Unit7teachinggrammar教学法
中职英语语文版基础模块下册Unit 7 Health Grammar 教案
Unit 7 Health一. Teaching aims（教学目标）:Grasp the following words and phrases: abuse, insurance, carpenter, income, hopeless, clinic, allowance, fundamental, pressure, con sult, chemist, statistics, fee, nationwide, un fortunate, tailor, incident, significance, ben ch, sink, jar, lid, devotion / lay off, make m atters worse, get rid of, make ends meet 二、教学重难点：Grammar 、words and phrases. 三．Teaching procedure（教学过程）:Step 1 Word Studyabuse n.& vt. 滥用，虐待，辱骂（1）［U］对某物（某人）的滥用、妄用或虐待drug abuse滥用麻醉药品 child abuse __________ __________abuse of trust/privilege _____________________ ___（2）［C］不正当的习俗，恶习，弊端___________________________ 废止不正当的习俗（3）vt. 滥用，妄用，误用____________________________不要滥用你的权威。
He _______________( 滥用职权)while in office. Step 2 Grammar: 虚拟条件句1) 当表示与现在事实相反时从句：If + subject + did / were, 主句：Subject + could / would / might / should do2) 当表示与过去事实相反时从句：If + subject +had done, 主句：Subject + could/would/might/should have done3) 当表示与将来事实相反时从句：If + subject +did / should / were to, 主句：Subject + could / would / might / should d oStep 3 Grasp the following sentences:1). To make matters worse, he also had a son i n college who had taken a bank loan to pay for his studies. P752). Three months later, however, Wang Lin was told about a health care project that provides treatment at half the cost or less, depending on the needs of the patient. P753). Thanks to the project and the kindness ofhis family and neighbours, he was able to rece ive treatment in time to prevent the disease f rom ruining his health.Step 4 Fill in the blanks with the phrases ab ove, using proper forms: 1) The vote will have to be _________________ until next week.2) I ___________ my book __________, turned off the light and went to sleep.3) He has been _____________ for several month s.4) The factory has ______________the workers b ecause of the drop in sale.5) We will need to ____________ a good supply of food if this winter is going to be like the last.四、课后作业 P59五、总结评价。
Teaching Grammar 语法教学 ppt课件
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8.Knowing grammar is not enough for real communication.
9.An inadequate knowledge of grammar would severely constrain the capacity for communication.
using a foreign language?
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I. The importance of grammar
English grammar is the core of English language. Without grammar English language cannot be well constructed.
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1. How grammar is currently taught
• Task 1
•Read the following statements about grammar in English learning and decide if you agree with them or not.When you have finished, compare your results with your partner. Try to give reasons for your decisions.
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The Assumptions about grammar in language learning
1.Students need to be given detailed grammar rules if they want to learn a foreign language successfully.
英语教学法教程第二版unit7
The purpose
At first let’s look at a form about grammar in language of the task is
learning and decide if you agree with them or not. Try to give not to seek
1. The role of grammar in language learning
in this class.
2. The major types of grammar presentation methods
3. The major types of grammar practice activities. 三. The role of grammar in language learning
teaching, but
rather to raise
awareness of
issues
in
grammar
for using the language is just as important.
teaching.
If students get enough chance to practice using a foreign
draws attention to an example in the textbook. Then, the teacher the
explains the underlying rules regarding the forms and positions of advantages
certain structural words.
if target structure.
UNIT 7 teaching grammar
Substitution drills :
• The students substitute a part in a structure so that they get to know how that part functions in a sentence. Substitution drills that involve changes in forms are more effective than those in which students simply replace the target part with another word. Give an example to show this. p109
The presentation should not take longer than five minutes.---Ur 1996
• • • • • A synthesis approach: four demands Collocational (relations) Constructive (bit by bit) Contextual contrastive
True or False (Task 1)
•
1. Students need to be given detailed grammar rules if they want to learn a foreign language successfully 2. Children do not learn grammar rules when they acquire their L1, so they don’t need them either when learning a foreign language. (environment or input) 3. If students get enough chance to practice using a foreign language, they do not need to learn grammar. (accuracy)
英语专业院校的原版课件--英语教学论Unit-7-Teaching-Grammar
•Explicit grammar instruction
The deductive method is criticized because:
• Grammar is taught in an isolated way; • Little attention is paid to meaning; • The practice is often mechanical.
The best approach is the combination of both implicit and explicit instruction.
the deductive method （演绎法） the inductive method （归纳法）
the guided discovery method (引导发现法）
It is generally believed that
• Grammar teaching is less important for children than for adults;
• Grammar teaching is less important in listening and reading than in writing.
Unit 7 Teaching Grammar
Focal points
1. The role of grammar in ELT 2. Grammar presentation methods 3. Grammar practice
英语教学法第七单元Teaching-grammar
Presentation知 Practice练 Production用
Understanding Accuracy Use and Fluency
(1)presentation
The teacher introduces new language in particular communicative situations, focusing on its meaning, form and on its function.The emphasis at this stage is on meaning and form.
Hinkel and Fotos, 2002)
Most research has agreed that there is a positive role of instruction for grammar learning.
Grammar teaching “can enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system.
Aims of the unit:
1.The role of grammar in ELT 2.Grammar presentation methods 3.Grammar practice
The role of grammar in ELT
The value of grammar in foreign language teaching has been a focus of debate for decades, and no conclusion is in sight.
高职《英语教学论》课程标准
高职《英语教学论》课程标准一、课程说明《英语教学论》课程标准课程编码：承担单位：制定：制定日期：审核：审核日期：批准：批准日期：1、课程性质：本门课程是职业学院英语教育专业的一门专业必修课。
2、课程任务：主要针对小学英语教学岗位开设，主要任务是培养学生在小学英语教学岗位的教育教学能力，要求学生掌握英语语言教学中使用的方法和技巧，并了解其理论依据；提高学生对语言教学原则、教学规律的理解，并且引导学生将这些原则应用于教学中，使其能够胜任未来的小学英语教学工作。
3、课程衔接：在课程设置上，前导课程有基础英语、教育学、心理学，后续课程有英语教学实训、教学实习。
二、学习目标通过本门课程的学习，学生应熟练掌握英语教学的基本理论和基本方法，并能针对小学英语课堂教学实际，将英语教学理论与小学教学实践相结合，从而培养学生对小学英语教学实践的认识、思考、判断、分析、设计和研究能力。
具体目标分述如下：1、知识和技能目标：（1）了解语言与语言学习的基本概念；（2）理解英语教学的主要理论；（3）掌握英语教学设计的一般方法；（4）掌握英语课堂教学过程与教学效果的评价方法。
2、能力目标：（1）能够正确描述教学目标、重点与难点，分析教学内容，并能根据学生特点和教学条件设计有效的英语教学活动；（2）积极开展英语课堂教学微技能整合，探索英语教学的有效途径；（3）能利用所学技能进行教学设计；（4）能利用所学方法与技巧进行英语教学演示。
3、思想政治素养目标：（1）能够认识到教学能力是英语教师专业素质的必要组成部分；（2）能够认识到科学教学方法的有效应用对于优化教学过程，培养创新型人才的重要作用；（3）具有不断学习新知识和探索新理论以完善自身素质结构的意识与态度。
三、课程设计本课程以职业能力目标为载体，根据小学英语教学岗位工作任务要求，确定学习目标及学习任务内容；本课程采取行动导向项目教学教学模式，以学生为主体、以培养学生课堂教学能力为导向组织教学考核。
英语教学法unit7-teaching-grammar
❖ It is believed that the rules will become evident if the students are given enough appropriate examples.
It is generally believed that
❖ Grammar teaching is less important for children than for adults;
❖ Grammar teaching is less important in listening and reading than in writing.
❖Grammar teaching can be seen in most formal classroom language teaching.
7.2 Grammar presentation methods
❖The deductive method ❖The inductive method ❖The guided discovery method ❖Teaching grammar using listening
❖ The value of grammar in foreign language teaching has been a focus of debate for decades, and no conclusion is in sight.
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Chinglish:
话说一个国内知名企业，一天来了一个重要的外宾，下面是前
台的对话。
Miss A：“hello.”
MipwslasaiyAti，n：gy，o“unyoowu apitey，oouprlyesoeulfhanvoleotokt，wimaaieltl，，ypyoeououplegcoa！nar”e
Msrp.eBa“k goEondglishhe？av”ens. anybody here can
Miysosu A o：ne“shhaovuet wwhhaatt tshhinogu?t”，quiet a little，
2) Children do not learn grammar rules when they acquire their first language, so they do not need them either when learning a foreign language.
3) If students get enough chance to practice using a foreign language, they do not need to learn grammar.
Unit 7 Teaching Grammar
Teaching contents:
1. The role of grammar in language learning
2. The major types of grammar presentation methods
3. Major types of grammar practice activities
Case study: “This is…”, “These are”
Inductive Grammar Teaching
Benefits
Drawbacks
1.Students discover the grammar rules themselves while engaged in language use.
4) Making students aware of grammatical information is one of the teaching objectives, allowing students opportunities for using the language is just as important.
3.The process can be much more time consuming, as students may need more time and many more contexts and examples before they can work out rules for themselves.
Mr. B：“hi.”
Miss A ：“you have what thing？”
Mr. B ：“can you speak English？”
Miss A ： speaking
“wihfat？i ”not
speak
English ， i
am
Mr. B ：“can anybody else speak English？”
1.It may be more demanding on the teacher to produce enough contexts and examples for the students’ needs. Preparing adequate questions to guide the students in their process of discovery also demands much teaching skills.
Benefits
Drawbacks
1 Full , clear explanations can be given
1.make students passive. Because they just listen. It’s easy for students to forget the rules. As they weren’t actively involved in working them out.
4. Conclusion
The role of grammar in language learning:
Discussion:
1)Students need to be given detailed grammar rules if they are to learn a foreign language successfully.
The guided discovery method： 1. The students are presented with
contextualised （ 情 境 化 的 ） examples illustrating a specific structure. 2.Students are guided to discover the underlying rule of the structure as well as its meaning in context. 3.The teacher teaches the target structure explicitly. • Similar to the inductive method in that(because) the students are induced to discover rules by themselves. • Different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.
• 5) Grammar should be taught to help students analyze difficult structures in texts.
6) Teaching and learning grammar should focus on practice rather than the study of grammar itself.
Mr. B ：“i want to speak to your head.”
MicsosmeA！”： “ head not zai. you tomorrow
Mini-teaching:
We're far from home. What are our parents doing at the moment?
context (authentic or near authentic). 2. to figure out the rule for themselves. In the inductive method, the teacher
induces the learners to realise grammar rules without any form of explicit (detailed) instructions.
1) Presentation of the grammatical rule →
2) explanation (comparison may be done between the newly presented structure and previously learned structures ) →
• 7)Grammar should be taught and practiced in context.
8) Knowing grammar is not enough for real communication.
• 9) An inadequate knowledge of grammar would severely constrain one’s capacity for effective communication.
Grammar presentation methods
• The deductive method （演绎法） • The inductive method （归纳法） • The guided discovery method (引导
发现法）
The deductive method（演绎法）：
3 It teaches grammar in an isolated way. Little attention is paid to meaning. Practice is often mechanical.
The inductive method（归纳法）： 1. Students are given the structure in
2.The students have been much more involved in the discovery process.
2.Students have no patience in working them out for themselves.
3.Remember the structure and their usage better.
The guided discovery method
Case study: “too…to”
1. Picture 2. Questions and answers(conversation) 3. Sentences with the structure 4. Structure and meaning 5. Explanation and Practice