Howtoteachgrammaresp.foryoungagesHowtoteachgrammaresp.for1Whatarethegoalsofteachinggrammar?rulescommunicationusageexamsWhatarethegoalsofteaching2AgreeorDisagreePupilsneedtobegivendetailedgrammarrulesiftheywanttolearnaforeignlanguagesuccessfully.2.Childrendonotneedtolearngrammarruleswhentheyacquiretheirfirstlanguage,sotheydonotneedtolearngrammar.3.Ifpupilsgetenoughchancetopracticeusingaforeignlanguage,theydonotneedtolearngrammar.4.Makingchildrenunderstandthegrammarrulesshouldbeaveryimportantteachingobjective.5.GrammarshouldbetaughttohelpchildrenanalyzedifficultstructuresintextsanddialoguesAgreeorDisagreePupilsneedt36.It’sokforchildrentomakegrammaticalmistakes,becausecommunicationinaforeignLanguagewithouterrorsissomethingmostpeoplewillneverachieve.7.Pupilsinlowergradesdonotneedtolearngrammar,butwhentheymovetoupperlevels,grammarshouldbetaughtexplicitly.8.Knowinggrammarisnotenoughforrealcommunication.9.HelpingchildrentosummarizethegrammarrulesfromtheexamplesisaverygoodwayToteachgrammarinprimaryschools.10.Childrendon’tlikegrammar.Theygetboredwithit.6.It’sokforchildrentomak4Thewaytopresentgrammar.DeductivemethodTheteacherintroducestherulefirstandthengivespupilssomeexamples.ThiskindofgrammarpresentationcalledthedeductivemethodInductivemethodTheteacherusesthesentencestructureincontextwithouttellingherstudentstherules.Thiskindofgrammarpresentationcalledinductivemethod.演繹法歸納法Afterthepresentationoftheruleswithexamples,theteacherwouldprovideSomepracticetoapplytheruletoproducesentenceswithgivenprompts.Theteachermayaskpupilstosummarizethegrammarrule.Thewaytopresentgrammar.Ded5Example1Whenateacherteachthepastsimplethoughthefollowingsteps.Step1Explaintherules,mostprobablyinChinese.Rule:Weusethepastsimpletotalkaboutfinishedactionsinthepast.Withregularverbs,weusuallyadd__ed_totheverb(walk-walked,cook-cooked).Iftheverbendsine(forexample,live),weadd__d___.Ifashortverbendsinvowel+consonant(forexample,plan),wedoublethe__consonant__andadd_ed__4.Iftheverbendsinconsonant+y(forexample,try),wechangetheytoiandaddedStep2Giveoneortwoexamples.Step3AskSstomakesentencesbasedonprompts.Usuallyasubstituteexercise.Iwantedtogotothecinemalastnight.WhenIwasyoung,myfamilylivedinLondon.I_________(try)tophoneyouyesterday,butnobody_______(answer)Lastweekwe_______(plan)oursummerholiday.Example1Whenateacherteach6Example2Whenateacherteachthepastsimplethroughthefollowingsteps.Step1ShowpicturesandtrytoinviteSstodescribetheminEnglish.Step2GiveSsacertainsituationbyaskingwhatdidshedoyesterday?.Example2Whenateacherteach7Step3Discovertherule.Step4AskWhatdidyoudoyesterday?LetSspractice.Step3Discovertherule.Step8GrammarinNextMoveGrammarinNextMove9How-to-teach-grammar英語語法教學(xué)方法10How-to-teach-grammar英語語法教學(xué)方法11How-to-teach-grammar英語語法教學(xué)方法12HowtoteachyoungagesThewaythatyoungagesobtainthelanguageisthoroughtheirexperience.Andstoriesandsongsprovideefficientcontent,environmentandtools.Step1：theteachermakesthestudentsitinacircle.Tellthemastory(Goldilocksandthreebears)withthehelpofabigstorybookoraprojector.Makesureeverybodycanseeitclearly.Needstochecktheircomprehension(OK?)andrepetitionifitisnecessary.Iftherearesomenewwords,theteachercouldgiveanexplanation.Insertsomesamplesentencesinanarrativeway(Who’sbeeneatingmyporridge?)orbyasking(Who’sbeeneatingmyporridge?)Step2:repeatsthestory,letthekidssingthesentences

Who’sbeeneatingmyporridge?Etc.

Howtoteachyoungages13Step3:onemoretimeofrepeating,letthestudentsgetmoreinvolvetellingandactingthestory.Atthesametime,theteachercanchangethestoryabit.e.g.Reordertheeventsofthestory;addsomenewplots(someone’sbeenusingmycomputer;someone’sbeenpickingmyflowers…).Keeponpracticingtilltheycantellthestorythroughreadingtheflashcardsorpictures.Step4:assignsthetask:drawtheirownstories,thenretellthestory.DiscussionThekidsexperiencethestorythroughrepeating,strengtheningvisualstimulationanddramasbutnotdrillpractices.機(jī)械式的練習(xí)

MeaningfulpracticeStep3:Meaningfulpractice14Tipsformeaningfulpractice.Identifyingpictureswithdescriptions/paragraphs.Discoveringidenticalpairs.Findinganddescribingdifferences.Followingdirections.Usingrhymesandsongs.Retellingstories.Role-playing.Listeningandspeaking.Tipsformeaningfulpractice.I15threerulesofgrammarteachingTheruleofcontext（語境法則）

Setupameaningfulscenario.Itishelpfultoattracttheirattention.Wenormallyextractthegrammarpointfromtheenvironment.Remember:putitbackassoonaspossible.Meanwhile,weshouldteachthestructureandmeantogether.Tochoosethisgrammarpointbutnottheothersisbasedonwhatthespeakerorthewriterwanttoexpress.Theruleofuse（使用法則）Theaimofteachinggrammarishelpingthelearnerstounderstandandproduceauthenticlanguage.We,asateacher,trytoprovideyourstudentsmoreopportunities,andputgrammarintopractice.

Theruleofeconomy（簡潔法則）savingthetimeofexplanationinordertosupplymoretimeforpractice.threerulesofgrammarteac16How-to-teach-grammar英語語法教學(xué)方法17How-to-teach-grammar英語語法教學(xué)方法18How-to-teach-grammar英語語法教學(xué)方法19How-to-teach-grammar英語語法教學(xué)方法20Howtoteachgrammaresp.foryoungagesHowtoteachgrammaresp.for21Whatarethegoalsofteachinggrammar?rulescommunicationusageexamsWhatarethegoalsofteaching22AgreeorDisagreePupilsneedtobegivendetailedgrammarrulesiftheywanttolearnaforeignlanguagesuccessfully.2.Childrendonotneedtolearngrammarruleswhentheyacquiretheirfirstlanguage,sotheydonotneedtolearngrammar.3.Ifpupilsgetenoughchancetopracticeusingaforeignlanguage,theydonotneedtolearngrammar.4.Makingchildrenunderstandthegrammarrulesshouldbeaveryimportantteachingobjective.5.GrammarshouldbetaughttohelpchildrenanalyzedifficultstructuresintextsanddialoguesAgreeorDisagreePupilsneedt236.It’sokforchildrentomakegrammaticalmistakes,becausecommunicationinaforeignLanguagewithouterrorsissomethingmostpeoplewillneverachieve.7.Pupilsinlowergradesdonotneedtolearngrammar,butwhentheymovetoupperlevels,grammarshouldbetaughtexplicitly.8.Knowinggrammarisnotenoughforrealcommunication.9.HelpingchildrentosummarizethegrammarrulesfromtheexamplesisaverygoodwayToteachgrammarinprimaryschools.10.Childrendon’tlikegrammar.Theygetboredwithit.6.It’sokforchildrentomak24Thewaytopresentgrammar.DeductivemethodTheteacherintroducestherulefirstandthengivespupilssomeexamples.ThiskindofgrammarpresentationcalledthedeductivemethodInductivemethodTheteacherusesthesentencestructureincontextwithouttellingherstudentstherules.Thiskindofgrammarpresentationcalledinductivemethod.演繹法歸納法Afterthepresentationoftheruleswithexamples,theteacherwouldprovideSomepracticetoapplytheruletoproducesentenceswithgivenprompts.Theteachermayaskpupilstosummarizethegrammarrule.Thewaytopresentgrammar.Ded25Example1Whenateacherteachthepastsimplethoughthefollowingsteps.Step1Explaintherules,mostprobablyinChinese.Rule:Weusethepastsimpletotalkaboutfinishedactionsinthepast.Withregularverbs,weusuallyadd__ed_totheverb(walk-walked,cook-cooked).Iftheverbendsine(forexample,live),weadd__d___.Ifashortverbendsinvowel+consonant(forexample,plan),wedoublethe__consonant__andadd_ed__4.Iftheverbendsinconsonant+y(forexample,try),wechangetheytoiandaddedStep2Giveoneortwoexamples.Step3AskSstomakesentencesbasedonprompts.Usuallyasubstituteexercise.Iwantedtogotothecinemalastnight.WhenIwasyoung,myfamilylivedinLondon.I_________(try)tophoneyouyesterday,butnobody_______(answer)Lastweekwe_______(plan)oursummerholiday.Example1Whenateacherteach26Example2Whenateacherteachthepastsimplethroughthefollowingsteps.Step1ShowpicturesandtrytoinviteSstodescribetheminEnglish.Step2GiveSsacertainsituationbyaskingwhatdidshedoyesterday?.Example2Whenateacherteach27Step3Discovertherule.Step4AskWhatdidyoudoyesterday?LetSspractice.Step3Discovertherule.Step28GrammarinNextMoveGrammarinNextMove29How-to-teach-grammar英語語法教學(xué)方法30How-to-teach-grammar英語語法教學(xué)方法31How-to-teach-grammar英語語法教學(xué)方法32HowtoteachyoungagesThewaythatyoungagesobtainthelanguageisthoroughtheirexperience.Andstoriesandsongsprovideefficientcontent,environmentandtools.Step1：theteachermakesthestudentsitinacircle.Tellthemastory(Goldilocksandthreebears)withthehelpofabigstorybookoraprojector.Makesureeverybodycanseeitclearly.Needstochecktheircomprehension(OK?)andrepetitionifitisnecessary.Iftherearesomenewwords,theteachercouldgiveanexplanation.Insertsomesamplesentencesinanarrativeway(Who’sbeeneatingmyporridge?)orbyasking(Who’sbeeneatingmyporridge?)Step2:repeatsthestory,letthekidssingthesentences

Who’sbeeneatingmyporridge?Etc.

Howtoteachyoungages33Step3:onemoretimeofrepeating,letthestudentsgetmoreinvolvetellingandactingthestory.Atthesametime,theteachercanchangethestoryabit.e.g.Reordertheeventsofthestory;addsomenewplots(someone’sbeenusingmycomputer;someone’sbeenpickingmyflowers…).Keeponpracticingtilltheycantellthestorythroughreadingtheflashcardsorpictures.Step4:assignsthetask:drawtheirownstories,thenretellthestory.DiscussionThekidsexperiencethestorythroughrepeating,strengtheningvisualstimulationanddramasbutnotdrillpractices.機(jī)械式的練習(xí)

MeaningfulpracticeStep3:Meaningfulpractice34Tipsformea