Unit7TeachingGrammar1/38theroleofgrammarinlanguagelearningthemajortypesofgrammarpresentationmethodsthemajortypesofgrammarpracticeactivities22/38Step1Reviewofthepreviousunit(5minutes)1. theroleofpronunciationinlanguagelearning2. thegoalofteachingpronunciationnative-likepronunciationagoodpronunciation3. theaspectsofpronunciationSoundsPhoneticsymbolsStress,intonation,andrhythm33/384. PracticeofpronunciationPracticingsoundsFocusingonasoundPerceptionpracticeProductionpracticePracticingstressandintonation44/38Step2theroleofgrammarinlanguagelearning(10minutes)1. Understandingofgrammar2. significanceofgrammarinlanguagelearning3. controversiesaboutgrammarinlanguagelearning4. principlesofgrammarteaching/learning55/381. Understandingofgrammara) DefinitionofgrammarAdescriptionofthestructureofalanguageandthewayinwhichlinguisticunitssuchaswordsandphrasesarecombinedtoproducesentencesinthelanguage.Itusuallytakeintoaccountthemeaningsandfunctionsthesesentenceshaveintheoverallsystemofthelanguage.66/3877/38b) Relationwithotherintegralpartsinlanguagesystem1) sound;form;meaning;function2) Grammarintegratedwithlistening,speaking,readingandwriting.8CommunicativefunctionsgrammaticalstructureStructuralexponentsfunctionalpossibilities8/38Task1Yourunderstandingofgrammarinlanguagelearning99/382. significanceofgrammarinlanguagelearninga) grammaticalcompetenceisessentialforcommunicationb) aninadequatetreatmentofgrammarinmostcommunicativesyllabusesresultinginlowerlevelofaccuracyc) Grammarteachingcanenhancelearnerproficiencyandaccuracyandfacilitatetheinternalizationofitssyntacticsystem.d) Instructedlearnersarefoundtooutperformuninstructedlearnersintheirrateoflearningandlevelofachievement.1010/383. controversiesaboutgrammarinlanguagelearninga) Acourseorasectioninlanguagelearningb) Grammarinlanguageteachingorgrammarinrealcommunicationc) whethergrammarshouldbetaughtd) towhatextentgrammarshouldbetaught1111/38e) variablesinthelanguageteaching/learningcontextLearnervariablesandinstructionalvariablesf) fact:GrammarisstillbeingtaughtinformalclassroomlanguageteachingGrammar-focusedapproachesarestillwidelyused.Discussion:contentofyourfamilyteaching;yourmiddleschoolexperience1212/384. principlesofgrammarteaching/learning1) Systematicprinciple2) Communicativeprincipleideational/interpersonal/textual3) Contrastiveprinciplelanguage/languageitem/culture1313/384) cognitiveprincipleCognitivemethods:analyzing;synthesizing;embedding;matchingPreviousknowledge:languageknowledgeandworldknowledgeLearninglevels:beginning;intermediate;advancedLanguagematerials:largeamount;authenticmaterials1414/38Step3themajortypesofgrammarpresentationmethods(20minutes)Task2reflectiononyourmiddleschoolgrammarteaching/learning1. traditionalgrammarpresentationmethodsthedeductivemethodtheinductivemethodtheguideddiscoverymethod1515/38a) thedeductivemethod1) teachinggrammarasaproductexplicitly2) presentation→explanation→comparison→productionexplanation:innativelanguageandgrammaticaltermscomparison:nativevs.targetlanguage;newvs.oldstructureproduction:applyingtherulestoproducesentenceswithgivenprompts1616/383) advantages:successfulwithselectedandmotivatedstudentssavetimewhileconfrontingwithanecessarybutcomplexgrammarrulehelpstudentsincreaseconfidenceinaccuracy-basedwrittenexams4) disadvantages:Itteachesgrammarinanisolatedway.Littleattentionispaidtomeaning.Practiceisoftenmechanical.1717/38b) theinductivemethod1) teachinggrammarasaprocessimplicitly2) authenticlanguageexamples→understanding→production→elicitation1818/38c) theguideddiscoverymethod1) definitionGuideddiscovery,alsoknownasaninductiveapproach,isatechniquewhereateacherprovidesexamplesofalanguageitemandhelpsthelearnerstofindtherulesthemselves.2) ComparisonwiththeinductivemethodSimilarity:studentsareinducedtodiscoverrulesbythemselvesDifference:discoveryiscarefullyguidedandassistedbytheteacher;therulesarethenelicitedandtaughtexplicitly.1919/383) KeyelementsrelatedTheroleofexplicitknowledgeinlanguagelearningThevalueofdiscoveryasageneralmethodoflearning4) Presentationmodelcontext(readingorlisteningtext)→discovery(ruleandmeaning)→explicitteaching/learning→moreexamples→production→highlights(ruleandmeaning)→practice2020/385) examplesTask3grammarteachingdesignforthestructure“have/hasbeendoing”2121/382. newapproachestogrammarteaching

asynthesisapproachtogrammaticalpedagogycollocational:thegrammarshouldbebuiltoncollocationalrelationsbetweenindividuallexicalitemsandtheirsubcategories.constructive:one’sgrammarknowledgeisbuiltbitbybit.2222/38contextual:grammaticalelementsandstructuresaretaughtinrelationtotheircontext.contrastive:tocontrastthedifferencesbetweenthetargetandotherlanguages;betweensetsofsimilarfeaturesanditemsofthetargetlanguage.2323/383. principlesofgrammarpresentationa) simplicityclear,simpleaccurateandhelpfulb) variety:oral/written;form/meaningauthenticmaterials;visualmaterialsc) application:inductiveanddiscoverymethodsforthosestructureseasilyperceiveddeductivemethodforcomplexstructures2424/38Step4themajortypesofgrammarpracticeactivities(30minutes)1. Grammarcompetencepatterns2. Grammarpracticepatterns2525/381. Grammarcompetencepatternsexposuretolanguage→languageproficiency→grammaticalcompetence????explicitinstructions→meaningfulpractice→communicativeuse→form-focusedaccuracy→meaning-focusedfluency√√√√√2626/382. Grammarpracticepatternsa) practiceAnykindsofengagingwiththelanguageonthepartofthelearner,usuallyundertheteachersupervision,whoseprimaryobjectiveistoconsolidatelearning.b) factorsinsuccessfulpracticec) grammarpracticecategories2727/38b) factorsinsuccessfulpractice1) pre-learning2) volumeandrepetition3) success-orientation4) heterogeneity(diversity)5) teacherassistance6) interest2828/38c) grammarpracticecategories1) mechanicalpractice(focusonform)Substitution/transformation2) meaningful/communicativepractice(focusontheproduction,comprehensionorexchangeofmeaning)Translation;multiple-choice;matching;blank-filling;meaningfulactivitiesmorefrom《英語教學(xué)活動設(shè)計(jì)與應(yīng)用》2929/38Task6Designameaningfulpracticeactivitytopracticethesimplepasttense3) combinationofmechanicalandmeaningfulpracticeExamplesonpage1113030/384) usingpromptsforpracticepicturesmimesorgesturesinformationsheetkeyphrasesorkeywordschainedphrasesforstorytellingcreatedsituationsTask7ActivityDesigndiscussion3131/38SupplementalmaterialsthePracticeofEnglishlanguageteachingElliisteachingthestructuregoingtotoaclassofbeginners.00:27-lessonStories215:57-Teacherstalking1RolftellsastoryaboutaBritishChristmastoteachgrammarinductively.22:33-lessonStories204:30-Teacherstalking2Watchanddiscuss3232/38End-of-lessonsummary(5minutes)1. theroleofgrammarinlanguagelearningUnderstandingofgrammarsignificanceofgrammarinlanguagelearningcontroversiesaboutgrammarinlanguagelearningprinciplesofgrammarteaching/learning1) Systematicprinciple2)Communicativeprinciple3)Contrastiveprinciple4) cognitiveprinciple3333/382. themajortypesofgrammarpresentationmethodstraditionalgrammarpresentationmethodsthedeductivemethodtheinductivemethodtheguideddiscoverymethodnewapproachestogrammarteaching3434/383. themajortypesofgrammarpracticeactivitiesmechanicalpractice(focus