1 Methodology Unit 6 Teaching Grammar. 2 Unit 6 Teaching Grammar Objectives to understand the role of grammar in ELT; to understand the role of grammar

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MethodologyMethodology

Unit 6 Unit 6

Teaching GrammarTeaching Grammar

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Unit 6 Unit 6 Teaching GrammarTeaching Grammar

ObjectivesObjectives to understand the role of grammar in ELT;to understand the role of grammar in ELT; to learn the methods for grammar to learn the methods for grammar

presentation.presentation.

PrerequisitesPrerequisites Students should preview the unit for the main Students should preview the unit for the main

idea before they come to the class. idea before they come to the class. Students should prepare TASK 1, read the Students should prepare TASK 1, read the

assumptions about grammar in English assumptions about grammar in English learning and try to give reasons for their learning and try to give reasons for their decisions . decisions .

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Part I. The role of Part I. The role of GrammarGrammar

Task 1Task 1 Read the following statements about grammar Read the following statements about grammar

in English learning again and decide if you agin English learning again and decide if you agree with them or not.ree with them or not.

1.Students need to be given detailed grammar rul1.Students need to be given detailed grammar rules if they want to learn a foreign language suces if they want to learn a foreign language successfully.cessfully.

2.Children do not learn grammar rules when they 2.Children do not learn grammar rules when they acquire their first langu age, so they do not need acquire their first langu age, so they do not need them either when learning a foreign language.them either when learning a foreign language.

3.If students get enough chance to practise using 3.If students get enough chance to practise using a foreign language, they do not need to learn gra foreign language, they do not need to learn grammar.ammar.

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4.Making students aware of grammatical 4.Making students aware of grammatical information is one of the teach ing objectives, information is one of the teach ing objectives, allowing students opportunities for using the allowing students opportunities for using the language is just as important.language is just as important.

5.Grammar should be taught to help students to 5.Grammar should be taught to help students to analyze difficult structures in texts.analyze difficult structures in texts.

6.Teaching and learning grammar should focus 6.Teaching and learning grammar should focus on practice rather than the study of grammar on practice rather than the study of grammar itself.itself.

7.Grammar should be taught and practiced in 7.Grammar should be taught and practiced in context.context.

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8.8. Knowing grammar is not enough Knowing grammar is not enough for real communication.for real communication.

9.9. An inadequate knowledge of An inadequate knowledge of grammar would severely constrain grammar would severely constrain the ca pacity for communication.the ca pacity for communication.

10.Grammar will always be “the 10.Grammar will always be “the boring bit” of language learning.boring bit” of language learning.

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Sum upSum up ：：A. The role of grammar in English learniA. The role of grammar in English learni

ng:ng:1. English grammar is one of the four ke1. English grammar is one of the four ke

y elements of English language, that isy elements of English language, that is ，， pronunciation, words, grammar and pronunciation, words, grammar and context. Without grammar English lancontext. Without grammar English language cannot be well constructed.guage cannot be well constructed.

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2.There is naturally Chinese grammar in 2.There is naturally Chinese grammar in the minds of Chinese students, and it's the minds of Chinese students, and it's not easy to take in the grammar of a fonot easy to take in the grammar of a foreign language. But this difficulty must reign language. But this difficulty must be overcome. If you cannot solve this be overcome. If you cannot solve this difficulty, the English you write, thougdifficulty, the English you write, though it may be understandable, will be h it may be understandable, will be ChChinglishinglish (Chinese type foreign languag (Chinese type foreign language).e).

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3.Grammar can help you to 3.Grammar can help you to understand what you read and hear. understand what you read and hear. 3.Grammar can help you to 3.Grammar can help you to understand what you read and hear.understand what you read and hear.

4.Grammar can help you to express 4.Grammar can help you to express yourself clearly and correctly.yourself clearly and correctly.

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B. How grammar is currently taught:B. How grammar is currently taught: In China, grammar is taught in a traditionalIn China, grammar is taught in a traditional

ly teacher-centred way. Obviously there is too ly teacher-centred way. Obviously there is too much teacher dominance and too little studenmuch teacher dominance and too little student involvement in such a class. Often preparing t involvement in such a class. Often preparing such a grammar lesson means collecting all thsuch a grammar lesson means collecting all the concerned rules or ideas on a topic form varie concerned rules or ideas on a topic form various books together with copied examples, and ous books together with copied examples, and teaching grammar simply means reading alouteaching grammar simply means reading aloud to the class what has been prepared beforehd to the class what has been prepared beforehand. and.

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Students are supposed to take notes Students are supposed to take notes for the final assessment. For many for the final assessment. For many years Chinese teachers of English have years Chinese teachers of English have followed the traditional way of teaching followed the traditional way of teaching grammar as the following three steps:grammar as the following three steps:

--to learn about the grammar rules, --to learn about the grammar rules, --to study a few examples, --to study a few examples, --and to do some written grammar --and to do some written grammar

exercises.exercises.

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Part II. Grammar Part II. Grammar presentation methodspresentation methods

Generally speaking, there are two Generally speaking, there are two grammar presentation methods: grammar presentation methods: Deductive MethodDeductive Method and and Inductive Inductive Method Method whichwhich are commonly used in are commonly used in grammar class. These two methods are grammar class. These two methods are very useful in teaching and can be used very useful in teaching and can be used in other classes. Today you will learn in other classes. Today you will learn the first one---the the first one---the Deductive method.Deductive method.

The following sample:The following sample:

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Grammar presentation Grammar presentation methodsmethods

The Present Progressive (or The Present Progressive (or

Continuous)Continuous)

As we have already learned that As we have already learned that

aspectaspect concerns the manner in concerns the manner in

which the verbal action is which the verbal action is

experienced or regarded, that is, an experienced or regarded, that is, an

action is completed or in progress. action is completed or in progress.

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1. Form: 1. Form:

The Present Progressive is formed by the present form The Present Progressive is formed by the present form

of BE (am, is, are) + the present participle. E. g.of BE (am, is, are) + the present participle. E. g.

He He is cleaningis cleaning the blackboard. the blackboard.

She She is closingis closing the window. the window.

We We are havingare having a class. a class.

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Past Future

Present

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This is quite different from Chinese in which alThis is quite different from Chinese in which all the tenses and aspects are expressed by words.l the tenses and aspects are expressed by words.

E. g.E. g. 他他正在正在关窗子。关窗子。我们我们正在正在上课。上课。 English ‘aspect’ is expressed by the forms oEnglish ‘aspect’ is expressed by the forms o

f verbs but the Chinese ‘aspect’ by the words,f verbs but the Chinese ‘aspect’ by the words, such as ‘ such as ‘ 正在’、‘正’或‘在’正在’、‘正’或‘在’ and so on.and so on.

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2. The PPA and the different kinds of v2. The PPA and the different kinds of verbserbs

1. In general1. In general ，， the Present Progressive the Present Progressive is used for a single temporary event this used for a single temporary event that has a beginning and an end. This forat has a beginning and an end. This form suggests that an event began and is m suggests that an event began and is continuing, but it does not necessarily continuing, but it does not necessarily include the end of the action. include the end of the action.

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The Present Progressive occurs mostly The Present Progressive occurs mostly with verbs that denote limited duratiowith verbs that denote limited duration such as work, study, attend. Howeven such as work, study, attend. However, it can also occur with verbs that exprr, it can also occur with verbs that express some stage in a progression, either ess some stage in a progression, either the beginning, end or continuation of the beginning, end or continuation of an action. E.g.an action. E.g.

The class is beginning (or ending) now.The class is beginning (or ending) now. The weather is getting (or becoming) wThe weather is getting (or becoming) w

armmer and warmer.armmer and warmer.

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2. The progressive form often2. The progressive form often simply marks the simply marks the aspect of duration. If emphasis on duration of aspect of duration. If emphasis on duration of an event is not desired, the non-progressive an event is not desired, the non-progressive aspect is used, for example, “The class begins aspect is used, for example, “The class begins at 8: 00. ” A single action that is going on at at 8: 00. ” A single action that is going on at present must be expressed with a progressive present must be expressed with a progressive verb, for example, “The little girl is singing a verb, for example, “The little girl is singing a song over there. ” In terms of time, the song over there. ” In terms of time, the progressive form is the present. It may express progressive form is the present. It may express relatively short duration, perhaps only relatively short duration, perhaps only momentary, or relatively long duration. momentary, or relatively long duration.

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E. g.E. g. Short DurationShort Duration:: He is opening the window now.He is opening the window now. She is reviewing her grammar She is reviewing her grammar

lesson at the moment.lesson at the moment. Long DurationLong Duration:: She is studying English this year.She is studying English this year. He is writing a novel.He is writing a novel.

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3. A few verbs occur in either the present 3. A few verbs occur in either the present progressive or the simple present tense, progressive or the simple present tense, depending on the kind of emphasis depending on the kind of emphasis desired.desired.

For the Present Progressive, the emphasis For the Present Progressive, the emphasis is on the progression of one event. E.g.is on the progression of one event. E.g.

He is planning to go abroad.He is planning to go abroad.

— —Where are you living now?Where are you living now?

— —I’m living in California.I’m living in California.

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For the Simple Present , the emphasis For the Simple Present , the emphasis is on the general idea denot ed by the is on the general idea denot ed by the verb. E.g.verb. E.g.

He plans to go abroad.He plans to go abroad.

Where do you live now?Where do you live now?

I live in California.I live in California.

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4. Usually, the Present Progressive is 4. Usually, the Present Progressive is found with action verbs, but, found with action verbs, but, sometimes, the Present Progressive sometimes, the Present Progressive is found with non-action verbs that is found with non-action verbs that are ordinarily put in the Simple are ordinarily put in the Simple Present Tense. In such a case, the Present Tense. In such a case, the progressive verb may signal that an progressive verb may signal that an event is thought of as temporary. event is thought of as temporary.

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Grammar presentation Grammar presentation

methodsmethodsE.g.E.g.

I’m remembering how it used to be.I’m remembering how it used to be.

He’s seeing things clearer with his He’s seeing things clearer with his new glasses.new glasses.

However, when such verbs are used in However, when such verbs are used in the Present Progressive, the Present Progressive, they have they have other meanings than those in the other meanings than those in the Simple Present Tense.Simple Present Tense.

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Cf. : Cf. :

He is considering entering the He is considering entering the university.university.

He considers this university to be a He considers this university to be a good one.good one.

What are you thinking about?What are you thinking about?

What do you think about him?What do you think about him?

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3. The usages of the PPA3. The usages of the PPA

Because of the ability of the Present Because of the ability of the Present Progressive to suggest action in Progressive to suggest action in progress, it can be also used for the progress, it can be also used for the following:following:

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1.For an action which is in progress 1.For an action which is in progress while we are talking. E. g. while we are talking. E. g.

what is he doing?what is he doing?

He is reading a book.He is reading a book.

What a nuisance it is that you are What a nuisance it is that you are talking so loudly while we are having talking so loudly while we are having a class.a class.

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2. For the present period action which 2. For the present period action which is not necessarily occurring now. E. is not necessarily occurring now. E. g.g.

John is studying Chinese while his John is studying Chinese while his sister is doing Japanese.sister is doing Japanese.

I’mI’m teaching Translation and teaching Translation and Grammar this semester.Grammar this semester.

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3. For greater emotion or emphasis than 3. For greater emotion or emphasis than the non-progressive form does. E. g.the non-progressive form does. E. g.

You are continually finding fault with You are continually finding fault with me. (Emotional comment, “continually” me. (Emotional comment, “continually” reinforces the emotion which the speaker reinforces the emotion which the speaker dislikes.) dislikes.)

He’s always acting up at these affairs. He’s always acting up at these affairs. (Emotional comment, “al ways” reinforces (Emotional comment, “al ways” reinforces the emotion which speaker the emotion which speaker disapproves. )disapproves. )

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4. For habits or iteration in a series of 4. For habits or iteration in a series of similar ongoing actions. E.g.similar ongoing actions. E.g.

Henry is kicking the soccer ball Henry is kicking the soccer ball around the backyard. (habits)around the backyard. (habits)

The trains are arriving late The trains are arriving late practically every day this winter. practically every day this winter. (iteration)(iteration)

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5. For future time if it is accompanied 5. For future time if it is accompanied by a future time expres sion. E. g.by a future time expres sion. E. g.

The books are going on sale next The books are going on sale next week.week.

Our teacher is giving us a quiz Our teacher is giving us a quiz tomorrow.tomorrow.

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The Present Progressive generally The Present Progressive generally indicates that the future action is part of indicates that the future action is part of a plan made in the present ,with the past a plan made in the present ,with the past possibility included. it is more frequently possibility included. it is more frequently used with the verbs that can show the used with the verbs that can show the intention of the subject or that can intention of the subject or that can indicate the result of planning by some a indicate the result of planning by some a gent. E.g. I’m giving you some examples gent. E.g. I’m giving you some examples about the Present Progressive. However, about the Present Progressive. However, we can not say “It’s raining tomorrow.”we can not say “It’s raining tomorrow.”

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methodsmethodsSummary of the Method:Summary of the Method:

The deductive method relies on The deductive method relies on reasoning, analyzing and comparing. reasoning, analyzing and comparing.

The teaching process is:The teaching process is:

1. The teacher writes an example on 1. The teacher writes an example on the board or draws attention to an the board or draws attention to an example in the textbook. example in the textbook.

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methodsmethods2. Then teacher explains the underlying rules 2. Then teacher explains the underlying rules

regarding the forms and positions of certain regarding the forms and positions of certain struc tural words. The explanations are often struc tural words. The explanations are often done in the student’s native language and done in the student’s native language and using grammatical terms. Sometimes, using grammatical terms. Sometimes, comparisons are made between the native comparisons are made between the native language and the target language or between language and the target language or between the newly presented structure and previously the newly presented structure and previously learned structures. learned structures.

3. Finally the students practice applying the 3. Finally the students practice applying the rule to produce sentences with given prompts.rule to produce sentences with given prompts.

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methodsmethodsAdvantages:Advantages:

--good for selected and motivate students--good for selected and motivate students --save time to explain complex rule--save time to explain complex rule --increase students’ confidence in --increase students’ confidence in examinationexamination

Disadvantages:Disadvantages: --it teaches grammar in an isolated --it teaches grammar in an isolated way; way;

--little attention is paid to meaning; --little attention is paid to meaning; --the practice is often mechanical.--the practice is often mechanical.

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Part III. HomeworkPart III. Homework

1. Do Task 2 by yourselves.1. Do Task 2 by yourselves.2. Preview the rest of the Unit.2. Preview the rest of the Unit.

Reference Book:Reference Book: << 英语基础课程的教与学英语基础课程的教与学 >>

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Thank YouThank You

Documents

1 Methodology Unit 6 Teaching Grammar. 2 Unit 6 Teaching Grammar Objectives to understand the role of grammar in ELT; to understand the role of grammar