.

0 (hodnocen0 x )

(14) Půjčeno:14x 

BK

1st ed.

Harlow : Longman, 1999

182 s. : il.

ISBN 0-582-33932-4 (brož.)

Obsahuje ilustrace, rejstřík

Bibliografie: s. 179

Angličtina - gramatika - příručky učitelské

000039469

Contents // Acknowledgements // Introduction // 1 What is grammar? // • Texts, sentences, words, sounds // • Grammar and meaning // • Two kinds of meaning // • Grammar and function // • Spoken grammar and written grammar // • Grammar syllabuses // • Grammar rules Conclusions Looking ahead // 2 Why teach grammar? // • Attitudes to grammar // • The case for grammar // • The case against grammar // • Grammar and methods // • Grammar now // • Basic principles for grammar teaching Conclusions // Looking ahead // 3 How to teach grammar from rules // • A deductive approach // • Rules and explanations // • Sample lesson 1: Using a rule explanation to teach question formation // • Sample lesson 2: Teaching used to using translation // • Sample lesson 3: Teaching articles using grammar worksheets // • Sample lesson 4: Teaching word order using a self-study grammar // Conclusions // Looking ahead // 4 How to teach grammar from examples 49 // • Inductive learning // • Pros and cons of an inductive approach // • Sample lesson 1: Teaching imperatives through actions // • Sample lesson 2: Teaching the present simple using realia // • Sample lesson 3: Teaching should have done using a generative situation // • Sample lesson 4: Teaching the difference between past simple and present perfect through minimal sentence pairs // • Sample lesson 5: Teaching verbs that take both infinitive and -ing forms, using concordance data // Conclusions // Looking

ahead // 5 How to teach grammar through texts 69 // • Texts and contexts // • Sources of texts // • Sample lesson 1: Using a scripted dialogue to teach the present simple // • Sample lesson 2: Using an authentic text to teach the passive // • Sample lesson 3: Using student language to review ways of talking about the future // • Sample lesson 4: Using a dictogloss to teach would for past habits // • Sample lesson 5: Using genre analysis to teach reporting language // Conclusions // Looking ahead // 91 // 6 How to practise grammar // • Practice // • Accuracy // • Fluency // • Restructuring // • Sample lesson 1: Practising how much!how many? using a sequence of oral drills // • Sample lesson 2: Practising the third conditional using written exercises // • Sample lesson 3: Practising can using an information gap activity // • Sample lesson 4: Practising the present perfect using a personalisation task // • Sample lesson 5: Practising the passive using a grammar interpretation activity // • Sample lesson 6: Practising going to using conversation // Conclusions // Looking ahead // 7 How to deal with grammar errors 113 // • What are errors? // • Attitudes to error and correction // • Responding to errors // • Sample lesson 1: Using learners’ errors to review cohesive devices // • Sample lesson 2: Teaching grammar through reformulation // Conclusion // Looking ahead // 8 How to integrate grammar 128 // • The PPP model // • An alternative

model // • Sample lesson 1: Integrating grammar using a PPP model of instruction // • Sample lesson 2: Integrating grammar using a task-based model of instruction // • Sample lesson 3: Integrating grammar into a skills-based lesson // • Sample lesson 4: Integrating grammar into a story-based lesson for very young learners // Conclusions // Looking ahead // vi // 9 How to test grammar 141 // • Grammar testing // • Sample test 1: Testing grammar using discrete-item tests // • Sample test 2: Testing grammar in an oral performance test // Conclusions Looking ahead // 10 How NOT to teach grammar • Sample lesson: How not to teach the past perfect • Some rules • Some conditions • Some caveats 151 // Task File 157 // Task File Key 177 // Further reading 179 // Index 180 // vii