英语教学法教程第二版unit7
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Teaching Grammar Teaching Procedures Additional comments 一. Review of unit 6 Summarize the technique we have learned about pronunciation. Last class we have learned how to teach pronunciation. It mainly concerns how to teach the aspects of pronunciation, how to teach sounds stress and so on. I believe all of you have clutched them. A simple review of the unit 6.
二. Teaching aims In this unit, we will discuss how to teach grammar. We will mainly talk about the following things: 1. The role of grammar in language learning 2. The major types of grammar presentation methods 3. The major types of grammar practice activities. Tell the students what we will learn in this class.
三. The role of grammar in language learning At first let’s look at a form about grammar in language learning and decide if you agree with them or not. Try to give reasons for your decisions. Grammar is always the most boring bit of language learning. Knowing grammar is not enough for real communication. Grammar should be taught and practiced in context. An inadequate knowledge of grammar should focus on practice. Making students aware of grammatical information is one of the teaching objectives, allowing students opportunities The purpose of the task is not to seek definite conclusions about the value of grammar teaching, but rather to raise awareness of issues in grammar for using the language is just as important. If students get enough chance to practice using a foreign language, they do not need to learn grammar.
Students need to be given detailed grammar rules if they are to learn foreign language successfully. Teaching and learning grammar should focus on practice rather than the study of grammar itself. Grammar is not so important for students. People may have different views about it , because they are looking at the issue from different perspectives or they have different language learning contexts in mind .
teaching.
四. Grammar Presentation There are different ways of presenting grammar in the classroom. Among them , three are most frequently used and discussed : The deductive method The deductive method relies on reasoning, analyzing and comparing. First, the teacher writes an example on the board or draws attention to an example in the textbook. Then, the teacher explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the student’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the students practice applying the rule to produce sentences with given prompts. Disadvantages of the deductive method: a] it teaches grammar in an isolated way; Ask students the advantages and the disadvantages of the deductive method. b] Practice is often mechanical. Advantages of the method: a] it could be very successful with selected and motivated students. b] it could save time when students are confronted with grammar rule which is complex but which has to be learned. c] it may help increase students confidence in those examinations which are written with accuracy as the main criterion of success. The inductive method In the inductive method, the teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. For example: in order to present the two forms “this is” and “these are”, the teacher will first hold up a book, saying this is a book. He or she will do the same showing other things. Then the teacher holds up several books and saying these are books. After several examples, it is hoped that students will understand that these are just with plural forms of nouns. Then students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing but to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule form the students. The guided discovery method The guided discovery method, students are presented with contextualized scenarios illustrating a specific structure. Students are then guided to discovery the underlying rule of the structure as well as its meaning in context followed by explicit teaching and learning Students discuss the similarities and the difference of the guided discovery method and the inductive method.
