23、 of mechanical and meaningful practice Examples on page 111,31,4)using prompts for practice pictures mimes or gestures information sheet key phrases or key words chained phrases for story telling created situations Task 7 Activity Design discussion,32,Supplemental materials,the Practice of English l
24、anguage teaching Elli is teaching the structure going to to a class of beginners. 00:27 - lesson Stories 2 15:57 - Teachers talking 1 Rolf tells a story about a British Christmas to teach grammar inductively. 22:33 - lesson Stories 2 04:30 - Teachers talking 2 Watch and discuss,33,End-of-lesson summ
25、ary (5 minutes),1.the role of grammar in language learning Understanding of grammar significance of grammar in language learning controversies about grammar in language learning principles of grammar teaching/learning 1)Systematic principle 2) Communicative principle 3) Contrastive principle 4)cogni
26、tive principle,34,2.the major types of grammar presentation methods traditional grammar presentation methods the deductive method the inductive method the guided discovery method new approaches to grammar teaching,35,3.the major types of grammar practice activities mechanical practice (focus on form
27、) meaningful/communicative practice combination of mechanical and meaningful practice using prompts for practice,36,Optional activities and assignments (10 minutes),1.Discussion: 1. Grammar is acquired naturally; it need not be taught. 2. Grammar is a collection of meaningless forms. 3. Grammar cons
28、ists of arbitrary rules. 4. Grammar is boring. 5. Students have different learning styles. Not all students can learn grammar. 6. Grammar structures are learned one at a time.,37,7. Grammar has to do only with sentence-level and subsentence-level phenomena. 8. Grammar and vocabulary are areas of knowledge. Reading, writing, speaking, and listening are the four skills. 9. Grammars provide the rules/explanations for all the structures in a language. 10. I dont know enough to teach grammar.,38,2.Homework: Design a meaningful practice activity to practice the simple past tense,