2015国培语法.pptx

An Teaching Grammar Liu Jixin 刘 吉 欣 18990894736Part OnePart TwoPart ThreePart One The Role of Grammar in Language TeachingChomskys TG LinguisticsKrashens Monitor Modal Part OnePart TwoPart ThreeChomskys TG Linguistics As for the construct of a sentence, TG grammar describes it as composed of a deep structure, a surface structure and some transformational rules. The former may be defined as the abstract representation of the syntactic properties of a construction. The latter is the final stage in the syntactic derivation of a construction, which closely corresponds to the structural organization of a construction people actually produce and receive. Part OnePart TwoPart Three NPVPDetNVNPThe boybreakDetNthewindowThe boy broke the window.The window is broken by the boy. Did the boy broke the window?SPart OnePart TwoPart Three The Monitor Hypothesis points that acquisition and learning are used in very specific ways. Normally, acquisition “initiates” our utterances in a second language and is responsible for our fluency. Learning has only one function, and that is as a monitor or editor. Learning comes into play only to make changes in the form of the our utterance, after it has been “produced” by the acquired system. See the following figure.Krashens Monitor modal Part OnePart TwoPart Three Learned competence (the Monitor) Acquired output Competence Conscious learning is available only as a “monitor”, which can alter the output of the acquisition system before or after the utterance is actually spoken or written. It is the acquired system which initiates normal, fluent speech utterances.Part OnePart TwoPart ThreePart Two Teaching Models The deductive method The inductive method The guided discovery methodPart OnePart TwoPart ThreeThe deductive method Step One Sample sentence Step Two Explicit rule explanation Step Three Comparison between native language and target language Step Four Sentence productionPart OnePart TwoPart ThreeThe inductive method Step One Authentic language data presentation Step Two Realization of language rules by students Step Three Production of sentences Step Four Elicitation of rules from students Part OnePart TwoPart ThreeThe guided discovery method Step One Authentic language data presentation Step Two Realization of language rules with guidance of the teacher Step Three Elicitation of rules from students Step Four Explicit instruction of rulesPart OnePart TwoPart ThreePart Three PracticeMechanical practiceMeaningful practicePart OnePart TwoPart ThreeMechanical practiceSubstitution drills Transformation drillsFill-in-the-blanksError correctionPart OnePart TwoPart ThreeSubstitution drills Mrs. has the largest house in town. green lawn clean house pretty garden nice flowers Part OnePart TwoPart ThreeTransformation drills Please change the following sentences into past tense. Use the adverbs given in the brackets.Now he lives in London. (last year, Paris)We have English and math today. (yesterday, Music and P.E.)Part OnePart TwoPart ThreeFill-in-the-blanksPlease complete these conversations. A: What _you _?B: Im a student. I study business.A: And _do you _to school?B: I _to Jefferson College.A: _do you like your classes.B: I _them a lot.Part OnePart TwoPart Three Its raining today. I am needing my umbrella. Do you want go downtown with me. Im listening you. Are you hearing a noise outside the window?Error correctionPart OnePart TwoPart ThreeMeaningful practicePicture descriptionMime and gesture description Story telling with key words or phrasesInformation gapsRole playsDictoglossPart OnePart TwoPart ThreeDictogloss Learners listen to the teacher or the tape and take note, then they are supposed to reconstruct a passage collaboratively. Procedure: Preparation Dictation Reconstruction Analysis and correctionPart OnePart TwoPart Three Pair work : Ask your partner about yesterday. Example: A: Where were you at 7 oclock yesterday morning? B: I was in bed.Use these expressions: in bed in the garden at school at the shop at home at the cinemaat the playground in the bath at my uncles homePart OnePart TwoPart Three Please design a task to teach the following sentence structure. Which do you prefer?