創(chuàng)新英語教材分析與處理課件

創(chuàng)新英語教材分析與處理CreativeEnglishForPrimaryschools宜昌市伍家崗區(qū)教研室魯修玲創(chuàng)新英語教材分析與處理宜昌市伍家崗區(qū)教研室魯修玲1創(chuàng)新英語CreativeEnglishForPrimaryschools主編Dr.AlanR.B.Etherton劉文淵接力出版社全國優(yōu)秀出版社創(chuàng)新英語主編Dr.AlanR.B.Eth2教育部教材審定委員會評價：⊙教學內容與小學生的生活接近，能夠激發(fā)他們的興趣，對他們的身心發(fā)展產(chǎn)生積極的影響，有的課文還提鄉(xiāng)了學科的融和性?！呀滩牡木帉戵w現(xiàn)出結構與功能相結合，兼顧話題。語法結構安排系統(tǒng)，簡單的句型通過多樣的活動（如聽、說、做、玩、畫、讀等）呈現(xiàn)并反復練習與實際生活和交際性的活動綜合在一起，有助與學生進行語言的實踐。書中還有任務型的活動。教育部教材審定委員會評價：⊙教學內容與小學生的生活接近，3創(chuàng)新英語系列學生用書活動手冊教師用書錄音磁帶教學掛圖創(chuàng)新英語系列學活教錄教4Introductoryspeechfortheteacher英語老師的開場白Hello,class!IamMiss/MrWang.FromtodayonIamyourEnglishteacher.AsweallknowthatEnglishisoneofthemostusefullanguagesintheworld.Iamsureyouwillgetitifyoustudyhardatit.Don’tbeshyandbebravetoopenyourmouth,speakit,actitanduseittodothings.Let’shaveagoodbeginning.Let’sworktogetherandwewillallsucceedinthefuture!(ThenexplaininChinese)SingasonginEnglishifpossible!Introductoryspeechforthete5關于創(chuàng)新英語AboutCreativeEnglish‘創(chuàng)新英語’小學英語學生用書是按照2001年‘小學英語課程教學基本要求’編寫的，，內容覆蓋一級和二級要求（1–8冊）。每個學期的學生用書包括一本學生用書、一本活動手冊、一本教師用書、磁帶和多種教輔資料。關于創(chuàng)新英語AboutCreativeEnglish‘創(chuàng)6主要特點

《創(chuàng)新英語》是一套充分考慮學習者的需要和興趣的以學習者為本的英語書。我們是這樣設想： 如果能給予成功的機會，學生對學英語的態(tài)度就會更好。根據(jù)對以往大綱的調研，我們發(fā)現(xiàn)，像物主代詞、人稱代詞和后置狀語都是許多學習者很難掌握的內容，過多的生詞的用法給孩子們的學習帶來了過大的負擔。隨著其他難點的出現(xiàn)，他們在小學初學階段就有了一種失敗感。過高的期望會導致學生的失敗感。主要特點7《小學英語課程教學基本要求》強調對有趣的和有意義的活動的需要。所以配套的活動用書的設計旨在提供大量的激發(fā)興趣并有意義的活動，以幫助學生用眾多的有意義的方法操練所學過的內容。

Theinterestofthelearnershouldbeofcentralconcern.Wecannoteliminatea‘substantialelement’ofrepetitiouspractice‘ofanunexcitinganduninspiringnature’butweshouldalsotrytoprovidetaskswhichinterestpupils.《小學英語課程教學基本要求》強調對有趣的和有意義的活動的需要8教學理念

以學生為中心，關注學生的興趣和體驗，讓孩子們在快樂中學習，體驗英語進步的成就。Takeourpupilsasthecentre.Payattentiontotheinterestandexperienceofpupils.LetthemlearnEnglishhappilyandhavethesenseofachievement.教學理念9使用《創(chuàng)新英語》的方法和原則

結構法主要強調語言的結構，如組織學生進行句型的操練等。交際法則注重對學生交際能力的培養(yǎng)，如教授學生運用語言打招呼、道歉、表達意見等。采用結構法的教學可以幫助學生操練、重復單詞和句子以達到準確地復述，但是學生有可能對詞義一知半解，或一旦碰到外國人，還是不會使用學過的語言進行交際。使用交際法的教學可以幫助學生建立使用語言的自信心，了解語言的功能，但也可能帶來學生在使用語言時的準確率降低。另外，強調交際法的課堂必然有一定數(shù)量的句型和詞匯項目的學習，對小學生而言，過多的句型和詞匯的學習會使他們困惑。使用《創(chuàng)新英語》的方法和原則10《創(chuàng)新英語》把結構法和交際法相結合，以確保語言形式和交際功能攜手并進的成功語言教學。語言形式就是語法結構，語言功能就是語言的運用。結構在傳授和操練種很重要，能讓學習者掌握基本句型和用法。發(fā)揮語言結構的功能是語言學習的生命。它能給學習者提供與交際為目的的有意義的練習和活動。Thestructuralapproachoffersasensiblegradingoflanguageitems,andgivesusmanyexercisestypeswhichwecanusetopractiselearningthepatternsandvocabularyitems.Butthecommunicativeapproachremindsusthatthisisnotenough:wemustalsomakesurethatchildrenunderstandthemeaningofthewords,andknowhowtousetheminrealisticsituation.《創(chuàng)新英語》把結構法和交際法相結合，以確保語言形式和交際功能11教學方法綜述：傳授新內容要簡潔明了，采用實物、模仿、翻譯等方法，必須注意語境。新內容能在真實情景中多次運用。練習和操練通過活動、任務等完成。讓學習者輕松流利地運用新內容來掌握語言和應用語言。RealobjectsImitationTranslationSituations教學方法綜述：傳授新內容要簡潔明了，采用實物、模仿、翻譯等方12教學原則：(1)成功是語言的教與學追求的目標。只要能幫助學生成功地學會語言，任何學生用書和方法都可以使用。換句話來說，我們要尋求能使學生成功地學會語言的方法和材料。

Successisthemostvitalfactorinlanguageteachingandlearning.Theend(success)isfarmoreimportantthananymeans(methods).教學原則：132)學習者的興趣始終是我們關注的首要問題。我們要設法設計學生感興趣的任務。最好的培養(yǎng)興趣的方法就是幫助學生體驗成功。孩子們往往喜歡他們學得好的課程，而不喜歡或害怕成績差的課程。根據(jù)對波蘭的輟學者的一項調查，影響成功學習英語的首要因素是成就感，其次是課外對英語的使用、英語的其他用途、對英語的好感等。

Thebestwaytomotivatelearnersistohelpthemtosucceed.2)學習者的興趣始終是我們關注的首要問題。我們要設法設計學143)

教與學不是一回事。我們不能想當然地認為教學成功的一堂課（從教師的角度來看），學生必定收獲頗豐。同樣，學生可能在課堂上非常開心，但是學得甚少。因此我們必須想方設法既讓學生學得愉快，又要學得扎實。

Teachingisnotthesameaslearning.4)扎實的基礎是成功的前提。如果我們不考慮學生的接受能力而一味地追求進度會事與愿違。學生們會因為跟不上而產(chǎn)生厭學的情緒，導致退卻。Buildingonweakorinsecurefoundationsisboundtoleadtofailures.

3)

教與學不是一回事。我們不能想當然地認為教學成功的一堂課155）穩(wěn)扎穩(wěn)打，循序漸進。在第一階段，盡量地放慢進度，建立孩子們的自信心。不要過多地考慮其他學校或其他班級是否跑到了你的前面。堅持你的原則，即你的進度適合你的班級。漸漸地你的孩子們會走向成功。1.

SLOWBUTSTEADYisasoundapproach.6）語言的形式和功能兼顧。語言的結構必須與意義和使用目的相結合。每堂課都應包括“為交際而設計的真實的語言使用”，并為學生提供交際的情景。Languageformsandtheirfunctionsarecombined.Wehavetocreatesomesituations,usingauthenticlanguage.5）穩(wěn)扎穩(wěn)打，循序漸進。在第一階段，盡量地放慢進度，建立孩子167）語言教學應與需求相結合。

Ourclassroomteachingandtheneedsmustbelinkedtogether.8）每一篇課文或單元都應設計一個目標或任務。

Eachtextorunitwillhaveatargetorataskwehavetoreach.9）為學生創(chuàng)造真實交際的環(huán)境。（舉例）

Createsomerealsituationsandourpupilscancommunicateintheclass.7）語言教學應與需求相結合。9）為學生創(chuàng)造真實交際的環(huán)境。1710）

提供真實的語言材料。語言的恰當性和真實性比語言項目編排的次序更重要。

Presentauthenticlanguagematerials.Theappropriatenessandauthenticityarefarmoreimportantthantheirarrangements.11）

正確處理聽、說、讀、寫之間的關系，使 學生的各個技能全面而平衡地發(fā)展。

Handlethefourskillsproperly.Listening,speaking,readingandwritinggotogether.Wehavetopaymoreattentiontofirsttwoskillsatthefirststage.10）提供真實的語言材料。語言的恰當性和真實性比語言項目編1812)Wemustexpectyoungchildrentomakemistakes,andweshouldnotbeundulyworriedwhenthemistakesoccur.Asthepupilsgrowolder,theycorrectmostoftheseerrors.我們必須有學生出錯的思想準備，但是，不要過分擔憂學生的錯誤。12)Wemustexpectyoungchil1913)

Childrenusuallyworkbetterwhen theyfindtheworkisinteresting. Theidealmethodisonewhichis interestingandleadstosuccess. 孩子們對有興趣的事通常會干得很好的。

Interestisthekeytolanguage teaching.

興趣是語言教學的法寶。

13)Childrenusuallywork2014）教學有法，教無定法。

Thereisnoidealteachingmethod.Wedonotknowforcertainwhichteachingmethodgetsthebestresults.★Differentteachersandchildrenrequiredifferentteachingmethods,anditisunwisetoforceallteacherstoadoptthesamemethod.★Teachersshouldfeelfreetouseanymethod,whichtheyfindisclearlysuccessful,i.e.whichenableschildrentolearnEnglish.14）教學有法，教無定法。2115）如何使用漢語？

IndividualteachersmustdecideforthemselvestheroleofChineseintheteachingofEnglish.老師自己決定在英語教學中這樣使用漢語。

SpeakEnglishifpossible,UseChinese whennecessary.

15）如何使用漢語？22教學中應注意的問題:（1）課堂語言。在最初階段可用漢語以便學生聽懂。慢慢地可增加英語的表達，盡量使用學生學過的英語，在課堂中創(chuàng)造學英語的氣氛。下列課堂用語可以選擇使用：Hello. Write. Pleasegiveme…Goodmorning. Comehere. Thankyou.Goodafternoon. Comein. Goout.Goodbye. Sitdown. Goto…Listen. Standup. Openyourbook.Say… Stop. Shutyourbook.教學中應注意的問題:23Draw. Handsup. Good.Read. Handsdown. That’sgood.That’sright. That’swrong. Goodgirl.Goodboy. Lookat…（2）

活動和游戲。活動和游戲是小學生比較喜歡的學習途徑。我們可以組織各種各樣的活動和游戲，如操練、交際活動、熱身表演活動等。教師手冊將對每一個單元提供詳細的活動和游戲的建議。Draw. Handsup. Good.（2）活動和24（3）

改正錯誤。學生在學習英語的過程中免不了要犯錯誤。我們在對待語言錯誤的問題上應該有個平和的態(tài)度。即既不放任不管，也不揪住不放。以保持學生學習英語的積極性為前提。也就是說，我們不要見錯就改，以免挫傷學生的自尊心。（4）

語法?！缎W英語課程教學基本要求》中指出，小學階段的英語教學主要以激發(fā)學生學習英語的興趣為目的，培養(yǎng)學生一定的語感和良好的語音、語調基礎。因而，語法知識不用系統(tǒng)地講解。但是，出現(xiàn)在本學生用書中的語法項目，如詞性的概念（名詞、動詞、副詞、形容詞、冠詞、介詞等），詞序、時態(tài)（一般現(xiàn)在時、一般過去時、現(xiàn)在進行時）以及疑問句和肯定句的形式等內容須向學生作簡單的交代。（3）

改正錯誤。學生在學習英語的過程中免不了要犯錯誤25（5）

寫。

a）聽寫是很有作用的練習。b)早期寫作練習包括寫標簽、用學過的單詞填空、比較物體、描述動作和創(chuàng)建資料。c）指導性和限定性作文時必要的。這種練習包括連線替換、填空、句子重新排序。d）限定性寫作練習包括完成句子、根據(jù)示例寫作和根據(jù)教師和學生用書所提供的信息寫作。e）關于自由寫作的問題，課程標準指出：在早期，可教學生相互寫一、兩個句子的簡單的便條。但是期望多數(shù)小學生在沒有指導的情況下用英語隨意寫作是不現(xiàn)實的。自由寫作可在小學高年級進行嘗試，最合適的內容可能是寫簡單的解說詞、日記、或給親戚朋友寫信。（5）

寫。26（6）

音標。一般來說，音標的教學在學生通過“看和說”掌握了一定的詞匯以后再進行。（7）

書寫。在使用本學生用書第二冊的適當時間，對于印刷體的掌握應過渡到一些字母的連寫。書寫練習應包括運用連寫書寫學過的單詞，每次操練不應超過10－15分鐘。（6）

音標。一般來說，音標的教學在學生通過“看和說27（8）

拼寫。單詞應該先看和讀（LookandSay），再仿寫，最后默寫。教師可能發(fā)現(xiàn)有些學生由于發(fā)音不清，辨音不準，拼寫單詞有很大困難。在語言環(huán)境中進行短期的發(fā)音練習有時會有助于他們克服混淆不清的問題。例如：f和th；p和b。Theca…h(huán)astwokittens.Theca…isonhishead.英語作為母語的小學低年級孩子們也有同樣的拼寫困難。他們可能把d寫成b，bird寫成brid，或犯其它的錯誤。在多數(shù)情況下，這些錯誤隨著孩子們的年齡增長而消失（8）

拼寫。28（9）

閱讀。(由老師選擇提供)建議采用下面的活動處理：a）圖畫描述——問、答、解說詞、描述圖畫b）戲劇表演――兩個或三個學生讀出對話c）歌曲／韻文――與讀物中的故事相關d）剪貼運用――通過繪畫或采集圖畫編故事e）動畫或木偶制作f）封面制作――重新設計讀物的封面g）對話改寫或復制h）填詞游戲――從讀物中選擇單詞i）座談討論――談故事和圖畫的內容j）手工制作――做模型、圖表等來表現(xiàn)故事的內容（9）閱讀。(由老師選擇提供)29（10）

測試。（評價）小學英語教學評價的主要目的是激勵學生的學習興趣和積極性。因此，測試的方法應具有多樣性和可選擇性。在低年級可采用游戲、活動、表演等形式檢查學生學習英語的興趣、態(tài)度和交際能力。在高年級可采用口筆試相結合的方式?？谠囍饕疾閷W生實際運用語言的能力，筆試考查聽和讀的技能?？疾橐M量貼近學生的生活。（10）

測試。（評價）30☆

Activities&Games（活動與游戲）Afteranitemhasbeenpresentedtolearners(page29),‘themainpartofthelessonnowbegins,thatishavingthepupilsthemselvespractiseandusethenewitemsinaswidearangeofmeaningfulandappropriatesituationaspossible.’Theactivitiesaredividedintothreemaingroups:a)

ManipulativeExercises(30,32-42)控制性練習b)

CommunicativeActivities(31,32-54)交際性活動c)

Pre-LanguageArts(54-57)初級語言藝術

☆

Activities&Games（活動與游戲31ManipulativeExercises

ThemainfocusisontheformalfeaturesofEnglish,andthemainaimistogivethepupilspracticeinrepeatingandmanipulatingtheformsofthelanguage,i.e.toenablethelearnertohandlethelanguagesystemwitheaseandfluency.Activitiesincludedinourtextbookare:Repetitionbythepupilsoftheteacher’smodelingroupsandasindividuals(30)Repetitionwithcues(30)Sentencesbasedonasubstitutiontable(30)Conversationandactionchains(30,37)Game–SimonSays(Imperativedrill)(33)ManipulativeExercisesRepetiti32Actionillustratingvarioustensesandperhapsinvolvingmime(33-35)Numberactivities(35)Possessionbasedonarticlesborrowedfrompupils(36)Simplediagramstopractise‘Where?’,‘What?’,etc.(36)Comparisonswithshape,size,etc.(37-38)MemoryGames(39-40)GuessingGames(40-42)

Actionillustratingvariouste33CommunicativeActivities

Thefocusis‘uponcommunicativepurposes,uponlanguageasamediumforgettingthingsdone,uponEnglishasatoolforuseratherthanasaformalsystem.’Theaimofthisgroupofactivitiesistoprovidethelearner‘withthereasonandopportunitytousethesystemtoachievesuccessfulcommunication.’

Activitiesmayinvolvebridginganinformationgap,solvingaproblemorcarryingoutanoperationofsomekind.Theseactivitiesastask-orientatedincludedthefollowing:CommunicativeActivities34Directions:turnleft/right

givingandfollowingdirections(see1B)Spotthedifference:

twosimilarpictureswithdifferences(P.15AH)SolvingProblemsandPuzzles:

solvingproblemsconnectedwithdrawings,apicture withhiddenobjectsColouringandDrawing:Directions:turnleft/right35

Pre-LanguageArtsActivities

Theseactivities‘wherethemanipulationofformsandpurposefulusetakesecondplacetoanenjoymentoflanguageforitsownsake.’Here,‘Englishistreatedasamediumofdelight’andtheprincipalpurposeisenjoyment.Activitiesincludethefollowing:

Pre-LanguageArtsActivities36Funwithlettersofthealphabet:

findinghiddenlettersFunwithwords:

riddles,amazewithclues,aversewith rhymingmissingSongs,chants,Rhymes:Role-playing:Story-tellingbytheTeacher:Funwithlettersofthealphab37創(chuàng)新英語分課教學建議AimsforeachLesson:Language:Function:Newwords:Periods:創(chuàng)新英語分課教學建議AimsforeachLesson38TeachingPlansforeachLesson分課教案建議Lesson1Language:Hello.Iam...Yes.No.Functions:1.Greetingafriend 2.Introducingoneself.(Sayingone’sname)Newwords:See’Language’above+namesofchildren.Periods:3or4(dependingonthelevelofthepupils.)TeachingPlansforeachLesson39Period1TeachersaysHellotoeachofthepupils.(smiling)Write‘Hello’ontheblackboardandrepeatmanytimes.Pupilsrepeat.Listentothetape.Letthefirstpupilforeveryrowdothesameasteacherdid.(Says‘Hello’toeachoftherow.)ExplainTom(aboy’sname,)Ann(agirl’sname).Playtheroles.Letthepupilssaytheirnamesandhaveapairdrill.8.Changethepairandsay‘Hello’toeachother.Period1TeachersaysHelloto40Period2Listentothetape.Greetingtothepupils: Teacher:Hello PupilA:Hello.IamTaotao. Teacher:Hello.Taotao.Pairdemonstrations.T/Ppractice: Teacher:Hello,Chenchen.IamMissLee. Pupil:HelloMissLee.Period2Listentothetape.41T/Pdrills:Teacher(pointingtoapupil)Hello. Pupil:Hello,MissLee.IamMeimei. Teacher:Hello,Meimei.Andsoon…Changetherole:PupilAintheplaceoftheteacher. PupilA:IamWangFang.(Pointingtoapupil)Hello. PupilB:Hello,WangFang.IamMary. PupilA:Hello,Mary.…andsoon.GiveEnglishnamesforallyourpupils.Letpupilsdo‘Trytosay.’onActivityHandbook.Afterthatpupilscandoitfreelyinfreepairs.T/Pdrills:42Period3Explainthatwearegoingtoplaythegameonpage3of1A.Listentothetape.5pupilsgotothefront,Tomwithamask.Theother4play Ann,John,Peter,Lingling.Explainthemeaningof‘No’and‘Yes’.Playthegame.OnechildgreetsTom.Hemusttrytoqueswhospoke.Taketurnswithinthegroupoffiveormorechildren.Groupbygroupinturn.Teachercanjointhem.7.Picturesonpage2ofActivityHandbookareforspeaking.Period3Explainthatwearego43Lesson2Language:Goodmorning.Goodbye.MissFunctions:1.Greetings 2.Sayingfarewell.Newwords:See’Language’above+Daddy,Mummy.Periods:2Period1Revise‘Hello’and‘Iam…’Listentothetape.Lesson2Period144ExplaininChinesethemeaningsof‘Goodmorning’and‘Goodbye’,andwhentheyareusedinEnglish.Greettheclassandgetasuitableresponse.Letthepupilsactpage4inpairs.Pupilscancompletep.3ofActivityHandbook.Theymustdrawlinestoconnecttheappropriatespeakers,andcompletethegreetings.ExplaininChinesethemeaning45Period2Say‘Goodmorning’totheclass.Revisepreviouswork.Teachersofafternoonsessionshouldteach‘Goodafternoon’andpracticeusingitatthestartofeachlesson.Actthebottomhalfofp.5.Thenletachildpretendtobeateacher.He/shecanintroducehimselftotheclass.Listentothetapeifthereistime.Period246Lesson3Language:Iama…Functions:1.Identifyingoneself. 2.Givingandobeyinginstructions.Newwords:ateacher,aboy,agirlSee’Language’above.Periods:2Lesson3Language:Iama…47Period1Greettheclassandrevise‘Hello’,and‘Goodmorning’(or‘Goodafternoon’).Listentothetapeandreadafteritortheteacher.ThepupilsshouldNOTreadinaslowchant.TheyarelearningEnglish,notasong.Varythemethodsbygettingonerowatatimeorjustthegirls/boystorepeatwords.Explainthemeaningsofthenewwords.Usingtheteacher’name,say‘IamMissLee.Iamateacher.’Period1Greettheclassandre48Bringpairsofchildrentothefront.Asktheclass: Aboy?Agirl?Require‘Yes’or‘No’answers.Pointtopupilsintheclass.Theclassmustsay‘Aboy’or‘Agirl’whenyoupoint.Havegoodpupilssaythewordsonthebottomhalfofp.6,usingtheirownnames.Bringpairsofchildrentothe49Period2Revisethelastlesson.Nevergoontonewmaterialifmostoftheclassarestillconfusedaboutthepreviouswork.ReplaythetapeofP.6and7ifyouhavetime.ExplainthesituationonP.7: a)Amonitortellstheclasstostandup. b)Theteacherandclassgreeteachother. c)Theteachertellstheclasstositdown.Period2Revisethelastlesson50Actthesituationseveraltimes.Differentpupilscanactthepartsofthemonitorandtheteacher.Exchangeinformationwithindividualchildren: Teacher:IamMiss…Iamateacher. Pupil:IamLingling.Iamagirl.6.PupilscancompleteAHpage4,enteringcorrectnames.Actthesituationseveraltime51Lesson4Language:Namesofthings.Yes.No.Functions:Identifyingsimpleobjectsandlearning theirEnglishnames.Newwords:anapple,abag,acat,abook,abox,aball.Periods:3Lesson4Language:Namesofthi52Period1Greetthechildrenandrevise‘Goodmorning’‘Hello’,’Goodafternoon’etc.Revise‘Standup’and‘Sitdown’,etc. (Inthefuturelessonplans,wewillassumethattheteachernormallystartsthelessonwithgreetingsandbriefrevisionofthelastlesson.Tosavespace,thiswillnotmentionedinallthelessonplans.)3.Itwillhelpiftheteachercanbringanapple,abag,a(toy)cat,abook,aboxandaballtoclassforthesethreeperiods.Period1Greetthechildrenand53PlaythetapeforP.8and9andgetthepupilsrepeatthewordsseveraltimes.Thenteachthenamesoftheobjectsonebyonefollowingthesestages:Showthepupilsabook.Tellthemthename,andgetthemtorepeatitafteryou.Getthegroups,rowsandindividualstorepeatthename.Holdupanotherobject,andteachthename.Holduponeofthetwoobjectsandask‘Abook?’or‘Abox?’.Pupilsanswer‘Yes’or‘No’.Teachthreeorfournamesinthislesson.PlaythetapeforP.8and9a54Period2ReviseandlearnthenamesofthesixobjectsDrawthesixobjectsontheblackboard.Askpupilstosaythenames.3.Writethesixwordsontheotherendoftheblackboardandaskpupilstodrawthepicturestothem.4.Practiseusingthesixobjects.5.PupilscancompleteconnectinglinesonP.8Period2Reviseandlearnthen55Period3Revisethenamesofthesixobjectsusingsomeorallofthesemethods: a)Putthesixobjectsindifferentpartsoftheroom. Saythenameofanobject.Thepupilsmustpoint totherightobject. b)FollowthegameonP.9.Holdupanobjectora pictureofanobject,andsay(orpointto)aname. Ask‘Anapple?’Pupilsmustanswer‘Yes’or ‘No’. c)Getthepupilsintogroupsandoneofthemacts theteacherDoitseveraltimes.Period3Revisethenamesofth56 d)Hideanobjectsunderathincloth.Letchildren guesstheobjectbylookingatitsshape.Page6ofAHrequirespupilstodrawlinesthroughthe mazes,andthencompletethewords.PractisewritinglettersAandB.AteacherwhoworkshardisnotnecessarilyagoodTeacher.Agoodteachermakesthechildrenworkhard. d)Hideanobjectsunderath57Lesson5Language:Namesofthings.Yes.No.Functions:Identifyingsimpleobjectsandlearning theirEnglishnames.Newwords:ruler,rubber,pen,pencil,tree,line.Periods:2Lesson5Language:Namesofthi58Period1Listentothetapeandrepeatthenewwords.Revisethenounswhichpupilshavelearnedbefore.Teachthesixnewwords(givenabove)inthesamewaythatnewwordsweretaughtintheworkonP.8and9.Pupilscanstartadrawingontheboar.(Theteachercantellhim/herwhattodraw,orthepupilcanchoosefromalist.)Otherpupilscantrytoguesswhatitis.Period1Listentothetapeand59Period2Pupilshavenowlearnt15nounsinthelastpages.Helpthemtorememberandrevisethewordsbyusingavarietyofmethods.Somemethodshavealreadybeendescribed.Othermethodsteacherscanuseare: a)Drawobjectsonthebard.Pupilsmustwrite downthenamesoftheobjectsontheboardor onapieceofpaper. b)Theteachercanwritethenamesofobjectson theboardwiththelettersinwrongorder.E.g.: LABL(=BALL),XOB(=BOX),etc.Pupilscan completeinpairsorteamstocomeoutand writethewordscorrectly.

Period2Pupilshavenowlearnt60Page7ofAH.Jointhelinesandfind:

arubber,apencilandabag.Lesson6Language:Draw.Write.Cut.(Forrecognition.) Showmea/an…Thisisa/an…Functions:Followinginstructions.Identifyingthings.Newwords:acup,aglass,anegg,anumbrella (Andsee“Language”above.)Periods:3Page7ofAH.Jointhelinesa61Period1Readyforsomeobjects,picturesandcards.Listentothetape.Readthenewwords.Teachthemeaningsofthenewwords.Explaintopupilshowtomakecards(orpiecesofpaper),asonP.12.Pupilscanworkinpairsorgroupstomakecardswithpicturesandthenamesofthesethings:aby,agirl,ateacher,anapple,abag,acar,abook,abox,aball,aruler,apen,atree,arubber,apencil,aline,anegg,anumbrella,aglass Thesecardscanthenusedformanyexercises.Period1Readyforsomeobjects62Theteachercallsoutthenameofanobject,e.g.‘a(chǎn)tree’.Childrenmustholduptherightcard.Period2Moretimewillprobablyneededtofinishmakingthecards,andrevisingthewords.Pupilscancompleteingroups.Whentheteachersaysaword,thefirstgrouptoholduptherightcardgetsonepoint.Pupilscanalsotakeovertheroleofteacherhere.Theteachercallsoutthename63Notethatweuse‘a(chǎn)n’infrontofnounswhichstartswithavowelSOUND.(Itiswrongtotellpupilsthatweuse‘a(chǎn)n’beforewordsstartingwithA,E,I,O,orU.)PupilscompleteAHpage8,awordpuzzle.Notethattheplural‘s’isneededhere.Notethatweuse‘a(chǎn)n’infront64Period3Listentothetapeseveraltimes.Playthegameonpage13,using‘Showme…’Repeatwithrealobjects,ifyouhavethem.Ensurethatallpupilsknow19nouns.PupilscompleteAHpage9.Theymustputatickoracrossbyeachsentence.Period3Listentothetapesev65Lesson7Language:Whatisthis?Itisa…Functions:Identifyingobjects.Newwords:acar,abus,ataxi,atrain,atable,achair, adesk,adoor,adog,Whatisthis?Periods:4Lesson7Language:Whatisthis66Period1Teachthemeaningsofthefourvehiclenames:acar,abus,ataxi,atrainBringsomemodelsofthevehiclestoclass.(Oraskchildrentodoso),itwillmakeyourteachinginteresting.Usesomeofthepreviousmethodtohelppupilstolearnthesefournewwords.Introduce‘Whatisthis?’.Pointingtoavehicle,orapicture,andgetpupilstoreply‘Itisa…’PupilscompleteAHpage10.Numberandcolourthem.Period1Teachthemeaningsof67Period2Focusonthenewwords:table,chair,desk,door,dog.Thefirstfourwordsdescribefeaturesintheclassroom.Pointtothesefeatures.Use‘What’sthis…’toaskaboutthesewords.Ifrequired,pupilscanpreparemorecardstohelpthemlearnthenewwords.ShowpupilshowtoformthelettersCandD.PupilscancompleteAHpage11.Period2Focusonthenewwords68Period3Playthetapeforpages14.Pupilslistenandrepeatthewordsandsentences.Playthegameonpage15.Drawpicturesontheboard,orusecards.Writetwopossiblewordsbyeachpicture.Pointtoapictureandask,‘Whatisthis?’Pupilsmustanswerusing‘Itisa/an…’Pupilsgotothefrontinturnandmatchthepicture.Period3Playthetapeforpage69Period4PupilscancompleteAHpage12.Heretheymustwriteinthemissingwordstogivethesesentences:

Itisarubber.Itisabook.Itisatrain.Itisabus.Itisanapple.Itisapencil.Itisabag.Iftimeremains,revisethelettersofthealphabetorgivehandwritingpractice.Notethatifpupilsaremakingcardsofnewwords,thesecardscanalwaysbeusedtofillinafewspareminutesattheendofaperiod.Period4PupilscancompleteAH70Lesson8Language:Thisisa/an…Functions:Identifyingobjects.Newwords:tablePeriods:2Lesson8Language:Thisisa/an71Period1Nonewlanguagepointsornewwordsonpage16and17.Itisarevisionlesson.Listentothetapeandrepeatthewords.Askindividualpupilsorgroupstoreadthesentencesonpage16,choosingthecorrectwordsfromtheboxes.Drawmoreoftheobjectsontheboard,withtwoorthreechoices,asonpage16.Pupilsmustsaythecorrectwords.Revisethewords,usingrealobjects,cards,etc.Period1Nonewlanguagepoints72Period2Beforeclass,MaketwobigpicturesofPage17.Usingthefirstone,theteachersaysanumber(inEnglishorinChinese),thepupilsmustidentifytheobjectandsay‘Thisisa/an…’.Dothesamewiththesecondone.Childrencancometothefrontoftheclassandcalloutthenumbersoftheobjectstobeidentified.Teachersmayorganizeacompetitionbetweendifferentrows.Pupilsmaycompletepage13oftheAH.Workinpairs.Checkiftheyareright.Period2Beforeclass,Maketwo73Lesson9Language:Thisis… Thisisnot…Functions:Identifyingobjects.Newwords:not,Thisisnot…Periods:2Lesson9Language:Thisis… Th74Period1Themainpurposeofthese2pagesistoteachtheword‘not’.Listentothetapeandrepeatthewordsandsentences.Drawapictureontheboard(oruseobjectorcards).Writetwonouns.E.g.,drawabus,andwrite‘a(chǎn)bus’and‘a(chǎn)car’.Pointtothepicture,andsay:Thisisabus.ThisisNOTacar.Pupilsreadafteryou.Dothesamewithotherpictures.Organizepupilstoworkinpairs.Period1Themainpurposeofth75Period2Usetheninepicturesonpage19.Numbertheboxesfrom1to9inEnglishorChinese.Theteachersaysanumber,e.g.,‘Three’,andthepupilsmustsay‘Thisisnotadog/aboy/atable.’(PupilscanuseANYnounsforthesentencewith‘not’.Dothesame.Askpupilstosaynumbersandothersanswer).Thenchangethemethod.Theteachersaystwosentences:Thisisnotaboy.Thisisagirl. Pupilsmustthensaythenumberoftherightpicture.5.Pupilscancompletepage14ofAH.Period2Usetheninepictures76Lesson10Language:Whatisthis?Isita…?Functions:Askingaboutobjectsandidentifyingthem.Newwords:sock,shoe,shirt,banana,orange,bed,fish, fan,finger,Isita…?Periods:3(ormore)Lesson10Language:Whatisthi77Period1Listentothetapeforthetophalfofpage20.Teach3words:sock,shoe,shirt.Payspecialattentiontopronunciation.Usepictures,cards,orrealclothestoteachthe3words.Usethepattern‘Whatisthis?Itisa…’Teachthewords‘a(chǎn)banana’and‘a(chǎn)norange’.Period1Listentothetapefor78Period2Listentothetapeforallofpage20.Teachthemeaningsofthewords‘bed,fish,fan,andfinger’.Pupilshavemet9newwordsonthispage,sospentplentyoftimemakingsuretheyknowthesewords.Usevariousmethods,asdescribedearlier.Yucanoutwordsinsets.YouwillhavetoexplainthisinChinese,e.g..,askpupilstotellyoutheEnglishnamesofanyvehiclestheyknow.Alsoaskaboutfurniture;thingsyoucaneat;tingsfrowriting;animalsclothes;etc.It’simportanttogetpupilstothinkaboutmeanings,andtousewordsinavarietyofways.Completepages15,16ofAH.Period2Listentothetapefo79Period3Listentothetapeforpage21.Playthegameonpage21,usingrealobjectsifpossible. Teachpupilstouse‘Isita/an…?Teachercanusegestureoract‘Comehere’Askapupiltothefront,saying‘Comehere,Tom.’Thepupilfacestheclasswithhandsontheback.Theteacherputsathinginpupil’shandandask“Isitanapple?”Theclassanswer‘Yes’or‘No’.Completepage17ofAH.Period3Listentothetapefor80Lesson11Language:Whatisthis?Thisisa/an…Isthisa/an…?Functions:Identifyingobjects.Newwords:come,here,Isit