How-to-teach-grammar英语语法教学方法

Howtoteachgrammaresp.foryoungagesWhatarethegoalsofteachinggrammar?rulescommunicationusageexamsAgreeorDisagree1.Pupilsneedtobegivendetailedgrammarrulesiftheywanttolearnaforeignlanguagesuccessfully.2.Childrendonotneedtolearngrammarruleswhentheyacquiretheirfirstlanguage,sotheydonotneedtolearngrammar.3.Ifpupilsgetenoughchancetopracticeusingaforeignlanguage,theydonotneedtolearngrammar.4.Makingchildrenunderstandthegrammarrulesshouldbeaveryimportantteachingobjective.5.Grammarshouldbetaughttohelpchildrenanalyzedifficultstructuresintextsanddialogues6.It’sokforchildrentomakegrammaticalmistakes,becausecommunicationinaforeignLanguagewithouterrorsissomethingmostpeoplewillneverachieve.7.Pupilsinlowergradesdonotneedtolearngrammar,butwhentheymovetoupperlevels,grammarshouldbetaughtexplicitly.8.Knowinggrammarisnotenoughforrealcommunication.9.HelpingchildrentosummarizethegrammarrulesfromtheexamplesisaverygoodwayToteachgrammarinprimaryschools.10.Childrendon’tlikegrammar.Theygetboredwithit.Thewaytopresentgrammar.DeductivemethodTheteacherintroducestherulefirstandthengivespupilssomeexamples.ThiskindofgrammarpresentationcalledthedeductivemethodInductivemethodTheteacherusesthesentencestructureincontextwithouttellingherstudentstherules.Thiskindofgrammarpresentationcalledinductivemethod.演绎法归纳法Afterthepresentationoftheruleswithexamples,theteacherwouldprovideSomepracticetoapplytheruletoproducesentenceswithgivenprompts.Theteachermayaskpupilstosummarizethegrammarrule.Example1Whenateacherteachthepastsimplethoughthefollowingsteps.Step1Explaintherules,mostprobablyinChinese.Rule:Weusethepastsimpletotalkaboutfinishedactionsinthepast.1.Withregularverbs,weusuallyadd__ed_totheverb(walk-walked,cook-cooked).2.Iftheverbendsine(forexample,live),weadd__d___.3.Ifashortverbendsinvowel+consonant(forexample,plan),wedoublethe__consonant__andadd_ed__4.Iftheverbendsinconsonant+y(forexample,try),wechangetheytoiandaddedStep2Giveoneortwoexamples.Step3AskSstomakesentencesbasedonprompts.Usuallyasubstituteexercise.1.Iwantedtogotothecinemalastnight.2.WhenIwasyoung,myfamilylivedinLondon.1.I_________(try)tophoneyouyesterday,butnobody_______(answer)2.Lastweekwe_______(plan)oursummerholiday.Example2Whenateacherteachthepastsimplethroughthefollowingsteps.Step1ShowpicturesandtrytoinviteSstodescribetheminEnglish.Step2GiveSsacertainsituationbyaskingwhatdidshedoyesterday?.Step3Discovertherule.Step4AskWhatdidyoudoyesterday?LetSspractice.GrammarinNextMoveHowtoteachyoungagesThewaythatyoungagesobtainthelanguageisthoroughtheirexperience.Andstoriesandsongsprovideefficientcontent,environmentandtools.Step1：theteachermakesthestudentsitinacircle.Tellthemastory(Goldilocksandthreebears)withthehelpofabigstorybookoraprojector.Makesureeverybodycanseeitclearly.Needstochecktheircomprehension(OK?)andrepetitionifitisnecessary.Iftherearesomenewwords,theteachercouldgiveanexplanation.Insertsomesamplesentencesinanarrativeway(Who’sbeeneatingmyporridge?)orbyasking(Who’sbeeneatingmyporridge?)Step2:repeatsthestory,letthekidssingthesentencesWho’sbeeneatingmyporridge?Etc.Step3:onemoretimeofrepeating,letthestudentsgetmoreinvolvetellingandactingthestory.Atthesametime,theteachercanchangethestoryabit.e.g.Reordertheeventsofthestory;addsomenewplots(someone’sbeenusingmycomputer;someone’sbeenpickingmyflowers…).Keeponpracticingtilltheycantellthestorythroughreadingtheflashcardsorpictures.Step4:assignsthetask:drawtheirownstories,thenretellthestory.DiscussionThekidsexperiencethestorythroughrepeating,strengtheningvisualstimulationanddramasbutnotdrillpractices.机械式的练习MeaningfulpracticeTipsformeaningfulpractice.1.Identifyingpictureswithdescriptions/paragraphs.2.Discoveringidenticalpairs.3.Findinganddescribingdifferences.4.Followingdirections.5.Usingrhymesandsongs.6.Retellingstories.7.Role-playing.8.Listeningandspeaking.threerulesofgrammarteaching•Theruleofcontext（语境法则）Setupameaningfulscenario.Itishelpfultoattracttheirattention.Wenormallyextractthegrammarpointfromtheenvironment.Remember:putitbackassoonaspossible.Meanwhile,weshouldteachthestructureandmeantogether.Tochoosethisgrammarpointbutnottheothersisbasedonwhatthespeakerorthewriterwanttoexpress.•Theruleofuse（使用法则）Theaimofteachinggrammarishelpingthelearnerstounderstandandproduceauthenticlanguage.We,asateacher,trytoprovideyourstudentsmoreopportunities,andputgrammarintopractice.•Theruleofeconomy（简洁法则）savingthetimeofexplanationinordertosupplymoretimeforpractice.