试论英语语法教学的趣味性.doc 13页

ÊÔÂÛÓ¢ÓïÓï·¨½ÌѧµÄȤζÐÔ[Abstract]Grammar,asasetofrulesforchoosingwordsandputtingwordstogethertomakesense,playsasignificantroleinlanguageteaching.ItisdifficultforstudentstospeakEnglishwithoutlearningEnglishgrammar.However,thetraditionalteachingmethodsaresoboringthatmodernlanguageteachingtendstoneglectgrammar.Therehavebeenmoreandmoreteachingtheoriesandteachingmethodsatpresent.Inthispaper,somefeaturesandrulesofgrammarteachinghavebeengeneralized.Besides,severalteachingmodeshavebeenintroducedanddiscussedtomakestudentsmoreactiveintheclassandtoenhancecommunicativeactivitiesbetweentheteacherandstudents,soastomakeabstractgrammarteachingmorevividandinteresting.[Keywords]Englishgrammarteaching;teachingmethodology;delights[ÕªÒª]Óï·¨ÔÚÓ¢Óï½ÌѧÖÐÕ¼ÓÐÖØÒªµØλ£¬Ã»ÓÐÓï·¨¹æÔòµÄ¼à¿ØºÍÐÞÊΣ¬Ñ§ÉúºÜÄѳÉΪµØµÀµÄÓ¢ÓïʹÓÃÕß¡£»úеµØÑØÓÃÒÔ½ÌʦΪÖÐÐĵĴ«Í³·½·¨½øÐнÌѧʹÓï·¨½Ìѧ³éÏó¿ÝÔĿǰÓÖ³öÏÖÁ˸÷ÖÖ¸÷ÑùµÄ½ÌѧÀíÂۺͽÌѧ·½·¨¡£±¾ÎÄ×ܽáÁËÓï·¨¿ÎÌýÌѧµÄÌØÕ÷ºÍ¹æÔò£¬Ìá³öÁ˼¸ÖÖ»ù±¾½Ìѧ·½·¨ÒÔ±ã¸üºÃµØ·¢»ÓѧÉúµÄÖ÷¶¯ÐÔ£¬ÔöǿʦÉú¼äµÄ½»»¥Ê½½Ìѧ»î¶¯£¬Ê¹³éÏóµÄÓï·¨½ÌѧÐÎÏó»îÆᣴӶøʹÓï·¨½Ìѧ¸üºÃµØ·þÎñÓÚÓ¢Óï½ÌѧµÄ×îÖÕÄ¿µÄ---ÅàÑøѧÉúµÄÓïÑÔ½»¼ÊÄÜÁ¦¡£[¹Ø¼ü´Ê]Ó¢ÓïÓï·¨½Ìѧ£»½Ìѧ·¨£»È¤Î¶ÐÔ1.IntroductionGrammarisasetofrulesforchoosingwordsandputtingwordstogethertomakesense.Everylanguagehasasetofgrammarrules.Ithasbeenheldthatifalanguageisabuilding,thewordsarethebuildingbricksandthegrammaristhearchitect¡¯splan.Withoutaplan,therewouldnotbeanybuilding.However,withthegrowingpopularityofthecommunicativelanguageteachingapproach,grammarismoreandmoreneglectedandgrammarteachingisregardedasinherently¡°dull¡±or¡°old-fashioned¡±.Someteachersareevengoingtoextremesbyavoidingtalkingaboutgrammarunderthesuppositionthatgrammarteachingdonogoodtostudents¡¯communicativecompetence.Asaconsequence,thegrammaticalknowledgeisnottimelyconsolidated,internalizedandconvertedintoapracticalability.Therearesomeproblemsingrammarteaching,whicharegeneralizedas¡°fiveemphases¡±and¡°fiveneglects¡±,[1]thatis:emphasizinginstillingknowledgewhileneglectingpracticingskills;emphasizingexplainingindetailwhileneglectingexercising;emphasizingwrittenexerciseswhileneglectingoralpractices;emphasizingtheanalysesofgrammarwhileneglectingtheusageofgrammar;emphasizingthemasteryofruleswhileneglectingknowingexamples.Itisbecauseoftheseproblemsanddifficultiesthatgrammarteachingissoboringforbothteachersandstudents.2.FeaturesofEnglishgrammarteaching13 Therearesomefeaturesofgrammarteachingintheclasswhichisworthnoticing.[2]2.1ActivenessandinterestGrammarteachingshouldfitthestudents¡¯age,theclasssituation,andthecontentofteachingmaterials.1)Trytosatisfythestudents¡¯desireofsuccess.Forinstance,accordingtodifferentlevelsofthestudents,teacherscanteachthemtosingEnglishsongs,readsomeinterestingstoriestothemortalkaboutchildren¡¯sprogramswiththem.2)Intermsof¡°3-s¡±whichissurprise,suspensionandsatisfaction,teacherscanadvancesomeenlighteningquestionstosatisfythestudents¡¯curiosityandtoarousetheirinterest.3)Teachingmethodsshouldbeofvarietyandflexible.2.2PracticalityandcommunicativenessListening,speaking,readingandwritingshouldbedevelopedharmoniously.1)Emphasizecommunicativeusage,suchasdoingdutyreport,twominutes¡¯talk,freechatbetweenstudentsandtheteacher,andsoon.2)Insistonelaborateexplaininganddoingmoreexercises,whichrequirestheteachertogivetwothirdstothreefourthsoftheclasstimetodoexercisesthatshouldbedesignedaccordingtothedifficultygradation,andaccordingtotheirpurposes.2.3ConsolidationanddevelopmentTrytoavoidforgettingandtrytoconsolidatetheknowledgegradually.Inotherwords,teachingmaterialsshouldbearrangedsystematicallyandorganizationally.Theteachershouldtrytoconnectnewknowledgewiththeoldones,increaserepetitionandenhanceexercisestoenhancepositivetransferenceandhelpstudentsgraspknowledgeandtraintheirpracticalskill.Inaword,suchfeaturesmakegrammarteachingparticularandimportant.3.PrinciplesofEnglishgrammarteachingInordertoteachgrammarsuccessfully,thefollowingprinciplesshouldbepaidattentiontoandobeyed.Thefollowingprinciplesshouldbeshowedintheclass.[3]3.1MotivationprincipleMotiveistheassuranceofallteachingactivities,includinggrammarteaching.Nowadays,sincemoreandmorestudentsarenotinterestedingrammar,itismoreandmoresignificanttomotivatestudents.Therearesixpointsaltogetherinthisprinciple.1)Choosethetopicthatsuitsthestudents¡¯age,cognitionandlanguagelearning.2)Createthepropersituation,andtrytooffersomeocularobjects,suchaspicturesandslides.3)Makegrammarexercisesopenendedinanswerswhichallowstudentstotalkfreelyandarousetheirinterest.4)Formandmeaningarecombined.Meaningshouldbethecoreofexercises,whichcanbedesignedwithaninformationgaptoletstudentsjoininandgetwhattheywanttoknow.5)Personalityshouldbeembodiedfully,whichhelpstudentstocarryontherealexchange.13 6)Theactivitiesshouldbemorechallengingandmakestudentsmoderatelynervous,thusstudentswillgetthejoyofsuccess.3.2EfficiencyprincipleItismadeupofsixpointsaswell.1)Theaimofthegrammarteachingactivitiesshouldbeclear.2)Trytoincreasestudents¡¯participationinpairworkorgroupwork.3)Makesuretheefficiencyofpractices,whichmeanstomakesurestudentsareabletousethenewgrammarrulesproperlyandmakethemhaveasenseofsuccessandsatisfactionaftertheteachercorrectingtheirfaults.4)Increasethekindsofactivities.Thevarietyofactivitiesisthecondimentofthestudyingandteaching.Sincetherearestudentsofdifferentlevels,theactivitiesintheclassshouldbedifferent.5)Preparationbeforeexercisesrequiresthattheremustbepresentationandexplanation.Afterstudentshaveaclearideaaboutthetaughtgrammarrule,theycanenterintogrammarpracticing.6)Classevaluation.Thereisagrammartestattheendoftheclass.3.3VarietyprincipleThevitalityofteachingactivitiesintheclassliesinthechangingofteachingactivities.Theteachershouldcreatefertileactivitiesintermsofstudents¡¯situation.3.4MajorityprincipleItshowsthatteachingshouldfiteverystudent.Soimplicitteachinganddominantteaching,inductivemethodanddeductivemethod,controlling,semi-controllingandcommunicativepracticeshouldbeunited.3.5ProcedureprincipleThistellsthatteachingshouldfollowtheprocedureofpresenting,explaininganddeveloping,otherwise,itseffectwillbedamaged.3.6CommunicativeprincipleLanguageservescommunication,andthereallanguageabilityisdevelopedintheprocessofcommunicating.Socommunicationshouldalsobeembodiedingrammarteaching.3.7DiversityprincipleLanguageabilityisthebasisofcommunicativeability.Andlearninggrammarisnottheaimbutthewayoflearninglanguage.Teachingdoesnotmeanjustteachinggrammar,neitherdoeslanguagelearning.Inaword,withthenewcurricularreform,theaimofgrammarteachingalsochanges.Grammarteachingisaimedtostressthemarrowofgrammarbynimbleteachingdesigns,andtomakegrammarclassalivethroughcreatingfertilesituations,thustohelpstudentstransfertheisolatedandscraplanguagepointstoapplylanguagequickly.Sotheneworusefulmethodologiesshouldfitthefeatures,suittheprinciplesanddisplaytheaim.4.MethodsofEnglishgrammarteachingAccordingtothedifferencesofmethodsofintroducingthestructure,thereareimplicitways,suchastheinductivemethod,andexplicitways,suchasthe13 deductivemethod.Accordingtothedifferencesofteachingaims,therearecommunicativeapproach,situationalmethodandtask-basedmethod,whichareaimedatdevelopingstudents¡¯communicativeability.Andallthesemethodscanbeadoptedtomakegrammarteachingvividandinteresting.4.1TheinductivemethodIntheinductivemethod,theteacherinducesstudentstorealizegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifstudentsaregivenenoughappropriateexamples.Forinstance,theteacherwantstointroducecomparativeadjectivestoaclassoflow-levelstudents,shefirstshowsapictureofatall,thingirllabeledMary,saying¡°Maryistall¡±.Sheshowsasecondpictureofaneventaller,thinnergirllabeledAnn,saying¡°Annistall¡±.Theteacherthenputsthetwopicturessidebysidewitheachotherandsays:¡°MaryistallandAnnistall,too.ButAnnistallerthanMary¡±.Theteachercandothesamefor¡°thin¡±andintroducemorepictures,orobjectsandadjectives:long,short,big,smallandsoon.Afterseveralexamples,studentswillunderstandthestructureofthecomparativeadjectives.Thetargetsentenceis¡°AnnistallerthanMary¡±.Thenstudentsproducemoresentencesusingthepattern¡°Xis¡-erthanY¡±.[4]Theteachermaycheckwhetherstudentshavegraspedthemeaningofthestructurebyaskingsomeconceptualquestions,thengivethemfurtherpractices.Inordertopresentthetwoforms¡°thisis¡±and¡°theseare¡±,theteacherwillfirstholdupabook,saying¡°Thisisabook.¡±HeorShewilldothesameshowingotherobjects.Thentheteacherholdsupseveralbooksandsays¡°Thesearebooks.¡±Afterseveralsimilarexamples,itishopedstudentswillunderstand¡°theseare¡±isusedwithpluralformsofnouns.Thenstudentsareinvitedtoapplythenewlylearnedstructuretoproducesentenceswithgivenvisualaidsorverbalprompts.Theteachertriestosaynothingexcepttocorrectwhennecessary.Thentheteachermayelicitthegrammarrulefromthestudents.[5]4.2ThedeductivemethodThedeductivemethodreliesonreasoning,analyzingandcomparing.Inthedeductiveclassroom,theteachergivesagrammaticalexplanationorrulefirst,andthenaskthemtousetheruletodoasetofexercisesinordertounderstandthegrammaticalpointandhelpthemmasterthelanguageitem.Onepossiblewayofdeliveringsuchalessonisasfollows:[6](a)Presentthestructureandexplainthe¡°rule¡±inawaythatinvolvesthestudents.(b)Writeupthelanguagestructure.(c)Setupsomeactivitiessothatthestudentscanpracticethelanguagestructureinameaningfulcontext.Forexample,theteachermayusearoleplay,adiscussionorapieceofwritingtoconsolidatethelanguagestructure.Whenteachingthestructure¡°usedtodo¡±,theteacherfirstlypresentsitontheblackboardandexplainitsmeaningandusageclearly.Thentheteachergivesstudentssomeexamples.Afterthat,heorsheinvitesstudentstodogroupworkto13 makesentencesusingthestructure.Thegroupthatmakesthemostexampleswillbethewinner.Besideswhenpresentingthefuturetense,theteacherpresentstheword¡°will¡±anddothesameastheabove.Thenheorshecanaskstudentstodoapieceofwritingtochecktheirunderstanding.Thetitlemaybe¡°mydream¡±.Andreadsomegoodwritingstotheclassnextday.4.3ThecombinationofinductivemethodanddeductivemethodAmongthemethodsforteachinggrammar,thedeductivemethodandtheinductivemethodhavebeendiscussedandadoptedmostfrequently.Obviously,theinductivemethodismoreinteresting.Itisbelievedthattheinductivemethodismoreeffectiveinwhichstudentsdiscoverthegrammarrulesthemselveswhileengagedinlanguageuse.Thisisespeciallytruewithgrammaticalregularitieswhichareeasilyperceived,understoodandapplied.However,itisagoodideatocombinebothmethods,whichavoidsthebadinfluencesofthetraditionalinfusingmethodandcanmotivatestudents.Nowadays,theteachercombinethetwomethodsmoreandmore.HeorSheusuallyusestheinductivemethodfirstlyandthenthedeductivemethod,especiallywhenteachingsomemoredifficultgrammarpoints.Forexample,whenteachingthestructure¡°IfIwere¡,Iwould¡¡±,theteachermaymakesentenceslikethis:¡°IfIwereabird,Iwouldbekeptinahutch.¡±¡°IfIwereamillionaire,Iwouldgoaroundtheworld.¡±¡Themore,thebetter.Thentheteacherasksstudentstofindoutthesimilaritiesofthesentencesandencouragethemtoguessitsmeaningorfeatures.Afterthat,theteachercanmakefurtherexplanationsonthebasisofstudents¡¯understanding.Andtocheckiftheyhavegraspedthestructure,theteachercaninvitestudentstodopairwork.Thestudentsdiscusswiththeirpartnerandmakeadialog.Finally,theteacherasksseveralpairstoactoutanddosomecomments.Similarly,subjunctivemoodcanbetaughtinthisway.4.4ThecommunicativeapproachCommunicativeapproach,whichisaimedatdevelopingstudents¡¯practicalcommunicativeability,emphasizeshowtousetherightcommunicativecontextintheprocessoflanguagestudy,andholdsthatlanguagestudyshouldmeetthestudents¡¯needsofexchangingandtransferringinformationintheirreallifeandwork.Sothecoreofitis¡°usinglanguagetolearnandlearntouselanguage¡±.Incommunicativeclass,studentsareconsideredasthemainrole.Theteacherorganizesallkindsofrealandvividactivitiestomaketeacher-studentandstudent-studentexchanges,thenhelpstudentstransferthegrammarknowledgeintotheirskillofapplyinglanguage.Whenteachingthearticle,theteachercandrawapictureandaskstudentstodescribethepicture,onwhichthereisabookonthetable,thereisabedintheroom,andsoon.Andthetwopicturesareoffewdifferences.Oneofthemcanaskthefollowingquestions:Isthereagirlinyourpicture?Oristhereamirrorinit?Also,twostudentscanhavedifferentinformationtoexchange.Oneofthemhasapicturewith¡°carrot,horse,rose,andtomato¡±andtheotherhasanotherpicture13 of¡°animal,flower,fruitandvegetable¡±.Thentheyexchangetheinformationbyaskingandansweringsomequestions.Sotheycanmakeadialoguelikethis:A:Whatisacarrot?B:Itisavegetable.[7]Lastly,onestudenthasapictureandhewillaskhispartnertosetthethingsaccordingtothepicture.e.g.Putthepenonthebookbesidethebag.Allthesemethodscanmotivatestudents,andalsodeveloptheircommunicativeskills.Thegrammarcanalsobelearnedandtaughtintheformofpoemsorsongs.Becausesuchpoemsorsongsarealwaysrelaxing,livelyandcomfortabletoread,andareeasytoremember.Studentscanlearnandmasterthepattern¡°havedone¡±byreadingthefollowingsongs:TheBeachesofMexicoHaveyoueverseenthebeachesofMexico?HaveyoueverwalkedthestreetsofSanJuan?HaveyoueverbeentoHaiti?[¡¡¡¡¡¡¡¡¡¡¡]I¡¯vesurebeeninpain.I¡¯vesurebeeninlove.I¡¯ddoitallagain.[8]Afterintroducingsubjunctivemood,theteachercanofferapoemtohelpstudentsunderstandthemoodasfollows:IfAllWereOneIfalltheseaswereonesea,whatagreatseathatwouldbe!Ifallthetreeswereonetree,whatagreattreethatwouldbe!Ifalltheaxeswereoneaxe,whatagreataxethatwouldbe!Ifallthemenwereoneman,whatagreatmanthatwouldbe!Ifthegreatmantookthegreataxe,andcutdownthegreattree.Andletitfallintothegreatsea,whatagreatsplashthatwouldbe!Itisbelievedthatsuchkindofteachingwouldbeeffectivebecauseitwouldmaketheclasslivelyandstudentsexcited.Communicativeapproachrequiresthattheteachershouldconnectgrammarteachingwithpracticeandcommunicationconsciouslytoofferanenvironmentforstudentstousethegrammarthroughlistening,speaking,readingandwriting.Forexample,afterintroducingthearticle,theteachercannotonlydesignsomeblank-fillingexercisesbutalsoorganizethefollowingparagraph:Oncetherelivedanoldwoman.Shehadaverybeautifulcat.Onedayshelosthercat.Shelookedforiteverywherebutcouldn¡¯tfindit.Shewasverydisappointed.13 Oneeveningshesawacatlyingbytheroadsidealmostdying.Shewasveryhappyandboughtithome.[9]Thentheteacherasksstudentstoreadtheparagraphquicklybythemselvesandanswerthequestionsasfollows:1)Doesthearticletellusiftheoldwomanfoundherowncat?2)Howdoyouknow?Ifthestudentswanttounderstandtheparagraphandanswerthequestionscorrectly,theymustknowthemeaningof¡°a¡±.Inthisway,thestudentscanmastertheusageofthearticlebyreadingtheparagraph,andunderstandthewholeparagraphbyknowingtheruleofusingthearticleaswell,whichcanhelpthemgrasptheusageofthearticlefurther.Sofromwhathavebeendiscussed,itiseasilyfoundthatthecommunicativeapproachassumesthatthepurposeoflanguageteachingistomanipulatethestructuresoftheforeignlanguageandhowtousethegrammarrules.Whileteachinggrammar,theteachershouldtrytoprovidestudentswithmanyopportunitiestousethelanguageforcommunicativepurpose,developstudents¡¯abilitytoparticipateincommunicationthroughlanguageratherthantheirperfectmasteryofindividualstructures.Byadoptingcommunicativeapproach,theclassroomatmosphereisrelaxingandlively.Theteacherisnolongerdominantbutanorganizer,helperandparticipantwhilestudentsarenolonger¡°ignorantaudience¡±andpassivelearners,butactivelyinvolvedintheclass.Theyarenotonlylearningthegrammaticalrulesbutalsopracticingtheirspeaking,listeningandreading,thustheircommunicativeabilitywillbegreatlyimproved.4.5Thesituationalmethod¡°Situation¡±istheoccasionwherethetargetlanguageispracticed.Therightsituationcanhelpstudentsunderstandandapplylanguagesuitably.Theteachershouldutilizetherealenvironmentorcreatelifelikesituationtoteachgrammar,whichincludesobjects,reallanguagesurroundings,postures,non-languageways,multimedia,pictures,examplesandsoon.Itisbelievedthattheclassroomisthemosteconomicalandconvenient¡°teachingtool¡±.Therearestudents,ateacher,doors,windows,walls,blackboards,desksandlights,whichhaveformedaspecialrelationshiptobeusedingrammaticalclass.Forexample,whenteaching¡°both¡±and¡°neither¡±,theteachercanasktwoboystostandupandintroducethem:ThisisLiLeiandthisisWangTao.LiLeiisaboyandWangTaoisaboy,too.Theyarebothboys./Bothofthemareboys.LiLeiisn¡¯tagirl.WangTaoisn¡¯tagirl,either.Neitherofthemisagirl.Theteachercanwritedownthesentencesthatinclude¡°both¡±and¡°neither¡±whileheorsheisintroducing,thenaskstudentstoguesstheirmeaningsandexplainthemtothestudents.Inthisway,studentswillunderstandthegrammareasilyandtheteacherwillalsoreachhisorherteachinggoalquickly.Someexamplesalsocanprovidetheneededsituation.Somelanguagephenomenoncannotbeexplainedclearlybynativelanguage.Sotheteachercandesigntheappropriatesituationbysomeexamples,whichcanhelpstudentstounderstandand13 digesttheknowledgeinthecontext.Forinstance,whenexplaining¡°ontime¡±and¡°intime¡±,theteachercangivethefollowingexamples:1)TheplanetoGuangzhoushouldleaveat2:30.Ittookoffat2:30.Ittookoffontime.2)WearrivedhomefiveminutesbeforetheTVprogram.Wearrivedhomeintimetoseetheprogram.Thesetwosentencesareclearanddirectforstudentstounderstandtheirdifference.Sentencescanmakeapropersituation,socandialoguesandstories.Firstly,let¡¯stakeadialogueforexample:T:Didyougotoseethenewfilm¡°BrokenArrow¡±yesterdayafternoon,S1?S1:Yes,Isawthefilmwithmyclassmates.T:Howdidyoulikethefilm?S1:Exciting,veryexciting.Allofuslikeditverymuch.T:I¡¯msorryImissedit.IfIhadhadtime,Iwouldhavegonewithyou.[10]Theteacherwritesdownthelastsentenceontheblackboard,whichisagoodideatoteachsubjunctivemood.Andstudentscanacceptanddigestiteasilyandquickly,right?Also,theteachercanorganizeaninterestingstorywhichshowsthenewgrammarpoint.Forinstance,whenintroducingpresentparticiple,theteachercantellthefollowingstory:Onecoldmorninginwinter,whenIwasabouttogotoschool,asmilingmanwithanaxonhisshoulderstoppedme,saying,¡°Myprettyboy,hasyourfatheragrindstone?¡±¡°Yes,sir¡±saidI.¡°Youareafinelittlefellow!¡±saidtheman,¡°Willyouletmegrindmyax?¡±Hearingthepraise,Ianswered,¡°Oh,yes,thegrindstoneisinthebigroom¡¡±Picturescanalsocreatetheappropriatesituation.Sincedifferentstudentshavedifferentimagination,studentswillhavedifferentpicturesintheirmindwhentheteacherisintroducingsomeabstractgrammarphenomenon,whichwillbecometheobstacleoflanguageteaching.Atthistime,pictures,sketches,anddiagramscanmakeabstractconceptsconcreteandmaketeachingandlearningeasyandinteresting.Forexample,whenexplaining¡°while,whenandas¡±,theteacheraskshelpfromthefollowingsketches:Hecameback.Shewasworking.While(When)shewasworking,hecameback.Helistenstothemusic.SheworksHeoftenlistenstothemusicassheworks.Afterteachingthepastparticipleofirregularverbs,theteachercanuseachart13 asfollowstogeneralizethem,whichwillstimulatestudents¡¯ocularorganandbeeasilyremembered.AAAtypeABBtypeABAtypecutcutcutsitsatsatcomecamecomeputputputspendspentspentBecomebecamebecomeTodistinguish¡°havebeento¡±from¡°havegoneto¡±,theteachercanalsouseadiagramtomaketeachinglivelyandeasy.(1)ShehasbeentoGuangxi.BeijingGuangxiSheishere(2)ShehasgonetoGuangxi.BeijingGuangxiSheishere.orsheishere.[11]Theyaresoclearthatstudentscaneasilyunderstandandrememberthem.Simplepicturesontheblackboardoronpaperarealwayswelcomeintheclass.Forinstance,whenteachingcomparativeadjectives,theteachercanalsousesimplepictures.Heorshecandrawthreepersonsofdifferentheightontheblackboardwithyellow,greenandredchalks,thennamethemTom,Jack,andMarkrespectivelyandintroduce,¡°Tomistall.JackistallerthanTom.MarkistallerthanJack.Heisthetallestofall¡±,thenrepeatthemandunderlinethecomparativeadjectivestoarousestudents¡¯attention.Similarly,theteachercandrawthreepencilsandusetheadjective¡°long¡±todescribethem.Besides,therearestillmanyothersimplepicturesthatcanbeadoptedtoteachcomparativeadjectives.Whenpracticingthepattern¡°be+doing¡±,theteachercanshowthepictureofawomanjumpingbutcoveringupmostofitwithanothercardthenask,¡°whatisshedoing?¡±StudentA:Sheiswalking.Theteacher:Isshewalking?StudentB:Sheisrunning.Theteachermovedownthecardsothatmorecanbeseenandask,¡°Issherunning?¡±StudentC:No,sheisn¡¯t,sheisjumping![12]Suchanactivitynotonlypracticesthestructurebutalsodevelopstudents¡¯communicativeskill.Iftheteacherwantstodistinguish¡°say¡±from¡°tell¡±tothestudents,heorshecandrawapersonontheblackboardandwritedown¡°say¡±besideit.Similarly,theteachercandrawtwopersonsandwrite¡°tell¡±downbetweenthem.Thatis,¡°say¡±isanindividualactionwhile¡°tell¡±usuallyhappensbetweentwopersons.Therefore,studentscanremembertheirdifferencefirmlyforlong.Allinall,therearesomanythingsthatcancreatethepropersituation.Studentswilllearnanddigestthegrammarrulesiftheyareplacedinarightsituation.Thereareseldomrealsurroundingsforteachingandlearningthetargetlanguage,13 butlifelikesurroundingscanbecreated,wherestudentswillfeelrelaxedandhappyintheclass.Thusthegrammarteachingwillbemoreinterestingandeffective.4.6Thetask-basedmethodThetask-basedteachingmethodologyisrecommendedasaneffectiveteachingmethodbyEnglishCurriculumStandardsforSecondarySchools,anofficialdocumentofELTforSecondarySchoolsbytheMinistryofEducationofChina.Nunanexplainstheinstructionalrolesofataskwithparticularreferencetolanguagedevelopment.¡°Apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonthemeaningratherthanform.¡±[13]Bytheway,pairworkandgroupworkarethemostcommonactivitiesinthetask-basedmethod.AsHammersays,¡°pairworkallowsstudentstouselanguageandalsoencouragesstudents¡¯cooperationwhichisitselfimportantfortheatmosphereoftheclassandforthemotivationitgivestolearningwithothers.¡±[14]Forexample,afterteachingthepattern¡°bemadeof¡±,theteachercanaskstudentstodopairworktomakeadialogueusingthemainstructureandimitatingthedialogueinthetext.Thusstudentswillinvolveinit.Theymustthinkaboutitanddiscusswiththeirpartners.Whentheyfinallyfinishit,theyalsopracticetheirspeakingatthesametime.Thiswayisbetterthanjustdoingsomegrammaticalexercises.Comparedwithpairwork,groupworkseemstobemoreattractiveinagrammaticalclass.Studentsingroupscouldhavemorepersonstodiscusswithandmoretalkingtime,alsotherecouldbemoreideasandthoughts.Itwillbeexciting,livelyanddynamiciftheteachergivesawell-designedtask.Hammersuggests:¡°Studentswillbeteachingandlearninginthegroupexhibitingadegreeofself-reliancethatsimplyisnotpossiblewhentheteacherisactingasacontroller.¡±[15]Afterintroducingtheattributiveclause,theteachercanaskstudentstodogroupwork.Generallyspeaking,therearethreetofourstudentsinonegroup.Thetaskistoguesswhoheorsheisorwhatitis.Firstly,theteacherleadstheway,andheorshedescribesapersonoranobject.Thenthestudentsrespond.Theywilldolikethis:T:Sheisagirlwhogotthreegoldmedalsinthelastsportsmeet.S1:WuYan.T:Right,nowanotherone,itisabookthatcantellyouthemeaningofnewwordswhenyoustudyEnglish.S2:Adictionary.[16]Everygrouptriestothinkaboutmoresentencesandanybodyinanygroupgivesthecorrectanswerwillacquireamark.Finally,thegroupthatgetsthemostmarkswillbethewinnerandrewarded.Usingthismethod,studentswillbemotivated,excited,activetotakepartinitandtrytheirbesttogainmarksfortheirgroup.What¡¯smore,thegrammarwillbedigestedsubconsciouslyandgradually.Itisclearthattask-basedteachingmethodologyisausefulmethod.Intheprocessofsuchactivities,theteachershouldbelenientandkindtostudentswhentheymakesomemistakes,otherwise,studentswillloseheart.However,ifthemistakesareserious,theteachercancorrectthemingeniouslyandtactfully.Ifnot,then13 theteachercanask,¡°Whatdidheorshesay?¡±andmakeotherstudentshelphimorher.Inaword,studentsshouldbeencouragedintheclass.Makingstudentsconfidentandrelaxedismoreimportant,whichisthebasisofteachingthemknowledgeorinstructingthem.5.ThevarietyofactivitiesintheclassInthegrammaticalclass,theteachercanalsoadoptdifferentactivitiestoarousestudents¡¯interest.Inotherwords,thevarietyofactivitiesintheclassisnecessaryandsignificanttomakegrammarteachingvividandinteresting.5.1TheexperimentallydemonstratingactivityTheexperimentallydemonstratingactivityisalsoanattractiveactivity.Studentsareusuallysointerestedindoingexperiments.Sosomeeasyandpracticalexperimentsintheclassmustbewelcome.Forinstance,whenexplainingthedifferencebetweenpresentparticiplesandpastparticiples,theteachercandemonstratetheprocessofboilingwatertoboiledwater.Whenthewaterisboiling,theteachershowsittostudents.Whenthetemperaturechanges,theteacherdrinkstheboiledwaterandtellsstudentsthatisboiledwater.[17]Insuchvividandrelaxingatmosphere,studentscangraspthedifferenceandtheusagesubconsciously.5.2ThemovementdemonstratingactivityTheteachercanalsoteachgrammarbytheirownmovement.Forexample,whenteachingthepattern¡°be+doing¡±,theteachercanperformandletstudentsguess.Whenheperformsrunning,studentssay,¡°Youarerunning.¡±Also,theteachercanasksomestudenttoperforminfrontoftheclassroom.Suchawayisprovedtoattractstudentseasily.Therearealsomanyothergrammarstructuresthatcanbetaughtinthisway.5.3UsinggamesItisbelievedthatmoststudentsloveplaying,sousinggamesmustbeawonderfulidea,anditisworthputtingintopracticeinagrammaticalclass.Wheninagame,studentshavetotakeindividualresponsibilityforwhattheythinkthegrammarisabout,theteacherisfreetofindoutwhatstudentsactuallyknowwithoutbeingthefocusofstudents¡¯attentionandeverybodyisworkingatonce.Withmorestudents¡¯talkandlesstheteacher¡¯talk,theatmosphereintheclassroomisrelaxingandlively.Studentsproducefreeandnaturallanguagewithoutteacher¡¯sintervention.Gamescanbeusedbeforepresentingagivenstructureareatofindouthowmuchknowledgeoftheareaisalreadydisjointedlypresentinthegrouporafteragrammarpresentationtoseehowmuchthegrouphavegraspedorasrevisionofagrammararea.Whentousegamesmainlydependsonclassroomatmosphereandthetopictobedealtwith.Forexample,afterintroducingtheunrealconditionalclausesandhavingstudentsdeducetherulesfromtheexamplesentences,theteachermayaskstudentstoplayagamecalled¡°chainofEvents¡±.Theteachergivesstudentsone¡°if-clause¡±:IfIwenttoliveinanothercountry¡.ThenstudentAcompletesthesentencebysaying:IfIwenttoliveinanothercountry,IwouldliveinFrance.StudentBtakesthesecondpartofA¡¯ssentenceandreformsitintoanif-clauseandsuggestafurtherresult:B:IfIlivedinFrance,IwouldvisittheLouvre.13 Thennextstudentscarryonsuchagameinthesameway:IfIvisitedtheLouvre,Iwouldtakealotofphotos.¡[18]Thegamecontinuesuntileverystudenthasachancetospeakandpractice.Someothergamesinclude:coffee-potting,Ispy,ifithappened,ect..Andthesegameshaveprovedtobewonderfulinagrammaticalclass.5.4Culturalpenetration¡°Culturalpenetration¡±isanotheractivitythatcanattractthestudents¡¯attention,whichmeansthattheculturalknowledgeispenetratedintheprocessofteachinglanguagetomakesureitiscarriedoutsmoothly.[19]Suchamethodcanalsoimprovegrammarteaching.Forexample,whenteachingformsubjectandformobject¡°it¡±,theteachercantellstudentsthattheEnglishandAmericansattachimportancetotheirformalthoughts,whichisdifferentfromourChinese.Whenintroducingthesimplepasttense,theteachercanusethebackgroundofWWIorWWIIastheteachingmaterial.Withthismethod,studentsnotonlylearnsomethingaboutthewarsbutalsounderstandtheusageofthepasttense.So,ifstudentscanlearnsomecultureofthetargetlanguage,grammarteachingwillbemoreeffectiveandinterestingthanexpected.6.ConclusionGrammarplaysanimportantroleinlanguagelearningandteaching.¡°Grammarteachingholdsitsownpositioninforeignlanguageteaching.Whethertheeffectsofgrammarteachingaregoodorbadwillaffectthewholelanguageteaching.¡±[20]Thesignificanceofgrammarteachingisnotcontradictorytothecurricularreformwhichdoesnotnegategrammarteachingbutrequiresteacherstochangetheirideastogivestudentsmoretimetopracticelanguageandenlivengrammarteachingtoservethecommunicativeteaching.Intheclass,studentsareregardedasthemainrole,andtheteacherisanorganizer,participant,controller,andsoon.Sothetraditionalmethodsshouldbereformed,andthecommunicativeapproach,situationalteachingmethod,task-basedmethod,etc.shouldbeadoptedtoimprovestudents¡¯languageability.Besides,diagrams,pictures,games,objects,andsoon,shouldbeenoughinclassroomteachingtomotivatestudents.Inaword,thevarietyofteachingaidsandteachingmethodsinaclasswillstimulatethestudents¡¯curiositytomakegrammarteachingmoreeffectiveandmoreinteresting.References[1]ºú´º¶´.µ±´úÓ¢Óï½ÌѧʵÓÃģʽ£¨ÉÏ£©[M].±±¾©£ºÇ廪´óѧ³ö°æÉ磬2002£¬P29-42[2]ͬ[1]P147-151[3]ÍõóÆÇÚ.Ó¢Óï½Ìѧ²ßÂÔÂÛ[M].±±¾©£ºÍâÓï½ÌѧÓëÑо¿³ö°æÉ磬2002£¬P163-166[4]ËλÛÎÄ.ÈçºÎÈÃÓ¢ÓïÓï·¨½ÌѧÉú¶¯»îÆÃ[J].ÄÚÃɹŵç´óѧ¿¯£¬2002£¬4£¬P49[5]ÍõǾ.Ó¢Óï½Ìѧ·¨½Ì³Ì[M].±±¾©£º¸ßµÈ½ÌÓý³ö°æÉ磬2000£¬P63[6]ͬ[5]P62-63[7]ºé÷.½»¼ÊÐÔÓ¢ÓïÓï·¨½Ìѧ³õ̽[J].ÉÌÇðÖ°Òµ¼¼ÊõѧԺѧ±¨£¬2005£¬4£¬P42[8]ÑÖ´ºÃ·.Ó¢ÓïÓï·¨½ÌѧµÄ½»¼Ê»¯[J].ºþ±±´óѧ³ÉÈ˽ÌÓýѧԺѧ±¨£¬1999£¬4£¬P5313 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