试论英语语法教学的趣味性(1)(3)
2017-08-09 02:38
导读：5) Preparation before exercises requires that there must be presentation and explanation. After students have a clear idea about the taught grammar rule, they can enter into grammar practicing. 6) Cla
5) Preparation before exercises requires that there must be presentation and explanation. After students have a clear idea about the taught grammar rule, they can enter into grammar practicing.
6) Class evaluation. There is a grammar test at the end of the class.
3.3 Variety principle
The vitality of teaching activities in the class lies in the changing of teaching activities. The teacher should create fertile activities in terms of students’ situation.
3.4 Majority principle
It shows that teaching should fit every student. So implicit teaching and dominant teaching, inductive method and deductive method, controlling, semi-controlling and communicative practice should be united.
3.5 Procedure principle
This tells that teaching should follow the procedure of presenting, explaining and developing, otherwise, its effect will be damaged.
3.6 Communicative principle
Language serves communication, and the real language ability is developed in the process of communicating. So communication should also be embodied in grammar teaching.
3.7 Diversity principle
Language ability is the basis of communicative ability. And learning grammar is not the aim but the way of learning language. Teaching does not mean just teaching grammar, neither does language learning.
In a word, with the new curricular reform, the aim of grammar teaching also changes. Grammar teaching is aimed to stress the marrow of grammar by nimble teaching designs, and to make grammar class alive through creating fertile situations, thus to help students transfer the isolated and scrap language points to apply language quickly. So the new or useful methodologies should fit the features, suit the principles and display the aim.
4. Methods of English grammar teaching
According to the differences of methods of introducing the structure, there are implicit ways, such as the inductive method, and explicit ways, such as the deductive method. According to the differences of teaching aims, there are communicative approach, situational method and task-based method, which are aimed at developing students’ communicative ability. And all these methods can be adopted to make grammar teaching vivid and interesting.
（科教作文网http://zw.nseAc.com） 4.1 The inductive method
In the inductive method, the teacher induces students to realize grammar rules without any form of explicit explanation. It is believed that the rules will become evident if students are given enough appropriate examples.
For instance, the teacher wants to introduce comparative adjectives to a class of low-level students, she first shows a picture of a tall, thin girl labeled Mary, saying “Mary is tall”. She shows a second picture of an even taller, thinner girl labeled Ann, saying “Ann is tall”. The teacher then puts the two pictures side by side with each other and says: “Mary is tall and Ann is tall, too. But Ann is taller than Mary”. The teacher can do the same for “thin” and introduce more pictures, or objects and adjectives: long, short, big, small and so on. After several examples, students will understand the structure of the comparative adjectives. The target sentence is “Ann is taller than Mary”. Then students produce more sentences using the pattern “X is …-er than Y”.[4] The teacher may check whether students have grasped the meaning of the structure by asking some conceptual questions, then give them further practices.
