Grammar 1 Procedures A. Checking reading B. Observing C. Performing.

Grammar 1

Procedures

A. Checking readingB. Observing C. Performing

A. checking reading

• 1. What is grammar?• 2. Background to the teaching of grammar• 3. Principles for teaching grammar• 4. Classroom techniques

1. What is grammar?

• _______ grammar sets out to describe the way that people actually use language. (prescriptive /descriptive)

• Grammaring• Grammar is a skill or dynamic process, “the

ability to use grammar structures accurately, meaningfully, and appropriately.” (Diane Larsen-Freeman. Teaching Language From Grammar to Grammaring. 2003:143)

Diane Larsen-Freeman (1995)• “语法皇后”• Form, meaning and use 三维语法教学法• David Nunan: –“Grammar: the study of how syntax(

form), semantics (meaning), and pragmatics (use) work together to enable individuals to communicate through language.”

FORM/

STRUCTURE

Morphosyntactic and

Lexical patterns

Phonemic/Graphemic

patterns

MEANING/

SEMANTICS

Lexical meaning

Grammatical meaning

USE/PRAGMATICS

Social context

Linguistic discourse context

Presuppositions about context

FORM

How is it formed?

MEANING

What does it mean?

USE

When and why is it used?

For summary of the article Teaching Grammar

written by Larsen-Freeman (1991) please visit:

• http://www.authorstream.com/presentation/anamariacult-8160-teaching-grammar-education-ppt-powerpoint/

普通高中《英语课程标准（实验）》语法项目表说明

• 高中阶段的语法教学， 应从语言运用的角度出发， 把语言的形式、意义和用法有机的结合起来。 要引导学生在语境中了解和掌握语法的表意功能。（“高中课标”， 2003 :65)

•

GRAMMAR: FORM

CHECKPOINT 6 GrammarThe Present Perfect Tense A Statement forms Question forms

I/You have just seen … Have you seen … yet? （下略）Short answers Yes, I/you/we/they have. No, I/you/we/they haven't. （下略）

B Verbs Past tense Past participle

Regular forms ask asked asked （下略） Irregular forms lose lost lost （下略）( 摘自《高中英语》 B1,U6,L24, PEP & Longman （合编） 1996)

Attributive Clauses with when,where, why…

• 新人教版高中一 Book 1 Unit 5 – Play this game. Get into groups of four. The first person begins

with a sentence and each person in the group adds extra and different information using the attributive clause.

• 北师大版：– Read these sentences from the text and in pairs, work out which

word introduces a relative clause and what it refers to.– <Language in Use>– Work in groups and write a famous event or a famous person in history.

Try to use relative clauses (when, where, which, who...) in your description.• Example: The Gettysburg Address which was made by Abraham

Lincoln was one of the most famous speeches in American history.

Find how many attributive clauses there are in the text.

1.The time when I first met Nelson Mandela…2.The school where I studied only two years …3….a time when one had got to have a passbook to live in Johannesburg.4.The day when Mandela told me what to do and help me…5….a stage where we have almost no rights at all.6.That parts of town where they lived…7….get jobs they wanted.8.The places where they were sent to live….9….a position in which we had either to accept we were less important, or fight the

Government.10….in a way which was peaceful.（华附教案）

1 said: “ …we were put in a position in which we had either to accept we were2 reading to help you. Work out the year in which he was born and then fit in the3 Island made us afraid. It was a prison from which no one escaped. There I sp4 whether I would be out of work. The day when Nelson Mandela told me what to do 5 ring the lunch breaks and the evenings when we should have been asleep. We re6 t a job in a gold mine. This was a time when one had got to have a passbook 7 black worker in South Africa. The time when I first met Nelson Mandela was a 8 ld not get jobs they wanted. The places where they were sent to live were th9 as very large. S4:The school where I was so unhappy was very large. 10 I began school at six. The school where I studied only two years was three11 as very large. S2:The school where I learned judo was very large. 12 as very large. S3:The school where I studied for six years was very 13 until today we have reached a stage where we have almost no rights at all. 14 hoose who ruled them. The parts of town where they lived were places decided by 15 tape and find out the reason why Elias joined the ANC Youth League. 16 to the tape and find out the reason why Elias why Elias joined the ANC Yout17 Nelson Mandela. Here are some reasons why I think he should be freed…. [Th

Concordances of ‘when,where,why,prep.+ which’( 从华南师大英语教材语料库提取）

GRAMMAR: USE

• Using attributive clause to describe our new school ( 详见张、孟， 2004 ： 119 ）

• Listening to phrases and making full sentences• Expressing what you like• Describing a list of place and time/dates• Introducing your own city• Highlighting grammatical forms in task activities

高中英语课程标准语法目标• 七级• 掌握描述时间、地点和方位的常用表达方式；• 理解并掌握比较人、物体及事物的常用表达方式；• 使用适当的语言形式描述事物，简单的表达观点、

态度或情感等；• 掌握语篇中基本的衔接和连贯手段，并根据特定

目的有效的组织信息。

英语课程标准八级• 进一步掌握描述时间、地点和方位的表达

形式；• 进一步理解并掌握比较人、及事物的表达

方式；• 使用适当的语言形式进行描述和表达观点、

态度和情感等；• 学习并掌握常见语篇形式的基本篇章结构

和逻辑关系。

2. Background to the teaching of grammar

Fill in the blanks or answer the questions1). The heart of the Audiolingual lesson is the

_________. (p. 156)2). Where can you see an example of a drill with

a meaningful and communicative dimension? 3). According to Stephen Krashen, grammar

instruction was ________ for the acquisition of a second language. (p. 157)

Fill in the blanks or answer the questions1). The heart of the Audiolingual lesson is the

the substitution drill. (p 156)2). Where can you see an example of a drill with

a meaningful and communicative dimension? (p.156)

3). According to Stephen Krashen, grammar instruction was unnecessary for the acquisition of a second language. (P157)

5). What is the more recent consensus about grammar teaching? (p.157)

6). Focus on form refers to the practice of _______(p.157)

7). Why does communication come first and a focus on form come second? (p.157)

8). (T/F) Conscious-raising is a type of focus-on-form approach to grammar. (p.157)

9). (T/F) Consciousness-raising activities are designed to get learners to notice a particular grammatical feature or principle. (p.161)

5). What is the more recent consensus about grammar teaching? Some form of grammar instruction is useful.

6). Focus on form refers to the practice of explicitly drawing students’ attention to linguistic features within the context meaning-focused activities. (p157)

7). Why does communication come first and a focus on form come second? The learner’s attention is drawn to a linguistic feature as necessitated by a communicative function.

8). Conscious-raising is a type of focus-on-form approach to grammar. T

9). Consciousness-raising activities are designed to get learners to notice a particular grammatical feature or principle. T

3. Principles for teaching grammar

10). _____ _____ appear to result in learners retaining more of the language in the long run. (p.158)

11). Why should we present the grammar in a context? Please cite an example. (p.159)

12). (T/F) If you know the language rules but are unable to use them, you have declarative knowledge. (p.160)

3. Principles for teaching grammar10). Inductive techniques appear to result in

learners retaining more of the language in the long run. (p.158)

11). Why should we present the grammar in a context? A context can make clear the relationship between the form and the function. Example: teaching passive. (p.159)

12). If you know the language rules but are unable to use them, you have declarative knowledge. (T) (p.160)

4. classroom techniques

13) (T/F) Input enhancement is a technique for getting students to notice the grammar item that the teacher wants to introduce.

14) How was the technique of input enhancement used in the example on Page 161?

4. classroom techniques

13) Input enhancement is a technique for getting students to notice the grammar item that the teacher wants to introduce. (T)

14) How was the technique of input enhancement used in the example on Page 161? (by “flagging”, e.g. highlighting, underlining, coloring, etc.)

B. Observing

1. Observe the teachings on pp.164-5. Then work in pairs and find out the answers to the questions listed at the bottom of Page 163.

2. What is the purpose of the extract on Pages 169-170? What grammar is the focus of Teacher E? Can you use Larsen-Freeman’s framework to analyze this extract?

C. Performing

• Try out the Dictgloss and Garden Path on Page 162.

Assignment 1: observing

1). 限制定从复习 - 省实潘颖媚老师 (Please download the package from your common mailbox.) ( 在 QQ 群的“共享”，因为是通过中转站上传的临时文件，请同学们尽快下载。）

2). 微 - 格 - 录 - 像 -4 （初 - 中 - 语 - 法 - 课，06 古 - 满 - 兰）：

http://v.youku.com/v_show/id_XMjA2NDE3Mjky.htmlPw.: scnu

Assignments 2 and 3• Assignment 2. Performing– Please form groups to teach one grammatical item

. Each member of a group chooses one stage of the whole process of teaching a grammar item. Get ready to perform as a group in the next class here.

• Assignment 3. Reading – Please refer to Chapters 2 and 3 of Success in

English Teaching when you design your teaching.

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