新修订高中课程标准培训《基于核心素养的高中英语语法教学》 19页

新修订普通高中课程方案和课程标准基于核心素养的高中英语语法教学一、《课标》内容概述《普通高屮英语课程标准（2017年版）》基于立徳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、创新性等方而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。主题是学习语言的最重要内容，英语学习活动就是对有关屮外文化的主题意义探究。主题意义三个方面可以分为18个主题群，即：人与自我…-生活、学习、做人、做事（4个）;人与社会….社会服务、人际沟通、文学、艺术、体育、历史、社会、文化、科学、技术（10个）；人与自然…•自然生态、坏境保护、灾害防范、宇宙探索（4个）。这18个主题群又可以分为若干个主题范围，人与自我中9个，人与社会中16个、人与自然中7个，共32个主题范围。实验版屮划分了24个话题，又细分出85个子项目，修订版屮对这些项目进行了整合，具体操作时可以对照这些细化了的主题范围，在具体语篇屮对应主题范围，感悟主题语境，探究主题意义。即所谓，入情、入境、入意，以意义驱动进行教学，在关注情感的基础上学习和运用语言知识，表达思想，传递信息，开展交际，培养意识，形成策略。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）・・・语法：英语语法知识包括词法和句法知识：词法关注词的形态变化，句法关注句子结构。在语言使用屮，语法知识是“形式…意义使用”的统一体，与语音、词汇、语篇和语用知识紧密相连，直接影响语言理解和表达的准确性和得体性。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：指在特定语境屮准确理解他人和得体表达自己的知识。语境小的语言功能。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屮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屮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屮的人和物、情景和事件，简单地表达观点、意图和情感态度，在生活屮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）：通过在语境屮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・1（）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英特征；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）三、语法教学相关概念（一）什么是语法？ScottThronburysays（inthebook,HowtoTeachGrammar）,grammarisadescriptionoftherulesforformingsentences,includinganaccountofthemeaningsthattheseformsconveyandthatgrammaraddsmeaningsthatarenoteasilyinferablefromtheimmediatecontext.Thekindsofmeaningsrealisedbygrammarareprincipally:►representational-一thatis,grammarenablesustouselanguagetodescribetheworldintermsofhow,whenandwherethingshappen,and►interpersonal■一thatis,grammarfacilitatesthewayweinteractwithotherpeoplewhen,forexample,weneedtogetthingsdoneusinglanguage.Withregardtotherelationshipbetweenformandmeaning,wehaveseenthat:►thereisnoone-to-onematchbetweengrammaticalformandcommunicativefunction,andthat►contextualinformationplaysakeyroleinourinteipretationofwhataspeakermeans・Wehavealsoseenthat:►whiletraditionalgrammarisbasedonthewrittenformofthelanguage,spokenlanguagehasitsowndistinctivegrammar・Fromtheteachingpointofview,wehavelookedat:►waysthatgrammarcanbeorganisedintoateachingsyllabusaccordingtosuchcriteriaascomplexity,learnability,andteachability ►waysthatgrammarrulescanbeformulated,accordingtowhethertheyareprescriptive,descriptiveorpedagogic,andwhethertheyfocusonformoronuse.AccordingtoDianeLarseFreemanandMarianneCelce-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）语法与生活的联系如何选择与语法教学相关的生活素材？这由语法的功能和意义来决定。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“wellfonnecTreallymeans,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％吾法教学生活化”，如果我们在用的过程屮，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、语法教学方法釆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;aninductiveapproachstartswithsomeexamplesfromwhicharuleisinfeiTed）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、做题等方式來帮助学牛理解学习语法，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來。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，髙屮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,turnannmd 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。语法教学生活化，在活的、真实的、与学生密切相关的语境屮学习语法，真实需求，真实困惑，真实思考，真实表达，真实交流。案例一：过去将来时态学生在初中己经学习了六个时态，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，与过去将來时态联系最紧密的是一般将來时，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）（归纳法人Stepl:Freetalk:Whatdreamjobwillyoudo?Whatdreamdoyouhave?Whataboutwhenyouwere10yearsold?（激活图式，导入过去将來，初步构建“过去将來的时间概念”）Step2:视听:一段视频（选自TED）（听口头语篇，获取说者对于小时候一些关于长大后做什么的认识的相关信息，进一步建立过去将来的概念，同时记录若干个含有过去将来时的语句），就视频内容提问:认同点，不同认识，whyandhow?归纳出过去将来时态的形式，理解其意义。Step3:独立自主学习:回顾思考以前的某一计划或想法，包括以下要素:想法产生的时间、原因（愿望）、为此所做的计划和安排、对此的反馈等（尝试运用过去将来时态表达）。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:总结归纳过去将來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）：Stepl:FreetalkEveryonehasadreamwhenyoung.Everyonehasexperienceofmakingtheirdreamcometrue.NowFllhandoutfourtextstoyouall.Eachgroupwillhaveadifferenttext.Pleasereadandfindoutwhatdreamsthepeoplehadwhentheywereyoungandunderlinethesentencesthattalkaboutthedreams-Text1:WhenIwas5yearsold,IwasoftenaskedwhatIwantedtobewhen1grewup.ItoldthemIwouldbeascientist.Theyoftensaiditwasgreat.Thatwasall.Nobodyeverycaredforit.Theyignoredmeandtalkedaboutsomethingelse.Butoneday,myuncle,whowasateacher,askedmethesamequestion.WhenIsaidIwouldbecomeascientist,heaskedwhatscientistIwouldbeandwhy.Ineverreallythoughtaboutthat.IjustknewIwouldbecomeascientistwhenIgrewup.Whenheaskedme,Ibegantothinkaboutit.IaskedmyselfwhyIwouldbeascientistandwhatscientistI wouldbe.ThenIlostinthought.Myparentsandteachersusuallytoldmestoriesaboutgreatscientists.AndIalsoreadmanybooksaboutscientists.Theymadedeepimpressionsonme.SoIthoughtIwoulddothingslikethem・Iwouldstudyhardandgotocollege.Iwouldlearnalotofthingsandmakeresearches.AfterIgraduated,Iwouldworkasascientist.ThatwaswhatIthoughtthen.IhadnoideawhatIwouldstudyandhowIwoulddotomakemydreamcometrue.NowIthinkIwillbeabusinessman,becauseIlikeit.Iwilllearnitfrommyfatherwhoisagreatbusinessmanandhasgreatinfluenceonme.Withhishelp,IthinkIwillbeagreatscientisttoo.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.Ithought1wouldteachaswellasher.Iwouldlovemystudentsandhelpthemwhenneeded・Iwouldhavemanystudents.Itwouldbegreatwork・NowIstillthinkIwillbeateache匚I"mstillworkinghardtorealizemydream.Text3:Igrewupinthecountrysidewhichisfarawayfromthecity.Thenearesttowntoourvillageisabout20kilometersaway.Wehardlyhadchancestogothere.Therewasnopublictransportation.OnceIwenttotownwithmymothe匚Isawabeautifulsaleswoman.Shegreetedcustomerswithasweetsmile.Shemadeadeepimpressiononme.SoIdecidedtobecomeasalesgirllikeherwhenIgrewup.IthoughtIwouldhavesuchajob.Iwouldgreetthecustomerswithsmilesandsellthethingstheywant.Iwouldwearniceclothesandbecomeabeautifullady.Iwouldstandthereandmeetdifferentpeople・Iwouldmakemoneybydoinganicejoblikethat.Thatwasmydreamjobatthattime.Text4:Asastudentof7yearsold,IhadadreamandIhopedonedayitwouldcometrue.IdreamedthatIwouldhaveaharmoniousfamily.Idreamedthatmyparentswouldn"tscoldmewhenImademistakes.Insteadtheywouldpatientlyteachmehowtocorrectthemistakes・Idreamedthattherewouldbenoquarrelsorfightinginmyfamily.Whenthefamilymembershaddifferentideasorfeelangry,theywouldsmileandunderstandandrespecteachotherIdreamedthateveryoneinmyfamilywouldbehealthyandtheywouldneversufferfromillnesses.Idreamedthatallthepeopleinthefamilywouldhavethejobthattheywouldloveverymuch.Theywouldworkbutnevercomplain.Thatwasmydream・IstillhavethesamedreamandIwilldomybesttorealizeit.Step2:Readthesentencesyouunderlinedandthinkwhatformthosesentenceshave.Whatmeaningsdothesentencesconvey?Drawaconclusionoftheform. Step3:Thinkaboutyourdreamswhenyouwereyoungandhaveatalkaboutthemwithyourpartners・Thenreportyourpartnersdreams,usingthePastFutureTense・Whileoneistalking,theotherspleaselistencarefullyandremembertheirdreams.Thenchooseoneofthereportsandwriteareport.Step4:HomeworkThinkaboutthesimilaritiesanddifferencesbetweentheFutureTenseandthePastFutureTense.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••:Thencollectthestudents5information・Maybe,theyaresentenceslike:Wewillstartat6thisSaturdaymorning.Itwilltakeustwohourstogetthere・Wewillgathertogetheratthefootofthemountain.Afterashortrest,wewillclimbthemountains.Whenwegettothetopofmountains,we"llhaveaparty.Duringtheparty,we，llsing,dance,andtellstories,etc.Wewillalsoeatthethingswetakewithus...T:Whattensehaveweused?Ss:...(TheFutureTense)T:Whattimedoesthesentencesuse?Givesomeexamples・Ss:...(Futuretime,e.g.at6thisSaturdaymorning,when/after...T:SotheformoftheFutureTenseis:will+do/be...+futuretimeSoifwetalkabouttheactivitiesthattookplaceinthefutureofapasttime,weuse"woulddo”・Forexample,wemayuse"OnTuesdayoflastweek,IthoughtIwouldhaveadayoffonFridayoflastweek?9WecallthisthePastFutureTense・Step2:Offerstudentssomesentencesforthemtounderstandthegrammar.Step3:UsingthegrammarJustnowwetalkedaboutwhatwewoulddothisweekend・Weused"willdoWecallittheFutureTense.TodaywearegoingtolearnthePastFutureTense.Whatyouthinkwecanusehere?(referringtothe“will")Theformis:"woulddoItmeans...Actually,Class5hadaplantogotothemountainsonthethirdSaturdayofthisterm.Theymadeaplaninthefirstweek・Isawtheirplanandfoundtheyplannedthesameasus.NowIneedtowriteareporttoourschoolmaster.Pleasehelpmewriteit.Thanks・Youmaybeginlikethis:Atthebeginningofthisterm,/Inthefirstweekofthisterm,Class5plannedtogotothemountainsonthethirdSunday.Theywouldtakesomefoodwiththem・Itwassaiditwouldrainthatday.Sotheywouldtakeumbrellas.Theywouldtakeabustogothere...Step4:HomeworkThinkaboutoneofyourpastplansandwriteareportaboutit.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： 学生在之前己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：创设语境•…（自主学习）（在学习这两项语法的前两周的一个环节…吋长5-10分钟，可以在课内，也可以在自习或其它学习活动时间）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,weTlcollectyoursuggestionsinthewholeclass.Afterthatyouwillbedividedingroupsandtakeactiontopreparethethings.（纟吉合J®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”“用屮悟”，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:ReporttimeT:Guys,twoweeksago,youwereaskedtoprepareforourSchoolOpenDay.Andtomorrowistheday.Now,let"scheckhoweverythingisgoingon.Pleasereportgroupbygroup.Ss，reportmaybeasfollows:Sa:OurgroupwilldubanEnglishfilm.ThenameisForrestGump.Fiveroleshavebeenchosenbyourgroup.Thewordsofeachmemberhavebeencopied・Wearerememberingthewordsbyheart.Theactors5wordsarebeingsaidagainandagainthesedays.Themostdifficultthingforusistoimitatetheintonationsoftheactors.Sothefilmisbeingplayedwhilewearehavingbreakssothatwecanlistentoitandgetfamiliarwithhowtheactorsarespeaking.Eachparthasbeenpracticedmanytimes・Ithinkwewillactwell.Thankyou!Sb:Hello,everyone.OurgrouphaschosentotellanEnglishstory.Thestoryhasbeenwrittenbyourgroupmembers.Ithasbeencreated.Atthebeginningeachofusthoughtofaninterestingthing.Andthethingswereofferedtothewholegroup・Wechosethosethatmadeuslaughmost.Andthosethingshavebeenputtogetherandanewstoryhascomeout.Thestoryisbeingtoldinourgroupthesedays.Nowitisbeingcopiedbyoneofus.Eachofuswilltellapartofthestory.Howtodividethestoryisbeingdiscussed・『msurewewilltellaninterestingstory. •••（一个组汇报时，其他学生需要认真听，并且记录相关信息，以备在小组汇报后回顾并总结各组进展情况，记录和回顾时有意关注含有被动语态的语句。）Step2:NoteteasingouttimeT:Nowpleaseworkindividuallytoteaseoutthethingsthathavebeenwritteninyournotebook.Payspecialattentiontothesentencesthatincludepassivevoices.Thendiscussingroupswhatpassivevoicesyouhavewritten,whatformstheyhave,andwhatmeaningstheyhave・Step3:Ss‘presentationtimeWiththeteacher^guide,Ssexpresstheirunderstandingofthepresentcontinuoustenseofthepassivevoiceandthepresentperfecttenseofthepassivevoice・Step4:LanguageusingtimeSomepicturesorvideosforSstodescribe:e.g.Inthepicture/video,abigholeisbeingdugbysomeworkers.Atruckwithrubbishisbeingdriventowardwheretheworkersare.Inanotherplace,anothertruckisbeingloadedwithbagsofrubbish・Manybagshavebeenfilledwithusedthings.Theholewhichisbeingdugwillbefilledwithrubbishtoo.Muchwastehasbeenproducedbyhumans・Theearthhasbeenpolluted・It"sreallyterrible・Step5:HomeworkAfterclass,pleasetranslatethefollowingintoEnglish,usingpassivevoices.（题为：Whatamess!要求用现在时态讲故事。我第一次学做饭的场景历历在目，我准备做臊子面，我从面袋子里取了一些面粉，倒进盆里，接了半碗水，我用手和面，当我把水倒进盆里，用手搅拌面的时候，门铃响了，我把手洗干净后，去看谁按门铃，这时我的电话又响了，由于着急，我把手机掉地上了，手机屏打碎了，我打开门时，人已经走了，我又去做面条，用力过猛，我把面盆撞翻了，面撒了一地oooooo我很狼狈。）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、现在完成吋。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刈于时态的认识，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：残去年3月伤坯了一套虜孑，4月科能装省，到去年7月底已©装省阿了，8月力魁)3家凰，11月命所侖的家婁己©住到家里了，也就经伐，到那个时偉妄的家凰已©摆谄到铉。家里込侖味儿，嬪坯3—些椅以琢0空乞，妄幻算不过一礎时向撫逬薪虜孑，到时僅欢迎走家到决家做客。 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，集中呈现出现的儿个过去完成时态和现在完成时态的句子：BytheendofJuly,Ihadhadthehousedecorated・BeforeNovember,thesalesmenhaddeliveredallthefurnitureIhadbought.Thafstosay,myhousehadbeenfumishedbythen.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：女山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最近大家都在谈论电影”疯狂动物城(Zootopia=Zoo+Utopia)"(Ahotmovie),在2016年3月前我就看到了对该电影的介绍和预告：该片灵感来源于《柳林风声》(theWindintheWillowso在开始拍摄前，这部电彫创作团进行了各种调研和准备，创作团队光是调研动物就用了18个月的时间，它们拜访了全世界的动物专家，去了奥兰多迪士尼世界动物王国和洛杉矶自然历史傅物馆,还去了非洲的肯尼亚，进行了为时两周的对动物个性和行为的挖掘,对一些动物做了充分的了解，对于主角的方案也做了反复调整。经过多方努力和充分的准备,在众多演员的共同努力下，电影"疯狂动物城(Zootopia二Zoo+Utopia)”终于决定在2016年3月4日在中国和北美同吋上映。到目前为止，已放映了多场，我的朋友说她和她的儿子已经看了两次了，打算本周末再看一遍；还有我的同事也谈了她在看电影时的感受：英语原版电影，有汉语字幕，由于她不懂英语，就必须一边看字幕一边看影像，眼睛不舒服，也看不完整，有点忙乱，但整体感觉很好。)在这个过程中，学生通过对真实材料的翻译，进一步加强对过去完成时态的认识，并且,材料屮所需时态有变化，以便学生思考并辨别动作发生的时I"可与时态运用的关系，语境真实,贴近生活，学生的思维能力和表达能力得以培养，语法结构(formation)＞意义(meanings)和运用(usecommunication)都可得到训练。设计建议2：用解释语法规则的办法来教学过去完成吋态Rulesareonlyonecomponentofanexplanation.Here,forexample,isaprocedureateachermightusetogiveagrammarexplanation(T=teacher;ST=student)・Intheright-handcolumnthedifferentstagesoftheexplanationareidentified・T:Right.Thepastperfect.(cueing) T:Thepastperfectisformedfromthepastoftheauxiliary"have",plusthepastparticiple・T:Forexample,"everyonehadleftthefilmhadstarted1.T:So,what"sthepastperfectof"theygo"?(ruleofform)(examples)(check)ST:“Theyhadgone：T:Good.T:Itisusedwhenyouaretalkingaboutthepast,andyouwanttorefertoanearlierpointinthepast.T:Forexample,"Wewerelate・Whenwegottothecinema,thefilmhadalreadystarted/T:Didthefilmstartafterwearrived,atthesametimeaswearrived,(ruleofuse)(example)(check)orbeforewearrived?St:Before.T:Right.T:Soit"slikethis,[draws]ba(illustration)T:Wearrivedatthispointintime(a).ButIneedtorefertoanearlierpointinthepast,whenthefilmstarted,here(b).Noticethattheexplanationisstagedintwoparts,theruleofformbeingdealtwithbeforetheruleofuse.(Sometimesitmayonlybearuleofformthatisbeingexplained,forexample,theformofpasttenseregularverbs.)Notealso,how,intheexample,therulesareexemplifiedandillustratedwherepossible,andthatrunningchecksaremadeonthestateofthestudents"understanding・Note,finally,thattherulestatementsthemselvesattempttofulfilltheconditionsoftruth,clarity,simplicity,etc,ou什inedabove.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・edformsTeachingv-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彖及其表意功能。(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，语法书屮既有规则，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,IaskedhimwhathadhaDpened.Stillsobbing,hetoldmehisdogwaskilledbyacar.Broughtbacktotheyardbymyuncle,thedogwasburiedinthegardonbymycousin.Seeingmylittlecousinsad,Isaidsomethingtocomforthimandtoldhimthatthedoghadalreadydiedandthatitcouldn"tcomebacktolife.Ifhelikeddogs,hemightaskhisfathertobuyhimanotherdoglater.Thenhemighttakegoodcareofthe dogandplaywithit.Comfortedalittle,mylittlecousinagreedtogoandplayagamewithme.IshowedhimthegiftIbroughthim.Astimewentby,heforgotaboutthedog.Loslinthegamewithme,hefelthappy・Ifelthappytoo.Step2:Studentsarerequiredtodistinguish-ingand-edusedaspredicatefromnon-predicatebyreadingtherules(givnonasheetordirectlyfromagrammarbook)ofv-ingandv-edformusedasadverbial.Thentheydicidewhichonesareadverbialsanderasethosethatarenot.Step3:Studentsfillintheblanksusingtheverbsgiven,decidingtouse-ingor-ed.Inthisproceduretheygettoknowthemeainingofthetwofoims.(Iftheycan"tdoit,theymayrefertotheruleagain.Theteachergivesomeexplanationbutnotinterveneiftheycangetitbythemselves.)1.(belive)thatmyfriendwillhelpme,Iturnedtohe匚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：51.Worriedaboutthetimeavailable,heignoredthetrafficsignal.Worriedaboutthatlittlegirl,theyoungman・…tosaveher.52.Absorbedinwritingaletter,hedidn"tlookupwhenshecamein.Dressedinabeautifulskirt,thewomanattendedthemeeting.53.Havingdressedherhusband,thewomandressed(学生原句中缺少inan此处是否应该用inan?但师牛.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“旷grouphaveclauseswhilethosein“b"groupuse-ingand-edformstopresentthesamemeanings.)Soyoucanconludc:…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:Whataretheformsoftheverbsatthebeginningofthesentences?Arethey-ingor-edforms?Whomakestheaction?What"sthesubjectofeachsentence?Fayattentiontotherelationshipsbetweentheactionswhichtheverbsatthebeginningpresentandthesubjectsofthesentences・Arethesubjectsactionmakersorreceivers?)Soyoucanconclude:...Step3:Applytherulea.Circletherightone・e.g.l.Explained/ExplainingbyMissZhong,thetextbecameclearertous.2.Learning/7learnedthathewon"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的过程屮，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，直到白动化所学内容。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，eiTorsareallowed.Studentswillrecordthesentencestheysay(ortheteacherwillpickoutthemistakesmadebythestudents,andaskthemtopayattentiontothem)whilelisteningagainlater.That"stosaythestudentswilllistenagainandpayfurtherattentiontowhattheyarenotsureabout.Step5:Studentsarerequiredtotalkaboutthepicturewithabouttensentences,using-ingor-edformsoftheverbs.(找画面或者视频)(这是的一般式和・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:Ihavebeentalkingfartenminutes.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：Teachingshouldhavedoneusingagenerativesiluation.Byofferingthelearneracontext,italsoavoidstheproblemsinvolvedineitherexcessiveexplanationortranslation.Step1:PresentagenerativesituationLastweek,IplannedtotraveltoYinChuaruButwhenwearrivedatChangwu,myhusbandsaid,"Wccarftgothere・Wchavetogohome："Areyoukidding?^Iasked.Heansweredseriously,uNotkidding.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:PresentmyblamesIsaid:HetoldmethatwehadforgottenourIDcardsandwcwouldn"tbeabletoregisterinanyhotels-Youshouldhaveremindedusofthat. Youshouldhavetoldmetodothatbeforehand・WhenheseemedannoyedbywhatIsaid,Ichangedmywords:Weshouldhavehadachecklist.WeshouldhaveputtheIDcardathand.WeshouldhaveputtheIDcardsinourbagallthetime.Ishouldn"thavetakenitoutofmypursethatday.IshouldhavecheckeditbeforeIleftWhilesayingthesentences,writesomeontheblackboardandaskthestudentstoreadandfindtheruleandthemeaning.Step3:StudentshavingatrialTheteacherasksthestudentstothinkaboutsomethingbadthathappenedtothembefore.Andthinkofthewaystoremend.(Saytheirproblemsorregretsfirst,andthensaywhattheyshouldhavedone.)Step4:Bymeansofapictureontheboard(adrawing,photo,orpicturecutfromamagazine)T:Tomakeajourney,youshould:takeamaptakewaternottravelaloneadvisethepolicenottravelonthewetseasontakesomemedicine・・・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、以学生为屮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:F11tellyouhowIthinkyoucanmakeyourdreamcometrue.IwantyoutolistenandassoonasIhavefinished,Iwantyoutowritedownanywords,phrasesorsentencesthatyoucanremember.Now,listen:Doyouhaveadream?Whatdreamdoyouhave?Whydoyouhavesuchadream?Howdoyouthinkyoucanrealizeyourdream?Hereis/comes/goesaprocessofallthethingsthathappeninyourlife.First,everyoneshouldhaveadream.Withoutadream,anyactivityhasnodestination.Onlywhenyouhaveadreamcanyouliveyourlifetargetedlyorpointedly.Onlywhenyouhaveadestinationwillyouknowwhatyoudo.Onlywhenyouknowwhattodowillyouwanttomakeaplan.Onlywhenyouhaveaplaninmindcanyouworkregularlyandorderly・Nextisanotherthingtopayattentionto.You"vegotadreamandaplan.Andyouworkpointedlyandregularly.Willyouachieveyourdream?Atnotimeshouldyouthinkso.Youalsoneedperseverance・Onlywhenyoupersistinwhatyouthinkisrightandkeepdoingsocanyougainsuccess・NomaMerwhathappensyoukeepandkeep・Notuntilyousucceedwillyoupause・Notuntilthenwillyouknowhowyouhavedone・Notuntilthenwillyoubeabletoconcludehoweverythinghasworked・Thirdly,haveyouthoughtaboutanotherfactor?Methodsofputtingyourplanintopracticeareimportant.Onlyinthiswaycanyoumakesureyoucangoeffectivelyandappropriately.Step2:Studentsworkingroupstocomparewhattheyhavenoteddown,andtrytoconstructthetext.Duringthistime,theteachermayanswerquestionsaboutvocabulary,e.g.efficiently,butdoesnotinterveneintheconstructionofthetext.Step3:Chooseastudentasaclass"scribe”.Writetheirconstructionalversionofthetextononehalfoftheboard,incoiporatingtheirsuggestionsofallthestudentsintheclass・Thestudentstextmightbe…Theteacherthenpresenthistextontheboard/onanoverheadprojector/onapieceofpaper.Studentsnoticethedifferencesorthefocusoftheteache匚Step5:Studentswritedowntheirowntextsofsomethingtobedonethatneedsacertaintime,wayandcondition.Theirtextscanbeshorter,butmustincludesentencesofinversionthatfocusedabove・设计建议2：UsingquestionsandanswerstoteachInversion老师可以通过口语表达与交际來进行教学，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，听表达屮的重读、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。Stepl：Teacherhasatalkwithastudent.Otherstudentslistenandnotesomethingdown.T:Whendidyougotobedlastnight?S:Iwenttobedat12・T:Oh,youmean:Notuntil12o"clockdidyougotobed・ T:Whydidyougotobedsokite?S:BecauseIhadtofinishmyhomework・T:Oh,youmean:Notuntilyoufinishedyourhomeworkdidyougotobed・T:Haveyouevergonetobedbefore9?S:No.Never/Seldom・（Or:Sometimes.Thentheteachermayhaveotherresponse.）T:So.Neverhaveyougonetobedbefore9・Seldomdoyougotobedbefore9.Step2:Theteacherasksanotherstudentaboutthethingsthatheaskedthepreviousstudent.T:Whendidhegotobed?Why?Whataboutyou?Doyouevergotobedbefore9.S:No.NeverhaveIgonetobedbefore9.（老师引导学生这样表达）AtnotimedoI…Innoway...T:Doyouhaveanysuggestions?Howcanyoumakesurethatyougotobedearly?S:Ifwehavelesshomework・T:Soyouthink:Onlyifyouhavelesshomeworkcanyougotobedearly.Step3:Asktheclasswhatothersuggestionstheycangive?Studentscanworkingroupsandwritetheirsuggestionsandconditions・Step4:Askastudenttowritedownthesentencestheyhavenoteddown.（allthestudents"）Step5:Drawaconclusion（focusonthepatterns）Step6:PracticeStudentsaskandanswerinpairs,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:PractisingthethirdconditionalusingwrittenexercisesInthisexample,theteacherhaschosentofocusonitthroughaseriesofwrittenexercises・Step1:Theteacherdistributescardstodifferentstudents^onwhicharewrittenthefollowingwords:STUDIED,PASSED,HAVE,HAD,IF,HE,JACK,WOULD,andasksthemtostickthemontheboardtoformasentence,e.g.IFJACKHADSTUDIEDHEWOULDHAVEPASSED.Theteachernumberseachword:12345678IFJACKHADSTUDIEDHEWOULDHAVEPASSED.Theteacherthendistributesfurtherwordcards,andinvitesstudentstoplacethemintheappropriatecolumn(1-8).Forexample,JILL,HADN"T,WORKED,FAILED,SHE,WOULDN"T,BOB,DRIVENSLOWLY,HADANACCIDENT,MARIA,TAKENATAXI,BEENLATE.Thisresultsinatablethatlookssomethinglikethis:12345678IFJACKHADSTUDIEDHEWOULDHAVEPASSED. JILLHADN,TWORKEDSHEFAILED.BOBDRIVENSLOWLYWOULDN,THADANACCIDENTMARIATAKENATAXIBEENLATEStep2Theteacherthenasksstudentstousethetabletowriteasmanysentencesastheycan,workinginpairs.Samplesentencesinclude:IfJillhadn"tstudied,shewouldhavefailed.IfBobhaddrivenslowly,hewouldn"thavehadanaccident.IfMariahadtakenataxi,shewouldn^thavebeenlate.IfMariahadn"tdrivenslowly,shewouldn"thavebeenlate.IfJackhadworked,hewouldn^thavehadanaccident.Studentsreadouttheirsentencesandtheteacherchecksthemforaccuracy,aswellaseliminatingillogicalsentences.Step3Theteacherdictatesthefollowingsituationandaskslearnerstochooseasentencefromthetablethatcompletesit:Jackhadanexamlastweek.Hedicingstudyfortheexam,sohedidn"tpass.If...PossiblecompletionsareIfJackhadstudied/hewouldhavepassedor...hewouldn"thavefailed.Theteacherthenasksthelearners,stillworkingintheirpairs,tochoosefouroftheirsentences(fromStep2)andwriteasituationforeachsentence,endinginanincompleteIf...sentence,asintheteachersexampleinStep3.Havingwrittentheirsituations,theythenexchangethemwithanotherpair,andcompletetheIf...sentencethateachsituationgenerates.Theyreturnthesentencesforchecking.Step4Theteacherthenhandsoutaworksheetofsituationsforwhichstudents,workinginpairs,devisenewsentencesusingthethirdconditional.Forexample:LAlexandAnnadecidedtogotoarestaurant.Theydicingbookatable.Whentheyarrivedtherestaurantwasfullandtheydidn"tgetatable.If...1.Chriswentforawalk.Hedidnrttakeanumbrella.Itstartedrainingandhegotwet.If...2.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：DiscoveringEnglishStructures2•马欣设计(部分内容)(1)通过故事学习：Iamalwayswonderingwhether/ifIcanfindmyMr.RightandwheremyMr.Rightis.TheboysaredifferentfromwhatIdreamedof•UptonowPverealizeditdifficultthatIcanfindhimintheworldsMyparentstellmethatmarriagedependsonwhetherIhavethedestiny(缘分)ornotAndmybestfriendalsotoldmethatshehadmetherhusbandbychance.Iwish(that)IcouldmeetmyMr.Rightinthenearfutureandthatallthesinglepeoplesittingheretodaycouldfindyourownhappiness.Pleaseremember(that) Godoftengiveshappinesstowhoeverhasconfidenceinlife.IamsogladthatIcansharemyfeelingswithyou.(2)通过信件学习：Dearteachers>makesusupsetwewillgraduatefromYuLinSeniorSchool.Thereasonwhywearesosadiswewillsaygoodbyetoourlovelyteachersandclassmates.Thedayswespenttogetherarefullofjoysandtears.youarealwayssostrictwithusmademehateyou.However，youarealsoreadytogiveyourhandtoturnstoyouforhelp.Nowweunderstandouhavetriedtodoforus.youdoandsayisofgreathelptous.Wedon，tcareaboutwecansurvivethestruggle—NationalEntranceExamornot.wecherishiswehaveenjoyedtheprocess.Thanksforyourteaching!Bestwishes!(2)通过歌词学习：AsLonngAsYouLoveMeAlthoughlonelinesshasalwaysbeenafriendofmineI"mleavingmylifeinyourhandsPeoplesayi"mcrazythatiamblindRiskingitallinaglanceHowyougotmyblindisstillamysteryIcan"tgetyououtofmyheadDon"tcarewhatiswritteninyourhistoryAslongasyoureherewithmeIdon"tcarewhoyouareWhereyourefromWhatyoudidAslongasyoulovemeWhoyouareWhereyourefromDorftcarewhatyoudidAslongasyoulovemeEverylittlethingthatyouhavesaidanddoneFeelslikeitsdeepwithinmeDoesn"treallymatterifyoureontherunItseemslikeweremeanttobeIdon"tcarewhoyouareWhereyourefromWhatyoudidAslongasyoulovemeWhoyouareWhereyou7efromDon"tcarewhatyoudidAslongasyouloveme AslongasyoulovemeFvetriedtohideitsothatnooneknowsButIguessitshowsWhenyoulookintomyeyesWhatyoudidandwhereyourecomingfrom案例十：复习定语从句阅读语篇（人教版，Unit,选修七）+联系生活+创作语篇Summary:谢谢!