前面的關于教師專業發展教師專業發展是指教師作為專業，在到型教師的過程。關于課堂教學行為教師課堂教學行為，即教師在教學基于自己的教育理念、教學個教學行為指教容。它大體包括兩個方面的內容一是直關于教 教學是一個不斷發現問題、分析問題和解通過實踐與，教師有機整合學科知識和學意識和能力（，2012）。的過程即教師專業發展的過程教學活動行為是否有足夠的容量；是否基于學生的基礎；是否有一定的開放性；是否有教師的支持；是否指向成功；是 如：是否有明確的教學目標學生應該知道什么？知道多少？（知識 ofthislesson,thestudentsshouldbeabletoremembertennewwordsaboutsports,suchas…學生應該能做什么？做到什么程度？（能力 ofthislesson,thestudentsshouldbeabletousetensecorrectlytodescribewhathappenedtothemyesterdayorlastweek.學生應該能感受、體驗到什么？（情感態度 ofthislesson,thestudentsshouldbeableto lthedifferencesbetweentheopinions.如：是否有顯著的效度 我們需要在教學實踐中，理論的指導下，按照《課標》要求課堂教學行為進 ，實現專業發展交流三個方面一、教學伴隨教師發展二、課堂教學行為例述三、教學類的撰一、教 伴隨著教師發 實踐積累（發現問題）→理性追 “學得”與“習得Krashen的區分：無意識要注意語言的正式學習涉及學習者的某種活動，比，試圖通過了解明確的語則學習言意義為主的交流活動的時候，自然狀態下的學習也可以設計正 提 的非正式學習二、課堂教學行 例●詞匯教學行●詞匯在語言學習中的重要位子毋庸置疑●詞匯量的大小是語言能力高低的重要標尺●許多學生因記不住單詞而害怕英語學習；中去掉了ocalary版塊；《義務教育英語課程標準（2011年版）詞匯表中沒有給出單詞釋義●集中、分散教詞匯●先教reading？先教詞匯●單詞拼寫？單詞搭配？單詞運用詞匯教學的有效行如：blackboard→board→（n）“木板”→“甲板→（v）上船“上車，上如：以foot為中心的相關聯Onebyone（方式多樣book→knife→egg→good→door→room→moon→not→tooth；mouse→bird→cat→dog→monkey→tiger→zebra→elephant；one→two,three→four,Playagamein例1：OnedefinesawordandtheotherguessesS1:Itcanbeanounoraverb.Asaverb,itmeanstoseesomethinginadvance.S2:IsitS1:You’reright.Nowit’syour例2：Playagamecalled“What’syourdream?”Wokinpairsand leachotheryourdreamandwhatdoyouexpecttohappen.Usethephrases“dreamof”and“honestwith”inyoursentences.S1:Idream inganimportantButtobehonestwithyou,IknowIshallbeveryluckyifIworkforanewspaper.S2:Idreamofbeingafi Buttobehonestwithyou,IknowIcan’tactwell.單詞鞏固活動例（數詞和動物名稱A單詞聽寫；B.單詞接龍；C單詞活A.HaveaB.mouce→bird→cat→dog→monkey→tiger→zebra→elephant；one→two,three→four,C.A:HowmanylegsdotwodogsB:Eight.Howmanylegsdothreeduckshave?A:Six.B:Fourcats?C:Sixteenlegs.Johntookoutacollapsiblebicycle,unfoldeditandrodetoschool.Chorestakeupmuchofmymother’stime.Shehastogetwaterandfirewoodforthefamilyafterwork.Soshehasnotimetorelaxherself.Yourfatherisgentleandhandsomeandyourmotheriskindandattractive.Myfatherisfriendlyandeasy-goingandhehasacharming BettyandSusandon’tgetalongwellwitheachotherandtheyoftenquarrel,evenfightwitheachotherafterclass.“去語境化”和去語境Step1.（板書）Wrote“grumbleontheStep2.（釋義）Saidcomplainaboutsomeoneorsomethinginanannoyedway.Step3.（翻譯）Translatedthewordinto語境Said:Somepeoplegrumbleabouteverything.Forexample,theygrumbleabouttheweather.Ifitissunny,theysayitistoohot.Ifitiscool,theysayitistoocold.Theyareneverhappywiththeweather.TheyalwaysgrumbleabouttheAsked:Sowhatdoes“grumble”如：8AUnit4Reading GiantpandasWhenXiWangwasborn…Atfourmonthsold…startedtogooutside…Eightmonthslater…grewinto…Attheverybeginning…drankhermother’sWhenshewassixmonthsold…eat（與內容結合起來，并注意類似表達的歸納梳理。）7BUnit4TheGhostintheParksuddenly---quickly---carefullyfrightened---veryafraid---still---verysurprised---notafraidany詞匯知識與運用能Thankyoufor lingmeabouttheMid-AutumnFestival.Thankyou e.g.Thankyou

ngyour (你的自行車Thankyou

(幫助我 Thankyou 語言知識教學模(PresentationPractice---Production)模式。研究者和一線教師形成共識的詞匯教學模式，如： “3C”（Conveymeaning呈現詞義、Check“觀察---探索---鞏固---運用”詞匯教學模“呈現---探究---操練---運用”詞匯教學模3C（Conveymeaning呈現詞義、Checkunderstanding檢查理解、Consolidation鞏固運用）詞匯教學模式例舉（boring）：Step1.ConveyT:LastnightIwenttoseeafilm.Itwasnotinteresting.Itmademefallasleep.Notinteresting.Itwasboring.Step2.CheckT:DoyouunderstandthewordWhatdoesitmeaninS1:枯燥的，沒有意思的T:Good.You’vegotStep3.T:(toS1)Doyoulikeboringfi S1:…T:Why?S1:…T:Askthe nexttoyouiftheyhadaboringweekend.Iftheysay“Yes”,findoutthereason.語法教學行Grammar版塊編寫特點體現的是：在語法學習的過要更加注重語：●用“歸納”法●語法教學有沒有一般的教學模式●如何在語法教學 設置語用情境總體語法教學模式一、語法教學的常規模式觀察—發現—討論—歸納—鞏固—運觀察語言表達中這類語言現象的形式發現這種語言的結構和意義討論、歸納出這種語法現象的結構特征和使用規則； 二、語法復習的常規模式集中呈現—對比分析—專項梳理—集中呈現，強調語法的系統性和完整 梳理特征要點，形成框架結構 給予學生基本的語法系統概十大詞類：名、代、動、數、形、副、介冠、連、九種成分：主、謂、賓、表、定、狀、補同位、獨五種句式：主＋謂；主＋系＋表；主＋賓；主＋謂＋雙賓；主＋謂＋復三類句子：簡單、并列、復從形容詞性：定語從句（限定與非限定副詞性：狀語從句（時間，地點，條名詞性：主語從句，賓語從句，表語語法教學例定語從p1通過一組帶有修飾語的名詞短語來介紹和說明英語中定語的基本意義，以及它們在句中的常見位置，即前置和后置兩種，從而引出學生對定語的用法的思考： thegreentreesPrepositionalphrase: thetreesingreenAttributiveclause: thetreeswhichwerewearingp2提供與單元話題相關的短文，并含有一定量的定語從句，讓學生在真實的語境中加深感受和了解定語從句的運用。通過閱讀討論，要求學生找出含有定語從句的句子并 這些定語從句所修飾的名詞。Davidwasoneofthemosthelpfulstudentsthatweeverhad.In1998,OxfordUniversitywherehegetinterestedinChineseculture.SomeofthecitiesinChinawhichhelikesmostareBeijing,ShanghaiandNanjing.Mostofthestudentsthathetaughthaveehisfriends.SomeofthebooksweregiftsthathegotfromhisChinesefriendsandstudents.ThepaintingsthatDaviddevotedtotheschoolarebeingdisplayedintheassemblyhall.Step3歸納講解關系代詞引導的定語從句的相先行詞是人，關系詞用whowhomwhose。先行詞是物，關系詞用that,which。Step4句子拓展操練。如S1:ThemanismyS2:Themanwhoisstandingunderthetreeismyteacher.…S1:IliketheS2:Ilikethebikethatmyfathergave…Step5寫一段含有定語從句的話，介紹一情境、語用中的語法復習例舉“if”引導的條件狀語從（學生在討論春游T:Whereareyougoingforthespringouting?Ss:TheSlenderWestLake.T:ArewegoingthereifitrainsnextSaturday?Ss:Wedon’tknow.T:Whatcanwe fitrainsnextSaturday?S1:Maybewe’llhaveclasses.S2:Maybewe’llstillgothere.S3:Maybewe’llstayathome.（教師板書Ifitrains,wewillstayathome.Ifitrains,wewillhaveclasses.Ifitrains,maybewewillstillgototheSlenderWestLake.（Playagame語言接龍游戲T:IfitrainsnextSaturday,wewillstayathome.S1:Ifwestayathome,IwillwatchTV.S2:IfIwatchTV,mymotherwillbeS3:Ifmymotherisangry,shewillaskmetodoalotof S4:Ifmymotherasksmetodoalotof Iwillnothavetimetoplaycomputergames.S5:If laycomputergamestoomuch,wewillhavebadeyes.S6:Ifwehavebadeyes,wewillnotseetheblackboardclearly.S7:Ifwecan’tseetheblackboard,wewillwear（如果學生出現錯誤，由同學或教師適度糾錯，并再次歸納i從句語 則。）學生語法糾錯前的教師示范例舉T:TherewillbeeighttensesinwhatI’llsay.ListentomecarefullyandthenyouwillwriteashortpassageonyourpaperusingeighttenseslikeI’mateacherandIteachyouEnglish.YouarestudentandyoustudyEnglish.I’mtalkingtoyouandyouarelisteningtome.YesterdayIwasillanddidn’tcometoschool.MrLisaidhewouldtakemyplace.SomeofyouwenttoseemewhileIwasslee .WhenIwokeup,youhadleft.Thankyouforsendingmeflowers.Ok,nowIhavealreadygotwell.YouhavefinishedyourandI’vecheckedyour youwillcorrectyourmistakes.That’smystory.Pleaseshowyoursonyour總言之，語法教學需要考慮把握準語法教學注重語法教學的盡可能運用“歸納法”教語法努力在語境活動中教語法、用語法閱讀教學行例談以下幾個問閱讀教學 的問題設差異關系密切。教者需要發揮教8AUnit6NaturaldisastersReading閱讀主線：Timmy 經三個問題 WherewasTimmywhentheearthquakestarted?(shop DidTimmyknowwhereheAtlastwhatdidTimmysee?(bright帶著這樣的問題閱讀，不利于把握文章的主線重新設計問題What’sthearticle WhatdidTimmydowhentheearthquakeWheredidpeopleknowtogoatthe DidTimmygiveuportryhisbesttosurvivewhenhewasindangerduringtheearthquake?回答這樣的問題，需要獲取Timmy經歷 進一步地追WhatdidTimmydotosavehimself?saidtomyselftoldmyselftocalmdownshoutedforhelptoldmyselfatechocolate Timmywasquitesmartandbrave,hesavedhimself.Whatshallwe fwearein（問題在引導學生細讀。提高了語言輸入的有效性。將情感教育有機地穿插其中。）教師的提問常常表現為兩種基本的語言結構——縱向結構和橫向結構。縱向結構是指教師通過層層設問、逐步遞進、環環相扣來呈現、傳授新知識，突破教學重點和難點，進而形成遞進式結構，以達到讓學生掌握所學知識的目的。橫向結構是指教師在教學新知識后為了讓學生扎實掌握所學的新知識，在同一語言平臺上對所學內容進行操練和鞏固。在課堂教學過 ，新授內容宜多用縱向結構的課堂話語，而復習內容則宜選用橫向結構的課話語為主。引導學生挖掘文本自身信如：8BUnit6ReadingOxfamTrailwalkerParagraph1:Pleasefindoutthelonges inParagraph1.Itisorganized toraiseforhel poorpeople andotherpartsofAsiaandAfrica.

OxfamFor

InParagraphWhat’sParagraph2mainlyabout?PleaseuseonewordinParagraph2to Pleasefindoutthenumbersthat lyouitisatoughhike.finishwalkinga100-kilometre

within48‖2daysandwalkthrough8countryparksover20hillsand7Unit6DowntherabbitDown,down,down.Alicefellforalongtime,andthenshehittheground.Shefoundherselfaloneinalong,lowhall.Q1:HowdoyouknowAlicefellforalongAlicejumpeddown.Alicejumpeddown.AliceAlicejumpeddown.Alicejumpeddown.AlicejumpeddownWhichdoyoulikeDown,down,概念圖表在閱讀教學中的運如：9AUnitReadingMurderinValley是一篇關于謀殺案的報紙 victim,detective,attacker,murderer, ,victim’senemies,victim’sfriends,victim’sparents等）案情復雜，如有了嫌疑人的線索，但嫌疑人又有證第一和第二 了謀殺案中最主要信息，包含受害者、案發時間和地點。樹狀式有利于表現主要內容和內容之間的主次關系。第一至第六自落中有兩條線索，一是已經掌握的，另一是還不知道的。為了更好地最后兩個自落講述了謀殺案中證人的目擊證據和嫌疑人的無罪辯解，還有受害者父母的懸賞緝兇，為表現出相互交織的關系，可選用網絡式圖表。閱讀 的長剔出從句單獨理Afterleavingschool,HawkingwentfirsttoOxfordUniversitywherehestudiedphysics,thenhewenttoCambridgewherehestudiedcosmology.Whenacupofteaisputonateatablebeforeyouorsenttoyourhands,youwillsay“Thankyou”andreceiveitwithtwohands,notonehand,ortheywillthinkyouareill-mannered.抓 ，弄清目絡，按序理Itcanshowpoliteness,reportedspeechandconditionalssuchastheFirst---probability---ifIcancometoyourparty,Iwill;theSecond---improbability---ifIsawyoutomorrow,I’dgiveyouthebook;andtheThird---impossibility(meaningitistoolatetochangesomethingthathashappened)---ifyouhavetoldme,Iwouldhavehelpedyou.IseesuchadifferenceinNewYorkCity,forexample,fromwhenIfirstmovedheremorethan20yearsago:rushingintoliftswithoutgivingthoseinsideachancetogetofffirst,neversayingthankyouwhenothersholdadooropenforthem,orpleasewhentheywantaclassmatetohandthem閱讀長句例Afterleavingschool,HawkingwentfirsttoOxfordUniversitywherehestudiedphysics,thenhewenttoCambridgewherehestudiedcosmology.Afterleavingschool,HawkingwentfirsttoOxfordUniversitywherehestudiedphysics,thenhewenttoCambridgewherehestudiedcosmology.Afterleavingschool,HawkingwentfirsttoOxfordUniversitywherehestudiedphysics,thenhewenttoCambridgewherehestudiedcosmology.Afterleavingschool,HawkingwentfirsttoOxfordUniversitywherehestudiedphysics,thenhewenttoCambridgewherehestudiedcosmology.WhendidHawkinggofirsttoOxfordUniversitywherehestudiedphysics,thenhewenttoCambridgewherehestudiedcosmology.Afterleavingschool,wheredidHawkingstudyphysicsandwheredidhestudy長句方法 抓住句子主干，再把句子中涉 寫作教學行學生需要什么樣的寫作環境語言表達和語篇結構孰輕孰重什么是學生作文中理想的語言表達寫作教學需要關注的幾個方與單元話題協同，融入語言情境模 用概念圖引導學生關注篇章結如：HowtoArrangeOurPara1Introductiontothetopic：withthedevelopmentof…,freetime,differentideasPara2Differentideas：ononehand,parents…,ontheotherhand,moststudents…Para3Myview：spend…studying,makeupthelessons,Inaddition,read,gainknowledge,getwellpreparedforWiththedevelopmentofeducation,middleschoolstudentshavemorefreetimetoplanforweekends.However,peoplehavegotdifferentideasabouthowtoarrangetheirOnonehand,parentsinsistthatweekendsshouldbeusedforreviewinglessons,becauseitisanextensionofthewholeweek’sstudy.Ontheotherhand,moststudentsprefertotakepartinotheractivities,suchas sports,takingpartinsocialactivities,relaxingthemselvesbywatchin ormovies,orevenplayingcomputergames.Inmypointsofview,asastudent,weshouldspendmoretimestudyingontheweekends,duringwhichtimewecanmakeupthelessonswehaven’tlearnedwellenough.Inaddition,wecanreadsomegoodbooks,fromwhichwecangainusefulknowledgeandgetwellpreparedforourfuturelives.原句：Ihavefoundaplaceforyou.Itisasmallflatof25squaremeterswhichhasabedroom,abathroom,andakitchen.修改句：Ihavefoundaplaceforyou,25squaremetersinsizewithabedroom,abathroom,andakitchen.原句：Istronglyhopethat