语法教学——研究、理论与实践.pptVIP

Teaching grammar: research, theory and practice;Some questions: grammar within a communicative methodology;What do you think?;Accuracy is important because…;And because…;And because…;Research and theory;Implicit and explicit teaching;Implicit teaching;Explicit teaching;The relationship between explicit and implicit knowledge;So where does that leave us?;‘Noticing’;The teachability hypothesis;‘Exemplar-based’ learning;So the conclusion so far is that…;You need:;Some practical models;Task-based + focus on form;May be based on:;Task based + consciousness-raising;Practice-based teaching;PPP;Implications for classroom teaching;Ultimately: the teacher decides;A suggestion: five basic components of grammar teaching;Task-based + focus on form;A communicative task;;2. Presentation + practice ;Example:The Present Perfect;Example:The Present Perfect;2. Focus on meaning, semi-controlled form (sentence completion): Since this time last year, I have …. 3. Focus on meaning, free sentence-making Think of a situation (using the present perfect) that would produce the reaction… 1. Oh dear! 2. Wonderful! 3. What a surprise! 4. Congratulations! 5. Help! 6. What a relief! 7. What a pity 8. Thank you! 9. What a pity! 10. I’m sorry! 11. Oh no! 12. (sigh);4. Focus on meaning, full paragraph writing:;5. Focus on communication Group discussion: You are a committee of experts who have to interview candidates for a specific course or profession. Your candidate is requesting: to become a marriage counsellor to become a kindergarten teacher to join the police force to work on a summer camp for teenagers to become an ambulance driver ;3. Communication only;4. Form-focus only;5. Exemplar-based ;Variable selection and emphasis:Two examples;A. ‘ELF’ at elementary level in a state school;B. Young adults in a university EAP course;In conclusion;Thanks for listening!