《普通高中英语课程标准（2017年版）》
基于立德树人育人观的普通高中英语课程标准------总理念，课程性质，基本理念，学科核心素养，课程目标，课程结构
基于实践英语学习活动观的高中英语教育教学------课程内容，学业质量，实施建议
学科核心素养：学科核心素养是学科育人价值的集中体现，是学生通过学科学习而逐步形成的正确价值观念、必备品格和关键能力。英语学科核心素养主要包括语言能力、文化意识、思维品质和学习能力（涵盖了：知识+能力+态度）。
其中，语言能力指在社会情境中，以听、说、读、看、写等方式理解和表达意义的能力，以及在学习和使用语言的过程中形成的语言意识和语感。英语语言能力构成英语核心素养的基础要素。文化意识指对中外文化的理解和对优秀文化的认同。文化意识体现英语核心素养的价值取向。思维品质指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。思维品质体现英语核心素养的心智特征。学习能力指学生积极运用和主动调试英语学习策略、拓展英语学习渠道、努力提升英语学习效率的意识和能力。学习能力构成英语核心素养的发展条件。
英语课程内容是发展学生英语学科核心素养的基础，包含六个要素：主题语境、语篇类型、语言知识、文化知识、语言技能、学习策略。
普通高中英语课程由必修、选择性必修、选修三类课程构成。必修课程（6学分）为全体学生必须修习的课程，作为学生达到英语学业质量水平一的要求，满足高中毕业基本要求。选择性必修课程（8学分）供有学习兴趣和升学考试需求的学生选修，得到8学分后，方可参加高考。选修课程为学生自主选择修习的课程，包括国家设置的提高类、基础类、实用类、拓展类、第二外国语类等课程和学校自主开发的校本课程。学生完成提高类课程的6个学分且学业水平合格，可以达到学业质量水平三。
主题语境：涵盖人与自我、人与社会、人与自然，涉及人文社会科学和自然科学领域等内容，为学科育人提供话题和语境。
语言知识包含：语音知识、词汇知识、语法知识、语篇知识、语用知识。其中，语用涵盖了功能，强调“场景”、“情境”；语篇融合了话题，整体性更强。语言知识是构成语言技能的重要基础。
语言知识包括结构性知识（“是什么”的知识，即，陈述性知识）和运用性知识（“如何做”的知识，即程序性知识），注重基于语境下的知识表意功能。
结构性知识：
---语音：语音的表意功能---具体说话时的重音、语调、态度、意图、情感等。
---词汇：词块、词族、词汇语义网（以主题为中心），1500（义务段）+1500+200（不确定）
运用性知识：
---语篇：语篇的结构、文体的特点。微观知识----词汇搭配、语法结构、句与句间的衔接、信息展开的方式等；宏观结构知识----段与段之间的关系、语篇中的意义。
---语用：指在特定语境中准确理解他人和得体表达自己的知识。语境中的语言功能。语流、用词、语气；身份、对象、态度；正确性（可理解，不可理解）、得体性（可接受，不可接受）；交际性（目的、场合、身份、对象）
二、语法知识内容要求
高中阶段英语语法知识的学习是义务教育阶段语法学习的延伸和继续，应在更加丰富的语境中通过各种英语学习活动进一步巩固和恰当运用义务教育阶段所学的语法知识，学会在语境中理解和运用新的语法知识，进一步发展英语语法意识。
学习语法的最终目的是在语境中有效地运用语法知识来理解和表达意义。
普通高中英语课程语法知识内容要求：
必修要求（水平一）：运用所学的语法知识，理解口头和书面语篇的基本意义，描述真实和想象世界中的人和物、情景和事件，简单地表达观点、意图和情感态度，在生活中进行一般的人际交流；（3-9条中具体列举了必修语法项目以及对这些项目的学习应达到的程度）
选择性必修要求（水平二）：通过在语境中学习和运用语法知识，认识英语语法在哪些主要方面不同于汉语语法；运用所学的语法知识，理解所学语篇的基本意义和深层意义，恰当地描述真实和想象世界中的人和物、情景和事件，表达观点、意图和情感态度，进行人际交流；（3-10条中具体列举了选择性必修语法项目及对这些项目的学习应达到的程度）
选修要求（水平三）：通过在语境中学习和运用语法知识，认识英语语法的基本体系及其特征；熟练地运用所学的语法知识，准确地理解语篇的基本意义和深层意义，有效地描述真实和想象世界中的人和物、情景和事件，表达观点、意图和情感态度，进行流畅的人际交流；（3、4条中具体列举了选修语法项目及对这些项目的学习应达到的程度）
（一）什么是语法？
ScottThronburysays(inthebook,HowtoTeachGrammar),grammarisadescriptionofthe
rulesforformingsentences,includinganaccountofthemeaningsthattheseformsconveyandthatgrammaraddsmeaningsthatarenoteasilyinferablefromtheimmediatecontext.
Thekindsofmeaningsrealisedbygrammarareprincipally:
representational---thatis,grammarenablesustouselanguagetodescribetheworldintermsofhow,whenandwherethingshappen,and
interpersonal---thatis,grammarfacilitatesthewayweinteractwithotherpeoplewhen,forexample,weneedtogetthingsdoneusinglanguage.
Withregardtotherelationshipbetweenformandmeaning,wehaveseenthat:
thereisnoone-to-onematchbetweengrammaticalformandcommunicativefunction,andthat
contextualinformationplaysakeyroleinourinterpretationofwhataspeakermeans.
Wehavealsoseenthat:
whiletraditionalgrammarisbasedonthewrittenformofthelanguage,spokenlanguagehasitsowndistinctivegrammar.
Fromtheteachingpointofview,wehavelookedat:
waysthatgrammarcanbeorganisedintoateachingsyllabusaccordingtosuchcriteriaascomplexity,learnability,andteachability
waysthatgrammarrulescanbeformulated,accordingtowhethertheyareprescriptive,descriptiveorpedagogic,andwhethertheyfocusonformoronuse.
AccordingtoDianeLarsen-FreemanandMarianneCelce-Murcia,Grammarisameaning-makingresource.Itismadeupoflexicogrammaticalform,meaning,anduseconstructionsthatareappropriatetothecontextandthatoperateattheword,phrase,sentenceandtextuallevels.
Wehavelookedbrieflyatwhatgrammaris,whatitdoes,andhowitcanbeorganisedanddescribed.Wenowneedtofocusonhowgrammaristaughtandlearned.
（二）什么是生活？词典中的解释：人或者生物为了生存和发展所进行的所有活动。
如：行走、跑步、吃饭、睡觉、说话、读书、交谈、上课、看电视、购物、唱歌、跳舞、画画、吵架、打架、就医、美容等等动作或事情，都是生活。
（三）语法与生活的联系
教学是干什么的？学生在教师的帮助下通过自己的体验、实践、感悟而得到发展。
Fromalearner’sperspective,theabilitybothtorecognizeandtoproducewell-formedsentencesisanessentialpartoflearningasecondlanguage.Buthowthisabilityisbestdevelopedandwhat“well-formed”reallymeans,arethethingsweshouldthinkoffirst.
综上所述，生活资源是语法学习的”载体”，无论采用哪种语法教学法，都需要载体（教材）来实现。只要在教学中，依据需要，用生活素材辅助语法学习，都可以认为是”语法教学生活化”，如果我们在用的过程中，能提高生活素材运用的得体性、适时性、趣味性和实效性，则能大大提高语法学习的效果。
四、语法教学方法
采用哪些语法教学方法？
（现场与老师交流沟通，了解教师目前语法教学情况）总体来说，有两种方法，一是演绎法（deductiveapproach---rule-drivenpath），二是归纳法(Inductive---rule-discoverypath)，(adeductiveapproachstartswiththepresentationofaruleandisfollowedbyexamplesinwhichtheruleisapplied;aninductiveapproachstartswithsomeexamplesfromwhicharuleisinferred)还有两者结合，交互穿插进行，这个基本方法依然生效，只是在用这两种方法的时机、顺序、程度上要有些探究。学生的生活实际、学生的最近学习区域、学生的接受程度和能力、老师的最佳讲授期和最佳讲授度是语法教学得体性的衡量标准，也是语法教学实效性的前提条件。
将英语语法教学生活化主要是解决英语教学的“载体”问题和落实“英语学习活动观”的问题，用生活的素材以及真实交际需要激发学习需要。一般情况下，老师习惯用”演绎法”，即：以实例讲解规则，引导学生操练，利用翻译、填空、转换、做题等方式来帮助学生理解学习语法，把语法教学上成了规则讲解课或者上成了语法习题课，忽略了语法教学的交际功能。往往学生听懂了，认为自己学会了，但落实在具体语境中时，可能束手无策，无处下手，一用就错，这主要是因为，学生在学习时，思维没有得到发展，规则和语境脱节，教学的主要功能之一就是要给规则和运用之间搭桥，这个桥就是在真实交际中的思维活动，思维能力形成了，语言规则和真实语境结合在一起了，语言交际的真实性就实现了，学生掌握的语言规则就落地生根了，语用能力就能培养起来。
高中英语语法教学生活化，不能像低龄段学生那样用简单的动作或有趣但幼稚的故事进行，高中学生的年龄特点决定，他们更适合于“能激发思维”的生活要素，事实上他们已经经历了低龄阶段的一些学习过程，比如，学习祈使句可以用动作本身，standup,walk,turnaround等等，高中学生需要适合他们年龄特点和认知水平的、有内涵并能激发内驱力的、以及能触其心弦的生活素材，他们通过理解更深、更广、更复杂的语篇、表达更深层次思想，进一步促使思维能力的发展。
五、语法教学设计案例
学生通过学习、理解和运用英语语法知识，培养语言能力、学习能力和思维能力，增强文化意识，提高核心素养。
基于课标要求，我们在语法教学中应该做以下的尝试。
案例一:过去将来时态
学生在初中已经学习了六个时态，分别是……他们对于时态有一定的认识，高中学习时态应基于这六个时态，与过去将来时态联系最紧密的是一般将来时，教学时应当先激活学生这一图式。
思考：日常交际中什么情况下用过去将来时态？
一般将来时态的主要功能为表达梦想、意愿或者愿望、计划与安排、期待、对事态的预测、想象等。
那么，过去将来时态的功能就是：对以前的梦想、意愿或者愿望、计划与安排、期待、对事态的预测、想象等的回顾、阐述、评估、改变等情况下会用到过去将来时态。
设计建议（1）（归纳法）：
Step4:小组或结对交流:运用过去将来时态进行交流并记录彼此的内容，小组成员选择另一成员的内容，用第三人称进行汇报。（每一学生汇报的过程中，其他同学听并记录说者所用的含有过去将来的语句。）
Step5:总结归纳过去将来时态的形式和表达的意义。
Step6:Homework：Doasurveyamongyourfamilymembersabouttheirdreamswhentheywereyoung.Thenwriteareportaboutyoursurvey.整个过程中，师生及时反馈。
设计建议2（归纳法）:
Step1:Freetalk
Everyonehasadreamwhenyoung.Everyonehasexperienceofmakingtheirdreamcometrue.NowI’llhandoutfourtextstoyouall.Eachgroupwillhaveadifferenttext.Pleasereadandfindoutwhatdreamsthepeoplehadwhentheywereyoungandunderlinethesentencesthattalkaboutthedreams.
Text1:
Text2:
MydreamwastobeateacherwhenIwasinGrade2inprimaryschool.IhadsuchadreambecauseofmyChineseteacher,MissWang’sinfluenceonme.Shewasaniceteacher.Wealllikedher.Shelovedusallandtaughtusverywell.EveryMondaymorning,shetolduswhatwewoulddointheweek.Shemadesureeachofuswasclearofwhatwewoulddo.Shewouldhelpthosewhohadproblems.Everyafternoon,beforeschoolwasover,shetalkedwithusandcollectedourquestionsandproblems.Shewouldhelpuswhennecessaryeitheratthemomentorafterschool.Someofushaddifficultiesthatneededpatientexplanation.Shewouldcallusandexplainlateruntiltheproblemwassolved.Iftheproblemcouldnotbesolvedthroughphonecall,shewouldhaveaface-to-facetalkwiththestudentthenextmorningandtrytogivehelp.Anotherreasonwelikedherwasthatshemadeherclassesveryinteresting.Shewaskindandhumorous.SoIwantedtobeapersonlikeher.IthoughtIwouldteachaswellasher.Iwouldlovemystudentsandhelpthemwhenneeded.Iwouldhavemanystudents.Itwouldbegreatwork.NowIstillthinkIwillbeateacher.I’mstillworkinghardtorealizemydream.
Text3:
Igrewupinthecountrysidewhichisfarawayfromthecity.Thenearesttowntoourvillageisabout20kilometersaway.Wehardlyhadchancestogothere.Therewasnopublictransportation.OnceIwenttotownwithmymother.Isawabeautifulsaleswoman.Shegreetedcustomerswithasweetsmile.Shemadeadeepimpressiononme.SoIdecidedtobecomeasalesgirllikeherwhenIgrewup.IthoughtIwouldhavesuchajob.Iwouldgreetthecustomerswithsmilesandsellthethingstheywant.Iwouldwearniceclothesandbecomeabeautifullady.Iwouldstandthereandmeetdifferentpeople.Iwouldmakemoneybydoinganicejoblikethat.Thatwasmydreamjobatthattime.
Text4:
Asastudentof7yearsold,IhadadreamandIhopedonedayitwouldcometrue.
IdreamedthatIwouldhaveaharmoniousfamily.IdreamedthatmyparentswouldntscoldmewhenImademistakes.Insteadtheywouldpatientlyteachmehowtocorrectthemistakes.Idreamedthattherewouldbenoquarrelsorfightinginmyfamily.Whenthefamilymembershaddifferentideasorfeelangry,theywouldsmileandunderstandandrespecteachother.Idreamedthateveryoneinmyfamilywouldbehealthyandtheywouldneversufferfromillnesses.Idreamedthatallthepeopleinthefamilywouldhavethejobthattheywouldloveverymuch.Theywouldworkbutnevercomplain.
Thatwasmydream.IstillhavethesamedreamandIwilldomybesttorealizeit.
Step2:Readthesentencesyouunderlinedandthinkwhatformthosesentenceshave.WhatmeaningsdothesentencesconveyDrawaconclusionoftheform.
Step3:Thinkaboutyourdreamswhenyouwereyoungandhaveatalkaboutthemwithyourpartners.Thenreportyourpartners’dreams,usingthePastFutureTense.Whileoneistalking,theotherspleaselistencarefullyandremembertheirdreams.Thenchooseoneofthereportsandwriteareport.
Step4:Homework
ThinkaboutthesimilaritiesanddifferencesbetweentheFutureTenseandthePastFutureTense.Andtrypresentingthemintheformofamind-map.
设计建议3（演绎法）：运用对比法，一般将来与过去将来相对比，进行教学
Step1:
Wearegoingtohaveatriptothemountainsthisweekend.Let’sthinkwhatwewilldothereandmakeaplan.Now,pleaseworkinpairsandtalkabouttheactivitieswecando,thethingswe’lltake,andthemattersthatneedourattentiontokeepoursafety,using“Wewill…”
Thencollectthestudents’information.
Maybe,theyaresentenceslike:Wewillstartat6thisSaturdaymorning.Itwilltakeustwohourstogetthere.Wewillgathertogetheratthefootofthemountain.Afterashortrest,wewillclimbthemountains.Whenwegettothetopofmountains,we’llhaveaparty.Duringtheparty,we’llsing,dance,andtellstories,etc.Wewillalsoeatthethingswetakewithus…
T:Whattensehaveweused
Ss:…(TheFutureTense)
T:WhattimedoesthesentencesuseGivesomeexamples.
Ss:…(Futuretime,e.g.at6thisSaturdaymorning,when/after…
T:SotheformoftheFutureTenseis:will+do/be…+futuretime
Soifwetalkabouttheactivitiesthattookplaceinthefutureofapasttime,weuse“woulddo”.Forexample,wemayuse“OnTuesdayoflastweek,IthoughtIwouldhaveadayoffonFridayoflastweek.”WecallthisthePastFutureTense.
Step2:Offerstudentssomesentencesforthemtounderstandthegrammar.
Step3:Usingthegrammar
Justnowwetalkedaboutwhatwewoulddothisweekend.Weused“willdo…”,WecallittheFutureTense.TodaywearegoingtolearnthePastFutureTense.Whatyouthinkwecanusehere(referringtothe“will”)
Theformis:“woulddo…”Itmeans…
Actually,Class5hadaplantogotothemountainsonthethirdSaturdayofthisterm.Theymadeaplaninthefirstweek.Isawtheirplanandfoundtheyplannedthesameasus.NowIneedtowriteareporttoourschoolmaster.Pleasehelpmewriteit.Thanks.
Youmaybeginlikethis:Atthebeginningofthisterm,/Inthefirstweekofthisterm,Class5plannedtogotothemountainsonthethirdSunday.Theywouldtakesomefoodwiththem.Itwassaiditwouldrainthatday.Sotheywouldtakeumbrellas.Theywouldtakeabustogothere…
Thinkaboutoneofyourpastplansandwriteareportaboutit.
案例二：现在进行和现在完成时态的被动语态
这两项语法功能分析：
学生在之前已经学习了被动语态的三个时态：……他们对于被动语态的基本概念和意义有了初步认识，并能用这三个时态的被动语态进行交流，对学习这两个时态的被动语态有一定的帮助。
教学设计建议：
T:Attentionsplease.SupposeourSchoolOpenDayhasbeenset.ItwillbeonWednesday,intwoweeks.Yourparentsandmanyotherpeopleareinvited.Sowearesupposedtogetreadyforit.Now,let’shaveatalkaboutwhatweneedtodo,includinghowourclassroomwillbedecorated,whatwillbewrittenordrawnontheblackboards,whatfoodwillbeprepared,whatwillbeshowntoyourparents----yourschoolworks,yourartificialworksandsoon,whatquestionswillbeasked,whatactivitieswillbedone----singingEnglishsongs,tellingEnglishstories,dubbingfilmsinEnglish,debatinginEnglish,puttingonEnglishplays,etc.Pleasediscussingroupsandputdownthethingsyouthinkareneeded.Later,we’llcollectyoursuggestionsinthewholeclass.
Afterthatyouwillbedividedingroupsandtakeactiontopreparethethings.（结合班级或学校活动，让学生真实准备，并用英语表达）
OnedaybeforethatWednesdayyouaresupposedtoreportonhowyouhavedone.Eachgroupwillhaveachancetoreporttothewholeclass.Soyouwillhaveabouttwoweekstogetreadyforit.Ifyouhavequestionspleaseaskforhelpinanywayyoulike,suchasfromyourclassmates,fromtheInternet,fromthelearningmaterialbooksorfromme.(Yourreportwillincludepassivevoiceofdifferenttenses)
（这期间老师进行提示与必要的帮助，包括做什么与怎么做），在老师的指导和帮助下，学生在“做中学”，“学中用”“用中悟”，这个过程中学生运用已有策略，增强自主学习能力和合作学习意识，提高思维能力。
Twoweekslater,inoneclassbeforeWednesday,theteachercheckshowthepreparationworkisgettingon.Theclassmaygoasfollows.
Step1:Reporttime
T:Guys,twoweeksago,youwereaskedtoprepareforourSchoolOpenDay.Andtomorrowistheday.Now,let’scheckhoweverythingisgoingon.Pleasereportgroupbygroup.
Ss’reportmaybeasfollows:
Sa:OurgroupwilldubanEnglishfilm.ThenameisForrestGump.Fiveroleshavebeenchosenbyourgroup.Thewordsofeachmemberhavebeencopied.Wearerememberingthewordsbyheart.Theactors’wordsarebeingsaidagainandagainthesedays.Themostdifficultthingforusistoimitatetheintonationsoftheactors.Sothefilmisbeingplayedwhilewearehavingbreakssothatwecanlistentoitandgetfamiliarwithhowtheactorsarespeaking.Eachparthasbeenpracticedmanytimes.Ithinkwewillactwell.Thankyou!
Sb:Hello,everyone.OurgrouphaschosentotellanEnglishstory.Thestoryhasbeenwrittenbyourgroupmembers.Ithasbeencreated.Atthebeginningeachofusthoughtofaninterestingthing.Andthethingswereofferedtothewholegroup.Wechosethosethatmadeuslaughmost.Andthosethingshavebeenputtogetherandanewstoryhascomeout.Thestoryisbeingtoldinourgroupthesedays.Nowitisbeingcopiedbyoneofus.Eachofuswilltellapartofthestory.Howtodividethestoryisbeingdiscussed.I’msurewewilltellaninterestingstory.
…
Step2:Noteteasingouttime
T:Nowpleaseworkindividuallytoteaseoutthethingsthathavebeenwritteninyournotebook.Payspecialattentiontothesentencesthatincludepassivevoices.
Thendiscussingroupswhatpassivevoicesyouhavewritten,whatformstheyhave,andwhatmeaningstheyhave.
Step3:Ss’presentationtime
Withtheteacher’sguide,Ssexpresstheirunderstandingofthepresentcontinuoustenseofthepassivevoiceandthepresentperfecttenseofthepassivevoice.
Step4:Languageusingtime
SomepicturesorvideosforSstodescribe:
e.g.
Inthepicture/video,abigholeisbeingdugbysomeworkers.Atruckwithrubbishisbeingdriventowardwheretheworkersare.Inanotherplace,anothertruckisbeingloadedwithbagsofrubbish.Manybagshavebeenfilledwithusedthings.Theholewhichisbeingdugwillbefilledwithrubbishtoo.Muchwastehasbeenproducedbyhumans.Theearthhasbeenpolluted.It’sreallyterrible.
Step5:Homework
Or:pleaseobservethesurroundingnearyourhomeanddescribethethingsyousee,usingpassivevoices.
案例三：过去完成时态。
高中学生在学习过去完成时态时，已经学习了至少七个时态，分别是：一般现在时、一般过去时、一般将来时、过去将来时、现在进行时、过去进行时、现在完成时。他们对时态的意义和概念有了基本的认识，因此，在教学过去完成时态时应该首先激活学生已有的对于时态的认识，在这个基础上引入过去完成时态。
设计建议1：翻译教学法
Step1
老师呈现一段文字：
老师要求学生将这段文字翻译成英语，把会的翻译出来，不会的先留下，后面帮助同学完成，最后，集中呈现出现的几个过去完成时态和现在完成时态的句子：
BytheendofJuly,Ihadhadthehousedecorated.
BeforeNovember,thesalesmenhaddeliveredallthefurnitureIhadbought.That’stosay,myhousehadbeenfurnishedbythen.
Ihaveboughtsomeplantstokeeptheairfresh.
Step2:要求学生payattentiontotheActionsandTime,andconcludethatthepastparticiplehasthestructure:theauxiliary(had)+v-ed.Themeaningofthetenseistorepresentanactionthattakesplacebeforeapastpointoftime.
接着给学生创造环境，让学生操练：如，
T:Whatwereyoudoat8lastnight
S:Iwasdoingmyhomework
T:Whataboutbeforedoinghomework
S:Ihadtakenawalk
T:Whathadyoudonebeforeyoutookawalk
S:Ihadhadsupper
T:Whathadhappenedbeoforeyouhadsupper
S:Ihadgonetoschool
T:Whathadyoudonewhenyouleftschool
学生通过这样的头脑风暴加深对这个结构的理解。
Step3:Anotherpracticeoftranslation
设计建议2：用解释语法规则的办法来教学过去完成时态
Rulesareonlyonecomponentofanexplanation.Here，forexample，isaprocedureateachermightusetogiveagrammarexplanation(T=teacher;ST=student).Intheright-handcolumnthedifferentstagesoftheexplanationareidentified.
T:Right.Thepastperfect.(cueing)
T:Thepastperfectisformedfromthepastoftheauxiliaryhave，
plusthepastparticiple.(ruleofform)
T:Forexample,‘everyonehadleft’，thefilmhadstarted.(examples)
T:So,whatsthepastperfectof‘theygo’(check)
ST:“Theyhadgone.”
T:Good.
T:Itisusedwhenyouaretalkingaboutthepast，(ruleofuse)
andyouwanttorefertoanearlierpointinthepast.
T:Forexample,Wewerelate.Whenwegottothecinema，(example)
thefilmhadalreadystarted.
T:Didthefilmstartafterwearrived,atthesametimeaswearrived,(check)
orbeforewearrived
St:Before.
T:Right.
T:Soitslikethis.[draws]
Noticethattheexplanationisstagedintwoparts,theruleofformbeingdealtwithbeforetheruleofuse.(Sometimesitmayonlybearuleofformthatisbeingexplained,forexample,theformofpasttenseregularverbs.)Notealso,how,intheexample,therulesareexemplifiedandillustratedwherepossible，andthatrunningchecksaremadeonthestateofthestudentsunderstanding.Note,finally,thattherulestatementsthemselvesattempttofulfilltheconditionsoftruth,clarity,simplicity,etc,outlinedabove.
Thinkoftheefficiency(theE-factor)anditsappropriacy(theA-factor)ofeachteachingapproachyouuse.
案例四：教学-ing和-edforms
设计建议1：引导学生自主学习-ing和-edforms
Teachingv-ingandv-edformusedasadverbial,usingaself-studyapproach.
-ing,-ed是难点。
建议从文本阅读体验开始，学生在文本中理解-ing,-ed形式的意义，然后，从文本中提炼语言形式，再从生活中找题材，模仿文本中的形式，尝试表达，在表达的过程中发现妨碍思维的障碍，教师引导学生排除障碍，梳理归纳非谓语动词存在的语言现象及其表意功能。（找文本，找生活）
通过查阅语法书学习语法是学生学习语法的途径之一，语法书中既有规则，又有例子和要点，老师可以引导学生阅读语法规则，学习语法。
Step1:Readthefollowingpassageandunderlinethewordswith–ingand–ed.
LastSundayIvisitedmyuncleinthecountry.Arrivingatthegateofmyuncle’syard,Isawmylittlecousin,attheageoffive,standinginthegarden,withashovelinhishand.Walkingovertohim,Isaidhello.Buthejustturnedandlookedatme,weeping.Feelingsurpised,Iaskedhimwhathadhappened.Stillsobbing,hetoldmehisdogwaskilledbyacar.Broughtbacktotheyardbymyuncle,thedogwasburiedinthegardonbymycousin.Seeingmylittlecousinsad,Isaidsomethingtocomforthimandtoldhimthatthedoghadalreadydiedandthatitcouldn’tcomebacktolife.Ifhelikeddogs,hemightaskhisfathertobuyhimanotherdoglater.Thenhemighttakegoodcareofthedogandplaywithit.Comfortedalittle,mylittlecousinagreedtogoandplayagamewithme.IshowedhimthegiftIbroughthim.Astimewentby,heforgotaboutthedog.Lostinthegamewithme,hefelthappy.Ifelthappytoo.
Step2:Studentsarerequiredtodistinguish–ingand–edusedaspredicatefromnon-predicatebyreadingtherules(givnonasheetordirectlyfromagrammarbook)ofv-ingandv-edformusedasadverbial.Thentheydicidewhichonesareadverbialsanderasethosethatarenot.
Step3:Studentsfillintheblanksusingtheverbsgiven,decidingtouse–ingor–ed.Inthisproceduretheygettoknowthemeainingofthetwoforms.(Iftheycan’tdoit,theymayrefertotheruleagain.Theteachergivesomeexplanationbutnotinterveneiftheycangetitbythemselves.)
1._____________(belive)thatmyfriendwillhelpme,Iturnedtoher.
2.____________(prepare)forthefinalexam,LiLeididn’tgoouttoplaywithhisclassmates.
3.____________(park)behindthebuilding,thecarcouldn’tbeseenintheroom.
4._____________(cut)forwood,thetreesarebeingtakentoafactory.
5.______________(tell)theticketshadbeensoldout,theboyfeltdisappointed.
6.______________(tell)theboytheticketshadbeensoldout,Isawhimdisappointed.
7.______________(bury)thefallenleaves,LinDaiyuwasweeping.
8.______________(bury)herselfinthebook,shedidn’thearthesound.
9.______________(bury)intheearth,theleavescanbegoodtotheplants.
Step4:Studentsthinkabouttheirlifeandmakesentencesusing–ingand–edforms.
某一节课上学生造的句子：
S1.Worriedaboutthetimeavailable,heignoredthetrafficsignal.
Worriedaboutthatlittlegirl,theyoungman…tosaveher.
S2.Absorbedinwritingaletter,hedidn’tlookupwhenshecamein.
Dressedinabeautifulskirt,thewomanattendedthemeeting.
S3.Havingdressedherhusband,thewomandressed(学生原句中缺少inan此处是否应该用inan但师生都未发现)apronburstintolaughter.
Buried(此处应该用Burying,但师生都未发现)herselfinthecountrytowriteabook,shecouldconcentratewithoutbeingdisturbed.
设计建议2：通过实例教学语法
Teaching–ingand–edusingminimalgrammarpairs.
Step1:Lookatthefollowingsetsofsentencesandfindtherule.
a.Whilehewasreadingthebook,henoddedfromtimetotime.
Becausehewasshy,hedidn’tcometotheparty.
AsthebookiswritteninsimpleEnglish,thebookiseasytoread.
Ifyouworkharder,youwilldobetterintheexamnexttime.
AfterIdidmyhomework,Iwentbackhome.
b.Readingthebook,henoddedfromtimetotime.
Beingshy,hedidn’tcometotheparty.
WritteninsimpleEnglish,thebookiseasytoread.
Workinghard,youwilldobetterintheexamnexttime.
Havingdonemyhomework,Iwentbackhome.
Inwhatwayaretheythesameandinwhatwayaretheydifferent
(Thesentencesin“a”grouphaveclauseswhilethosein“b”groupuse–ingand–edformstopresentthesamemeanings.)
Soyoucanconlude:…
Step2:Lookatthefollowingsetsofsentencesandfindtherule.
a.Returninghomelater,myfriendlearnedthatthepolicehadbeentotheflat.
Sufferingfromaheadacheyesterday,Iwasn’tinagoodmood.
Seeingthemarriving,Iwentdowntomeetthemimmediately.
Notstudyinghard,hedidn’tpassthetest.
b.Frightenedoflosinghisjob,myfriendsaidnothingtothepolice.
Recordedonthetape,thedictionaryisavailabletotheblind.
Troubledbymyconscience,Iwrotealettertotheteachercounselor.
Destroyedinthestorm,thehousewillberebuilt.
Intheabovesetsofsentences,whatrulehaveyoufound(Teachercanprovidequestionsifthestudentscan’tfindefficiently.Questions:WhataretheformsoftheverbsatthebeginningofthesentencesArethey–ingor–edformsWhomakestheactionWhat’sthesubjectofeachsentencePayattentiontotherelationshipsbetweentheactionswhichtheverbsatthebeginningpresentandthesubjectsofthesentences.Arethesubjectsactionmakersorreceivers)
Soyoucanconclude:…
Step3:Applytherule
a.Circletherightone.
e.g.1.Explained/ExplainingbyMissZhong,thetextbecameclearertous.
2.Learning/learnedthathewon’tcome,Idon’tknowwhattodo.
3.Borning/Bornandbrought/bringupinabigcity,heknowsnothingaboutfarming.
4.Hearing/Heardthesadnews,Ifeltdisappointed.
5.Tiring/Tired,hewantstositdownandrelax.
6.Arriving/Arrivedatthestation,Ifoundthelasttraingone.
b.Fillintheblanks.
1.____________(Fill)withconfidence,heleftagoodimpressionontheinterviewers.
2._________________(Try)again,youwillhaveafreshidea.
3.Heiswalkingalongthestreet,______________(follow)byasorry-lookingdog.
4._______________(see)fromthemoon,theearthlookslikeawaterball.
5.Hefelloffthebicycle,_______________(hurt)hisleg.
6._____________(believe)thatmyfriendwillhelpme,Iturnedtoher.
这个applying的过程中，学生可能会出错，或者难以辨认，老师提示学生回读自己刚才总结的规则，然后按照规则进行分析、修正、填写，直到自动化所学内容。
Step4:Studentsarerequiredtowatchavedioorlookatsomesequentialsentencesincludingtensenceswith–ingor–edformsoftheverbs.(找视频)（资源库里这样的视频还是有的）
Afterwatchingorlistening,thevoiceistobeconcealed.Thestudentshaveatrytotalkaboutthepicturesbythemselves,tryingtousetheformslearnedtoday.Meanwhile,errorsareallowed.Studentswillrecordthesentencestheysay(ortheteacherwillpickoutthemistakesmadebythestudents,andaskthemtopayattentiontothem)whilelisteningagainlater.That’stosaythestudentswilllistenagainandpayfurtherattentiontowhattheyarenotsureabout.
Step5:Studentsarerequiredtotalkaboutthepicturewithabouttensentences,using–ingor–edformsoftheverbs.（找画面或者视频）
(这是-ing的一般式和-ed的用法。其它形式，如完成式、被动式、完成被动式、独立主格结构等随后可以以同样的途径进行教学。)
案例五：Teachingpresentperfectcontinuoustensethroughactions.
Step1:Theteachercomestothedooroftheclassroomthreeminutesearlierthanthebell.Andwhenthebellrings,theteachersaystwoorthreetimestotheclass:
Ihavebeenwaitinghereforthreeminutes(fortheclasstobegin).Ihavebeenwaitinghereforthreeminutes(fortheclasstobegin).Ihavebeenwaitinghereforthreeminutes(fortheclasstobegin).
Thentheteacherturnstoastudentwhohasbeenspeaking/talkingandaskshimorherwhathe/shehasbeeninthelastthreeminutesdoing:Ihavebeentalkingfortenminutes.Ihavebeentalkingfortenminutes.Ihavebeentalkingfortenminutes.
Thentheteachersays:Hehasbeentalkingfortenminutes.Hehasbeentalkingfortenminutes.Hehasbeentalkingfortenminutes.
Thenthewholeclasscansayitinchorus.Hehasbeentalkingfortenminutes.Hehasbeentalkingfortenminutes.Hehasbeentalkingfortenminutes.
Thentheteachergoestoanotherstudentandasks“Whataboutyou”
Step2:Theteacherasksthestudentstodoatask(e.g.reading/listening/interviewing/listening/writing/discussing,etc.,involvingthecontentbeinglearnedtoday)forawhileandask:Whathaveyoubeendoingallthefiveminuteswithoutstopping.
Sa:Ihavebeenreadingthetext.
Sb:…
Step3:Conclusionandapplyingactivities.
(Somepicturesordemonstrations.)
案例六：Teachingshouldhavedoneusingagenerativesituation.
Byofferingthelearneracontext,italsoavoidstheproblemsinvolvedineitherexcessiveexplanationortranslation.
Step1:Presentagenerativesituation
Lastweek,IplannedtotraveltoYinChuan.ButwhenwearrivedatChangwu,myhusbandsaid,“Wecan’tgothere.Wehavetogohome.”“Areyoukidding”Iasked.Heansweredseriously,“Notkidding.Wehavetogoback.”Iwaspuzzled,butwhenhetoldmethereasonIknewwehadto.Anyhow,Ialsoblamedhimforquiteafewthings.Canyouguesswhy(先让学生猜原因，列出学生说的原因中的动词，让学生给出建议)
Step2:Presentmyblames
Isaid:HetoldmethatwehadforgottenourIDcardsandwewouldn’tbeabletoregisterinanyhotels.
Youshouldhaveremindedusofthat.
Youshouldhavetoldmetodothatbeforehand.
WhenheseemedannoyedbywhatIsaid,Ichangedmywords:
Weshouldhavehadachecklist.
WeshouldhaveputtheIDcardathand.
WeshouldhaveputtheIDcardsinourbagallthetime.
Ishouldn’thavetakenitoutofmypursethatday.
IshouldhavecheckeditbeforeIleft
Whilesayingthesentences,writesomeontheblackboardandaskthestudentstoreadandfindtheruleandthemeaning.
Step3:Studentshavingatrial
Theteacherasksthestudentstothinkaboutsomethingbadthathappenedtothembefore.Andthinkofthewaystoremend.(Saytheirproblemsorregretsfirst,andthensaywhattheyshouldhavedone.)
Step4:Bymeansofapictureontheboard(adrawing,photo,orpicturecutfromamagazine)
T:Tomakeajourney,youshould:
takeamap
takewater
nottravelalone
advisethepolice
nottravelonthewetseason
takesomemedicine…
ButmyfriendAndydidn’t…
Whatcanyousaytoher.
Studentstry…
案例七：倒装句
设计建议1：通过dictogloss学习倒装句
Dictogloss合作听说法是一种以篇章为基础、以任务为基础、以学生为中心的任务型教学方法。
Dictoglossisalanguageteachingtechniquethatisusedtoteachgrammaticalstructures,inwhichstudentsformsmallgroupsandsummarizeatarget-languagetext.First,theteacherpreparesatextthatcontainsexamplesofthegrammaticalformtobestudied.Theteacherreadsthetexttothestudentsatnormalspeedwhiletheytakenotes.Studentsthenworkinsmallgroupstoprepareasummaryoftheirworkusingthecorrectgrammaticalstructures,andfinallyeachgrouppresentstheirworktotherestoftheclass.Dictoglossactivitiesencouragelearnerstofocusontheformoftheirlanguagewhilealsobeingbasedincommunication,andareusedintask-basedlanguageteaching.
Dictoglossactivitieshaveseveraladvantages.Theyintegratethefourlanguageskillsoflistening,reading,speaking,andwriting.Theyalsogivestudentsopportunitiestotalkaboutbothcontentandthelanguageitself.Furthermore,dictoglossactivitiesareausefulwayofpresentingnewfactualinformationtostudentsandencouragethemtolistenforkeypoints.Finally,theygivesupporttolessconfidentstudents,astheyareencouragedtoparticipateintheirgroupsaspartofthestructureoftheactivity.
Step1：确定Theme,谈论“如何实现梦想”
T:I’lltellyouhowIthinkyoucanmakeyourdreamcometrue.
IwantyoutolistenandassoonasIhavefinished,Iwantyoutowritedownanywords,phrasesorsentencesthatyoucanremember.Now,listen:
DoyouhaveadreamWhatdreamdoyouhaveWhydoyouhavesuchadreamHowdoyouthinkyoucanrealizeyourdreamHereis/comes/goesaprocessofallthethingsthathappeninyourlife.
First,everyoneshouldhaveadream.Withoutadream,anyactivityhasnodestination.Onlywhenyouhaveadreamcanyouliveyourlifetargetedlyorpointedly.Onlywhenyouhaveadestinationwillyouknowwhatyoudo.Onlywhenyouknowwhattodowillyouwanttomakeaplan.Onlywhenyouhaveaplaninmindcanyouworkregularlyandorderly.
Nextisanotherthingtopayattentionto.You’vegotadreamandaplan.Andyouworkpointedlyandregularly.WillyouachieveyourdreamAtnotimeshouldyouthinkso.Youalsoneedperseverance.Onlywhenyoupersistinwhatyouthinkisrightandkeepdoingsocanyougainsuccess.Nomatterwhathappensyoukeepandkeep.Notuntilyousucceedwillyoupause.Notuntilthenwillyouknowhowyouhavedone.Notuntilthenwillyoubeabletoconcludehoweverythinghasworked.
Thirdly,haveyouthoughtaboutanotherfactorMethodsofputtingyourplanintopracticeareimportant.Onlyinthiswaycanyoumakesureyoucangoeffectivelyandappropriately.
Step2:Studentsworkingroupstocomparewhattheyhavenoteddown,andtrytoconstructthetext.Duringthistime,theteachermayanswerquestionsaboutvocabulary,e.g.efficiently,butdoesnotinterveneintheconstructionofthetext.
Step3:Chooseastudentasaclass“scribe”.Writetheirconstructionalversionofthetextononehalfoftheboard,incorporatingtheirsuggestionsofallthestudentsintheclass.
Thestudentstextmightbe…
Theteacherthenpresenthistextontheboard/onanoverheadprojector/onapieceofpaper.
Studentsnoticethedifferencesorthefocusoftheteacher.
Step5:Studentswritedowntheirowntextsofsomethingtobedonethatneedsacertaintime,wayandcondition.Theirtextscanbeshorter,butmustincludesentencesofinversionthatfocusedabove.
设计建议2：UsingquestionsandanswerstoteachInversion
老师可以通过口语表达与交际来进行教学，着重语气、语调在交际中的作用，将被强调部分用”加强语气”和”声调”表达。(找视频、音频，听表达中的重读、语气、语调---强调倒装)
汉语中的强调方式较多，比如，判断句（你是个叛徒！）（你是叛徒！）（你这个叛徒！）（你，这个叛徒！）（语气依次加强）---句式变化，倒装句式，句子重心（你，怎么了？）（怎么了，你？）---停顿---重复（我们工人有力量，每日每夜工作忙。）（千山万水）
通过教师夸张的语气，结合特定的句式，让学生以”语块”的形式建构”倒装句”是，引导学生尝试表达。
Step1：Teacherhasatalkwithastudent.Otherstudentslistenandnotesomethingdown.
T:Whendidyougotobedlastnight
S:Iwenttobedat12.
T:Oh,youmean:Notuntil12o’clockdidyougotobed.
T:Whydidyougotobedsolate
S:BecauseIhadtofinishmyhomework.
T:Oh,youmean:Notuntilyoufinishedyourhomeworkdidyougotobed.
T:Haveyouevergonetobedbefore9
S:No.Never/Seldom.(Or:Sometimes.Thentheteachermayhaveotherresponse.)
T:So.Neverhaveyougonetobedbefore9.
Seldomdoyougotobedbefore9.
Step2:Theteacherasksanotherstudentaboutthethingsthatheaskedthepreviousstudent.
T:WhendidhegotobedWhyWhataboutyouDoyouevergotobedbefore9.
S:No.NeverhaveIgonetobedbefore9.（老师引导学生这样表达）
AtnotimedoI…
Innoway…
T:DoyouhaveanysuggestionsHowcanyoumakesurethatyougotobedearly
S:Ifwehavelesshomework.
T:Soyouthink:Onlyifyouhavelesshomeworkcanyougotobedearly.
Step3:Asktheclasswhatothersuggestionstheycangive
Studentscanworkingroupsandwritetheirsuggestionsandconditions.
Step4:Askastudenttowritedownthesentencestheyhavenoteddown.(allthestudents’)
Step5:Drawaconclusion(focusonthepatterns)
Step6:Practice
Studentsaskandanswerinpairs,creatingtheirownsituations.
Step7:Check,usingquestionsandanswers.
老师给出问题或者动词
1.Howcanyougettoschoolontime
OnlywhenIgetupearlycanIgettoschoolontime.
案例八：虚拟语气
设计建议1：
Practisingthethirdconditionalusingwrittenexercises
Inthisexample,theteacherhaschosentofocusonitthroughaseriesofwrittenexercises.
Theteacherdistributescardstodifferentstudents，onwhicharewrittenthefollowingwords:STUDIED，PASSED，HAVE，HAD，IF，HE，JACK，WOULD，andasksthemtostickthemontheboardtoformasentence，e.g.
IFJACKHADSTUDIEDHEWOULDHAVEPASSED.
Theteachernumberseachword:
12345678
Theteacherthendistributesfurtherwordcards，andinvitesstudentstoplacethemintheappropriatecolumn(1-8).Forexample，JILL，HADN’T，WORKED，FAILED，SHE，
WOULDN’T,BOB，DRIVENSLOWLY，HADANACCIDENT，MARIA，TAKENATAXI，BEENLATE.Thisresultsinatablethatlookssomethinglikethis:
JILLHADN’TWORKEDSHEFAILED.
BOBDRIVENSLOWLYWOULDN’THADANACCIDENT
MARIATAKENATAXIBEENLATE
Step2
Theteacherthenasksstudentstousethetabletowriteasmanysentencesastheycan，workinginpairs.Samplesentencesinclude:
IfJillhadn’tstudied,shewouldhavefailed.
IfBobhaddrivenslowly,hewouldn’thavehadanaccident.
IfMariahadtakenataxi,shewouldn’thavebeenlate.
IfMariahadn’tdrivenslowly,shewouldn’thavebeenlate.
IfJackhadworked,hewouldn’thavehadanaccident.
Studentsreadouttheirsentencesandtheteacherchecksthemforaccuracy，aswellaseliminatingillogicalsentences.
Step3
Theteacherdictatesthefollowingsituationandaskslearnerstochooseasentencefromthetablethatcompletesit:
Jackhadanexamlastweek.Hedidntstudyfortheexam，sohedidntpass.If...
PossiblecompletionsareIfJackhadstudied，hewouldhavepassedor...hewouldnthavefailed.
Theteacherthenasksthelearners，stillworkingintheirpairs，tochoosefouroftheirsentences(fromStep2)andwriteasituationforeachsentence，endinginanincompleteIf...sentence，asintheteachersexampleinStep3.Havingwrittentheirsituations，theythenexchangethemwithanotherpair，andcompletetheIf...sentencethateachsituationgenerates.Theyreturnthesentencesforchecking.
Step4
Theteacherthenhandsoutaworksheetofsituationsforwhichstudents，workinginpairs，devisenewsentencesusingthethirdconditional.Forexample:
1.AlexandAnnadecidedtogotoarestaurant.Theydidntbookatable.Whentheyarrivedtherestaurantwasfullandtheydidntgetatable.If...
2.Chriswentforawalk.Hedidnttakeanumbrella.Itstartedrainingandhegotwet.If...
3.Lisahadalotteryticket，number2378.Butshelostit.Ticketnumber2378won.ThewinningprizewasatriptoParis.If...
设计建议2：
（链接）张晓琪虚拟语气教学
案例九：名词性从句
1.链接代庆云设计：DiscoveringEnglishStructures
2.马欣设计（部分内容）
(1)通过故事学习：
Iamalwayswonderingwhether/ifIcanfindmyMr.RightandwheremyMr.Rightis.TheboysaredifferentfromwhatIdreamedof.UptonowI’verealizeditdifficultthatIcanfindhimintheworld.MyparentstellmethatmarriagedependsonwhetherIhavethedestiny(缘分)ornot.Andmybestfriendalsotoldmethatshehadmetherhusbandbychance.Iwish(that)IcouldmeetmyMr.Rightinthenearfutureandthatallthesinglepeoplesittingheretodaycouldfindyourownhappiness.Pleaseremember(that)
Godoftengiveshappinesstowhoeverhasconfidenceinlife.IamsogladthatIcansharemyfeelingswithyou.
（2）通过信件学习：
Dearteachers，
____makesusupset____wewillgraduatefromYuLinSeniorSchool.Thereasonwhywearesosadis____wewillsaygoodbyetoourlovelyteachersandclassmates.
Thedayswespenttogetherarefullofjoysandtears.
_____youarealwayssostrictwithusmademehateyou.However,youarealsoreadytogiveyourhandto________turnstoyouforhelp.
Nowweunderstand_____youhavetriedtodoforus.
______youdoandsayisofgreathelptous.
Wedon’tcareabout_______wecansurvivethestruggle－NationalEntranceExamornot._____wecherishis_____wehaveenjoyedtheprocess.