Teaching-grammar语法教学

CountablenounanduncountablenounUnitSevenTeachinggrammarCountablenounanduncountablenoun???????????CONTENTSTheroleofgrammarinELTMethodsforgrammarpresentationMethodsforgrammarpracticeRichardsandRogers’CommunicativeCompetence(1986):LinguisticcompetenceSocial-linguisticcompetenceDiscoursecompetenceStrategiccompetenceGrammarandvocabularyaretheessentialmeansbywhichwecommunicate6.1Reflectionsongrammarteaching“Shouldgrammarbetaughtatall?”ItisgenerallyobservedthatthesamestudentwhodemonstratesagoodmasteryofEnglishgrammarinstandardizedtestshasveryshakinggrammarinspeakingandwriting,thatis,thereareveryobviousgrammaticalmistakeshemakesinusinglanguage.Theweakcorrelationbetweenlearners’grammarknowledgeandcommunicativecompetencehasledmanypeopletodoubttheroleofgrammarinlearningaforeignlanguage.Teacherstendtominimizetheimportanceofgrammarincommunicativelanguageteaching.DifferencesbetweenGrammarknowledgeGrammarcompetenceBygrammarknowledgewemeanthegrammarrulesinthelearner’smind.Bygrammarcompetence,wemeanthepartofgrammarknowledgethathasbecomethelearner’sunconsciouscompetencethroughpracticeandcanbeusedtocomprehendandproducesentencesortomonitorautomaticallyhisProduction.6.2GrammarPresentationMethodsDeductivemethodreliesonreasoning,analyzingandcomparing.ChineseexplanationsandgrammaticaltermsInductivemethodmoreexamplesbeforepresenttherulesofgrammar;teacherelicitthegrammarrulefromthestudentsExampleOne:IammoreinterestinginEnglishgrammara.Thelessonwasinteresting.b.Theteacherwasamusing.c.Thestudentswereinterestedandamused.d.Ididnotlikethelesson.Iwasboring.e.IammoreinterestinginEnglishgrammar.Presentitdeductively:Theseadjectivesarederivedfromverbsthatexpressemotionsorfeelings.Whenwetalkaboutanemotion,wecanfocusontheSOURCE(i.e.whoorwhatcausesit)orEXPERIENCER(I.e.whoorwhatisaffectedbyit)Ifthebook(oralessonoraperson)causestheemotion,thenitisboring,interesting,orexacting.Whenyouaretalkingabouttheexperiencer,youusethe–edform.Ifpeopleexperiencetheemotion,thentheyarebored,interested,orexcited.Thecauseisboring,theexperiencerisbored.Thepartyisreallyamazing.Theyareinterestedinthetopic.Mr.Smithishard-working,thoughhisworkisalittleboring.Sometimeshefeltdepressedwhenhecouldnotfinishit.SummaryBoxAdjectivelikeboringandboredSourceorcauseis–ingExperienceroraffectedis–edThingsorpeoplearePeople(mostly)Amusing,amazing,amused,amazedAstonishing,bewilderingastonished,bewilderedFrightening,horrifyingfrightened,horrifiedShocking,surprisingshocked,surprisedConfusing,depressingconfused,depressedDisappointing,disgustingdisappointeddisgustedAnalyzemistakesintryingtousetheformsinboxSstendtodosobyoverusingthe–ingform.Thatis,wemostlydon’thavetodevoteenergytohelpingthemlearnhowtosaythatthingsareboring.Teachermightbeabletogivegreateremphasistothe–edforms,providingorinvitingexamplesincontextswhereparticipantsareaffected(emotionally)byevents.Inthisway,ourlearnersmightbecomemoreaccuratewhentheydecidetotellushowbored(orinterested)theyareinourclasses.Exercise1Readthroughthefollowingtext,underliningalltheadjectivesexpressingemotions.Then,trytoidentifythe“sources”orthe“experiencers”foreachadjectiveinthespacesprovidedYesterdaywasaschoolholiday.Ofcourse,itrainedallday,somykidswerereallybored.Iwantedtodosomeworkathome,buttheyinterruptedmeeveryfiveminutesandjustbecametooannoying.Iamamazedandastonishedthattheirteachersarenotconstantlyexhausted.Iwasirritatedafteronlyonemorningwiththemandwasreallyworriedabouttheafternoon.So,Igaveupmyworkandaskedthelittlemonstersiftheywouldbeinterestedinamovie.Theywerethrilled.Unfortunately,wechosetogotoareallyboringfilm.Afterabouttwentyminutes,theystoppedbeingexcitedandfellasleep.Iwasnotdisappointedatall.ExampleTwo:usedtoandbeusedto1.Theyarederivedfrom“use”(n.)习惯；惯例e.g.accordingtoanancientuseItishisusetotakeashowereverymorning.2.usedto+do过去常常、过去惯常(v.)（否定式usednot,usedn’t,usen’t)e.g.IdonotswimsooftenasIused(to).Heusedn’ttocome.3.beusedto+doing习惯于（adj.)e.g.Heisusedtohardwork.Youwillsoongetusedtolivingwiththem.InductivemethodExampleOne:Discoveringlanguage:Lookatthesetwosentences.1.Theirguest’snameisGrolla.2.Theirdaughters’namesareHannahandElla.Howmanyguestsarethereinsentence1?Howmanydaughtersarethereinsentence2?Whatistheruleforpossessive’sands’?InductivemethodExampleTwo:Readtheconversationsandanswerthequestions.CanIhavesomecheese,please?Yes.Howmuchwouldyoulike?I’dlikesomebottlesoforangejuice,please.Certainly.Howmanydoyouwant?Questions:1.Twonounsintheconversationarecheeseandbottles.Whichnouniscountable?2.Whichword,muchormany,doweuseinquestionsaboutcountablenouns?Whichworddoweinquestionsaboutuncountablenouns?SixkindsofsimplesentencesS+VSheworks.S+V+OShelikesherwork.S+V+IO+DOSheteachesusEnglish.S+LV+PSheisateacher.Sheisfriendly.Sheisatwork.S+V+O+OCHerlessonsmakeushappy.Therebe+S+AdThereisabookonthedesk.Thereare6classeseveryday.TypesofsentencesStatementsIamastudent.IstudyEnglish.QuestionsDoyoulikeEnglish?Whichschoolareyouin?DoeshespeakEnglishorFrench?SheisfromJapan,isn’tshe?ImperativeClosethedoor.ExclamationWhataniceday!Howbeautifult