shirt什么意思新概念英语第一册教师用书

2021年1月26日发(作者：munich)
本教材使用说明

教师按语

伴随每个教学单元的按语应该被视为建议。如果愿意，教师可以偏离所规定的教学

计划，或是省略他认为不符合他教学目标的练习。然而，写上按语的目的是帮助教师组

织训练所介绍的句型。在可能的情况下，每课书的练习均按难易程度分级。这就意味着，

如果时间不够，最后的练习可以删去，而不至于严重影响学生的学习进程。每个教学单

元包含两小时的内容。如果教师仅有
45
分钟用于每个单元的前半部分或后半部分，那么

他就要根据他所能使用的时间来重新编排这些练习。

每个教师上课时都会使用的那些指令和评语——如“请听”、“坐下”、“再说一

遍”、“一起来”等等——应该用英语来说。在初级阶段，这些短语的含义可用手势和

模仿动作来表述。这些短语必须被看成与课文无关，除非它们正式在课文中出现。按照

本教材的目的，只有当学生学会使用某个句型他才算是熟悉了这一句型。这就是为什么

课堂教学中常用的指令并没有列入教师用书课文之前的句型和词汇表内。

按语分列在不同的标题之下。现在我们来介绍其中的每一项。

内容和基本目标——总体评论

这两个标题下的内容简要地归纳了课文所教的句型和语项。归纳完全是为教师准备

的。

听力理解

详尽的指令在课程之初便作了交代，但随着教师慢慢适应这一程序，指令便逐渐简

化。我们推荐介绍课文的
9
个步骤，用以训练学生听懂英语口语的能力。这
9
个步骤如

下：

1
介绍故事

2
了解情景

3
听力训练目标

4
播放录音或朗读课文

5
回答问题

6
精读

7
再次播放录音或朗读课文

8
重复

9
大声朗读

每一个步骤都必须简洁。让我们来看一下如何在实践中运用这
9
个步骤：

1
介绍故事

教师用几句话介绍课文，使学生能清楚了解所发生的事情，而不需要去猜测。开始

可以用少量的中文，但教师必须尽早开始用英语。例如：
Today we'll listen to a story
about a handbag.
（今天，我们要听一个有关手提包的故事。）

2
了解情景

要求学生看插图，以便检查学生是否了解课文中所发生的事情。在最初阶段可以给

少量的中文作为提示，但教师必须尽早开始使用英语。例如：
Look at the pictures and
tell me what is happening here.
（看图，然后告诉我这里发生了什么事情。）（你

可以再加上
1
至
2
个问题作为提示。）

3
听力训练目标

通过给学生提个问题，让他们寻找答案的方式，教师为学生确立一个“听力训练目

标 ”。这就意味着学生会
积极地
而不是
消极地
去听课文寻音。例如：
L isten to the story
，

then tell me
：
Whose handbag is it
（听故事，然后告诉我：这是谁的手提包）

4
放录音或朗读课文

教师播放录音或朗读课文，在不停顿的情况下让学生静听一遍课文。

5
回答问题

现在教师再一次问第
3
步骤中的问题，让学生试看回答：
Now you've heard the
story
，
whose handbag is it
（你现在听了这个故事，这是谁的手提包）训练学

生不要集体回答，如果他们认为自己知道答案，就让他们举手。问一个学生，然后问其

他的人：“你们中有多少人同意他／她的回答”“如果你们同意请举起手来。”“
[
对

另一个学生
]
如果你不同意，那么你认为答案是什么”“你们中有多少人同意他／ 她的

回答”“同意的请举起手来。”这样就能让学生不断地猜测，而且把
全班学生< br>都调动

起来。从一开始就要训练学生不做“任何准备”地去听，也不通过“翻译”。很快，他

们就会适应英语的语音，并理解他们所听到的内容。

6
精读

现在教师重放录音或重读课文，每行后稍稍停顿，检查学生是否理解。这是课堂教

学中非常重要的一个环节，因为学生必须全力通过图片去理解课文。如果学生不能通过

图片来理解部分课文的内容——这种情况总会发生的——教师必须用手势和模拟动作来

进行解释。如果仍不能表述那一含义，教师就应该请班上学得最好的学生给出一个单词

或词组的译文，以照顾尚未理解词义的学生。把翻译看成最后一种手段。在开始阶段，

传达意思是很困难的一个环节，但随着课程的进展，困难就会越来越小。

7
再次播放录音或朗读课文

不停顿地再次从头播放录音或课文。经过以上
6
个步骤的精心讲解，这次学生应毫

无困难便可听懂。

8
重复

再次播放录音或朗读课文，每行后停顿一下，让学生全体、小组（如教室里每一行）

和单个地重复。当全体和小组重复时，要求学生在看到你的明确信号后一起开始。你可

用点头或以手中的铅笔来做信号，想像你自己在指挥一个交响乐团。课文中的断句标志

着不同的“阅读单元”，它们的长度与学生视线的宽度是一致的。

9
大声朗读

让一两个学生扮演对话中的角色，大声朗读。从中你可以了解到不同学生是否能够

准确地读出他们听到的英语。

这个介绍课文的过程不应超过
25
分钟。随着学生能力的提高，教师可以根据需要

简化其中的步骤，这样就可以有更多的时间用于其后的练习。

在家中自学的学生应尽可能多听课文录音，使自己完全熟悉课文。如果愿意，甚至

可以把课文背出来。

理解

这个阶段包含两个练习：
1
学生回答问题；
2
学生提问题。

1
学生回答问题

按照以上
9
个步骤介绍课文后，教师在班上向学生单独提问题。如果一个学生没能

回答出来，很快转向另一个学生，因此，这部分练习要很注意节奏。教师提的问题和相

应的答案都包括在教师用书中。当然，如果你愿意，可以提一些额外的问题。问题分成

两类：

a
一般疑问句

一般来说，仅用
Yes
（是）或
No
（不）来回答一个问题是不礼貌的。要训练学生注

意听一般疑问句的第一个单词，在回答时用同样的词。

教师：
Is Anna's dress new
（安娜的连衣裙是新的吗）（问题中的第一个词

是
Is
）

学生：
Yes
，
it is
．（是，它是新的。）（
is
是答案的一部分）

教师：
Is Anna's dress blue
（安娜的连衣裙是蓝色的吗）

学生：
No
，
it isn't
（不，它不是。）

b
特殊疑问句（以
Wh-
开头和以
How
开头的疑问句）

训练学生回答以
When
，
Where
，
Which
，
How
等词开头的疑问句（当然，在这本教

材中要花一些时间才能逐渐达到这个目标）。学生可以用完整的句子回答，也可以用简

短的、较自然的回答方式。

教师：
Whose dress is new
（谁的连衣裙是新的）

学生：
Anna's dress is new
．或
Anna's
．（安娜的连衣裙是新的。或简短回答：

安娜的。）

就这样，经过一段时间的训练，学生会把
When
和时间、
Where
和地点、
Why
和原因、

Who
和身份、
Whose
和所有权、
Which
和选择、
What
和选择、身份或活动、
How
和方式联

系起来。

2
学生提问题

为了防止类似
Where he went
的错误问题，需要训练学生同时问两个问题。第
1
个是一般疑问句，第
2
个是特殊疑问句。例如：

教师：
Ask me if Sally is in the garden
．（问我萨莉是否在花园里。）

学生：
Is Sally in the garden
（萨莉是不是在花园里）

教师：
Where
（在哪里）

学生：
Where is Sally
（萨莉在哪里）（而不是
Where Sally is
或
Where
Sally
）

当然，在这本教材中要经过一段时间问题才能发展到这个形式。所有的这类问题都

包括在教师用书中。如果教师愿意，可以增加一些问题。

活动

在每个教学单元第
1
部分的结尾处，有一些关于课堂活动的建议。如果没有足够的

时间，它们可以全部省略。应该尽一切可能不时地介绍一些课堂活动，因为它们会活跃

课堂气氛，为语言教学增添乐趣。所建议的课堂活动有两种形式。

游戏

一系列关于游戏的建议可以帮助学生操练某些句型。

讲故事

可以要求学生仅仅依靠插图来重新组合对话。成年学生在课堂上“表演”对话通常

会感到不自然，讲故事活动是一个很好的折衷办法。这也是非常有用的锻炼记忆力的方

式，同时为讲话打下基础。

附加练习

在学生用书中，每个教学单元的后半部分（所有双数课文）都有一些标了数字的插

图，有些还有单词和句子。正如前面所指出的，在可能的情况下，一个单词要在口语中

出现后才正式在文字中出现。这就是为什么这些双数课文常常仅有插图。在这些插图的

帮助下，学生可以练习某些句型（句型既有
渐进型的
又有
静态型的
，取决于 课文）。

附加练习往往从一个简短的练习开始，这个练习仅仅针对一个特殊的问题，如数字

的用法、日期、时间、字母的使用、拼写难点等等。这类难点要在很长的一段时间里反

复练习，不可能在一两课中解决。在此练习之后，学生继续进行重复训练和句型训练。

重复训练

学生进行重复训练。他们可以利用录音机和录音磁带在课堂上进行这种训练，如果

是自学，也可以在家里进行。但也可采用另一种方式，即由教师“现场”口头指导，利

用书中的录音材料进行训练。

句型训练

这种句型训练是双数课文的主体。在这些训练中，教师试着引导班上的学生练习一

系列不同的句型。学生可以全班、小组或个人进行回答，形式可以由教师来决定。

每次给学生介绍一个新的句型练习时，教师应该说明所需要的回答形式，可以用口

头说明或将回答写到黑板上。不需要从语法上进行解释。每一个新句型都应该作为口头

表述的形式来介绍。但介绍新句型的方法则由教师自己决定。

在进行句型操练时，教师提供诱导，学生看着自己的书作出回答。例如引导有关现

在完成时用法的句子可以这样进行：

教师：
Look at the first picture. What has she just done
（请看第
1
幅

画。她刚刚做完了什么）

学生：
She has just aired the room
．（
[
看插图
]
她刚刚给房间通了通风。）

教师：
Look at the second picture. What have they just done
（请看第

2
幅画。他们刚刚做完了什么）

学生：
They have just cleaned their shoes
．（
[
看插图
]
他们刚刚擦了鞋。）

在部分练习中，没有要求学生去查看插图，只让学生使用“提示词”。所用的提示

词都列在教师用书中，而且是从学生所熟悉的词汇中选出来的。下面是这种练习的一个

例子。

引导使用
very much
和
very any
的句子：
I can't buy very much/many
．（我

不能买很多。）

教师：
What about pencils
（那么铅笔呢）

学生：
I can't buy very many
．（我不能买很多枝。）

教师：
What about coffee
（那么咖啡呢）

学生：
I can't buy very much
．（我不能买许多。）

以下是可用在问题
What about
中的提示词：面包、奶酪、肥皂、牛排、饼干、

鸡蛋、蔬菜、水果、鲜花、蛋糕、纸张、墨水、胶水、衣服、阿斯匹林、药品、果酱、

蜂蜜、信封、杂志、葡萄酒、牛奶。

句型训练之后是书面练习。

书面练习

书面练习有两种形式：结构练习和听写。

结构练习

在最初的几个教学单元中，学生在开始正式的书面练习前应先抄书。在学生用书中

印有要求使用的手写体格式和所要求的回答形式。应该注意到，在开始阶段，虽然书面

练习的指令很简单，但所用的语汇是学生所不熟悉的，需要解释。这些练习的目的不是

学习新的句型，而是去重复和巩固已经口头学会的内容。它们必须置于口头训练之后，

而且可以作为家庭作业。学生不应仅填几个空，而应抄写整个练习。

听写

听写练习在第
17
教学单元之后才开始，听写的内容均是课文中见过的语言。教师

用来听写的总是前一个教学单元笔头练习的答案。

附加练习部分有将近
1
小时的素材。由于练习是按难易程度编排的，因此，如果时

间不够，可以省略最后几项。

测试

在全书的中部有一个测验，教师可以用这套试题来评估学生的学习成果。

课外作业

录音磁带

除了布置书面作业外，必须鼓励有配套录音磁带的学生在家里多次播放新学对话的

录音。如有可能，应要求他们背诵对话。同时也应建议学生跟随录音带上的练习进行训

练。全书的
72
篇课文组成了一个循序渐进、按语言结构难度分级的基础英语概论。课文

短小精悍，便于记忆，可以使零起点的学生在使用语言过程中逐渐增强信心，提高能力。

继续深造

这本教材是完全独立的，足够
1
年使用。在课程结束后，学生应能较好地掌握英语

口语。凡打算继续深造的学生，可以接着学习以下各册。教材各册之间的内容相互“重

叠”，学生继续学习不会感到困难。

Practice and Progress
《实践与进步》：中级以下水平综合教材

Developing Skills
《培养技能》：中级水平综合教材

Fluency in English
《流利英语》：高级水平综合教材

在这几本书中，学生将继续他们在这本教材中开始的口语训练，并系统地接受英语

写作的训练。

About this course
From theory to practice: basic aims
This course attempts to put into practice all the theories about language
learning outlined above. Briefly, the aims may be stated as follows:
1 To provide a course for the secondary school or adult beginner. No
previous knowledge is assumed. There is sufficient material for one year's
work which will completely meet the requirements of the pre-elementary and
elementary levels. It is assumed that the student will be able to work at
the course for a complete academic year of about thirty-six weeks. It is
also assumed that the student will receive about four hours
’
instruction
each week: . four one-hour lessons on four separate occasions, or two
‘
double periods
’
each consisting of two hours or ninety m inutes. The student
will receive most of his training in the classroom and will be required to
do a little extra work in his own time.
2 To, train the student in all four skills: understanding, speaking,
reading and writing
—
in that order. The exercises in this course are largely
aural/oral. Full-scale training in the written language should only be
undertaken when this course has been completed. It must be clearly understood
that this course has been designed entirely to meet the needs of the teacher
working in the classroom, not of the student working on his own.
3 To provide the student with a book which will enable him, with the
aid of a teacher, to use the language.
4 To provide the teacher with well co-ordinated and graded material
which will enable him to conduct each lesson with a minimum of preparation.
Taken together, the students
’
book and the teacher's book form a complete
course: it is not possible to use one without the other.
5 To provide the teacher and student with recorded material which can
be used in the classroom and at home. It must be emphasized, however, that
this is in no way a full-scale self-study course. It is essentially a classroom
course, with taped material that can also be used at home. The recorded drills
supplement drills done in the classroom.
The components of the course
The course consists of the following:
·
The Students' Book.
·
The Teacher's Book.
·
A set of cassettes, on which the multi-purpose texts have been recorded.
·
Another set of cassettes, on which
‘
Repetition drill
’
in the Teacher's
Book has been recorded.
A description of the course
In this course, two lessons, each of about an hour's duration, are
considered as one teaching unit. The student will spend about an hour on
each lesson and will complete two teaching units each week. There are
seventy-two teaching units in all, that is, sufficient material for thirty-six
week's work.
The Students' Book
The first part of each teaching unit consists of a structurally controlled
situational dialogue or narrative piece in which the new linguistic features
introduced in the lesson are contextualized. The passage will be used for
training in understanding and speaking, reading, and practising progressive
patterns.
The second part of each teaching unit usually consists of sets of numbered
illustrations which will be used for understanding and speaking practice.
Where possible, new vocabulary items are not presented in print until the
student has mastered them orally. The new linguistic features introduced
in the contextualized passage are isolated and drilled intensively. This
oral work is followed by a very short written exercise which seeks to
consolidate skills which have already been acquired.
The Teacher's Book
In the first p art of each teaching unit, the teacher is provided with
the following information:
Content and basic aims: A list of patterns, structural words and content
words which the student will actually use.
General remarks: A summary of the main grammatical items that are
introduced in the unit.
Listening comprehension: The nine steps for presenting the text, so
students will be trained to understand spoken English.
Comprehension: Constant practice in answering and asking questions based
on the text.
Pattern drill: A brief drill on a particular difficulty is given
occasionally, or the ground is prepared for the exercises which are to follow
in the second part of the teaching unit.
Activities: Material is provided occasionally for particular activities,
such as telling the story, games or some kind of classroom activity.
In the second part of the teaching unit, the teacher is provided with
material to practise the new patterns. These exercises generally take two
forms: Repetition drill and Pattern drill. Pieces for dictation are
recommended from Teaching Unit17 onwards.
The tapes
Two sets of tapes accompany the course for use in the classroom and
for home study.
1 A set of cassettes, on which the situational dialogue or narrative
piece in the first part of each teaching unit is recorded at less than normal
speed(100 words per minute). These cassettes are intended for use in the
classroom when the teacher is working through the nine steps when presenting
each text. However, students studying at home may also make use of these
cassettes to improve their listening comprehension.
2 Another set of cassettes, on which the
‘
Repetition drill
’
in the second
part of each teaching unit is recorded for use in the classroom or at home.
There are 72 drills in all. These cassettes are intended for teachers to
use in the classroom and for students who decide to do the drills on their
own with the aid of a cassette-player at home.
The drills consist of three phrases: stimulus/student response/ correct
response. The drills are based entirely on the main grammatical item introduced
in each lesson. The tapescript of the drills is included in the second part
of each teaching unit in the Teacher's Book.
关于本教材的说明

从理论到实践：基本目的

这本教材试图将上面简述的关于语言学习的理论付诸实践。现将目的简述如下：

1
为中学生和成年初学者提供一本教材。假定学生没有学过英语。这本教材的内容

足够
1
年使用，可以使学生达到初级以下和初级的水平。假定学生
1
学年上课
36
周，可

在
1
学年内结束这本教材。这就是说，学生每周上课约
4
个课时，即互不相连的
4
个课

时，每课时为
1
小时，或两个“双课时”，每个双课时为
2
小时或
90
分钟。学生主要在

课上接受训练，在课下仅做一点额外的作业。

2
全面训练学生的
4
项技能：
理解、口语、阅读、写作
——按此顺序进行训练。

本书的练习大多数是听说方面的，笔语方面的全面训练要到本书学完后才开始。应该明

确，这本书是为满足教师课堂教学的需要而设计的，而不是为自学的学生设计的。

3
为学生提供一本令他能够在教师的帮助下自己使用语言的教材。

4
为教师提供配合得当、循序渐进的教材，使他们在上课前只需做极少的准备。教

师用书和学生用书组成一个完整的教程，两者不可缺一。

5
为教师和学生提供可在课堂和家里使用的录音材料。然而，必须强调的是，这不

是一本全面供自学者使用的教程。从根本上来说，这是一本供课堂使用的教材，但它的

录音材料也可以在家里使用。录音练习对课堂练习是一个补充。

教材内容

这本教材由以下各部分组成：

·学生用书

·教师用书

·一组录有多功能课文的盒式磁带

·一组录有教师用书中的“重复训练”的盒式磁带

教材介绍

在这本教材中，每两课课文——每课大约为
1
课时——被看成
1
个教学单元。学生

学每课书大概用
1
小时，每周学完两个教学单元。全书共有
72
个教学单元，因此足够
36
周使用。

学生用书

每个教学单元的前半部分有一篇按句型结构编排的情景对话或描述性文字，其中每

课书介绍的新的语言内容被融进了上下文之中。课文用于训练学生的理解能力，以及学

生说、读和运用渐进型句型的能力。

每个教学单元的后半部分通常有几组有编号的插图，用于理解和口语练习。在可能

的情况下，新词汇在学生口头掌握之后才见之于文字。在具有语境的课文中介绍的新的

语言现象被单列出来，并进行反复练习。在这种口头练习之后有一小段笔头练习，用来

巩固已经学到的技能。

教师用书

在每个教学单元的前半部分，教师可以找到如下几部分内容：

内容和基本目标：列出学生将要使用的句型、结构词和词项。

总体评论：介绍本教学单元的主要语法项目。

听力理解：介绍课文的
9
个步骤，用以训练学生听懂英语口语的能力。

理解：训练学生根据课文回答问题和提出问题。

句型训练：有时会有某个语言难点的简单训练，或为本教学单元后半部分的练习铺

平道路。

活动：有时为某些活动提供素材，例如：讲故事、玩游戏或其他课堂活动。

在每个教学单元的后半部分，教师可为新句型的训练找到素材。这些练习往往采用

两种形式：重复训练和句型训练。从第
17
教学单元起，书中列出了建议听写的段落。

录音带

与教程相配套的两组录音磁带，可用于课堂教学，也可供自学使用。

1
第
1
组录音磁带含有每个教学单元前半部分的情景对话或描述性文字的录音，录

音速度比正常语速慢一些（每分钟
100
个单词）。这些磁带是为教师在课堂上使用而设

计的，以便按照
9
个步骤来介绍课文。然而，自学的学生也可以用这些录音带来提高他

们听的能力。

2
第
2
组录音磁带含有每个教学单元后半部分的“重复训练”，可用于课堂教学和

课外自学。一共有
72
个练习。这些磁带是为教师在课堂上使用而设计的，决心借助于录

音机在家里完成这些练习的学生也可使用这些磁带。

练习分成
3
个步骤：引导——学生回答——正确答案。这些练习是根据每课介绍的

重点语法项目编写的。练习的书面材料刊印在教师用书中每个教学单元的后半部分。

TO the teacher
Learning a foreign language in the classroom
General principles
Traditional methods of learning a foreign language die hard. As long
ago as 1921, Dr. Harold Palmer pointed out the important difference between
understanding how a language works and learning how to use it. Since that
time, a great many effective techniques have been developed to enable students
to learn a foreign language. In the light of intensive modern research, no
one would seriously question the basic principles that have evolved since
Palmer 's day, though there is considerable disagreement about how these
principles can best be implemented. Despite the great progress that has been
made, teachers in many parts of the world still cling to old-fashioned methods
and to some extent perpetuate the systems by which they themselves learnt
a foreign language. It may, therefore, not be out of place to restate some
basic principles and to discuss briefly how they can best be put into effect
in the classroom.
Learning a language is not a matter of acquiring a set of rules and
building up a large vocabulary. The teacher's efforts should not be directed
at informing his students about a language, but at enabling them to use it.
A student's mastery of a language is ultimately measured by how well he can
use it, not by how much he knows about it. In this respect, learning a language
has much in common with learning a musical instrument. The drills and exercises
a student does have one end in sight: to enable him to become a skilled performer.
A student who has learnt a lot of grammar but who cannot use a language is
in the position of a pianist who has learnt a lot about harmony but cannot
play the piano. The student's command of a language will therefore be judged
not by how much he knows, but by how well he can perform in public.
In order to become a skilled performer, the student must become proficient
at using the units of the language. And the unit of a language is not, as
was once commonly supposed, the word, but the sentence. Learning words
irrespective of their function can be a waste of time, for not all words
are equal. We must draw a distinction between structural words and lexical
items. Words like I, you, he, etc. are structural. Their use can be closely
defined; they are part of a grammatical system. Words like tree, plant, flower,
etc. are purely lexical items and in no way part of a grammatical system.
From the learner's point of view, skill in handling structural words is the
key to mastering a language, for the meaning that is conveyed in
sentence-patterns depends largely on the function of the structural words
that hold them together.
It is possible, though this has yet to be proved scientifically, that
every student of a foreign language has what might be called a
‘
language
ceiling
’
, a point beyond which he cannot improve very much. If we accept
this supposition, our aim must be to enable every student to learn as much
as he is capable of learning in the most efficient way. The old-fashioned
translation and grammar-rule methods are extremely wasteful and inefficient,
for the student is actually encouraged to make mistakes: he is asked to perform
skills before he is adequately prepared. Teachers who use such methods
unwittingly create the very problems they seek to avoid. At some point in
the course their students inevitably become incapable of going on: they have
to go back. They have become remedial students and the teacher is faced with
the problem of remedying what has been incorrectly learnt. No approach could
be more ineffective, wasteful and inefficient.
The student should be trained to learn by making as few mistakes as
possible. He should never be required to do anything which is beyond his
capacity. A well-designed course is one which takes into account what might
be called the student's
‘
state of readiness
’
: the point where he can proceed
from easy to difficult. If the student is to make the most of his abilities,
he must be trained to adopt correct learning habits right from the start.
What has to be learnt
The student must be trained adequately in all four basic language skills:
understanding, speaking, reading and writing. In many classroom courses the
emphasis is wholly on the written language. The student is trained to use
his eyes instead of his ears and his inability to achieve anything like correct
pronunciation, stress and intonation must be attributed largely to the tyranny
of the printed word. If the teacher is to train his students in all four
skills, he must make efficient use of the time at his disposal. Efficiency
presupposes the adoption of classroom procedures which will yield the best
results in the quickest possible time. The following order of presentation
must be taken as axiomatic:
Nothing should be spoken before it has been heard.
Nothing should be read before it has been spoken.
Nothing should be written before it has been read.
Present-day techniques and the classroom
Any language course represents an attempt on the part of its designer
to implement a number of basic principles. To do this, the designer will
inevitably draw on techniques old and new which will best fulfil his purpose.
A great many terms are used today to describe new methods and it may be of
help to define and illustrate some of these terms in the light of this course.
Structural grading:
grading sentence- patterns in order of increasing
difficulty and complexity.
It is, or should be, an obvious requirement of any course that it should
proceed from easy to difficult without sharp breaks or sudden
‘
jumps
’
.
In a carefully graded course, the student learns to use a few patterns at
a time. Ideally, these patterns should be interrelated and should be presented
in a carefully ordered sequence. In traditional courses, grammatical items
are often artificially grouped together. For instance, all the personal
pronouns may be presented in a table which the student is expected to learn.
The table is presented in isolation and is divorced from any context. But
learning facts about the language in this way is of no real help to the student,
for he is in no position to apply what he has learnt. In a structurally graded
course, the student acquires a little information at a time and learns to
make meaningful statements. He therefore learns to use relatively simple
structural words like personal pronouns over a long period, instead of being
given a large, indigestible dose of information at any one time.
Contextualization:
presenting grammatical items in a meaningful
context.
When a student has practised a new pattern orally, he should encounter
it, if possible, in an actual text so that he can see how it has been used.
Obviously, such texts have to be specially written by the course designer.
New items are introduced into a natural context: they are
‘
contextualized
’
.
In well- written contextualized passages, the reiterated patterns should be
unobtrusive: their use should strike the listener as being inevitable rather
than artificially superimposed. This is a highly effective way of presenting
the student with new information.
Situation teaching:
teaching a language by presenting a series of
everyday situations.
In this method, little structural grading is possible. The situation
takes precedence over the structures. The patterns that are included arise
naturally out of the situation itself: they have a thematic significance
rather than a structural one. This system has serious drawbacks.
The dialogues which the student hears are refreshingly natural, but
the teaching of basic patterns inevitably becomes much less controlled.
Structurally controlled situation teaching:
teaching a language
by means of a series of everyday situations, while at the same time grading
the structures which are presented.
This method makes use of all the techniques outlined above: structural
grading, contextualization, and situational teaching. In the early stages
it is possible to use very few patterns indeed. This mean that the
‘
situations
’

are often unconvincing and barely possible. Despite this disadvantage, it
would seem to be one of the best methods for learning a language, for it
is possible to exercise linguistic control and vet to present new information
in an interesting way.
The teaching of grammar
Presenting new information is one thing; getting the student to apply
the new information another. So far, we have been concerned with how to present
the student with new material; but how is he to apply what he has learnt
The basic aim in any language teaching is to train the student to use
new patterns. In traditional textbooks, all information is presented in the
form of
‘
rules
’
which the student applies in a series of disconnected sentences
by filling in blank spaces, or by giving the correct form of words in parentheses.
It has become abundantly clear that this approach to language- learning is
highly ineffective. It encourages the teacher to talk about the language,
instead of training his students to use it. The emphasis is on written exercises.
The greatest weakness in this approach is that the student cannot transfer
what he has learnt from abstract exercises of this kind to other language
skills like understanding, speaking and creative writing.
In modern textbooks, the aim is exactly the same: the student must be
trained to use patterns. Before considering how this can be done, it should
be noted that the patterns in a language fall into two distinct categories:
progressive and static. For Instance, learning how to answer and to ask
questions involves the use of progressive patterns. They are progressive
because the student's skill in handling these complex forms must be developed
over a long period, beginning with a simple response like
‘
Yes, it is
’
and
culminating, towards the end of the c ourse, in complex responses like
‘
Yes,
I should, shouldn't I
’
. A static pattern, on the other hand, like the comparison
of abjectives can be taught in a limited number of lessons, not over a long
period. This distinction between progressive and static patterns is rarely
recognized in traditional textbooks. The result is that even advanced students
are often incapable of handling progressive patterns with any degree of skill.
Progressive patterns should be practised through comprehension
exercises which require the student to answer and to ask questions which
become increasingly complex as the course proceeds. The student should be
trained to give tag answers; give answers to questions beginning with who,
Which or What; make negative and affirmative statements to answer double
questions joined by or; answer general questions which begin with
question- words like When, Where, How, etc.; and at each stage, the student
should be trained to ask questions himself. It is obvious that these skills
cannot be dealt with in one or two lessons: the student requires practice
of this kind in every lesson.
At the same time, static patterns should be practised by means of taped
drills. In each of these drills, the teacher seeks to elicit a particular
kind of response. He provides the student with a stimulus to elicit the new
pattern in a series of oral drills until the student is able to respond
accurately and automatically. Each new pattern is not presented as the
exemplification of some abstract grammar-rule, but as a way of saying something
and no further explanation or elucidation is necessary. The student is trained
to use correct forms automatically, rather than by applying
‘
grammar logic
’
.
Where explanation is necessary, it can be done by relating a new pattern
to one that has already been learnt. If, for instance, the student has learnt
the use of
‘
must
’
, he can be taught the use of
‘
have to
’
by being made to
see a meaningful relationship between the two.
In certain taped drills, the stimulus the teacher provides may be given
in the form of
‘
call words
’
. Let us suppose that the teacher wishes to elicit
the response:
‘
I can't buy very much
’
and
‘
I can't buy very many
’
.The drill
might be conducted in the following way:
TEACHER: What about pencils
STUDENT: I can't buy very many.
TEACHER: What about coffee
STUDENT: I can't buy very much.
In this particular exercise, the teacher would supply countable and
uncountable nouns in the question
‘
What about
’
as
‘
call words
’
.
Traditional filling-in-the-blank exercises still have a place in a modern
course, but with one important difference: they should not be used as a means
of teaching new patterns, but as a means of consolidating what has been learnt.
They are an end, not a means to an end. In this respect, they are extremely
useful in tests and can be employed for diagnostic purposes or to enable
the teacher to assess students' level of achievement.
Audio visual aids and translation
In a monolingual course we are faced with the tremendous task of having
to convey meaning without making use of the student's mother tongue. It follows
that textbook illustrations become extremely important: at the beginner's
level, they are far from being merely decorative. However, textbook
illustrations have severe limitations, for many of the statements that are
made in everyday speech are not visually presentable. Some linguists have
experimented with artificial visual devices which require the student to
interpret each illustration according to particular rules. They have evolved
what might be called a
‘
visual language
’
which the student has to master
before he can begin the course. The difficulty here is that if the student
fails to interpret an illustration (and this can easily happen) he will fail
to understand, or even worse, he will misinterpret what he hears.
At the beginner's level, this difficulty can be resolved in two ways.
Where the meaning of a statement or a series of statements cannot be adequately
conveyed by the illustration, the teacher should make use of gesture and
mime. If the student still fails to understand, the teacher may translate,
providing that he translates lexical items and not patterns In this instance,
translation is used not as a
‘
method
’
, but as a means to an end. As such
it can be extremely useful and time-saving.
Natural English
There is a great temptation in the early stages to encourage the student
to make statements which he will never have to use. Statements like
‘
I have
a nose
’
,
‘
Have you a nose
’
,
‘
Is this my foot
’
are ridiculous. This
distortion of the language can never be justified. After all, the whole point
of teaching a language is to train students to make useful statements which
might normally be made in real-life situations. This criterion must be observed
at the most elementary level. The peculiar type of
‘
textbook English
’
which
is to be found in many traditional courses must be avoided at all costs.
The teacher's book and the students' book
In the past, no distinction was drawn between information intended for
the teacher and information intended for the student. Everything was printed
in one and the same volume. Early in the course, the student would find extremely
complex information in his book like:
‘
With most nouns the plural is made
by adding
“
s
”
to the singular' or:
‘
We form the negative of the verbs
“
to
be
”
and
“
to have
”
by putting
“
not
”
after the verbs'. Now it is inconceivable
that any beginner would be able to understand such instructions. What is
more, from the learner's point of view, this information is totally irrelevant:
it is really telling the teacher what to teach.
It should be recognized that the students' book is not a vehicle for
conveying information, but an aid for practising the language. It should
be pleasing to look at and attractively laid out. It should only contain
material which the student will actually use.
At the beginner's level, a teacher's handbook is absolutely necessary.
This should be in every way complementary to the students' book and should
contain practical information and material which will be used in each lesson
—

not merely hints and suggestions. At the intermediate level, the teacher's
handbook becomes less necessary, for the student is in a position to work
from printed instructions.
Speed and intensity
Traditional courses are often divided into
‘
lessons
’
, but these
‘
lessons
’

do not take into account what can be done in an average teaching period of
forty-five minutes or an hour. They simply consist of
‘
an amount of information
’

and may run on for a great many pages. In the classroom, one of these
‘
lessons
’

might drag on for weeks because so much has to be done.
A lesson must be precisely what the word implies: an amount of material
that can reasonably be covered in a teaching period, possibly with additional
material which can be done as homework. In other words, a lesson must be
considered as a unit of instruction and no more. Now it is extremely difficult
for the course designer to decide what can be done in an average period.
Obviously a class of bright students will cover more ground than a class
of less able ones. This problem can be overcome if the lesson contains material
which can be omitted at the discretion of the teacher, providing that these
omissions do not hamper the students
’
progress.
Levels
Finally, it m ight be worth nothing that a full-scale course would resolve
itself into three parts, each of which would consist of two stages:
Stage1: Pre-elementary level.
Elementary level.
Stage2: Pre-intermediate level.
Intermediate level.
Stage3: Pre- advanced level.
Advanced level.
致教师

外语的课堂教学

基本原理

学习外语的传统方法根深蒂固。早在
1921
年，哈罗德·帕尔默博士就指出，理解

一种语言是如何运作的与学会如何使用这种语言之间存在着重大的差别。从那时以来，

人们已经找到了许多卓有成效的方法教授学生外语。根据当代所作的深入细微的研究，

没有人会对自帕尔默以来发展而成的学习外语的基本原理提出重大质疑，尽管在如何才

能最好地贯彻这些原理方面仍有相当大的分歧。虽然在外语教学上取得了重大的进步，

但是世界上许多地方的教师依然眷恋看过时的教学方法，在一定程度上，他们是用当年

自己学外语的方法使旧的教学体系永久化。因此，重述一遍其中一些基本原理，简要探

讨如何在课堂上有效地实施这些原理，大概不算不合时宜吧。

学习一门语言，不仅仅是掌握一套规则，积累大量词汇。教师工作的重点不应是告

诉学生关于一门语言的知识，而应是使学生能够使用这门语言。衡量学生是否掌握一门

语言，最终是要看他运用如何，而不是懂了多少。在这方面，学习语言与学习乐器十分

相似。学生所做的操练与练习都是为了达到一个明确的目标：使他成为一个熟练的操作

者。一个学生学了许多语法知识却不会运用语言，就像一个弹钢琴的学了许多有关和声

的知识却不会弹钢琴一样。因此，衡量学生是否掌握语言并不看他懂了多少，而要看他

在众人面前语言运用得如何。

学生要想成为熟练的语言运用者，就必须能够熟练地使用语言单位，而语言单位并

不是人们曾经普遍认为的单词，而是句子。学习单词而不考虑它们的作用可能会白白浪

费时间，因为单词并不都是同样重要的。我们必须把结构词和词项加以区别。像
I
，
you
，

he
等词便是结构词，它们的作用可以准确地加以界定，它们是语法体系的一部分；而像

tree
，
plant
，
flower
等词则是单纯的词项，与语法体系毫无关系。就学生而言，运用

结构词的技巧是掌握一门语言的关键，因为由句型表达的含义主要依靠把句子联结起来

的结构词所起的作用。

虽然以下一点仍有待于科学地论证，但每个学习外语的学生可能都有一个也许可以

称为“语言极点”的地方，即过了这点他的水平不可能有很大的提高。如果我们接受这

一假设，那么，我们的目标就必须是用最有效的方法使学生在其能力范围内尽量多学到

一点东西。过时的翻译一语法教学法极端浪费时间而且效率很低，因为这种方法实际上

是鼓励学生犯错误：让学生在没有充分准备的情况下运用语言技能。使用这种方法的教

师无意中制造了他们企图避免的问题。他们的学生在学到一定程度后会不可避免地无法

继续
往下学
：他们不得不
回过头来重新开始
。他们成了需要补课的学生，教 师面临的问

题是为学生补课，纠正他们所学到的错误的内容。同别的教学方法相比，这是一种最无

益、最浪费时间和效率最低的方法。

应该训练学生学会尽量少犯错误。决不应该要求学生去做力所不及的事情。一本精

心设计的教材应考虑到学生所谓的“准备状况”，即可以使他从易至难循序渐进的那个

交接点。要使学生最充分地发挥自己的能力，必须训练他从一开始就采用正确的学习方

法。

学什么

学生必须在语言的
4
项接本技能方面得到充分的训练。这些技能是：
理解、口语、

阅读
和
写作
。在课堂教学中，许多教师把重点完全放在书面文字上。学生接受的训练是

如何用眼而不是如何用耳来学习。学生不能掌握正确的发音、重音和语调，不得不主要

归罪于书面文字的束缚。教师若想培养学生全面的
4
项基本技能，就必须有效地使用自

己的时间。要做到有效，首先就要采用能在最短时间内产生最佳效果的课堂教学法。下

列讲课顺序务必作为格言来遵循：

听到的再说；

说过的再读；

读过的再写。

现代手段和教室

任何语言教程都包含着设计者的一种意图，即在教学中贯彻一系列基本原则。为了

做到这一点，设计者不可避免地会从新老教学手段中选择最有助于达到他的目标的方法。

如今大量术语被用来描述新的教学方法，按照这本教程来解释和说明其中的一些术语是

有帮助的。

按结构分级：
按句型的难度和复杂程度来分级。

循序渐进、没有明显的断层或突然的“跳跃”是——或应该是——对任何教程的一

个显而易见的要求。在一个仔细分级的教程中，学生每次学会使用几个句型。理想的做

法是这些句型相互关联，并按照一种精心排列的顺序介绍给学生。在传统教程中，语法

项目常常被人为地组合到一起。例如，所有人称代词都被列在一个表中，让学生去学习。

这个表是孤立的，不与任何上下文有关系。按照这种方法来学习语言的细节对学生并没

有真正的帮助，因为他不可能运用他所学到的知识。在一个按结构分级的教程中，学生

每次得到一点信息，然后学会在有意义的表述中运用这些知识。这样，他就能在很长一

段时间里，学习运用诸如人称代词这类相对简单的结构词，而不是在某一时刻得到一大

堆无法消化的信息。

语境化教学：
在有意义的上下文中来解释语法项目。

学生口头练习了一个新句型时，如有可能，他应该在实际的课文中接触这个句型，

看一看这个句型是如何使用的。很明显，这些课文必须由教程设计者专门撰写。新句型

在一个自然的语境中介绍给学生：它们被“融入上下文中”。在精心编写的有语境的课

文中，反复重复的句型必须不十分注目：要使听者觉得使用这些句型是不可避免的，而

不是人工堆砌在一起的。这是向学生介绍新信息的一种有效方式。

情景教学：
通过介绍一系列日常的情景来讲授语言。

使用这种方法几乎不可能按结构分级。情景领先于结构，课文中所含有的句型自然

而然地从情景中产生：它们具有一个主题含义，而不是一个结构含义。这种方式有着严

重的缺陷。

学生听到的对话与众不同地自然，但是，基本句型的教学不可避免地变得更难控制。

限定结构的情景教学：
通过一系列日常情景来讲授语言，同时，将介绍的句型按

结构分级。

这种方法利用了以上简略介绍的所有手段：按结构分级、语境化教学、情景教学。

在开始阶段，确实可以仅仅使用少数几个句型。这就意味着“情景”常常令人难以置信，

几乎不可能实现。尽管有不利的一面，这种方法仍被认为是学习语言的最好的方法之一，

因为它可以从语言学角度来控制，并能用一种有趣的方法来介绍新的信息。

讲
8
授语法
e
介绍新的信息是一回事儿，让学生使用这些新的信息是另一回事儿。至此，我们关

心的是如何向学生介绍新的材料，但是学生如何运用他所学的知识呢

语言教学的首要目标是训练学生使用新句型。在传统教材中，所有信息都是以“规

则”的形式来介绍的，学生将这些规则用于相互没有关联的句子的填空练习或填上括号

中所列词的正确词形的练习之中，这种讲授语言的方法收效甚微，这点现在已经变得非

常清楚。这种方法鼓励教师谈论语言，却不是训练学生去使用语言。侧重点是在书面练

习上。这种方法的最大弱点是，学生不能将他从这种抽象的练习中所学到的知识转化成

其他语言技能，如理解，口语和创作性写作。

在现代教材中，目标也是同样的：训练学生运用句型。在考虑如何实现这一目标之

前，应该注意到语言中的句型可以分成两种截然不同的类型：“渐进型的”和“静态型

的”。例如，学习提出问题和回答问题就涉及了渐进型的句型。它们属于渐进型，是因

为学生运用这些复杂形式的技能要在很长的一段时间里才能培养起来。从一开始的简单

回答“
Yes
，
it is
”，发展到这本教材结尾部分的复杂回答方式“
Yes
，
I should, shouldn't
I
”。而静态型的句型，如形容词的比较级，可以在有 限的几课课文中讲授，不必占用很

长时间。在传统教材中，渐进型的和静态型的句型之间的差别几乎没有作任何区分，其

结果是，即使是学习好的学生也常常不能比较熟练地运用渐进型句型。

渐进型句型必须在检查学生理解能力的练习中进行训练。这种练习要求学生回答问

题并提出问题，而问题的难度则随着教程的进展而不断加深。必须训练学生用简略形式

回答一般疑问句；为以
Who
，
Which
，
What
开头的疑问句提供答案；用肯定形式和否定形

式来回答用
or
联结的选择疑问句；回答用
When
，
Where
，
How
等疑问词开头的问句。而

在每一个阶段，必须训练学生自己提问题。很明显，这些技能不可能在一两课书中学会：

在
每
课书中都必须有这种练习。

与此同时，静态型的句型必须在录音练习中得到训练。在每一个录音练习中，教师

试图引出某一特定的回答。他在一系列口头练习中给学生某种诱导以引出新句型，直到

学生可以准确地、下意识地作出反应。每个新句型不是作为某一种抽象的语法规则的范

例来介绍，而是
作为表达某种思想的方法
，也不需要进一步的说明和解释。学生在训练

中学会下意识地运用正确的句型，而不是用“语法逻辑”去进行推理。如果需要解释，

可以把新句型与已经学会的旧句型联系起来。举例来说，如果学生已经学会了
must
的用

法，那么在讲授
have to
的用法时，可以让学生领会这两个句型之间有机的联系。

在部分录音练习中，教师提供的诱导可以采用“提示词”的形式。假设教师想引出

“
I can't buy very much
”（我不能买许多）和“
I can't buy very many
”（我不

能买很多个）的回答，这个练习可以用以下形式来进行：

教师：
What about pencils
（那么铅笔呢）

学生：
I can't buy very many.
（我不能买很多枝。）

教师：
What about coffee
（那么咖啡呢）

学生：
I can't buy very much.
（我不能买许多。）

在这一特定的练习中，教师可以为
What about
这个句型提供可数名词和不可

数名词来作为“提示词”。

在现代教程中，传统的填空练习仍有它的一席之地，但有一个重大的区别，即填空

练习不应作为讲授新句型的一种手段，而应作为巩固已学知识的途径。它们是目的，而

不是达到目的的一种手段。从这个意义上讲，填空练习在测试中尤其有用，可以用来分

析学生的错误，或让教师评估学生所取得的成绩。

视听教具和翻译

在单语教程中，我们面临着不借助学生的母语来传授知识的艰巨任务。其结果是课

文中的插图变得格外重要：在初级阶段，它们绝对不仅仅是起装饰作用。然而，课文插

图有很大的局限性，因为日常生活中所讲的许多话根本不可能用图来表示。有些语言学

家尝试过使用人造的视觉教具，这些教具要求学生根据某种规则来解释每一幅插图。他

们已经逐渐形成了一种所谓的“视觉语言”，并要求学生在开始教程前就先掌握。但问

题在于，如果学生无法解释一幅插图——这种情况很容易发生——他就会无法理解，更

严重的情况是，他会误解他所听到的内容。

在初级阶段，这个难题可以用两种不同的方式来解决：当一句话或几句话的意思无

法用插图准确地表达时，教师必须用手势和模仿动作。如果学生仍无法理解，教师可译

成母语，
条件是教师翻译的仅是词组而不是整个句型
。在这里，翻译不是作为一种教

学法，而是达到目的的手段。这样做是非常有用的，而且节省时间。

真实英语

在课程的初级阶段，我们极可能鼓励学生去说一些他永远也不会说的话，诸如“我

有一个鼻子”，“你有鼻子吗”，“这是我的脚吗”这类句子非常荒唐。这种对语

言的歪曲是根本没有道理的。毕竟讲授一种语言的全部目的在于训练学生去说那些在真

实的生活环境中通常使用的有意义的话。在初级阶段必须遵循这个标准。必须不惜任何

代价避免使用那种在传统教科书中可以找到的特殊的“教科书英语”。

教师用书和学生用书

在过去，我们没有区分开哪些信息是给教师的，哪些是给学生的。所有的内容都印

在一本书中。在教程的初级阶段，学生会在他的书中发现特别复杂的内容，如“对大多

数名词来说，其复数形式是在单数名词后面加
-s
而成”，或“‘是’和‘有’动词的否

定形式是在动词后面加
not
构成的”。不能想像初学者可能懂得这些指令。更重要的是，

从学习者的角度来说，这种信息是与他们不相干的：实际上它是告诉教师应教什么。

应该认识到，学生用书并不是用来传达信息，而是训练语言的一种工具。它必须很

漂亮，版面很吸引人，而且包含对学生有用的内容。

在初级阶段，教师用书是非常必要的。教师用书必须在各个方面与学生用书相互补

充，而且必须包含每课书中会用到的、有实用价值的信息和材料，而不仅仅是提示和建

议。在中级阶段，教师用书就变得不那么需要，因为到那时学生可以跟随书上的指令自

己进行学习了。

速度和深度

传统的教程往往分为“课”，而这些“课”却没有考虑一般长度为
45
分钟或
1
小

时的课中可以做些什么。它们只是简单地包含“定量的信息”，而且常常是洋洋洒洒好

几页。在课堂教学中，这些“课”可能讲上好几周，因为要做的事情太多了。

“课”应该名符其实：教学内容一般可以在一个课时内完成，可能再加上一些补充

的内容在课下作为作业。换句话说，一课书应被视作一个教学单位，仅此而已。现在，

让教程设计者决定一个课时内可以做些什么是极其困难的。显然，由聪明学生组成的一

个班所完成的内容要多于由不太聪明的学生组成的另一个班。如果课文中含有可以由教

师决定取舍的内容，这个问题就可以迎刃而解，当然这种删节不应妨碍学生水平的提高。

程度

最后，值得注意的是，一个完整的教程一般分为
3
个阶段，而每个阶段又分成两个

级别：

第
1
阶段：初级以下

初级

第
2
阶段：中级以下

中级

第
3
阶段：高级以下

高级

What's new in this edition
This is the only new edition ever to be undertaken since NCE was originally
published. The classic course continues to provide a complete and well-tried
system for learning English, enabling students to reach their maximum
potential in the four primary skills of understanding, speaking, reading
and writing. The sound basic principles which made NCE a World famous course
have been retained. However, the following important features have been
introduced in the new edition:
·
All topical references in the texts and exercises have been brought
up to date.
·
All outdated texts hove been completely replaced cud accompanied by
new exercises and new artwork.
·
The original methodology has been modified to improve communication
skills, with active training in listening comprehension right from the very
first lesson.
·
Drills and written exercises, previously published separately as
supplementary materials, have been incorporated into the main coursebooks.
·
The following features have been added to help Chinese learners of
English: Bi-lingual vocabulary lists; notes in Chinese on texts and exercises
and suggested translations of the texts.
·
The pages have been enlarged and,
where possible, are self- contained, so that lessons are easy to conduct.
本版本有什么新内容

本版是《新概念英语》首次出版以来第一次推出的新版本。这套经典教材一如既往

向读者提供一个完整的、经过实践检验的英语学习体系，使学生有可能在英语的
4
项基

本技能一理解、口语、阅读和写作一方面最大限度地发挥自己的潜能。新版本保留了《新

概念英语》得以成为世界闻名英语教程的一整套基本原则，同时又包含了以下重要特色：

·所有课文和练习中有关时事的内容都已更新。

·所有过时的课文都已更换，由新课文和配套的新练习、新插图取代。

·原有的教学法经过调整，以利于提高学生的交际能力。从第一课开始就安排了有

效的听力训练。

·教材更简洁精练，过去作为补充材料单独出版的句型训练和笔头练习均已取消，

其精华纳入主干教程。

·为了帮助中国的英语学习者，新版增加了英汉对照词汇表、课文注释、简短的练

习讲解和课文的参考译文。

·版面加大，在可能情况下，每课书相对独立，以方便课堂教学。

Teaching Unit 1
Lesson 1
Content and basic aims
内容和基本目标

PATTERNS AND STRUCTURAL WORDS
句型和结构词

VOCABULARY
词汇

Nouns
名词
Numbers
数字

1-10
Expressions
表达方式

Is this your (handbag)
Yes, it is.
My name is...
book pen
car pencil
coat shirt
dress skirt
hand bag watch
house
Excuse me.
Pardon
Thank you very much.
General remarks
总体评论

*Greet the class
（
Good morning/afternoon/evening
）
.
问候全班学生。

*Introduce yourself
（
My name is
）
.
介绍自己。

*Find out the names of the students(
What your name
).
询问学生姓名。

*Carry out the procedure suggested below.
按以下建议程序进行。

The meaning of instructions(
Look! Listen! Open your books!
etc.) should
be conveyed through gesture and mime.
用手势和摹拟表演来表示指令的含义。

Listening comprehension
听力理解

1 Introduce the story
介绍故事

T
：
Today we'll listen to a story about a handbag.
2 Understand the situation
了解情景

Ask the students to look at the pictures and explain to you in Chinese
what they think is happening. Prompt the students in Chinese if necessary.
要求学生看图，并用中文解释图中表示的动作，必要时可用中文给学生提示。

3 Listening objective
听力训练目标

T
：
Listen to the story and see if you can answer this question: Whose
handbag is it
4 Play the tape or read the dialogue
播放录音或朗读对话

Now play the tape or read the dialogue. The students listen without
interruption and try to think of the answer to the question you set them.
播放录音或朗读对话。学生不停顿地听录音，准备回答教师提的问题。

5 Answer the question
回答问题

After the reading, ask the question:
朗读之后回：
Whose handbag is it
Train students not to shout out the answer. Instead, ask one student, then
ask the others to agree or disagree with a show of hands.
训练学生不集体

回答；问一个学生，然后用手势问其他学生是同意还是不同意。

6 Intensive reading
精读

Play the tape or read the dialogue again, pausing after every line to
check the students understand. Convey the meaning of the text by referring
to the pictures and by using gesture and mime. Use English as much as possible.
Ask your best students to give you confirmatory translations in Chinese of
individual words and phrases for the benefit of other students who haven't
grasped the meaning.
重放录音或重读对话，每行后稍稍停顿，检查学生是否理解。用

书上的图片和手势、摹拟动作来表示课文的含义。尽可能多地使用英语。让学得好的学

生将单词和短语译成中文，以照顾尚未理解词义的学生。

7 Play the tape or read the dialogue again
重放录音或重读对话

Play the tape or read the dialogue right through again. The students
listen only. This time, the students will understand it without difficulty.
从头至尾播放录音或重读对话，学生静听；这次学生很容易听懂。

8 Repetition
重复

Play the tape or read the dialogue again, pausing after every line,
and ask the students to repeat(a) in chorus, (b) in small groups, and(c)
individually. When conducting chorus and group repetition, make sure the
students repeat all together after you give them a clear signal so the
repetition isn't ragged
：重放录音或重读对话，每行后停顿一下，让学生集体、小

组和单个地重复；当集体和小组重复时，要求学生在看到你的明确信号后一起开始，以

免参差不齐。

T
：
Excuse me!
（
signal
教师给手势）

Ss
（
all together
学生齐声说）：
Excuse me!
etc.
9 Reading aloud
大声朗读

Ask one or two students to take parts and to read the dialogue aloud.
让一两个学生扮演对话中的角色，大声朗读。

Lesson 2
Number drill:
Books Shut
数字训练：
合上书

（
a
）
Chorus repetition
齐声重复

* Write the numbers 1-10
（
figures only
）
in numerical order on the
blackboard.
将数字
1
至
10
写在黑板上。

* Give the instruction,
给指令
Look at the blackboard!
*Say each number aloud as you point at it and get the class to repeat
after you with the command,
All together!
Do this drill several times.
指

着每个数字大声朗读，然后说“
All together!
”让学生重复；多做几次。

（
b
）
Group or individual repetition
小组或个人重复

*Get small groups or individuals to repeat the numbers after you.
让

小组或个人随你重复数字。

（
c
）
Chorus repetition
齐声重复

*Erase the numbers and write them again in non-numerical sequence.
将

数字擦去，打乱顺序重写。

*Say
比如说：
3
，7
，
5
，
2
，
6
，
1
，10
，
4
，
8
，
9.
*Get the class to repeat each number after you. Do this drill several
times.
让全班随你重复每个数字；多做几次。

（
d
）
Individual repetition
个人重复

*Ask individual students to say aloud any number you point at.
让单

个学生大声说出你所指的数字。

Repetition drill
重复训练

（
a
）
Chorus repetition
齐声重复

To elicit
引出：
Is this your
（
pen
）

* Numerical sequence.
按图片顺序。

*Give the instructions
给指令
Look at Lesson and listen. Do not
speak.
* Play the examples on the tape.
播放录音上的例子。

（
1
）
Tape: Look at number1.
S
：
Is this your pen
（
2
）
T
：
Yes, it is. Number 2.
S
：
Is this your pencil
（
3
）
T
：
Yes, it is. Number 3.
S
：
Is this your book
T
：
Yes, it is.
T
：
Now you ask the questions. Ready
1 As in
（
1
）
above.
2 As in
（
2
）
above.
3 As in
（
3
）
above.
4 T
：
Yes, it is. Number 4.
S
：
Is this your watch
5 T
：
Yes, it is. Number5.
S
：
Is this your coat
6 T
：
Yes, it is. Number6.
S
：
Is this your dress
7 T
：
Yes, it is. Number7.
S
：
Is this your skirt
8 T
：
Yes, it is. Number 8.
S
：
Is this your shirt
9 T
：
Yes, it is. Number 9.
S
：
Is this your car
10 T
：
Yes, It is. Number 10.
S
：
Is this your house
T
：
Yes, it is.
（
b
）
Group or individual repetition
小组或个人重复

*Non-numerical sequence.
不按图片顺序。

*Ask small groups or individual students to repeat each question and
affirmative tag answer on the tape. Drill all the vocabulary thoroughly.
让小组或单个学生重复录音上的每个问题，并作出肯定的简短回答；彻底练习所有词汇。

9 Is this your car 5 Is this your coat
Yes, it is. 3 Is this your book
4 Is this your watch 8 Is this your shirt
2 Is this your pencil 1 Is this your pen
7 Is this your skirt 6 Is this your dress
Pattern drill:
Books open
句型训练
：打开书

*Illustrate each exercise first by providing the stimulus and the response.
首先通过给出提示和答案，来说明每项练习的作法。

* Then, with the instruction Now you!, ask individual students to continue
in the same way.
然后，用

“
Now you!
”的指令让学生按同样的方式继续这一练习。

（
a
）
To elicit
引出：
Yes, it is.
* Ask individual students questions in the following way.
用以下方式

向学生提问。

T
：
Mr./Mrs./ at number this your watch
（
Give cue by nodding.
教师用点头提示。）

S
：
Yes, it is. etc.
（
b
）
To elicit
引出：
Is this your(pen)
* Elicit questions from individual students with call words.
用提示的

词引导学生发问。

T
：
Mr./Mrs./Ms. Look at number1. your pen.
S
：
Is this your pen
T
：
Yes, it is. etc.
（
c
）
To elicit
引出：
Is this your pen Yes, it is.
* Get individual students to ask each other questions and provide answers
in the following way.
用以下方法引导学生相互提问并回答。

T
：
Mr. ask Ms..
（
Convey the meaning of ask by gesture.
用手势引导

学生提问。）
Number 9.
S1: Is this your car
S2: Yes, it is.
T
：
Ms. ask 6.
S2: Is this your dress
Teaching Unit2
Lesson 3
Content and basic aims
内容和基本目标

PATTERNS AND STRUCTURAL WORDS
句型和结构词

VOCABULARY
词汇

Nouns
名词
Numbers
数字

11-15
Expressions
表达式

My coat and my umbrella.
This is (not) my (umbrella).
Here is my your...
Is this it
No, it isn't.
It isn't my(umbrella).
It is(It's) your (umbrella).
Daughter suit
school teacher
Sir ticket
son umbrella
please
sorry
General remarks
总体评论

*Greet the class
（
Good morning/afternoon/evening
）．问候全班学生。

*Carry out the procedure suggested below, as outlined in Teaching Unit
1
．按下列原第
1
单元所列的程序进行。

The meaning of instructions
（
Look! Listen
．
Open your books!
etc.
）
should
be conveyed through gesture and mime.
用手势和摹拟表演来表示指令的含义。

Listening comprehension
听力理解

1 Introduce the story
介绍故事

T
：
Today we'll listen to a story about an umbrella.
2 Understand the situation
了解情景

Ask the students to look at the pictures and explain to you in Chinese
what they think is happening. Prompt the students in Chinese if necessary.
要求学生看图，并用中文解释图中表示的动作，必要时可用中文给学生提示。

3 Listening objective
听力训练目标

T
：
Listen to the story and see if you can answer this question: Does
the man get his umbrella back
4 Play the tape or read the dialogue
播放录音或朗读对话

Now play the tape or read the dialogue. The students listen without
interruption and try to think of the answer to the question you set them.
播放录音或朗读对话。学生不停顿地听录音，准备回答教师提的问题。

5 Answer the question
回答问题

After the reading, ask the question
：朗读之后问：
Does the man get his
umbrella back
Train students not to shout out the answer. Instead, ask one
student, then ask the others to agree or disagree with a show of hands
训练学生不集体回答；问一个学生，然后用手势问其他学生是同意还是不同意。

6 Intensive reading
精读

Play the tape or read the dialogue again, pausing after every line to
check the students understand. Convey the meaning of the text by referring
to the pictures and by using gesture and mime. Use English as much as possible.
Ask your best students to give you confirmatory translations in Chinese of
individual words and phrases for the benefit of other students who haven't
grasped the meaning
．重放录音或重读对话，每行后稍稍停顿，检查学生是否理解。

用书上的图片和手势、摹拟动作来表示课文的含义。尽可能多地使用英语。让学得好的

学生将单词和短语译成中文，以照顾尚未理解词义的学生。

7 Play the tape or read the dialogue again
重放录音或重读对话

Play the tape or read the dialogue right through again. The student
listen only. This time, the students will understand it without difficulty
．从

头至尾播放录音或重读对话，学生静听；这次学生很容易听懂。

8 Repetition
重复

Play the tape or read the dialogue again, pausing after every line,
and ask the students to repeat(a) in chorus, (b) in small groups, and(c)
individually. When conducting chorus and group repetition, make sure the
students repeat all together after you give them a clear signal so the
repetition isn't ragged
：重放录音或重读对话，每行后停顿一下，让学生集体、小

组和单个地重复；当集体和小组重复时，要求学生在看到你的明确信号后一起开始，以

免参差不齐。

9 Reading aloud
大声朗读

Ask one or two students to take parts and to read the dialogue aloud
．让

一两个学生扮演对话中的角色，大声朗读。

Lesson 4
Number drill
：
Books shut
数字训练：
合上书

（
a
）
Chorus repetition
齐声重复

* Write the numbers1-15
（
figures only
）
in numerical order on the
blackboard.
将数字
1
至
15
按顺序写在黑板上。

*Give the instruction
给指令
Look at the blackboard!
*Say each number aloud as you point at it and get the class to repeat
after you with the command
All together!
Do this drill several times.
指着每个数字大声朗读，然后

说“
All together!
”让学生重复；多做几次。

（
b
）
Group or individual repetition
小组或个人重复

*Get small groups or individuals to repeat the numbers after you.
让

小组或个人随你重复数字。

（
c
）
Chorus repetition
齐声重复

* Erase the numbers and write them again in non-numerical sequence.
将数字擦去，打乱顺序重写。

*Get the class to repeat each number after you. Do this drill several
times.
让全班随你重复每个数字；多做几次。

（
d
）
Individual repetition
个人重复

* Ask individual students to say aloud any number you point at.
让单

个学生说出你所指的数字。

Repetition drill
重复训练

（
a
）
Chorus repetition
齐声重复

To elicit
引出
No, it isn't.
Yes, it is.
* Numerical sequence.
按图片顺序。

*Give the instructions
给指令
Look at Lesson4. Look and listen. Do not
speak.
* Play the examples on the tape.
播放录音上的例子。

（
1
）
Tape: Look at number1. Is this your pen
S
：
Yes, it is.
（
2
）
T
：
Number this your pencil
S
：
Yes, it is.
（
3
）
T
：
Number this your book
S
：
Yes, it is.
T
：
Now you answer the questions. Ready
1 As in
（
1
）
above.
2 As in
（
2
）
above.
3 As in
（
3
）
above.
4 T
：
this your watch
S
：
Yes, it is.
5 T
：
this your coat
S
：
No, it isn't.
6 T
：
Number this your dress
S
：
Yes, it is.
7 T
：
this your skirt
S
：
No, it isn't.
8 T
：
Number this your shirt
S
：
Yes, it is.
9 T
：
this your car
S
：
Yes, it is.
10 T
：
Number 10. Is this your house
S
：
No, it isn't.
11 T
：
this your suit
S
：
Yes, it is.
12 T
：
Number this your school
S
：
No, it isn't.
13 T
：
Number this your teacher
S
：
Yes, it is.
14 T
：
Number this your son
S
：
No, it isn't.
15 T
：
Number this your daughter
S
：
Yes, it is.
（
b
）
Group or individual repetition
小组或个人重复

*Non-numerical sequence.
不按图片顺序。

*Ask small groups or individual students to repeat each question followed
by affirmative and negative tag answers. Give cues by nodding or shaking
the head. Drill the new vocabulary thoroughly.
让小组或单个学生重复录音上的

每个问题，并作出肯定和否定的简短回答；点头或摇头来给学生以提示；彻底练习所有

词汇。

Pattern drill
：
Books open
句型训练：
打开书

* Illustrate each exercise first by providing the stimulus and the
response.
首先通过给出提示和答案，来说明每项练习的作法。

*Then, with me instruction
Now you!
, ask individual students to continue
in the same way.
然后，用“
Now you
!
”的指令让学生按同样的方式继续这一练习。

（
a
）
To elicit
引出：
Yes, it is. /No, it isn't
：

*Nod or shake your head to elicit the response you want
：用点头或摇

头来引导出你想要的答复。

T
：
Mr./Mrs./MissLook at number1. Is this your pen
（
Give cue by shaking
head:
教师用摇头提示。）

S
：
No, it isn't. etc.
（
b
）
To elicit
引出：
It is not my(pen). It is your(pen).
* Use actual objects which may be found in the classroom: book, coat,
handbag, pen, pencil, watch.
使用教室里可以找到的实物，如：书、外衣、手提包、

钢笔、铅笔、手表。

T
：
Is this my pen or your pen
S
：
It is not my pen. It is your pen. etc.
（
c
）
To elicit
引出：
It is not your(pen). It is my(pen).
*Conduct the exercise in the way shown in(b) above.
按上面
(b)
的方式

进行这一练习。

（
d
）
To elicit
引出：
It isn't my(pen). It's your(pen).
* Illustrate on the blackboard the relationship between non-elided and
elided forms
：在黑板上演示省略和非省略形式的关系：
is not =isn't; it is =it's
。

* Conduct the exercise by referring to the pictures
：用图片来进行这一

练习。

T
：
Number 1. Is this my pen or your pen
S
：
It isn't my pen. It's your pen. etc.
Teaching Unit 3
Lesson 5
Content and basic aims
内容和基本目标

PATTERNS AND STRUCTURAL WORDS
句型和结构词

VOCABULARY
词汇

Nouns
名词
Adjectives
形容词

Mr. Miss
student
Expressions
表达方式

This is (Sophie).
She is(She's) French.
He is(He's) German.
It's(French).
It's a(French) car.
It's(English).
It's an(English)car.
Good morning.
His/her name is (name's)...
He's/She's a (French) student.
Yes, she is./No, she isn't.
Yes, he is./No, he isn't.
How do you do
What make is it
American Italian
English Swedish
German Chinese
Japanese Korean
General remarks
总体评论

*From now on, get the class to greet you
（
Good morning/afternoon/evening
）

before each lesson begins
．从现在起让全班学生在每次上课前向你表示问候。

*Carry out the procedure suggested below, as outlined in Teaching Unit
1
．按下列原第
1
单元所列的程序进行。

Listening comprehension
听力理解

1 Introduce the story
介绍故事

T
：
Today we'll listen to a story about a new student.
2 Understand the situation
了解情景

Ask the students to interpret the pictures
．要求学生解释图画。

3 Listening objective
听力训练目标

T
：
Listen to the story and see if you can answer this question: Is Chang-woo
Chinese
4 Play the tape or read the dialogue
播放录音或朗读对话。

5 Answer the question
回答问题

After the reading, ask the question
朗读之后：
Is Chang-woo Chinese
Answer
回答：
No
，
he isn't
．
He's Korean
．

6 Intensive reading
精读

Play the tape or read the dialogue again, pausing after every line to
check the students understand
．重放录音或重读对话，每行后稍稍停顿，检查学生

是否理解。

7 Play the tape or read the dialogue again
重放录音或重读对话

Play the tape or read the dialogue right through again. The students
listen only
．从头到尾播放录音或重读对话，学生静听。

8 Repetition
重复

Play the tape or read the dialogue again, pausing after every line,
and ask t he students to repeat
（
a
）
in chorus,
（
b
）
in small groups, and
（
c
）

individually.
重放录音或重读对话，每行后稍稍停顿，让学生集体、小组和单个地重

复。

9 Reading aloud
大声朗读

Ask one or two students to take parts and to read the dialogue aloud.
让一两个学生扮演对话中的角色，大声朗读。

Comprehension
理解

* Ask individual students questions.
向单个学生提问。

1 T
：
Is Sophie a new student
S
：
Yes
，
she is.
2 T
：
Is she German
S
：
No, she isn't.
3 T
：
What nationality is Sophie
S
：
Sophie is French.
4 T
：
Is Hans French
S
：
No, he isn't.
5 T
：
What nationality is Hans
S
：
He is German.
6 T
：
What nationality is Naoko
S
：
She's Japanese. 7 T
：
Is Chang-woo a Japanese student or a Korean
student
S
：
He's a Korean student.
8 T
：
Is Luming a Korean student or a Chinese student
S
：
He is a Chinese student.
9 T
：
She's Chinese. What is her name
S
：
Her name is Xiaohui.
10 T
：
She's Japanese. What is her name
S
：
Her name is Naoko.
Asking questions
提问题

1 T
：
Ask me if Sophie is a new student.
S
：
Is Sophie a new student
T
：
What nationality
S
：
What nationality is Sophie
2 T
：
Ask me if Hans is German.
S
：
Is Hans German
3 T
：
Ask me if Naoko is a Japanese student or a German student.
S
：
Is Naoko a Japanese student or a German student
4 T
：
Ask me if she is a Chinese student.
S
：
Is she a Chinese student
5 T
：
Ask me if Chang-woo is Japanese.
S
：
Is Chang-woo Japanese
T
：
What nationality
S
：
What nationality is he
Lesson 6
Number drill
：
Books shut
数字训练
：合上书

Group or Individual Repetition
小组或个人重复

*Write the numbers 1-15
（
figures only
）
in non-numerical order on the
blackboard.
不按顺序将数字
1
至
15
写在黑板上。

*Say
比如说：
9
，
15，
11
，
6
，
3
，
1
，
12
，
2
，
7
，
14
，
4
，
10
，
13
，
5
．

* Ask small groups or individual students to say aloud any number you
point at
．让小组或单个学生大声说出你所指的数字。

Repetition drill
重复训练

（
a
）
Chorus repetition
齐声重复

To elicit
引出：
It isn't
（
a French
）
car
．

It's
（
a Swedish
）
car
．

* Numerical sequence
．按图片顺序。

* Give the instructions
给指令
Look at Lesson 6. Look and listen
．
Do not
speak
．

*Play the examples on the tape
．播放录音上的例子。（
1
）
Tape: Look at number
8. That's a Volvo.
Is it a Swedish car or a French car
S
：
It isn't a French car. It's a Swedish car.
（
2
）
T
：
Number 9. That's a Peugeot.
Is it a French car or a Swedish car
S
：
It isn't a Swedish car. It's a French car.
（
3
）
T
：
Number 10. That's a Mercedes.
Is It a German car or a Japanese car
S
：
It isn't a Japanese car. It's a German car.
T
：
Now you answer the questions in the same way. Ready
1 As in
（
1
）
above.
2 As in
（
2
）
above.
3 As in
（
3
）
above.
4 T
：
Number11. That's a Toyota.
Is It a Japanese car or a German car
S
：
It isn't a German car. It's a Japanese car.
5 T
：
Number 12. That's a Daewoo.
Is it a British car or a Korean car
S
：
It isn't a British car. It's a Korean car.
6 T
：
Number13. That's a Mini.
Is it an American car or an English car
S
：
It isn't an American car. It's an English car.
7 T
：
Number 14. That's a Ford.
Is it a Swedish car or an American car
S
：
It isn't a Swedish car. It's an American car.
8 T
：
Number 15. That's a Fiat.
Is It an Italian car or an American car
S
：
It isn't an American car. It's an Italian car.
（
b
）
Group or individual repetition
小组或个人重复

* Non-numerical sequence
不按图片顺序

*Ask small groups or individual students to repeat each question followed
by affirmative or negative answers .Give cues by referring to the pictures.
Drill the new vocabulary thoroughly.
让小组或单个学生重复每个问题，并作出肯

定或否定的答复；点头或摇头来给学生以提示；彻底练习新词汇。

T
：
Mr. /Mrs./MissNumber 8
S1
：
Is it a French car
S2
：
No, it isn't.
S1
：
Is it a Swedish car
S2
：
Yes, it is.
Pattern drill
：
Books open
句型训练：
打开书

*Illustrate each exercise first by providing the stimulus and the response.
首先通过给出提示和答案，来说明每项练习的作法。

*Then, with the instruction
Now you!
, ask individual students to continue
in the same way.
然后，用“
Now you!
”的指令让学生按同样的方法继续这一练习。

（
a
）
To elicit
引出：
Yes, it is./No, it isn't.
T
：
Mr./Mrs./Miss Look at number 8. Is it a French car
S
：
No, it isn't.
T
：
Is it a Swedish car
S
：
Yes, it is. etc.
（
b
）
To elicit
引出：
It's
（
Swedish
）
.
T
：
Mr./Mrs./Miss Look at number 8. It's a Volvo. Is it Swedish or French
S
：
It's Swedish. etc.
（
c
）
To elicit
引出：
It's a Swedish/an American car.
*Illustrate on the blackboard the use of a and an using the nationalities
introduced in Lesson 6.
用第
6
课表示国名的单词在黑板上说明英语中不定冠词
a
和

an
的区别。

*Then drill as follows
然后按如下训练：

T
：
Mr./Mrs./Miss Look at number 8. It's a Volvo. Is it a Swedish or
an English car
S
：
It's a Swedish car. etc.
（
d
）
To elicit
引出：
It's a
（
Volvo
）
.
T
：
Mr./Mrs./MissLook at number 8. It's a Swedish car. What make is
it
S
：
It's a Volvo. etc.
（
e
）
To elicit
引出：
Is it a/an car
What make is it
* Get individual students to ask each other questions and provide answers
in the following way:
让单个学生按以下方法相互提问和口答：

T
：
Mrask Miss number 8 Swedish car.
S1
：
Is it a Swedish car
S2
：
Yes,it is.
T
：
make
S1
：
What make is it
Teaching Unit 4
Lesson 7
Content and basic aims
内容和基本目标

PATTERNS AND STRUCTURAL WORDS
句型和结构词

VOCABULARY
词汇

Nouns
名词
Numbers
数字

Are you (French),too
Yes, I am./No, I am(I'm)not.
Yes, I am./No, I am(I'm)not.
I'm a(typist).
I'm an(engineer).
What's your /his/her job
air-hostess milkman
Hairdresser nurse
Engineer nationality
Housewife policeman
Job policewoman
mechanic postman
taxi driver keyboard operator
16-20
General remarks
总体评论

* From now on, get the class to greet you
（
Good morning/afternoon/evening
）

before each lesson begins.
从现在起让全班学生在每次上课前向你表示问候。

*Carry out the procedure suggested below, as outlined in Teaching Unit
1.
按下列原第
1
单元所列的程序进行。

Listening comprehension
听力理解

1 Introduce the story
介绍故事

T
：
Today we'll listen to a story about jobs.
2 Understand the situation
了解情景

Ask the students to interpret the pictures.
要求学生解释图画。

3 Listening objective
听力训练目标

T
：
Listen to the story and see if you can answer this question: What
is Robert's job
4 Play the tape or read the dialogue
播放录音或朗读对话

5 Answer the question
回答问题

After the reading, ask! he question
朗读之后问：
What is Robert's job
Answer
回答：
He is an engineer.
6 Intensive reading
精读

Play the tape or read the dialogue again, pausing after every line to
check the students understand.
重放录音或重读对话，每行后稍稍停顿，检查学生

是否理解。

7 Play the tape or read the dialogue again
重放录音或重读对话

Play the tape or read the dialogue right through again. The students
listen only.
从头至尾播放录音或重读对话，学生静听。

8 Repetition
重复

Play the tape or read the dialogue again, pausing after every line,
and ask the students to repeat (a) in chorus, (b) in small groups, and (c)
individually.
重放录音或重读对话，每行后 稍稍停顿，让学生集体、小组或单个地重

复。

9 Reading aloud
大声朗读

Ask one or two students to take parts and to read the dialogue aloud.
让一两个学生扮演对话中的角色，大声朗读。

Comprehension
理解

* Ask individual students questions. Students give natural answers.
向单个学生提问。学生自然回答。

1 T
：
Is Robert a new student
S
：
Yes, he is.
2 T
：
Is Robert French
S
：
No, he is not.
3 T
：
What nationality is Robert
S
：
He is Italian.
4 T
：
Is Sophie Italian, too
S
：
No, she is not.
5 T
：
What nationality is Sophie
S
：
She is French.
6 T
：
Is Sophie a teacher
S
：
No, she is not.
7 T
：
What's her job
S
：
She is a keyboard operator.
8 T
：
Is Robert a keyboard operator, too
S
：
No, he is not.
9 T
：
What's his job
S
：
He is an engineer.
10 T
：
What's your job
S
：
I'm a student.
Asking questions
提问题

1 T
：
Ask me if Robert is a new student.
S
：
Is Robert a new student
T
：
Yes, he is.
2 T
：
Ask me if Robert is French.
S
：
Is Robert French
T
：
No, he is not.
3 T
：
Ask me if Sophie is a teacher.
S
：
Is Sophie a teacher
T
：
No, she is not.
4 T
：
Ask me if Robert is an engineer.
S
：
Is Robert an engineer
T
：
Yes, he is.
5 T
：
Ask me if Sophie is an engineer, too.
S
：
Is Sophie an engineer, too
T
：
No, she is not. She is a keyboard operator.
Lesson 8
Number drill
：
Books shut
数字训练：
合上书

（
a
）
Chorus Repetition
齐声重复

* Write the numbers 1-20
（
figures only
）
in numerical order on the
blackboard. Ask the class to repeat the numbers after you.
按顺序将数字
1
至
20
写到黑板上；让全班随你重复数字。

（
b
）
Group or Individual Repetition
小组或个人重复

* Write the numbers 10-20 in non-numerical sequence on the blackboard.
不按顺序将数字
10
至
20
写到黑板上。

* Ask groups or individuals to say aloud any number you point at.
Concentrate on the new numbers 16-20.
让小组或单个学生大声说出你所指的数字；

集中练习
16
至
20
这几个新数字。

Repetition drill
重复训练

（
a
）
Chorus repetition
齐声重复

To elicit
引出：（
He
）
isn't
（
a taxi driver
）
.
（
He's a policeman
）
.* Numerical sequence.
按图片顺序。

* Give the instructions
给指令
Look at Lesson 8. Look and listen. Do not
speak.
* Play the examples on the tape.
播放录音上的例子。

（
1
）
T
：
Look at number 11. What's his job
Is he a policeman or a taxi driver
S
：
He isn't a taxi driver. He's a policeman.
（
2
）
T
：
Number 12. What's her job
Is she a policewoman or an air hostess
S
：
She isn't an air hostess. She's a policewoman.
（
3
）
T
：
Number l3. What's his job
Is he a taxi driver or a policeman
S
：
He isn't a policeman. He's a taxi driver.
T
：
Now you answer the questions. Ready
1 As in
（
1
）
above.
2 As in
（
2
）
above.
3 As in
（
3
）
above.
4 T
：
Number 14. What's her job
Is she an air hostess or a policewoman
S
：
She isn't a policewoman. She's an air hostess.
5 T
：
Number 15. What's his job
Is he a postman or a milkman
S
：
He isn't a milkman. He's a postman.
6 T
：
Number 16. What's her job
Is she a nurse or a housewife
S
：
She isn't a housewife. She's a nurse.
7 T
：
Number 17. What's his job
Is he a mechanic or a hairdresser
S
：
He isn't a hairdresser. He's a mechanic.
8 T
：
Number 's his job
Is he a hairdresser or a mechanic
S
：
He isn't a mechanic. He's a hairdresser.
9 T
：
Number 19. What's her job
Is she a housewife or a nurse
S
：
She isn't a nurse. She's a housewife.
10 T
：
Number 's his job
Is he a milkman or a postman
S
：
He isn't a postman. He's a milkman.
（
b
）
Group or individual repetition
小组或个人重复

* Non-numerical sequence.
不按图片顺序。

* Ask small groups or individual students to repeat each question followed
by affirmative or negative answers.
让小组或单个学生重复每个问题，并作出肯定

和否定的答复。

Pattern drill
：
Books open
句型训练：
打开书

* Illustrate each exercise first by providing the stimulus and the
response.
首先通过给出提示和答案，来说明每项练习的作法。

* Then, with the instruction
Now you!
, ask individual students to continue
in the same way.
然后，用“
Now you!
”的指令让学生按同样的方法继续这一练习。

（
a
）
To elicit
引出：
Yes, he is/she is; No
，
he isn't/she isn't.
T
：
Mr./Mrs./MissLook at number 11. Is he a hairdresser
S
：
No, he isn't.
T
：
Is he a policeman
S
：
Yes, he is. etc.
（
b
）
To elicit
引出

：
He/ She isn't a
（
n
）
He's/She's a
（
n
）

T
：
Mr./Mrs./Miss Look at number 11. Is he a hairdresser or a policeman
S
：
He isn't a hairdresser. He's a policeman. etc.
（
c
）
To elicit
引出：
He's a She's a
（
n
）

T
：
Look at number 11. What's his job
S
：
He's a policeman. etc.
（
d
）
To elicit
引出：
Is he/she a
（
n
）
What's his
／
her job
Get individual students to ask each other questions and provide answers
in the following way:
让学生之间相互提问，用以下方式来提供答案：

T
：
Mr
．
ask Miss Number 11 a policeman.
S1
：
Is he a policeman
S2
：
Yes, he is.
T
：
job
S1
：
What's his job
S2
：
He's a policeman. etc.
（
e
）
To elicit
引出：
I'm not
（
a hairdresser
）
. I'm
（
a policeman
）
.
T
：
Are you a hairdresser or a policeman
S
：
I'm not a hairdresser. I'm a policeman.
Teaching Unit 5
Lesson 9
Content and basic aims
内容和基本目标

PATTERNS AND STRUCTURAL WORDS
句型和结构词

VOCABULARY
词汇

Nouns
名词
Expressions
表达方式

man
woman
Adjectives
形容词

How are you (today)
And you
I'm fine/very well.
Thanks.
Nice to see you.
Goodbye.
Numbers
数字

I'm/He's/She's (very) well
hot/tall etc.
Look at that (man).
Busy lazy
Clean old
Dirty tall
Hot thin
21,22
General remarks
总体评论

*From now on, get the class to greet you
（
Good morning / afternoon /evening
）

before each lesson begins.
从现在起让全班学生在每次上课前向你表示问候。

*Carry out the procedure suggested below, as outlined in Teaching Unit
1.
按下列原第
1
单元所列的程序进行。

Listening comprehension
听力理解

1 Introduce the story
介绍故事

T
：
Today we'll listen to a story about greeting.
2 Understand the situation
了解情景

Ask the students to interpret the pictures.
要求学生解释图画。

3 Listening objective
听力训练目标

T
：
Listen to the story and see if you can answer this question: How
is Emma
4 Play the tape or read the dialogue
播放录音或朗读对话

5 Answer the question
回答问题

After the reading, ask the question
朗读之后问：
How is Emma
Answer
回答：
She's very well.
6 Intensive reading
精读

Play the tape or read the dialogue again, pausing after every line to
check the students understand.
重放录音或重读对话，每行后稍稍停顿，检查学生

是否理解。

7 Play the tape or read the dialogue again
重放录音或重读对话

Play the tape or read the dialogue right through again. The students
listen only. This time, the students will understand it without difficulty.
从头至尾播放录音或重读对话，学生静听；这次学生很容易听懂。

8 Repetition
重复

Play the tape or read the dialogue again, pausing after every line,
and ask the student to repeat (a) in chorus, (b) in small groups, and (c)
individually.
重放录音或重读对话，每行后稍稍停顿，让学生集体、小组和单个地重

复。

9 Reading aloud
大声朗读

Ask one or two students to take parts and to read the dialogue aloud.
让一两个学生扮演对话中的角色，大声朗读。

Comprehension
理解

* Ask individual students questions. Students give natural answers.
向单个学生提问。学生自然回答。
1 T
：
What's her name
S
：
Helen
2 T
：
What's his name
S
：
Steven.
3 T
：
How is Helen today
S
：
She's very well.
4 T
：
How is Steven today
S
：
He's fine.
5 T
：
Is Tony well, too
S
：
Yes, he is.
6 T
：
How is Emma
S
：
She's fine, too.
Asking questions
提问题

1 T
：
Ask me if Helen is well today.
S
：
Is Helen well today
T
：
How
S
：
How is Helen today
2 T
：
Ask me if Steven is well today.
S
：
Is Steven well today
T
：
How
S
：
How is Steven today
3 T
：
Ask me if Emma is well today.
S
：
Is Emma well today
T
：
How
S
：
How is Emma today
Lesson 10
Number drill
：

Books shut
数字训练：
合上书

Group or individual repetition
小组或个人重复

* Write the numbers 11-22
（
figures only
）
in numerical order on the
blackboard.
按顺序将数字
11
至
22
写到黑板上。

* Ask groups or individuals to say aloud any number you point at. Note
the introduction of 21 and 22.
让小组或单个学生大声说出你所指的数字；注意介

绍数字
21
和
22
的构成。

Repetition drill
重复训练

（
a
）
Chorus repetition
齐声重复

To elicit
引出：
He's/ She's not
（
thin
）
.
He's/ She's
（
fat
）
.
* Non-numerical sequence.
不按图片顺序。

* Give the instructions
给指令

Look at Lesson 10. Look and listen. Do
not speak.
* Play the examples on the tape.
播放录音上的例子。

（
1
）
T
：
Look at number 11. Is that man fat or thin
S
：
He's not thin. He's fat.
（
2
）
T
：
Number 17. Is Steven hot or cold
S
：
He's not cold. He's hot.
（
3
）
T
：
Number 20. Is that air hostess young or old
S
：
She's not old. She's young.
T
：
Now you answer the questions. Ready
1 As in
（
1
）
above.
2 As in
（
2
）
above.
3 As in
（
3
）
above.
4 T
：
Number 12. Is that woman thin or fat
S
：
She's not fat. She's thin.
5 T
：
Number 18. Is Emma cold or hot
S
：
She's not hot. She's cold.
6 T
：
Number 14. Is that policewoman short or tall
S
：
She's not tall. She's short.
7 T
：
Number 19. Is that milkman old or young
S
：
He's not young. He's old.
8 T
：
Number 15. Is that mechanic dirty or clean
S
：
He's not clean. He's dirty.
9 T
：
Number 13. Is that policeman tall or short
S
：
He's not short. He's tall.
10 T
：
Number 16. Is that nurse clean or dirty
S
：
She's not dirty. She's clean.
（
b
）
Group or individual repetition
小组或个人重复

* Non-numerical sequence.
不按图片顺序。

* Ask small groups or individual students to repeat each question followed
by affirmative or negative answers.
让小组或单个学生重复每个问题，并作肯定

或否定的答复。

Pattern drill
：
Books open
句型训练：
打开书

* Illustrate each exercise first by providing the stimulus and the
response.
首先通过给出提示和答案，来说明每项练习的作法。

* Then, with the instruction
Now you!
, ask individual students to continue
in the same way.
然后，用“
Now you!
”

的指令让学生按同样的方式继续这一练习。

（
a
）
To elicit
引出：
Yes, he/ she is. No, he/she isn't.
T
：
Mr./ Mrs./ Miss Number 11. Look at that man. Is he thin
S
：
No, he isn't.
T
：
Is he fat
S
：
Yes, he is. etc.
（
b
）
To elicit
引出：
Yes, I am. No, I'm not.
Questions of the same type should be addressed to the students
：同样

的问题也应向学生提出：
Are you fat etc.
（
c
）
To elicit
引出：
He's/ She's not
（
fat
）
. He's/ She's
（
thin
）
.
Illustrate on the blackboard the relationship between non- elided and
elided forms
：在黑板上写出非省略形式和省略形式之间的关系：
He is not = He isn't
= He's not.
T
：
Mr./ Mrs./ Miss Look at number 11. Is that man fat or thin
S
：
He's not thin. He's fat. etc.
（
d
）
To elicit
引出：
I'm not
（
fat
）
. I'm
（
thin
）
.
Questions of the type given in (c) above should be addressed to the
students
：
(c)
项中的问题应向学生提出：
Are you fat or thin etc.
（
e
）
To elicit
引出：
He's/ She's very
（
fat
）
.
T
：
Look at number 11. That man is fat.
S
：
He's very fat. etc.
（
f
）
To elicit
引出：
Is he/ she
（
fat
）
Yes, he is./No, he isn't.
Get individual students to ask each other questions and provide answers
in the following way:
让单个学生按以下方法相互提问并回答：

T
：
Mr
．
ask Miss Number 11 fat
S1
：
Look at that man. Is he fat
S2
：
Yes, he is. etc.
About you
有关学生的问题

*Go round the class and ask individual students the same type of questions
as in Pattern Drill.
在教室里来回走动，向学生指出“句型训练”中的同类问题。

T
：（
pointing at one student and addressing another
手指一个学生，向

另一学生提问）：
Is he fat or thin
S
：
He isn't fat. He's thin.
Teaching Unit 6
Lesson 11
Content and basic aims
PATTERNS AND STRUCTURAL WORDS VOCABULARY
Nouns Adjectives Number
blue
white
30
Adverb Verb
Whose(shirt) is this/that
Whose is this/that(shirt)
Is this your/his/her(pen)
It's not my/his/her(pen).
It's(Tim's) /my (father's).
Here you are.
blouse
brother
father
mother
sister
tie
perhaps catch.
General remarks
*Try as far as possible to conduct the lesson in English.
*Note the introduction of apostrophe s for possession. Possessive
pronouns (
mine, yours,
etc.) should not be given.
Listening comprehension
1 Introduce the story
T
：
Today we'll listen to a story about a shirt.
2 Understand the situation
Ask the students to interpret the pictures.
3 Listening objective
T
：
Listen to the story and see if you can answer this question: Whose
shirt is white
4 Play the tape or read the dialogue
5 Answer the question
After the reading, ask the question:
Whose shirt is white
Answer: Tim's (
shirt's white
).
6 Intensive reading
Play the tape or read the dialogue again, pausing after every line to
check the students understand.
7 Play the tape or read the dialogue again
Play the tape or read the dialogue right through again. The students
listen only.
8 Repetition
Play the tape or read the dialogue again, pausing after every line,
and ask the students to repeat (a) in chorus, (b) in small groups, and (c)
individually.
9 Reading aloud
Ask one or two students to take parts and to read the dialogue aloud.
Comprehension
*Ask individual students questions. Students give natural answers.
1 T
：
Is this Dave's shirt
S
：
No, it isn' T
：
Is Dave's shirt white
S
：
No, it isn't.
3 T
：
Is Dave's shirt blue
S
：
Yes, it is.
4 T
：
Whose shirt is white
S
：
Tim's is.
5 T
：
Is this Tim's shirt
S
：
Yes, it is.
6 T
：
Is Tim's shirt white
S
：
Yes, it is.
Asking questions
1 T
：
Ask me if this is Dave's shirt.
S
：
Is this Dave's shirt
T
：
Whose
S
：
Whose shirt is this
2 T
：
Ask me if Dave's shirt is blue.
S
：
Is Dave's shirt blue
T
：
Whose
S
：
Whose shirt is blue
3 T
：
Ask me if Tim's shirt is white.
S
：
IS Tim's shirt white
T
：
What colour
S
：
What colour is Tim's shirt
Lesson 12
Number drill:
Books Shut
（
a
）
Chorus repetition
* Write the numbers 22-31
（
figures only
）
in numerical order on the
blackboard.* Ask the class to repeat the numbers after you.
（
b
）
Group or individual repetition
* Write the numbers 22-31 in non-numerical sequence on the blackboard.*
Ask groups or individuals to say aloud any number you point at.* Drill the
new number:30.
Repetition drill
（
a
）
Chorus repetition
To elicit
：
It isn't
（
Sophie's
）
.
It's
（
Stella's
）
.
* Numerical sequence.
* Give the instructions
Look at Lesson 12. Look and listen. Do not speak.
* Play the examples on the tape.
（
1
）
T
：
Look at number 22. Whose is that handbag
Is it Sophie's
S
：
It isn't Sophie's. It's Stella's.
（
2
）
T
：
Number 23. Whose is that car
Is it Steven's
S
：
It isn't Steven's. It's Paul's.
（
3
）
T
：
Number 24. Whose is that coat
Is it Stella's
S
：
It isn't Stella's. It's Sophie's.
T
：
Now you answer the questions. Ready
1 As in (1) above.
2 As in (2) above.
3 As in (3) above.
4 T
：
Number 25. Whose is that umbrella
Is it Paul's
S
：
It isn't Paul's. It's Steven's.
5 T
：
Number 26. Whose is that pen
Is it your father's
S
：
It isn't my father's.
It's my son's.
6 T
：
Number 27. Whose is that dress
Is it your mother's
S
：
It isn't my mother's.
It's my daughter's.
7 T
：
Number 28. Whose is that suit
Is it your son's
S
：
It isn't my son's.
It's my father's.
8 T
：
Number 29. Whose is that skirt
Is it your daughter's
S
：
It isn't my daughter's.
It's my mother's.
9 T
：
Number 30. Whose is that blouse
Is it your mother's
S
：
It isn't my mother's.
It's my sister's.
10 T
：
Number 31 Whose is that tie
Is it your father's
S
：
It isn't my father's.
It's my brother's.
（
b
）
Group or individual repetition
*Non-numerical sequence.
*Ask small groups or individual students to repeat each question followed
by affirmative or negative answers.
pattern drill:
Books open
*Illustrate each exercise first by providing the stimulus and the
response.
* Then, with the instruction Now you!, ask individual students to continue
in the same way.
（
a
）
To elicit
：
It is
（
It's
）
Stella's /my son's.
T
：
Mr./ Mrs./MissLook at number 22. Whose is that handbag
S
：
It's Stella's. etc.
（
b
）
To elicit
：
It's
（
her daughter's
）
. Pictures 26-31.
T
：
Mr./ Mrs./ MissLook at number 26. Whose is that pen
S
：
It's his son's. etc.
（
c
）
To elicit
：
It's not Stella's / my son's. It's Paul's/ my brother's.
Illustrate on the blackboard the relationship between non-elided and
elided forms
：
It is not =It isn't = It's not.
T
：
Mr./ Mrs./Miss Look at number 22. Is that handbag stella's or
Sophie's
S
：
It's not Sophie's. It's Stella's. etc.
（
d
）
To elicit
：
Is that
（
handbag Sophie's
）
No, it's not. Whose is
it It's
（
Stella's.
）
Get individual students to ask each other questions
and provide answers in the following way
：
T
：
Mr
．
ask MissNumber 22
Sophie's.
S1
：
Is that handbag Sophie's
S2
：
No, it's not.
T
：
Whose
S1
：
Whose is it
S2
：
It's Stella's. etc.
Activities
A Guessing Game
One student goes out of the room and the class selects a familiar object
belonging to one of the students: a book, coat, handbag, pen, pencil, watch,
umbrella, etc. This is placed on the teacher's desk. The student is called
back and has to guess whose it is in a limited number of guesses
（
up to six
）
.
If he succeeds in doing so, he may go out again. The game may be conducted
in the following way:
S1
：
Is this pen Paul's
Class
：
No, it isn't.
S1
：
Is it Sophie's etc.
Teaching Unit 7
Lesson 13
Content and basic aims
PATTERNS AND STRUCTURAL WORDS VOCABULARY
Nouns Adjectives Verbs
come
see
Adverb
black orange
brown red
green smart
grey yellow
lovely
Numbers
What colour is (colour's)
It's (green).
Come and see it.
It's the same colour.
Here it is.
My shirt is (shirt's) white.
carpet
case
dog
hat
20-101
upstairs
General remarks
*Try as far as possible to conduct the lesson in English.
*The pattern introduced with adjectives in Teaching Unit 5 is now repeated
with colours.
Listening comprehension
1 Introduce the story
T
：
Today we'll listen to a story about a hat.
2 Understand the situation
Ask the students to interpret the pictures.
3 Listening objective
T
：
Listen to the story and see if you can answer this question: What
colour is Anna's hat
4 Play the tape or read the dialogue
5 Answer the question
After the reading, ask the question: What colour is Anna's hat
Answer: It's green.
6 Intensive reading
Play the tape or read the dialogue again, pausing after every line to
check the students understand.
7 Play the tape or read the dialogue again
Play the tape or read the dialogue right through again. The students
listen only.
8 Repetition
Play the tape or read the dialogue again, pausing after every line,
and ask the students to repeat (a) in chorus, (b) in small groups, and (c)
individually.
9 Reading aloud
Ask one or two students to take parts and to read the dialogue aloud.
Comprehension
* Ask individual students questions. Students give natural
T
：
Is Anna's dress new
S
：
Yes, it is.
2 T
：
Whose dress is green
S
：
Anna's
（
or Anna's is
）
.
3 T
：
What colour is Anna's hat
S
：
Green
（
or It's green too
）
.
4 T
：
Is Anna's hat new
S
：
Yes, it is.
5 T
：
Is Anna's hat lovely
S
：
Yes, it is.
6 T
：
Is Anna's dress smart
S
：
Yes, it is.
Asking questions
1 T
：
Ask me if Anna's dress is new.
S
：
Is Anna's dress new
T
：
Yes, it is.
2 T
：
Ask me if Anna's dress is nice.
S
：
Is Anna's dress nice
T
：
Yes, it is.
3 T
：
Ask me if Anna's dress is blue.
S
：
Is Anna's dress blue
T
：
What colour
S
：
What colour is Anna's dress
4 T
：
Ask me if Anna's hat's green too.
S
：
Is Anna's hat green, too
T
：
What colour
S
：
What colour is Anna's hat
5 T
：
Ask me if Anna's hat's lovely.
S
：
Is Anna's hat lovely
T
：
Yes, it is.
Lesson 14
Number drill
：

Books shut
（
a
）
Chorus repetition
*Write the following numbers (figures only) in numerical order on the
blackboard:20,30, 40, 50, 60, 70, 80,90,100,101.
* Ask the class to repeat the numbers after you.
（
b
）
Group or individual repetition
* Ask groups or individuals to say aloud any number you point at.
Repetition drill
（
a
）
Chorus repetition
To elicit
：
His /Her (umbrella) isn't (brown). It's(black) .
* Give the instructions
Look at Lesson 14. Look and listen. Do not speak.
*Play the examples on the tape.
（
1
）
T
：
Look at number 20. What colour's Steven's umbrella
Is it brown
S
：
It isn't brown It's black.
（
2
）
T
：
Number 50. What colour's Sophie's coat
Is it white
S
：
It isn't white It's grey.
（
3
）
T
：
Number 90 What colour's the boy's tie
Is it yellow
S
：
It isn't yellow. It's orange.
T
：
Now you answer the questions. Ready
1 As in
（
1
）
above.
2 As in
（
2
）
above.
3 As in
（
3
）
above.
4 T
：
Number 30. What colour's Paul's car
Is it red
S
：
It isn't red. It's blue.
5 T
：
Number 80. What colour's Anna's blouse
Is it orange
S
：
It isn't orange. It's yellow.
6 T
：
Number 40. What colour's Tim's shirt
Is it blue
S
：
It isn't blue. It's white.
7 T
：
Number 100. What colour's Steven's hat
Is it green and red
S
：
It isn't green and red.
It's grey and black.
8 T
：
Number 60. What colour's the woman's case
Is it grey
S
：
It isn't grey.
It's brown.
9 T
：
Number 101. What colour's Helen's dog
Is it grey and black
S
：
It isn't grey and black. Its brown and white.
10 T : Number 70. What colour's Anna's carpet
Is it green
S : It isn't green. It's red.
（
b
）
Group or individual repetition
* Non-numerical sequence.
* Ask small groups or individual students to repeat each question followed
by affirmative or negative answers.
Pattern drill
：

Books open
* Illustrate each exercise first by providing the stimulus and the
response.
* Then, with the instruction Now you!, ask individual students to continue
in the same way.
（
a
）
To elicit
：
Yes, it is. No, it isn't.
T
：
Mr./Mrs./Miss Look at number 20. Is Steven's umbrella white
S
：
No, it isn't.
T
：
Is it black
S
：
Yes, it is. etc.
For Steven's substitute the following in the remaining pictures
：

30: Paul's; 40: Tim's; 50: Sophie's; 60: her; 70: Anna's; 80: Anna's;
90: his; 100: Steven's; 101: Helen's
（
b
）
To elicit
：
It's not (white). It is (black).
T
：
Mr. /Mrs. /Miss Look at number 20. Is Steven's umbrella white or
black
S
：
It's not white. It's black, etc.
（
c
）
To elicit
：
Steven's umbrella is black.
T
：
What colour is Steven's umbrella
S
：
Steven's umbrella is black. etc.
（
d
）
To elicit
：
His/ Her umbrella's black.
Illustrate the relationship between non-elided and elided forms
：（
no
elision possible after -s
）
20: umbrella's; 30: car's; 40: shirt's; 50: coat's;
60: case is; 70: carpet's; 80: blouse is; 90: tie's; 100: hat's; 101: dog's.
T
：
What colour's Steven's umbrella
S
：
His umbrella's black. etc.
（
e
）
To elicit
：
My
（
shirt's white
）
.
Ask questions about classroom objects or the students' possessions
：

book, car, coat, dress, handbag, pen, pencil, shirt, skirt, suit, tie,
umbrella.
T
：
What colour's your shirt
S
：
My shirt's white.
（
f
）
To elicit
：
Is it
（
white
）
No, it isn't. What colour is it It's
（
black
）
.
T
：
Mr. ask Miss Steven's umbrella white.
S1 : Is Steven's umbrella white
S2 : No, it isn't.
T
：
colour.
S1 : What colour is it
Teaching Unit 8
Lesson 15
Content and basic aims
PATTERNS AND STRUCTURAL WORDS VOCABULARY
Are you/your friends (Swedish)
Nouns Adjectives
Yes, we/they are.
No, we/they are not (aren't).
Our/Their (cases) are (brown).
Are these your
Here they are.
Customs officer
friend
tourist
passport
Danish
Norwegian
General remarks
* Try as far as possible to conduct the lesson in English.
* Patterns involving the use of the plural are introduced for the first
time.
Listening comprehension
1 Introduce the story
T
：
Today we'll listen to a story about four tourists.
2 Understand the situation
Ask the students to interpret the pictures.
3 Listening objective
T
：
Listen to the story and see if you can answer this question: Is there
a problem with the Customs Officer
4 Play the tape or read the dialogue
5 Answer the question
After the reading, ask the question:
Is there a problem with the Customs
officer
Answer:
No, everything's fine.
6 Intensive reading
Play the tape or read the dialogue again, pausing after every line to
check the students understand.
7 Play the tape or read the dialogue again
Play the tape or read the dialogue right through again. The students
listen only.
8 Repetition
Play the tape or read the dialogue again, pausing after every line,
and ask the students to repeat (a) in chorus, (b) in small groups, and (c)
individually.
9 Reading aloud
Ask one or two students to take parts and to read the dialogue aloud.
Comprehension
* Ask individual students questions. Students give natural answers.
1 T
：
Are the girls Swedish
S
：
No, they are not.
2 T
：
Are they Danish
S
：
Yes, they are.
3 T
：
Are their friends Danish, too
S
：
No, they are not.
4 T
：
Are they Swedish or Norwegian
S
：
They are Norwegian.
5 T
：
Are the girds' cases green
S
：
No, they are not.
6 T
：
What colour are their cases
S
：
Brown
7 T
：
Are the girls tourists
S
：
Yes, they are.
8 T
：
Are their friends tourists , too
S
：
Yes, they are.
9 T
：
What nationality are the girls
S
：
They are Danish.
10 T
：
What nationality are their friends
S
：
They are Norwegian.
Asking questions
1 T
：
Ask me if the girls are Swedish.
S
：
Are the girls Swedish
T
：
What nationality
S
：
What nationality are the girls
2 T
：
Ask me if their friends are Danish:
S
：
Are their friends Danish
T
：
What nationality
S
：
What nationality are their friends
3 T
：
Ask me if their cases are brown.
S
：
Are their cases brown
T
：
What colour
S
：
What colour are their cases
4 T
：
Ask me if their cases are brown.
S
：
Are their cases brown
T
：
Whose
S
：
Whose cases are brown
Lesson 16
Number drill
：

Books shut
（
a
）
Chorus repetition
* Write the following numbers
（
figures only
）
in numerical order on
the blackboard: 20, 30, 40, 50, 60, 70, 80, 90, 100, 101, 102, 103, 104,
105, 106, 107, 108, 109, 110.
* Ask the class to repeat the numbers after you. Stress the use of *'
‘
and
’
after 100. .
‘
A hundred and one.
’

（
b
）
Group or individual repetition
* Ask groups or individuals to say aloud any number you point at.
Repetition drill
（
a
）
Chorus repetition
To elicit
：
Our
（
books
）
are not blue. They are
（
red
）
.
* Non-numerical sequence.
* Give the instructions
Look at Lesson 16. Look and listen. Do not speak.
* Play the examples on the tape.
（
1
）
T
：
Look at number 90. What colour are your tickets
Are they white
S
：
Our tickets are not white. They are yellow.
（
2
）
T
：
Number 107. What colour are your pens
Are they red
S
：
Our pens are not red. They are blue.
（
3
）
T
：
Number 102. What colour are your passports
Are they blue
S
：
Our passports are not blue. They are green.
T
：
Now you answer the questions. Ready
1 As in
（
1
）
above.
2 As in
（
2
）
above.
3 As in
（
3
）
above.
4 T
：
Number 104. What colour are your handbags
Are they grey
S
：
Our handbags are not grey. They are white.
5 T
：
Number 110
．
What colour are your blouses
Are they orange
S
：
Our blouses are not orange. They are yellow.
6 T
：
Number colour are your coats
Are they black
S
：
Our coats are not black. They are grey.
7 T
：
Number colour are your dresses
Are they brown
S
：
Our dresses are not brown. They are green.
8 T
：
Number 70. What colour are your shirts
Are they blue
S
：
Our shirts are not blue. They are white.
T
：
Number 101. What colour are your hats
Are they green and red
S
：
Our hats are not green and red. They are black and grey.
10 T
：
Number 105. What colour are your ties
Are they red
S
：
Our ties are not red. They are orange.
（
b
）
Group or individual repetition
* Non-numerical sequence.
* Ask small groups or individual students to repeat each question followed