新概念英語(yǔ)第一冊(cè)教師用書(shū)

本教材使用說(shuō)明教師按語(yǔ)伴隨每個(gè)教學(xué)單元的按語(yǔ)應(yīng)該被視為建議。如果愿意，教師可以偏離所規(guī)定的教學(xué)計(jì)劃，或是省略他認(rèn)為不符合他教學(xué)目標(biāo)的練習(xí)。然而，寫(xiě)上按語(yǔ)的目的是幫助教師組織訓(xùn)練所介紹的句型。在可能的情況下，每課書(shū)的練習(xí)均按難易程度分級(jí)。這就意味著，如果時(shí)間不夠，最后的練習(xí)可以刪去，而不至于嚴(yán)重影響學(xué)生的學(xué)習(xí)進(jìn)程。每個(gè)教學(xué)單元包含兩小時(shí)的內(nèi)容。如果教師僅有45分鐘用于每個(gè)單元的前半部分或后半部分，那么他就要根據(jù)他所能使用的時(shí)間來(lái)重新編排這些練習(xí)。每個(gè)教師上課時(shí)都會(huì)使用的那些指令和評(píng)語(yǔ)一一如“請(qǐng)聽(tīng)”、“坐下”、“再說(shuō)一遍”、“一起來(lái)”等等一一應(yīng)該用英語(yǔ)來(lái)說(shuō)。在初級(jí)階段，這些短語(yǔ)的含義可用手勢(shì)和模仿動(dòng)作來(lái)表述。這些短語(yǔ)必須被看成與課文無(wú)關(guān)，除非它們正式在課文中出現(xiàn)。按照本教材的目的，只有當(dāng)學(xué)生學(xué)會(huì)使用某個(gè)句型他才算是熟悉了這一句型。這就是為什么課堂教學(xué)中常用的指令并沒(méi)有列入教師用書(shū)課文之前的句型和詞匯表內(nèi)。按語(yǔ)分列在不同的標(biāo)題之下?，F(xiàn)在我們來(lái)介紹其中的每一項(xiàng)。內(nèi)容和基本目標(biāo)一一總體評(píng)論這兩個(gè)標(biāo)題下的內(nèi)容簡(jiǎn)要地歸納了課文所教的句型和語(yǔ)項(xiàng)。歸納完全是為教師準(zhǔn)備的。聽(tīng)力理解詳盡的指令在課程之初便作了交代，但隨著教師慢慢適應(yīng)這一程序，指令便逐漸簡(jiǎn)化。我們推薦介紹課文的9個(gè)步驟，用以訓(xùn)練學(xué)生聽(tīng)懂英語(yǔ)口語(yǔ)的能力。這9個(gè)步驟如下：1介紹故事2了解情景3聽(tīng)力訓(xùn)練目標(biāo)4播放錄音或朗讀課文5回答問(wèn)題6精讀7再次播放錄音或朗讀課文8重復(fù)9大聲朗讀每一個(gè)步驟都必須簡(jiǎn)潔。讓我們來(lái)看一下如何在實(shí)踐中運(yùn)用這9個(gè)步驟：1介紹故事教師用幾句話介紹課文，使學(xué)生能清楚了解所發(fā)生的事情，而不需要去猜測(cè)。開(kāi)始可以用少量的中文，但教師必須盡早開(kāi)始用英語(yǔ)。例如：Todaywe,lllistentoastoryaboutahandbag.（今天，我們要聽(tīng)一個(gè)有關(guān)手提包的故事。）2了解情景要求學(xué)生看插圖，以便檢查學(xué)生是否了解課文中所發(fā)生的事情。在最初階段可以給少量的中文作為提示，但教師必須盡早開(kāi)始使用英語(yǔ)。例如：Lookatthepicturesandtellmewhatishappeninghere.（看圖，然后告訴我這里發(fā)生了什么事情。）（你可以再加上1至2個(gè)問(wèn)題作為提示。）3聽(tīng)力訓(xùn)練目標(biāo)通過(guò)給學(xué)生提個(gè)問(wèn)題，讓他們尋找答案的方式，教師為學(xué)生確立一個(gè)“聽(tīng)力訓(xùn)練目標(biāo)”。這就意味著學(xué)生會(huì)積極地而不是消極地去聽(tīng)課文尋音。例如：Listentothestory,thentellme：Whosehandbagisit?（聽(tīng)故事，然后告訴我：這是誰(shuí)的手提包？）4放錄音或朗讀課文教師播放錄音或朗讀課文，在不停頓的情況下讓學(xué)生靜聽(tīng)一遍課文。5回答問(wèn)題現(xiàn)在教師再一次問(wèn)第3步驟中的問(wèn)題，讓學(xué)生試看回答：Nowyou,veheardthestory，whosehandbagisit?（你現(xiàn)在聽(tīng)了這個(gè)故事，這是誰(shuí)的手提包？）訓(xùn)練學(xué)生不要集體回答，如果他們認(rèn)為自己知道答案，就讓他們舉手。問(wèn)一個(gè)學(xué)生，然后問(wèn)其他的人：“你們中有多少人同意他/她的回答？”“如果你們同意請(qǐng)舉起手來(lái)。”“［對(duì)另一個(gè)學(xué)生］如果你不同意，那么你認(rèn)為答案是什么？”“你們中有多少人同意他/她的回答？”“同意的請(qǐng)舉起手來(lái)?！边@樣就能讓學(xué)生不斷地猜測(cè)，而且把全班學(xué)生都調(diào)動(dòng)起來(lái)。從一開(kāi)始就要訓(xùn)練學(xué)生不做“任何準(zhǔn)備”地去聽(tīng)，也不通過(guò)“翻譯”。很快，他們就會(huì)適應(yīng)英語(yǔ)的語(yǔ)音，并理解他們所聽(tīng)到的內(nèi)容。6精讀現(xiàn)在教師重放錄音或重讀課文，每行后稍稍停頓，檢查學(xué)生是否理解。這是課堂教學(xué)中非常重要的一個(gè)環(huán)節(jié)，因?yàn)閷W(xué)生必須全力通過(guò)圖片去理解課文。如果學(xué)生不能通過(guò)圖片來(lái)理解部分課文的內(nèi)容一一這種情況總會(huì)發(fā)生的一一教師必須用手勢(shì)和模擬動(dòng)作來(lái)進(jìn)行解釋。如果仍不能表述那一含義，教師就應(yīng)該請(qǐng)班上學(xué)得最好的學(xué)生給出一個(gè)單詞或詞組的譯文，以照顧尚未理解詞義的學(xué)生。把翻譯看成最后一種手段。在開(kāi)始階段，傳達(dá)意思是很困難的一個(gè)環(huán)節(jié)，但隨著課程的進(jìn)展，困難就會(huì)越來(lái)越小。7再次播放錄音或朗讀課文不停頓地再次從頭播放錄音或課文。經(jīng)過(guò)以上6個(gè)步驟的精心講解，這次學(xué)生應(yīng)毫無(wú)困難便可聽(tīng)懂。8重復(fù)再次播放錄音或朗讀課文，每行后停頓一下，讓學(xué)生全體、小組（如教室里每一行）和單個(gè)地重復(fù)。當(dāng)全體和小組重復(fù)時(shí)，要求學(xué)生在看到你的明確信號(hào)后一起開(kāi)始。你可用點(diǎn)頭或以手中的鉛筆來(lái)做信號(hào)，想像你自己在指揮一個(gè)交響樂(lè)團(tuán)。課文中的斷句標(biāo)志著不同的“閱讀單元”，它們的長(zhǎng)度與學(xué)生視線的寬度是一致的。9大聲朗讀讓一兩個(gè)學(xué)生扮演對(duì)話中的角色，大聲朗讀。從中你可以了解到不同學(xué)生是否能夠準(zhǔn)確地讀出他們聽(tīng)到的英語(yǔ)。這個(gè)介紹課文的過(guò)程不應(yīng)超過(guò)25分鐘。隨著學(xué)生能力的提高，教師可以根據(jù)需要簡(jiǎn)化其中的步驟，這樣就可以有更多的時(shí)間用于其后的練習(xí)。在家中自學(xué)的學(xué)生應(yīng)盡可能多聽(tīng)課文錄音，使自己完全熟悉課文。如果愿意，甚至可以把課文背出來(lái)。理解這個(gè)階段包含兩個(gè)練習(xí)：1學(xué)生回答問(wèn)題；2學(xué)生提問(wèn)題。1學(xué)生回答問(wèn)題按照以上9個(gè)步驟介紹課文后，教師在班上向?qū)W生單獨(dú)提問(wèn)題。如果一個(gè)學(xué)生沒(méi)能回答出來(lái)，很快轉(zhuǎn)向另一個(gè)學(xué)生，因此，這部分練習(xí)要很注意節(jié)奏。教師提的問(wèn)題和相應(yīng)的答案都包括在教師用書(shū)中。當(dāng)然，如果你愿意，可以提一些額外的問(wèn)題。問(wèn)題分成兩類(lèi)：a一般疑問(wèn)句一般來(lái)說(shuō)，僅用Yes（是）或No（不）來(lái)回答一個(gè)問(wèn)題是不禮貌的。要訓(xùn)練學(xué)生注意聽(tīng)一般疑問(wèn)句的第一個(gè)單詞，在回答時(shí)用同樣的詞。教師：IsAnna,sdressnew？（安娜的連衣裙是新的嗎？）（問(wèn)題中的第一個(gè)詞是Is）學(xué)生：Yes,itis.（是，它是新的。）（is是答案的一部分）教師：IsAnna'sdressblue?（安娜的連衣裙是藍(lán)色的嗎？）學(xué)生：No，itisn't（不，它不是。）b特殊疑問(wèn)句（以Wh-開(kāi)頭和以How開(kāi)頭的疑問(wèn)句）訓(xùn)練學(xué)生回答以When，Where，Which，How等詞開(kāi)頭的疑問(wèn)句（當(dāng)然，在這本教材中要花一些時(shí)間才能逐漸達(dá)到這個(gè)目標(biāo)）。學(xué)生可以用完整的句子回答，也可以用簡(jiǎn)短的、較自然的回答方式。教師：Whosedressisnew？（誰(shuí)的連衣裙是新的？）學(xué)生：Anna'sdressisnew.或Anna's.（安娜的連衣裙是新的?；蚝?jiǎn)短回答：安娜的。）就這樣，經(jīng)過(guò)一段時(shí)間的訓(xùn)練，學(xué)生會(huì)把When和時(shí)間、Where和地點(diǎn)、Why和原因、Who和身份、Whose和所有權(quán)、Which和選擇、What和選擇、身份或活動(dòng)、How和方式聯(lián)系起來(lái)。2學(xué)生提問(wèn)題為了防止類(lèi)似Wherehewent的錯(cuò)誤問(wèn)題，需要訓(xùn)練學(xué)生同時(shí)問(wèn)兩個(gè)問(wèn)題。第1個(gè)是一般疑問(wèn)句，第2個(gè)是特殊疑問(wèn)句。例如：教師：AskmeifSallyisinthegarden.（問(wèn)我薩莉是否在花園里。）學(xué)生：IsSallyinthegarden?（薩莉是不是在花園里？）教師：Where…？（……在哪里？）學(xué)生：WhereisSally？（薩莉在哪里？）（而不是WhereSallyis？或WhereSally？）當(dāng)然，在這本教材中要經(jīng)過(guò)一段時(shí)間問(wèn)題才能發(fā)展到這個(gè)形式。所有的這類(lèi)問(wèn)題都包括在教師用書(shū)中。如果教師愿意，可以增加一些問(wèn)題?；顒?dòng)在每個(gè)教學(xué)單元第1部分的結(jié)尾處，有一些關(guān)于課堂活動(dòng)的建議。如果沒(méi)有足夠的時(shí)間，它們可以全部省略。應(yīng)該盡一切可能不時(shí)地介紹一些課堂活動(dòng)，因?yàn)樗鼈儠?huì)活躍課堂氣氛，為語(yǔ)言教學(xué)增添樂(lè)趣。所建議的課堂活動(dòng)有兩種形式。游戲一系列關(guān)于游戲的建議可以幫助學(xué)生操練某些句型。講故事可以要求學(xué)生僅僅依靠插圖來(lái)重新組合對(duì)話。成年學(xué)生在課堂上“表演”對(duì)話通常會(huì)感到不自然，講故事活動(dòng)是一個(gè)很好的折衷辦法。這也是非常有用的鍛煉記憶力的方式，同時(shí)為講話打下基礎(chǔ)。附加練習(xí)在學(xué)生用書(shū)中，每個(gè)教學(xué)單元的后半部分（所有雙數(shù)課文）都有一些標(biāo)了數(shù)字的插圖，有些還有單詞和句子。正如前面所指出的，在可能的情況下，一個(gè)單詞要在口語(yǔ)中出現(xiàn)后才正式在文字中出現(xiàn)。這就是為什么這些雙數(shù)課文常常僅有插圖。在這些插圖的幫助下，學(xué)生可以練習(xí)某些句型（句型既有漸進(jìn)型的又有靜態(tài)型的，取決于課文）。附加練習(xí)往往從一個(gè)簡(jiǎn)短的練習(xí)開(kāi)始，這個(gè)練習(xí)僅僅針對(duì)一個(gè)特殊的問(wèn)題，如數(shù)字的用法、日期、時(shí)間、字母的使用、拼寫(xiě)難點(diǎn)等等。這類(lèi)難點(diǎn)要在很長(zhǎng)的一段時(shí)間里反復(fù)練習(xí)，不可能在一兩課中解決。在此練習(xí)之后，學(xué)生繼續(xù)進(jìn)行重復(fù)訓(xùn)練和句型訓(xùn)練。重復(fù)訓(xùn)練學(xué)生進(jìn)行重復(fù)訓(xùn)練。他們可以利用錄音機(jī)和錄音磁帶在課堂上進(jìn)行這種訓(xùn)練，如果是自學(xué)，也可以在家里進(jìn)行。但也可采用另一種方式，即由教師“現(xiàn)場(chǎng)”口頭指導(dǎo)，利用書(shū)中的錄音材料進(jìn)行訓(xùn)練。句型訓(xùn)練這種句型訓(xùn)練是雙數(shù)課文的主體。在這些訓(xùn)練中，教師試著引導(dǎo)班上的學(xué)生練習(xí)一系列不同的句型。學(xué)生可以全班、小組或個(gè)人進(jìn)行回答，形式可以由教師來(lái)決定。每次給學(xué)生介紹一個(gè)新的句型練習(xí)時(shí)，教師應(yīng)該說(shuō)明所需要的回答形式，可以用口頭說(shuō)明或?qū)⒒卮饘?xiě)到黑板上。不需要從語(yǔ)法上進(jìn)行解釋。每一個(gè)新句型都應(yīng)該作為口頭表述的形式來(lái)介紹。但介紹新句型的方法則由教師自己決定。在進(jìn)行句型操練時(shí)，教師提供誘導(dǎo)，學(xué)生看著自己的書(shū)作出回答。例如引導(dǎo)有關(guān)現(xiàn)在完成時(shí)用法的句子可以這樣進(jìn)行：教師：Lookatthefirstpicture.Whathasshejustdone？（請(qǐng)看第1幅畫(huà)。她剛剛做完了什么？）學(xué)生：Shehasjustairedtheroom.（［看插圖］她剛剛給房間通了通風(fēng)。）教師：Lookatthesecondpicture.Whathavetheyjustdone?（請(qǐng)看第2幅畫(huà)。他們剛剛做完了什么？）學(xué)生：Theyhavejustcleanedtheirshoes.（［看插圖］他們剛剛擦了鞋。）在部分練習(xí)中，沒(méi)有要求學(xué)生去查看插圖，只讓學(xué)生使用“提示詞”。所用的提示詞都列在教師用書(shū)中，而且是從學(xué)生所熟悉的詞匯中選出來(lái)的。下面是這種練習(xí)的一個(gè)例子。弓I導(dǎo)使用verymuch和veryany的句子：Ican,tbuyverymuch/many.（我不能買(mǎi)很多。）教師：Whataboutpencils?（那么鉛筆呢？）學(xué)生：Ican,tbuyverymany.（我不能買(mǎi)很多枝。）教師：Whataboutcoffee？（那么咖啡呢？）學(xué)生：Ican'tbuyverymuch.（我不能買(mǎi)許多。）以下是可用在問(wèn)題Whatabout？中的提示詞：面包、奶酪、肥皂、牛排、餅干、雞蛋、蔬菜、水果、鮮花、蛋糕、紙張、墨水、膠水、衣服、阿斯匹林、藥品、果醬、蜂蜜、信封、雜志、葡萄酒、牛奶。句型訓(xùn)練之后是書(shū)面練習(xí)。書(shū)面練習(xí)書(shū)面練習(xí)有兩種形式：結(jié)構(gòu)練習(xí)和聽(tīng)寫(xiě)。結(jié)構(gòu)練習(xí)在最初的幾個(gè)教學(xué)單元中，學(xué)生在開(kāi)始正式的書(shū)面練習(xí)前應(yīng)先抄書(shū)。在學(xué)生用書(shū)中印有要求使用的手寫(xiě)體格式和所要求的回答形式。應(yīng)該注意到，在開(kāi)始階段，雖然書(shū)面練習(xí)的指令很簡(jiǎn)單，但所用的語(yǔ)匯是學(xué)生所不熟悉的，需要解釋。這些練習(xí)的目的不是學(xué)習(xí)新的句型，而是去重復(fù)和鞏固已經(jīng)口頭學(xué)會(huì)的內(nèi)容。它們必須置于口頭訓(xùn)練之后，而且可以作為家庭作業(yè)。學(xué)生不應(yīng)僅填幾個(gè)空，而應(yīng)抄寫(xiě)整個(gè)練習(xí)。聽(tīng)寫(xiě)聽(tīng)寫(xiě)練習(xí)在第17教學(xué)單元之后才開(kāi)始，聽(tīng)寫(xiě)的內(nèi)容均是課文中見(jiàn)過(guò)的語(yǔ)言。教師用來(lái)聽(tīng)寫(xiě)的總是前一個(gè)教學(xué)單元筆頭練習(xí)的答案。附加練習(xí)部分有將近1小時(shí)的素材。由于練習(xí)是按難易程度編排的，因此，如果時(shí)間不夠，可以省略最后幾項(xiàng)。測(cè)試在全書(shū)的中部有一個(gè)測(cè)驗(yàn)，教師可以用這套試題來(lái)評(píng)估學(xué)生的學(xué)習(xí)成果。課外作業(yè)錄音磁帶除了布置書(shū)面作業(yè)外，必須鼓勵(lì)有配套錄音磁帶的學(xué)生在家里多次播放新學(xué)對(duì)話的錄音。如有可能，應(yīng)要求他們背誦對(duì)話。同時(shí)也應(yīng)建議學(xué)生跟隨錄音帶上的練習(xí)進(jìn)行訓(xùn)練。全書(shū)的72篇課文組成了一個(gè)循序漸進(jìn)、按語(yǔ)言結(jié)構(gòu)難度分級(jí)的基礎(chǔ)英語(yǔ)概論。課文短小精悍，便于記憶，可以使零起點(diǎn)的學(xué)生在使用語(yǔ)言過(guò)程中逐漸增強(qiáng)信心，提高能力。繼續(xù)深造這本教材是完全獨(dú)立的，足夠1年使用。在課程結(jié)束后，學(xué)生應(yīng)能較好地掌握英語(yǔ)口語(yǔ)。凡打算繼續(xù)深造的學(xué)生，可以接著學(xué)習(xí)以下各冊(cè)。教材各冊(cè)之間的內(nèi)容相互“重疊”，學(xué)生繼續(xù)學(xué)習(xí)不會(huì)感到困難。PracticeandProgress《實(shí)踐與進(jìn)步》：中級(jí)以下水平綜合教材DevelopingSkills《培養(yǎng)技能》：中級(jí)水平綜合教材FluencyinEnglish《流利英語(yǔ)》：高級(jí)水平綜合教材在這幾本書(shū)中，學(xué)生將繼續(xù)他們?cè)谶@本教材中開(kāi)始的口語(yǔ)訓(xùn)練，并系統(tǒng)地接受英語(yǔ)寫(xiě)作的訓(xùn)練。AboutthiscourseFromtheorytopractice:basicaimsThiscourseattemptstoputintopracticeallthetheoriesaboutlanguagelearningoutlinedabove.Briefly,theaimsmaybestatedasfollows:1Toprovideacourseforthesecondaryschooloradultbeginner.Nopreviousknowledgeisassumed.Thereissufficientmaterialforoneyear'sworkwhichwillcompletelymeettherequirementsofthepre-elementaryandelementarylevels.Itisassumedthatthestudentwillbeabletoworkatthecourseforacompleteacademicyearofaboutthirty-sixweeks.Itisalsoassumedthatthestudentwillreceiveaboutfourhours,instructioneachweek:i.e.fourone-hourlessonsonfourseparateoccasions,ortwo’doubleperiods,eachconsistingoftwohoursorninetyminutes.Thestudentwillreceivemostofhistrainingintheclassroomandwillberequiredtodoalittleextraworkinhisowntime.To,trainthestudentinallfourskills:understanding,speaking,readingandwriting—inthatorder.Theexercisesinthiscoursearelargelyaural/oral.Full-scaletraininginthewrittenlanguageshouldonlybeundertakenwhenthiscoursehasbeencompleted.Itmustbeclearlyunderstoodthatthiscoursehasbeendesignedentirelytomeettheneedsoftheteacherworkingintheclassroom,notofthestudentworkingonhisown.Toprovidethestudentwithabookwhichwillenablehim,withtheaidofateacher,tousethelanguage.Toprovidetheteacherwithwellco-ordinatedandgradedmaterialwhichwillenablehimtoconducteachlessonwithaminimumofpreparation.Takentogether,thestudents,bookandtheteacher'sbookformacompletecourse:itisnotpossibletouseonewithouttheother.Toprovidetheteacherandstudentwithrecordedmaterialwhichcanbeusedintheclassroomandathome.Itmustbeemphasized,however,thatthisisinnowayafull-scaleself-studycourse.Itisessentiallyaclassroomcourse,withtapedmaterialthatcanalsobeusedathome.Therecordeddrillssupplementdrillsdoneintheclassroom.ThecomponentsofthecourseThecourseconsistsofthefollowing:,TheStudents,Book.TheTeacher,sBook.,Asetofcassettes,onwhichthemulti-purposetextshavebeenrecorded.Anothersetofcassettes,onwhich'Repetitiondrill,intheTeacher'sBookhasbeenrecorded.AdescriptionofthecourseInthiscourse,twolessons,eachofaboutanhour,sduration,areconsideredasoneteachingunit.Thestudentwillspendaboutanhouroneachlessonandwillcompletetwoteachingunitseachweek.Thereareseventy-twoteachingunitsinall,thatis,sufficientmaterialforthirty-sixweek,swork.TheStudents,BookThefirstpartofeachteachingunitconsistsofastructurallycontrolledsituationaldialogueornarrativepieceinwhichthenewlinguisticfeaturesintroducedinthelessonarecontextualized.Thepassagewillbeusedfortraininginunderstandingandspeaking,reading,andpractisingprogressivepatterns.Thesecondpartofeachteachingunitusuallyconsistsofsetsofnumberedillustrationswhichwillbeusedforunderstandingandspeakingpractice.Wherepossible,newvocabularyitemsarenotpresentedinprintuntilthestudenthasmasteredthemorally.Thenewlinguisticfeaturesintroducedinthecontextualizedpassageareisolatedanddrilledintensively.Thisoralworkisfollowedbyaveryshortwrittenexercisewhichseekstoconsolidateskillswhichhavealreadybeenacquired.TheTeacher,sBookInthefirstpartofeachteachingunit,theteacherisprovidedwiththefollowinginformation:Contentandbasicaims:Alistofpatterns,structuralwordsandcontentwordswhichthestudentwillactuallyuse.Generalremarks:Asummaryofthemaingrammaticalitemsthatareintroducedintheunit.Listeningcomprehension:Theninestepsforpresentingthetext,sostudentswillbetrainedtounderstandspokenEnglish.Comprehension:Constantpracticeinansweringandaskingquestionsbasedonthetext.Patterndrill:Abriefdrillonaparticulardifficultyisgivenoccasionally,orthegroundispreparedfortheexerciseswhicharetofollowinthesecondpartoftheteachingunit.Activities:Materialisprovidedoccasionallyforparticularactivities,suchastellingthestory,gamesorsomekindofclassroomactivity.Inthesecondpartoftheteachingunit,theteacherisprovidedwithmaterialtopractisethenewpatterns.Theseexercisesgenerallytaketwoforms:RepetitiondrillandPatterndrill.PiecesfordictationarerecommendedfromTeachingUnit17onwards.ThetapesTwosetsoftapesaccompanythecourseforuseintheclassroomandforhomestudy.Asetofcassettes,onwhichthesituationaldialogueornarrativepieceinthefirstpartofeachteachingunitisrecordedatlessthannormalspeed(100wordsperminute).Thesecassettesareintendedforuseintheclassroomwhentheteacherisworkingthroughtheninestepswhenpresentingeachtext.However,studentsstudyingathomemayalsomakeuseofthesecassettestoimprovetheirlisteningcomprehension.Anothersetofcassettes,onwhichthe'Repetitiondrill,inthesecondpartofeachteachingunitisrecordedforuseintheclassroomorathome.Thereare72drillsinall.Thesecassettesareintendedforteacherstouseintheclassroomandforstudentswhodecidetodothedrillsontheirownwiththeaidofacassette-playerathome.Thedrillsconsistofthreephrases:stimulus/studentresponse/correctresponse.Thedrillsarebasedentirelyonthemaingrammaticalitemintroducedineachlesson.ThetapescriptofthedrillsisincludedinthesecondpartofeachteachingunitintheTeacher,sBook.關(guān)于本教材的說(shuō)明從理論到實(shí)踐：基本目的這本教材試圖將上面簡(jiǎn)述的關(guān)于語(yǔ)言學(xué)習(xí)的理論付諸實(shí)踐?，F(xiàn)將目的簡(jiǎn)述如下：1為中學(xué)生和成年初學(xué)者提供一本教材。假定學(xué)生沒(méi)有學(xué)過(guò)英語(yǔ)。這本教材的內(nèi)容足夠1年使用，可以使學(xué)生達(dá)到初級(jí)以下和初級(jí)的水平。假定學(xué)生1學(xué)年上課36周，可在1學(xué)年內(nèi)結(jié)束這本教材。這就是說(shuō)，學(xué)生每周上課約4個(gè)課時(shí)，即互不相連的4個(gè)課時(shí)，每課時(shí)為1小時(shí)，或兩個(gè)“雙課時(shí)”，每個(gè)雙課時(shí)為2小時(shí)或90分鐘。學(xué)生主要在課上接受訓(xùn)練，在課下僅做一點(diǎn)額外的作業(yè)。2全面訓(xùn)練學(xué)生的4項(xiàng)技能：理解、口語(yǔ)、閱讀、寫(xiě)作一一按此順序進(jìn)行訓(xùn)練。本書(shū)的練習(xí)大多數(shù)是聽(tīng)說(shuō)方面的，筆語(yǔ)方面的全面訓(xùn)練要到本書(shū)學(xué)完后才開(kāi)始。應(yīng)該明確，這本書(shū)是為滿足教師課堂教學(xué)的需要而設(shè)計(jì)的，而不是為自學(xué)的學(xué)生設(shè)計(jì)的。3為學(xué)生提供一本令他能夠在教師的幫助下自己使用語(yǔ)言的教材。4為教師提供配合得當(dāng)、循序漸進(jìn)的教材，使他們?cè)谏险n前只需做極少的準(zhǔn)備。教師用書(shū)和學(xué)生用書(shū)組成一個(gè)完整的教程，兩者不可缺一。5為教師和學(xué)生提供可在課堂和家里使用的錄音材料。然而，必須強(qiáng)調(diào)的是，這不是一本全面供自學(xué)者使用的教程。從根本上來(lái)說(shuō)，這是一本供課堂使用的教材，但它的錄音材料也可以在家里使用。錄音練習(xí)對(duì)課堂練習(xí)是一個(gè)補(bǔ)充。教材內(nèi)容這本教材由以下各部分組成：?學(xué)生用書(shū)?教師用書(shū)?一組錄有多功能課文的盒式磁帶?一組錄有教師用書(shū)中的“重復(fù)訓(xùn)練”的盒式磁帶教材介紹在這本教材中，每?jī)烧n課文一一每課大約為1課時(shí)一一被看成1個(gè)教學(xué)單元。學(xué)生學(xué)每課書(shū)大概用1小時(shí)，每周學(xué)完兩個(gè)教學(xué)單元。全書(shū)共有72個(gè)教學(xué)單元，因此足夠36周使用。學(xué)生用書(shū)每個(gè)教學(xué)單元的前半部分有一篇按句型結(jié)構(gòu)編排的情景對(duì)話或描述性文字，其中每課書(shū)介紹的新的語(yǔ)言?xún)?nèi)容被融進(jìn)了上下文之中。課文用于訓(xùn)練學(xué)生的理解能力，以及學(xué)生說(shuō)、讀和運(yùn)用漸進(jìn)型句型的能力。每個(gè)教學(xué)單元的后半部分通常有幾組有編號(hào)的插圖，用于理解和口語(yǔ)練習(xí)。在可能的情況下，新詞匯在學(xué)生口頭掌握之后才見(jiàn)之于文字。在具有語(yǔ)境的課文中介紹的新的語(yǔ)言現(xiàn)象被單列出來(lái)，并進(jìn)行反復(fù)練習(xí)。在這種口頭練習(xí)之后有一小段筆頭練習(xí)，用來(lái)鞏固已經(jīng)學(xué)到的技能。教師用書(shū)在每個(gè)教學(xué)單元的前半部分，教師可以找到如下幾部分內(nèi)容：內(nèi)容和基本目標(biāo)：列出學(xué)生將要使用的句型、結(jié)構(gòu)詞和詞項(xiàng)?？傮w評(píng)論：介紹本教學(xué)單元的主要語(yǔ)法項(xiàng)目。聽(tīng)力理解：介紹課文的9個(gè)步驟，用以訓(xùn)練學(xué)生聽(tīng)懂英語(yǔ)口語(yǔ)的能力。理解：訓(xùn)練學(xué)生根據(jù)課文回答問(wèn)題和提出問(wèn)題。句型訓(xùn)練：有時(shí)會(huì)有某個(gè)語(yǔ)言難點(diǎn)的簡(jiǎn)單訓(xùn)練，或?yàn)楸窘虒W(xué)單元后半部分的練習(xí)鋪平道路?；顒?dòng)：有時(shí)為某些活動(dòng)提供素材，例如：講故事、玩游戲或其他課堂活動(dòng)。在每個(gè)教學(xué)單元的后半部分，教師可為新句型的訓(xùn)練找到素材。這些練習(xí)往往采用兩種形式：重復(fù)訓(xùn)練和句型訓(xùn)練。從第17教學(xué)單元起，書(shū)中列出了建議聽(tīng)寫(xiě)的段落。錄音帶與教程相配套的兩組錄音磁帶，可用于課堂教學(xué)，也可供自學(xué)使用。1第1組錄音磁帶含有每個(gè)教學(xué)單元前半部分的情景對(duì)話或描述性文字的錄音，錄音速度比正常語(yǔ)速慢一些（每分鐘100個(gè)單詞）。這些磁帶是為教師在課堂上使用而設(shè)計(jì)的，以便按照9個(gè)步驟來(lái)介紹課文。然而，自學(xué)的學(xué)生也可以用這些錄音帶來(lái)提高他們聽(tīng)的能力。2第2組錄音磁帶含有每個(gè)教學(xué)單元后半部分的“重復(fù)訓(xùn)練”，可用于課堂教學(xué)和課外自學(xué)。一共有72個(gè)練習(xí)。這些磁帶是為教師在課堂上使用而設(shè)計(jì)的，決心借助于錄音機(jī)在家里完成這些練習(xí)的學(xué)生也可使用這些磁帶。練習(xí)分成3個(gè)步驟：引導(dǎo)一一學(xué)生回答一一正確答案。這些練習(xí)是根據(jù)每課介紹的重點(diǎn)語(yǔ)法項(xiàng)目編寫(xiě)的。練習(xí)的書(shū)面材料刊印在教師用書(shū)中每個(gè)教學(xué)單元的后半部分。TOtheteacherLearningaforeignlanguageintheclassroomGeneralprinciplesTraditionalmethodsoflearningaforeignlanguagediehard.Aslongagoas1921,Dr.HaroldPalmerpointedouttheimportantdifferencebetweenunderstandinghowalanguageworksandlearninghowtouseit.Sincethattime,agreatmanyeffectivetechniqueshavebeendevelopedtoenablestudentstolearnaforeignlanguage.Inthelightofintensivemodernresearch,noonewouldseriouslyquestionthebasicprinciplesthathaveevolvedsincePalmer'sday,thoughthereisconsiderabledisagreementabouthowtheseprinciplescanbestbeimplemented.Despitethegreatprogressthathasbeenmade,teachersinmanypartsoftheworldstillclingtoold-fashionedmethodsandtosomeextentperpetuatethesystemsbywhichtheythemselveslearntaforeignlanguage.Itmay,therefore,notbeoutofplacetorestatesomebasicprinciplesandtodiscussbrieflyhowtheycanbestbeputintoeffectintheclassroom.Learningalanguageisnotamatterofacquiringasetofrulesandbuildingupalargevocabulary.Theteacher'seffortsshouldnotbedirectedatinforminghisstudentsaboutalanguage,butatenablingthemtouseit.Astudent'smasteryofalanguageisultimatelymeasuredbyhowwellhecanuseit,notbyhowmuchheknowsaboutit.Inthisrespect,learningalanguagehasmuchincommonwithlearningamusicalinstrument.Thedrillsandexercisesastudentdoeshaveoneendinsight:toenablehimtobecomeaskilledperformer.Astudentwhohaslearntalotofgrammarbutwhocannotusealanguageisinthepositionofapianistwhohaslearntalotaboutharmonybutcannotplaythepiano.Thestudent'scommandofalanguagewillthereforebejudgednotbyhowmuchheknows,butbyhowwellhecanperforminpublic.Inordertobecomeaskilledperformer,thestudentmustbecomeproficientatusingtheunitsofthelanguage.Andtheunitofalanguageisnot,aswasoncecommonlysupposed,theword,butthesentence.Learningwordsirrespectiveoftheirfunctioncanbeawasteoftime,fornotallwordsareequal.Wemustdrawadistinctionbetweenstructuralwordsandlexicalitems.WordslikeI,you,he,etc.arestructural.Theirusecanbecloselydefined;theyarepartofagrammaticalsystem.Wordsliketree,plant,flower,etc.arepurelylexicalitemsandinnowaypartofagrammaticalsystem.Fromthelearner'spointofview,skillinhandlingstructuralwordsisthekeytomasteringalanguage,forthemeaningthatisconveyedinsentence-patternsdependslargelyonthefunctionofthestructuralwordsthatholdthemtogether.Itispossible,thoughthishasyettobeprovedscientifically,thateverystudentofaforeignlanguagehaswhatmightbecalleda'languageceiling’,apointbeyondwhichhecannotimproveverymuch.Ifweacceptthissupposition,ouraimmustbetoenableeverystudenttolearnasmuchasheiscapableoflearninginthemostefficientway.Theold-fashionedtranslationandgrammar-rulemethodsareextremelywastefulandinefficient,forthestudentisactuallyencouragedtomakemistakes:heisaskedtoperformskillsbeforeheisadequatelyprepared.Teacherswhousesuchmethodsunwittinglycreatetheveryproblemstheyseektoavoid.Atsomepointinthecoursetheirstudentsinevitablybecomeincapableofgoingon:theyhavetogoback.Theyhavebecomeremedialstudentsandtheteacherisfacedwiththeproblemofremedyingwhathasbeenincorrectlylearnt.Noapproachcouldbemoreineffective,wastefulandinefficient.Thestudentshouldbetrainedtolearnbymakingasfewmistakesaspossible.Heshouldneverberequiredtodoanythingwhichisbeyondhiscapacity.Awell-designedcourseisonewhichtakesintoaccountwhatmightbecalledthestudent's'stateofreadiness’:thepointwherehecanproceedfromeasytodifficult.Ifthestudentistomakethemostofhisabilities,hemustbetrainedtoadoptcorrectlearninghabitsrightfromthestart.WhathastobelearntThestudentmustbetrainedadequatelyinallfourbasiclanguageskills:understanding,speaking,readingandwriting.Inmanyclassroomcoursestheemphasisiswhollyonthewrittenlanguage.Thestudentistrainedtousehiseyesinsteadofhisearsandhisinabilitytoachieveanythinglikecorrectpronunciation,stressandintonationmustbeattributedlargelytothetyrannyoftheprintedword.Iftheteacheristotrainhisstudentsinallfourskills,hemustmakeefficientuseofthetimeathisdisposal.Efficiencypresupposestheadoptionofclassroomprocedureswhichwillyieldthebestresultsinthequickestpossibletime.Thefollowingorderofpresentationmustbetakenasaxiomatic:Nothingshouldbespokenbeforeithasbeenheard.Nothingshouldbereadbeforeithasbeenspoken.Nothingshouldbewrittenbeforeithasbeenread.Present-daytechniquesandtheclassroomAnylanguagecourserepresentsanattemptonthepartofitsdesignertoimplementanumberofbasicprinciples.Todothis,thedesignerwillinevitablydrawontechniquesoldandnewwhichwillbestfulfilhispurpose.Agreatmanytermsareusedtodaytodescribenewmethodsanditmaybeofhelptodefineandillustratesomeofthesetermsinthelightofthiscourse.Structuralgrading:gradingsentence-patternsinorderofincreasingdifficultyandcomplexity.Itis,orshouldbe,anobviousrequirementofanycoursethatitshouldproceedfromeasytodifficultwithoutsharpbreaksorsudden'jumps’.Inacarefullygradedcourse,thestudentlearnstouseafewpatternsatatime.Ideally,thesepatternsshouldbeinterrelatedandshouldbepresentedinacarefullyorderedsequence.Intraditionalcourses,grammaticalitemsareoftenartificiallygroupedtogether.Forinstance,allthepersonalpronounsmaybepresentedinatablewhichthestudentisexpectedtolearn.Thetableispresentedinisolationandisdivorcedfromanycontext.Butlearningfactsaboutthelanguageinthiswayisofnorealhelptothestudent,forheisinnopositiontoapplywhathehaslearnt.Inastructurallygradedcourse,thestudentacquiresalittleinformationatatimeandlearnstomakemeaningfulstatements.Hethereforelearnstouserelativelysimplestructuralwordslikepersonalpronounsoveralongperiod,insteadofbeinggivenalarge,indigestibledoseofinformationatanyonetime.Contextualization:presentinggrammaticalitemsinameaningfulcontext.Whenastudenthaspractisedanewpatternorally,heshouldencounterit,ifpossible,inanactualtextsothathecanseehowithasbeenused.Obviously,suchtextshavetobespeciallywrittenbythecoursedesigner.Newitemsareintroducedintoanaturalcontext:theyare'contextualized’.Inwell-writtencontextualizedpassages,thereiteratedpatternsshouldbeunobtrusive:theiruseshouldstrikethelistenerasbeinginevitableratherthanartificiallysuperimposed.Thisisahighlyeffectivewayofpresentingthestudentwithnewinformation.Situationteaching:teachingalanguagebypresentingaseriesofeverydaysituations.Inthismethod,littlestructuralgradingispossible.Thesituationtakesprecedenceoverthestructures.Thepatternsthatareincludedarisenaturallyoutofthesituationitself:theyhaveathematicsignificanceratherthanastructuralone.Thissystemhasseriousdrawbacks.Thedialogueswhichthestudenthearsarerefreshinglynatural,buttheteachingofbasicpatternsinevitablybecomesmuchlesscontrolled.Structurallycontrolledsituationteaching:teachingalanguagebymeansofaseriesofeverydaysituations,whileatthesametimegradingthestructureswhicharepresented.Thismethodmakesuseofallthetechniquesoutlinedabove:structuralgrading,contextualization,andsituationalteaching.Intheearlystagesitispossibletouseveryfewpatternsindeed.Thismeanthatthe'situations,areoftenunconvincingandbarelypossible.Despitethisdisadvantage,itwouldseemtobeoneofthebestmethodsforlearningalanguage,foritispossibletoexerciselinguisticcontrolandvettopresentnewinformationinaninterestingway.TheteachingofgrammarPresentingnewinformationisonething;gettingthestudenttoapplythenewinformationanother.Sofar,wehavebeenconcernedwithhowtopresentthestudentwithnewmaterial;buthowishetoapplywhathehaslearnt?Thebasicaiminanylanguageteachingistotrainthestudenttousenewpatterns.Intraditionaltextbooks,allinformationispresentedintheformof'rules'whichthestudentappliesinaseriesofdisconnectedsentencesbyfillinginblankspaces,orbygivingthecorrectformofwordsinparentheses.Ithasbecomeabundantlyclearthatthisapproachtolanguage-learningishighlyineffective.Itencouragestheteachertotalkaboutthelanguage,insteadoftraininghisstudentstouseit.Theemphasisisonwrittenexercises.Thegreatestweaknessinthisapproachisthatthestudentcannottransferwhathehaslearntfromabstractexercisesofthiskindtootherlanguageskillslikeunderstanding,speakingandcreativewriting.Inmoderntextbooks,theaimisexactlythesame:thestudentmustbetrainedtousepatterns.Beforeconsideringhowthiscanbedone,itshouldbenotedthatthepatternsinalanguagefallintotwodistinctcategories:progressiveandstatic.ForInstance,learninghowtoanswerandtoaskquestionsinvolvestheuseofprogressivepatterns.Theyareprogressivebecausethestudent,sskillinhandlingthesecomplexformsmustbedevelopedoveralongperiod,beginningwithasimpleresponselike'Yes,itis,andculminating,towardstheendofthecourse,incomplexresponseslike'Yes,Ishould,shouldn,tI'.Astaticpattern,ontheotherhand,likethecomparisonofabjectivescanbetaughtinalimitednumberoflessons,notoveralongperiod.Thisdistinctionbetweenprogressiveandstaticpatternsisrarelyrecognizedintraditionaltextbooks.Theresultisthatevenadvancedstudentsareoftenincapableofhandlingprogressivepatternswithanydegreeofskill.Progressivepatternsshouldbepractisedthroughcomprehensionexerciseswhichrequirethestudenttoanswerandtoaskquestionswhichbecomeincreasinglycomplexasthecourseproceeds.Thestudentshouldbetrainedtogivetaganswers;giveanswerstoquestionsbeginningwithwho,WhichorWhat;makenegativeandaffirmativestatementstoanswerdoublequestionsjoinedbyor;answergeneralquestionswhichbeginwithquestion-wordslikeWhen,Where,How,etc.;andateachstage,thestudentshouldbetrainedtoaskquestionshimself.Itisobviousthattheseskillscannotbedealtwithinoneortwolessons:thestudentrequirespracticeofthiskindineverylesson.Atthesametime,staticpatternsshouldbepractisedbymeansoftapeddrills.Ineachofthesedrills,theteacherseekstoelicitaparticularkindofresponse.Heprovidesthestudentwithastimulustoelicitthenewpatterninaseriesoforaldrillsuntilthestudentisabletorespondaccuratelyandautomatically.Eachnewpatternisnotpresentedastheexemplificationofsomeabstractgrammar-rule,butasawayofsayingsomethingandnofurtherexplanationorelucidationisnecessary.Thestudentistrainedtousecorrectformsautomatically,ratherthanbyapplying'grammarlogic'.Whereexplanationisnecessary,itcanbedonebyrelatinganewpatterntoonethathasalreadybeenlearnt.If,forinstance,thestudenthaslearnttheuseof'must',hecanbetaughttheuseof'haveto'bybeingmadetoseeameaningfulrelationshipbetweenthetwo.Incertaintapeddrills,thestimulustheteacherprovidesmaybegivenintheformof'callwords'.Letussupposethattheteacherwishestoelicittheresponse:'Ican,tbuyverymuch'and'Ican,tbuyverymany'.Thedrillmightbeconductedinthefollowingway:TEACHER:Whataboutpencils?STUDENT:Ican,tbuyverymany.TEACHER:Whataboutcoffee?STUDENT:Ican,tbuyverymuch.Inthisparticularexercise,theteacherwouldsupplycountableanduncountablenounsinthequestion'Whatabout?'as'callwords'.Traditionalfilling-in-the-blankexercisesstillhaveaplaceinamoderncourse,butwithoneimportantdifference:theyshouldnotbeusedasameansofteachingnewpatterns,butasameansofconsolidatingwhathasbeenlearnt.Theyareanend,notameanstoanend.Inthisrespect,theyareextremelyusefulintestsandcanbeemployedfordiagnosticpurposesortoenabletheteachertoassessstudents,levelofachievement.AudiovisualaidsandtranslationInamonolingualcoursewearefacedwiththetremendoustaskofhavingtoconveymeaningwithoutmakinguseofthestudent,smothertongue.Itfollowsthattextbookillustrationsbecomeextremelyimportant:atthebeginner'slevel,theyarefarfrombeingmerelydecorative.However,textbookillustrationshaveseverelimitations,formanyofthestatementsthataremadeineverydayspeecharenotvisuallypresentable.Somelinguistshaveexperimentedwithartificialvisualdeviceswhichrequirethestudenttointerpreteachillustrationaccordingtoparticularrules.Theyhaveevolvedwhatmightbecalleda'visuallanguage,whichthestudenthastomasterbeforehecanbeginthecourse.Thedifficultyhereisthatifthestudentfailstointerpretanillustration(andthiscaneasilyhappen)hewillfailtounderstand,orevenworse,hewillmisinterpretwhathehears.Atthebeginner,slevel,thisdifficultycanberesolvedintwoways.Wherethemeaningofastatementoraseriesofstatementscannotbeadequatelyconveyedbytheillustration,theteachershouldmakeuseofgestureandmime.Ifthestudentstillfailstounderstand,theteachermaytranslate,providingthathetranslateslexicalitemsandnotpatternsInthisinstance,translationisusednotasa'method’,butasameanstoanend.Assuchitcanbeextremelyusefulandtime-saving.NaturalEnglishThereisagreattemptationintheearlystagestoencouragethestudenttomakestatementswhichhewillneverhavetouse.Statementslike'Ihaveanose',‘Haveyouanose??, 'Isthismyfoot??areridiculous.Thisdistortionofthelanguagecanneverbejustified.Afterall,thewholepointofteachingalanguageistotrainstudentstomakeusefuls