1. Why is vocabulary presented before grammar?

 

When we learn our mother tongue we start by learning new words – perhaps some of the first words we learn are “mama” “toilet” “I” “want”. Once babies know those words they eventually put them together and might produce the sentence “mama, toilet I want.” Although grammatically incorrect, mothers would certainly understand this message! This highlights the fact that we naturally learn words first, and after that we acquire or learn the grammar. In other words, we first learn the words ( vocabulary ), and then learn how to put them together ( grammar ). So, as babies grow older, they will eventually produce the sentence “mother, I want to go to the toilet.” This shows they have acquired & learnt the grammar in addition to the words.

 

As learning words before grammar is the natural & most effective way to learn our mother tongue, this approach is also used in GFI for students learning their second language. After all, without grammar, once can say very little, but without vocabulary one can say nothing! This is why both sections A & B of each unit start with the introduction of new vocabulary items. 

 

1、 为什么先学词汇后学语法？

 

学习母语时，我们是从单词开始的。或许我们一开始学的就是“妈妈”、“洗手间”、“我”、“要”之类的单词。孩子们学会了这些单词，他们最终会把这些单词放在一起，说出“妈妈，洗手间我要。”这样的句子。尽管语法不正确，母亲也能明白。这足以说明我们生来就是先学单词，后学语法的。也就是说，我们先学习单词（词汇）,然后学习如何把词汇放在一起（语法）。因此，随着孩子慢慢长大，他们也就会说“妈妈，我要去洗手间。”这就表明他们已经习得了语法。

         因为词汇的学习先于语法的学习是学习母语时自然的、最有效的方法，“新目标”也采用这种方法帮助学生学习外语。毕竟，没有语法，人们还可以说点什么，如果没有词汇，就什么也说不了的了！这就是为什么每个单元的A部分和B部分都是以词语导入了。

 

 

2. Why are the language goals not expressed in grammatical terms in GFI?

 

In traditional language teaching, the syllabus usually consists only of a list of grammar items. Students are expected to show understanding of these grammar items. However, in Task-based learning, the purpose is to provide students not only with the knowledge, but also the skills they need in order to do real things with the language. Examples include obtaining goods and services, exchanging information, ordering food, talking about one’s daily routines, and so on. Therefore, in GFI, the organizing principle is quite different to traditional language teaching. Instead of lists of only grammar items, the organizing principle is a set of communicative tasks, which in GFI are referred to as “Learning goals”.

 

The inclusion of communicative tasks does not mean that grammar isn't important. Grammar is every bit as important in Task-based learning as it is in a traditional approach. In GFI and in Task-Based Teaching in general, students learn the grammar by using it. And in this sense, every single thing they do, whether it's practicing a dialog or doing an information gap task, or working with partners, all of these involve practicing the grammar that they are developing. Grammar & vocabulary are vital in helping the student achieve the communicative goal. For example, the language goals in unit 11 of book 1 are talking about routines & asking about times. In order to achieve these goals, the unit contains the following aspects of language :

"          Present simple ( especially what time / when questions )

"          Adverbs of frequency

"          Vocabulary about time ( 9 o’clock, afternoon, etc. )

"          Vocabulary about daily activities

 

We could say that each of these aspects of language are ingredients to achieving the final communicative goal, just as eggs, ham, cheese and tomatoes are ingredients to making an omelette.

 

2、 为什么“新目标”中语言目标不是用语法项目表示的呢？

 

在传统的语言教学中，教学大纲中通常只包含一些语法条目，要求学生理解和掌握。但在任务型学习中，教学目的不仅是给学生提供语言知识，而且还给学生提供了在真实语言环境中所必需的语言技能，其中包括购买商品和接受服务，交换信息，订购食物，谈论日程安排等等。因此“新目标”的设计原则不同于传统的语言教学设计。“新目标”教学设计中，除了语法项目，还有一系列的交际任务，即学习目标。

包含了交际任务的内容并不意味着语法不重要。在任务型学习中语法学习与在传统的教学中同样重要。总体上说，在“新目标”和任务型教学中，学生是在用中学。从这种意义上讲，学生所做的每一件事，无论是练习对话还是进行信息沟通，或是结对活动，所有这些都涉及与活动相关的语法练习。语法和词汇在帮助学生达到交际目的过程中起着重要作用。比如，第一册第十一单元的语言目标是谈论日程安排和时间。为了完成目标，本单元包括以下几个方面：

l         简单呈现（特别是用what time和when提问的问题）

l         频率副词

l         有关时间的词汇（9 o’clock, afternoon, etc.）

l         有关日常活动的词汇

语言的各个方面都是达到最终交际目的的组成部分，就像鸡蛋、火腿、乳酪和西红柿都是煎蛋卷的成分一样。

 

 

3. Why is there no grammar analysis at the beginning of sections A & B? How is Grammar presented in GFI?

 

One of the biggest differences between Task-based learning and traditional learning is that in TBL, students are not presented with grammar rules / explanations from the start.

 

Instead, the target language ( grammar & vocabulary ) is presented at the beginning of each unit through pictures and speech bubbles. Pictures help establish a natural context and allow students to clearly see the purpose of the new language, and how it is used in everyday situations.

 

This makes the relationship between the language form and the language function clear to students. In other words, they can clearly understand when, where and how the new language can be used. As a result, traditional, long grammar explanations are not needed.

 

The next step is for students to be exposed to further examples of the new language through a listening exercise ( 1b ). They then get the chance to use and practice the language in a speaking task ( 1c ), before being exposed to more examples through further listening exercises ( 2a, 2b ).

Finally, when the grammar item is explained to them explicitly in the Grammar Focus section ( 2c or 2d ), they will be in a much better position to understand the new language at a deeper level, compared to if the grammar was simply presented to them out of context at the start.

 

For more details on presenting target language through pictures, please see vocabulary section :

2. Why does GFI use pictures to introduce vocabulary items?

3. What is the most effective way of using the pictures to introduce new vocabulary?

 

3、 A部分和B部分开始为什么没有语法分析？GFI中的语法是怎样呈现的？

 

任务型学习法和传统的学习方法的一个最大的不同点就是，在TBL中开始并不给学生介绍活解释语法规则。

目标语言（语法和词汇）是在每个单元的开始通过图片和对话框呈现的。图片将帮助学生建立一个自然的语境，让学生清晰地理解新的语言目标，日常生活中是怎样使用的。

 这样可以让学生弄清语言形式和语言功能的关系，换句话说，就是让他们清楚地知道什么时候，什么场合，如何运用学习到的新的语言知识。因此，传统的、庸长的语法解释是毫无必要的。

下一步就是通过听力练习，让学生接触更多的新的语言实例（1b）。之后，在通过听力练习接触更多新的语言实例（2a,2b）前，说的练习可以给学生提供运用和练习的机会（1c）。

最后，在语法聚焦部分（2c或者2d）对语法项目进行详尽地说明时，与一开始就脱离于语言环境地去呈现语法知识相比，这样将更有利学生对语法知识进行深层次地理解。

若想更详尽地了解使用图片呈现目标语言的信息，请参阅词汇部分：

2、为什么“新目标”使用图片导入词汇？

3、使用图片导入词汇的最有效的方法方法有哪些？

 

 

4. I would like to make the grammar rules clear to students before they do the speaking activity ( 1c ). How can I do this?  ( chunking )

 

As previously mentioned, Task-based learning gives students the chance to hear and experiment using the target language before providing them with explanations. However, if the teacher want to show students how the grammar works more explicitly, the following can be done :

Write key sentences from the listening exercise (1b) on the board and divide them into “chunks”. For example :

 

A: What time / do you usually / get up              /?

                               run

                               eat breakfast

                               take a shower

                               go to school,

 

B: I usually / get up / at five     o’clock.

                 run         six

                 etc.        seven       

                        etc.

 

By dividing the new language into chunks like this, students can clearly see which words can be substituted to make new sentences.

Repetition exercises help to fix the patterns / chunks into student’s memories. For ideas on how to do this, please see speaking section :

8. Students find it difficult to pronounce words and sentences correctly. How can I help them? ( chunking / substituting )

 

4、我想让学生在说之前弄清楚语法规则(1c)，我该如何做？

 

如前文所谈到的那样，任务型学习是在向学生解释说明前，首先为学生提供使用听和运用目标语言的机会。然而，如果教师想要更详尽地给学生说明语法功能，可以按照下面方式:

把听力练习中关键句子写在黑板上(1b)，并分解成语段。比如：

A: What time / do you usually / get up              /?

                               run

                               eat breakfast

                               take a shower

                               go to school,

B: I usually / get up / at five     o’clock.

                 run         six

                 etc.        seven       

                        etc.

这样分解后，学生可以清楚地看出哪些语段可以被替换，可以造出新句子。

重复练习以帮助学生记住句型或是语段。了解更多相关信息，请参阅说部分：

8、学生读单词和句子有困难，怎么办？

 

 

5. My students make many grammar mistakes while doing speaking exercises. What can I do?

 

Please see error correction section.

 

5、学生说话练习时会出现许多语法错误，我该怎么办？

请参阅纠错部分。

 

 

6. How can I make maximum use of the Grammar Focus section ( 2c or 2d )?

 

The Grammar Focus box highlights what students have learned by examining the form of the structure ( through examples ). It provides a more detailed explanation / demonstration of the new language compared to showing the language in chunks ( See I would like to make the grammar rules clear to students before they do the speaking activity ( 1c ). How can I do this?  ( chunking ) ).

 

The teacher can explain / summarize what students have learned in English by using the Grammar focus notes in the teacher’s book. These consist of simple English language explanations to help support the students’ learning. By explaining in simple English, the teacher will be giving students more listening practice, as well as encouraging an “all-English” atmosphere.

 

Here are some extra tips that teachers can use for every Grammar Focus :

1. Although the students have this in their student book, it’s still a good idea to also write the table on the board. This allows you to add extra details.

 

2. In addition to breaking the sentence down as mentioned in the Teacher’s book, divide the sentence into columns showing the different part of speech, as in the example below :

 

Question Word	Helping verb	Subject	Adverb	Infinitive
What time When	do         does	you I we they   he she	usually	get up run eat breakfast take as shower _____________ _____________ _____________

 

3. Keep the students involved by asking questions & eliciting forms as you write on the board. If you simply draw up the table without saying anything, students will get bored and lose interest quickly.

4. Don’t allow students to copy while you’re writing. Students should be concentrating on the board & listening to the teacher. Tell them they will have a chance at the end to either copy the table down or add the extra notes to the ones already in their student book . 

5. Use different colours to highlight differences. Colours help distinguish areas which get easily confused.

 

6. Leave space for students to write own examples. Giving students the chance to add their own gives them the chance to personalize and use their own ideas. This not only shows the teacher whether they understand or not, personalization also helps students’ understanding & helps them to remember.

 

7. If students still don’t understand the teacher’s explanations in English, you can use Chinese, or refer students to the grammar reference in the back of the Students’ Book.

 

8. In future lessons, as a review, you could ask students to re-construct this table.

 

6、我如何才能最大限度地使用语法聚焦部分(2c或是2d)?

 

语法聚焦栏目强化了学生通过观察例句的结构形式学习到的语法知识，与通过语段说明相比（参阅4我想让学生在说之前弄清楚语法规则(1c)，我该如何做？（语段），语法聚焦为学生提供了更详尽的说明和示例。

 

教师可以使用教师用书语法聚焦备注部分，用英语说明或是总结学生所学的语法知识，这些备注运用简明的英语说明以便于帮助学生学习，这不仅为学生提供了更多的听力训练，同时也有利于促进了一个“全方位英语”的气氛。

以下是为教师提供的有关处理语法聚焦部分的一些说明：

1．  尽管学生书中有这部分内容，教师还是要把它们些在黑板上，以便于补充更为详尽的内容。

2．  除了象教师用书中提到的那样把句子拆开，还应把句子置于图表框中，展示其不同的成分，如下表：

Question Word	Helping verb	Subject	Adverb	Infinitive
What time When	do         does	you I we they   he she	usually	get up run eat breakfast take as shower _____________ _____________ _____________

3．教师可以一边在黑板上画图表一边提问，引导学生参与其中。如果只是画图表，不让学生参与，他们会因无聊的而很快就失去兴趣。

4．教师板书时不要让学生做笔记，要求学生一边看一边听，告诉他们讲解后会提供做笔记的时间的，或者让学生直接在课本上相关部分加注。

5．用不同颜色加以区别。色彩可以帮助区别容易混淆的内容。

6．给学生留出板书例子的空间，便于学生体现和表达自己的想法。这样不仅可以让教师知道他们是否明白，而且个性化的句子也有利于学生理解和记忆。

7．如果学生听不懂教师的英语说明，教师可以用汉语，或是让学生参考学生用书后面的语法资料。

8．以后上课时，作为复习，教师可以要学生再次画出这个图表。