上海市中小学（幼儿园）教材教法研训一体网络课程

An Introduction to How to Teach Grammar,Lu Qinchao May 2016,Contents,What is grammar? Why teach grammar? How to teach grammar from rules? How to teach grammar from examples? How to teach grammar through texts?,Contents,How to practice grammar ? How to deal with grammar errors? How to integrate grammar? How to test grammar? How not to teach grammar?,What is grammar?,Grammar is a tool for making meaningthe forms of the language the meanings these forms convey,Why teach grammar?,Grammar presentation and practice activities should be evaluated according to the E-factor - how efficient they arethe A-factor - how appropriate they are,Why teach grammar?,The efficiency of an activity is gauged by determining: its efficiency - how time-efficient is it? its ease - how easy is it to set up? its efficacy - is it consistent with learning principle?,Why teach grammar?,The appropriacy of an activity takes into account learners needs and interests learners attitudes and expectations,How to teach grammar from rules?,User-friendly rules Truth - is the rule true? Limitation - is it clear what the rule covers and what it doesnt? Clarity - is it clearly expressed?,How to teach grammar from rules?,User-friendly rules Simplicity - is it uncluttered with sub-rules and exceptions? Familiarity - does it use concepts that the students are familiar with Relevance - reflecting students specific needs and problems,How to teach grammar from rules?,Effective rule presentation it will be illustrated by examples it will be short students understanding will be checked students will have an opportunity to personalize the rule,How to teach grammar from examples?,Minimal pairs two sentences that are only different in one or two particulars By presenting minimal pairs, the teacher is better able to focus the students attention on exactly how the choice of form determines a difference in meaning.,How to teach grammar from examples?,Minimal Pairs Approach Easy to set up High volume of repetition,How to teach grammar from examples?,Minimal Pairs Approach,How to teach grammar from examples?,Minimal pairs However, in the absence of any contextual information, there is a danger that the sentences become leached of meaning , and that the discussion of differences may become rather academic. The teacher needs to choose lexically simple sentences with fairly self-evident contexts - sentences, in other words, are not problematic in the way that authentic data can often be.,How to teach grammar through texts?,Language is context-sensitivefully intelligible only when it is placed in its context Context typesthe co-text-the surrounding textthe context of situation-the situation in which the text is usedthe context of culture,How to practice grammar,Criteria for choosing, designing and evaluating practice activities The quantity factorThe more practice the better The quality factorPractice needs to juggle attention to form with attention to meaning,How to practice grammar,A practice activity for accuracy Attention to form Familiarity Thinking timefor thinking and reflecting Feedbackin the form of correction,How to practice grammar,A practice activity for fluency Attention to meaning Authenticityreal life language use Communicative purposesA built-in need to interact,How to practice grammar,Chunkingmemorisable chunks Repetitionbuilt-in repetition,A Sample Lesson,Practicing the present perfect using a personalization task (Elementary) Step 1,A Sample Lesson,Step 1,A Sample lesson,Step 2,A Sample Lesson,Step 3,A Sample Lesson,Step 4,Discussion,The preceding activity attempts to meet the conditions for fluency while incorporating an element of personalization. In this way it aims for a deeper level of personal investment in the task, intellectually and emotionally.,Discussion,The E-factor Easy to set up Highly economical A high volume of repetition A secure scaffold Fit for classes of mixed ability Activating a group dynamic,Discussion,The A-factor It may help if learners were given the option of “passing” when topics come up that they do not wish to commit themselves to.,How to deal with grammar errors,Not all errors are caused by L1 interference. A lot of errors are developmental. Not all errors matter equally. Nor do they all respond to the same kind of treatment. Feedback-correction; positive feedback; clarification requests; reformulation Appropriate negative feedback Learners mistakes -source for language forcus and consciousness-raising.,How to integrate grammar,How does grammar fit into the overall context of a language lesson? In the PPP model Language is learned in bits and in steps Fluency develops out of accuracy Grammatical knowledge is proceduralised through pracitce,How to integrate grammar,In the task-based model language is acquired in lumps and in leaps accuracy develops after fluency the internal grammar develops through exposure and interaction,How to test grammar,Its practicality - how easy is it to set up, administer and mark? Its validity - does it give consistent results Its face validity - do the students recognize it as a fair test, or will they perform therefore to their ability,