新概念英语第一册(教师用书)

T： Did you read the book? Yes， but I saw the film first.S： I read the book after I had seen the film.T： Did you go to the doctor? Yes, but I made an appointment first.S： I went to the doctor after I had made an appointment.T： Did the boss leave the office? Yes, but he finished his work first.S： He left the office after he had finished his work.T： Now you do the same. Ready?T： Did you read the book? Yes; but I saw the film first.S： I read the book after I had seen the film.T： Did you go to the doctor? Yes, but I made an appointment first.S： I went to the doctor after I had made an appointment.T： Did the boss leave the office? Yes, but he finished his work first.S： He left the office after he had finished his work.T： Did your wife go out? Yes, but she finished the housework first.S： She went out after she had finished the housework.T： Did your teacher give you your exercise book? Yes, but he corrected it first. S： He gave me my exercise book after he had corrected it.T： Did your sister go on holiday? Yes, but she took the examination first.S： She went on holiday after she had taken the examination.T： Did you buy a new car? Yes, but I sold my old one first.S： I bought a new car after I had sold my old one.T： Did your mother sweep the floor? Yes, but she dusted the cupboard first. S： She swept the floor after she had dusted the cupboard.T： Did you drink the milk? Yes, but I boiled it first.S： I drank the milk after I had boiled it.T： Did the children go to bed? Yes, but they had a bath first.S： The children went to bed after they had had a bath.。

T： I've got some coffee.S： I've got less than you have. I've got very little. T： I've got some books.S： I've got fewer than you have. I've got very few. T： I've got some meat.S： I've got less than you have. I've got very little. T： Now you answer the questions. Ready?T： I've got some coffee.S： I've got less than you have. I've got very little. T： I've got some books.S： I've got fewer than you have. I've got very few. T： I've got some meat.S： I've got less than you have. I've got very little. T： I've got some money.S： I've got less than you have. I've got very little. T： I've got some vegetables.S： I've got fewer than you have. I've got very few. T： I've got some biscuits.S： I've got fewer than you have. I've got very few. T： I've got some stationery.S： I've got less than you have. I've got very little. T： I've got some chocolate.S： I've got less than you have. I've got very little. T： I've got some presents.S： I've got fewer than you have. I've got very few. T： I've got some ink.S： I've got less than you have. I've got very little.。

新概念一册教师用书稿子一：嗨呀，亲爱的小伙伴们！今天咱们来聊聊《新概念一册教师用书》。

这书可真是个宝贝！当我第一次拿到它的时候，就感觉像是找到了打开英语教学神奇大门的钥匙。

书里的内容编排得特别贴心，每一个单元的设计都能让我清楚地知道该怎么给学生们讲。

从简单的单词，到有趣的对话，再到语法的讲解，一步一步，条理特别清晰。

比如说讲单词吧，它不仅告诉了我怎么教学生读和写，还提供了好多好玩的记忆方法，让枯燥的单词变得超级有趣。

还有那些对话，场景设置得就像我们日常生活一样，学生们学起来特别容易有代入感。

语法部分更是详细得不得了，各种例句和解释，让我能轻轻松松地给学生把那些复杂的语法点讲明白。

而且书里还有好多练习题和答案，方便我给学生布置作业，检查他们的学习成果。

反正啊，有了这本教师用书，我在教学的时候心里就特别有底，感觉自己像是有了一个超级强大的，带着学生们在英语的世界里快乐地探索！稿子二：亲爱的朋友们，今天咱们来唠唠《新概念一册教师用书》。

哇哦，这本书可真是我的教学好伙伴！每次翻开它，都有一种莫名的亲切感。

你看哈，它里面的教学步骤规划得那叫一个精细。

就拿每节课的开头来说，它会给我好多有趣的导入方式，一下子就能把学生的注意力抓住。

教单词的时候，不仅有标准的发音指导，还有各种形象的图片和小例子，让学生们能一下子就记住。

还有那些语法讲解，简单易懂又透彻，我都不用费太多心思去琢磨怎么解释。

而且哦，书里还有好多拓展的小知识和文化背景介绍，让学生们在学英语的同时，还能了解到国外的风土人情，拓宽了他们的视野。

最让我喜欢的是，它会提醒我在教学过程中要注意学生的反应和情绪，要多鼓励他们，让他们有信心学好英语。

呢，这本教师用书就像是我的秘密武器，让我的英语课堂变得丰富多彩，充满乐趣。

有了它，我相信能带着我的学生们在英语的海洋里畅游，收获满满的知识和快乐！。

T： Was he a conductor or a bus driver?S： He can't have been a conductor. He must have been a bus driver.T： Was she Chinese or Japanese?S： She can't have been Chinese. She must have Japanese.T： Were they listening to the stereo or watching television?S： They can't have been listening to the stereo. They must have been watching television. T： Now you answer the questions. Ready?T： Was he a conductor or a bus driver?S： He can't have been a conductor. He must have been a bus driver.T： Was she Chinese or Japanese?S： She can't have been Chinese. She must have Japanese.T： Were they listening to the stereo or watching television?S： They can't have been listening to the stereo. They must be watching television.T： Was it the 24th or the 25th yesterday?S： It can't have been the 24th. It must have been the 25th.T： Were the English or American?S： They can't have been English. They must have been American.T： Was your pencil sharp or blunt?S： It can't have been sharp. It must have been blunt.T： Was she dusting the table or sweeping the floor.S： She can't have been dusting the table. She must have been sweeping the floor.T： Was he the oldest or the youngest in the family?S： He can't have been the oldest. He must have been the youngest.T： Was she 20 or 25?S： She can't have been 20. She must have been 25.T： Were they mechanics or engineers?S： They can't have been mechanics. They must have been engineers.。

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。

T：Look at the 1st clock. When must you come home?S：I must come home at one o'clock.T：Look at The 2nd clock. When must she go to the library?S：She must go to the library at a quarter past one.T：Look at The 12th clock. When must you and Tom see the dentist? S：We must see the dentist at a quarter to four.T：Now you do the same.T：Look at the 1st clock. When must you come home?S：I must come home at one o'clock.T：Look at The 2nd clock. When must she go to the library?S：She must go to the library at a quarter past one.T：Look at The 12th clock. When must you and Tom see the dentist? S：We must see the dentist at a quarter to four.T：Look at The 5th clock. When must you type this letter?S：I must type this letter at two o'clock.T：Look at The 3rd clock. When must Sam and Penny see the boss? S：They must see the boss at half past one.T：Look at The 10th clock. When must George take his medicine? S：He must take his medicine at a quarter pastT：Look at The 7th clock. When must Sophie drive to London?S：She must drive to London at half past two.T：Look at The 11th clock. When must I catch the bus?S：You must catch the bus at half past three.T：Look at The 9th clock. When must you arrive there?S：I must arrive there at three o'clock.T：Look at The 6th clock. When must they come home?S：They must come home at a quarter past two.T：Look at The 4th clock. When must you meet Tom?S：I must meet Tom at a quarter to two.T：Look at The 8th clock . When must he telephone you?S：He must telephone me at a quarter to three.。

Teaching Unit 1Lesson1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.) shouldbe 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。

T：Look at number 20,000. Is Nicola making the bed?S：No, she isn't making the bed.T：What's she doing?S：She's typing a letter.T：Look at Number 90,000. Is Jack putting on his shirt?S：No, he isn't putting on his shirt.T：What's he doing?S：He's reading a magazine.T：Look at Number 70,000. Is the dog drinking its milk?S：No, it isn't drinking its milk.T：What's it doing?S：It's eating a bone.T：Now you answer the questions. Ready?T：Look at number 20,000. Is Nicola making the bed?S：No, she isn't making the bed.T：What's she doing?S：She's typing a letter.T：Look at Number 90,000. Is Jack putting on his shirt?S：No, he isn't putting on his shirt.T：What's he doing?S：He's reading a magazine.T：Look at Number 70,000. Is the dog drinking its milk?S：No, it isn't drinking its milk.T：What's it doing?S：It's eating a bone.T：Look at Number 80,000. Is your sister emptying the basket? S：No, she isn't emptying the basket.T：What's she doing?S：She's looking at a picture.T：Look at Number 600,000. Is Tim cleaning his teeth?S：No, he isn't cleaning his teeth.T：What's he doing?S：He's sharpening a pencil.T：Look at Number 400,000. Is the cat eating?S：No, it isn't eating.T：What's it doing?S：It's drinking its milk.T：Look at Number 60,000. Is Sally dusting the dressing table？S：No, she isn't dusting the dressing table.T：What's she doing?S：She's shutting the door.T：Look at Number 40,000. Is Mr. Richards turning on the light? S：No, he isn't turning on the light.T：What's he doing?S：He's opening the window.。

新概念英语第一册教师用书是一本由外语教学与研究出版社出版的教师用书，作者是亚历山大和何其莘。

这本书主要是针对中学生和成年初学者，旨在帮助他们提高英语水平，包括理解、口语、阅读和写作等方面的训练。

这本书的内容包括语音、听力、口语、阅读和写作等方面的练习，以及词汇、语法和语言功能的讲解。

教师可以通过这本书来教授新概念英语第一册的课程，并帮助学生提高英语水平。

此外，这本书还包括一些有用的教学建议和技巧，以及一些课堂管理和评估的方法。

教师可以通过阅读这本书来了解如何更好地教授新概念英语第一册，并帮助学生掌握英语语言技能。

总的来说，新概念英语第一册教师用书是一本非常有用的参考书籍，适用于中学英语教师和成年初学者。

T：Look at number 22. Whose is that handbag? Is it Sophie's? S：It isn't Sophie's. It's Stella's.T：Look at Number 23. Whose is that car? Is it Steven's?S：It isn't Steven's. It's Paul's.T：Look at 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?T：Look at number 22. Whose is that handbag? Is it Sophie's? S：It isn't Sophie's. It's Stella's.T：Look at Number 23. Whose is that car? Is it Steven's?S：It isn't Steven's. It's Paul's.T：Look at Number 24. Whose is that coat? Is it Stella's?S：It isn't Stella's. It's Sophie's.T：Look at Number 25. Whose is that umbrella? Is it Paul's?S：It isn't Paul's. It's Steven's.T：Look at Number 26. Whose is that pen? Is it your father's? S：It isn't my father's. It's my son's.T：Look at Number 27. Whose is that dress? Is it your mother's? S：It isn't my mother's. It's my daughter's.T：Look at Number 28. Whose is that suit? Is it your son's?S：It isn't my son's. It's my father's.T：Look at Number 29. Whose is that skirt? Is it your daughter's? S：It isn't my daughter's. It's my mother's.T：Look at Number 30. Whose is that blouse? Is it your mother's? S：It isn't my mother's. It's my sister's.T：Look at Number 31 Whose is that tie? Is it your father's?S：It isn't my father's. It's my brother's.。

新概念青少版1a级教师用书全文共四篇示例，供读者参考第一篇示例：《新概念青少版1a级教师用书》是一本针对青少年学习英语的教材，针对1a级学生进行编写。

本教师用书旨在帮助教师更好地教授学生，引导他们掌握英语基础知识，提高英语听说读写能力，培养学生对英语的兴趣和自信心。

下面将分别从教材内容、教学方法和教学评估等方面进行详细介绍。

教材内容方面，本教师用书紧扣学生的学习需求和英语水平，设计了丰富多彩的课堂教学内容，包括课文讲解、课文听力、课文口语练习等。

教师用书还提供了丰富的教学资源和活动，如课堂活动、练习题、复习小测等，以帮助学生巩固所学知识，提高学习效果。

此外，本教师用书还结合了学生的实际生活和兴趣点，通过生动有趣的语言表达和图片展示，更好地吸引学生的注意力，激发学生学习的兴趣和积极性。

教学方法方面，本教师用书提倡全英文教学，采用任务型教学法和交际教学法，注重学生的语言实际运用能力和交际能力培养。

教材中的课文设计生动有趣，突出了语言学习的实用性，让学生能够在实践中学习和运用英语。

同时，教师用书还提供了教学指导和教学建议，帮助教师更好地组织教学内容，科学合理地选择教学方法，提高课堂教学效果。

教学评估方面，本教师用书注重对学生学习成绩和进步的评估和跟踪，提供了多样化的评估工具和方法，如课堂考察、作业考核、课后小测等。

通过对学生的学习情况进行及时有效的评估，教师可以更好地了解学生的学习状况和问题所在，及时调整教学方法和教学内容，帮助学生更好地学习英语，提高学习效果。

总的来说，【新概念青少版1a级教师用书】是一本适合青少年学习英语的教材，深受广大教师和学生的喜爱。

通过本教师用书的使用，教师可以更好地教授学生，指导学生学习英语，帮助学生提高英语水平，培养学生对英语的兴趣和自信心。

相信在接下来的教学实践中，本教师用书将为广大教师和学生带来更好的学习体验和教学效果。

第二篇示例：【新概念青少版1a级教师用书】让我们来了解一下《新概念青少版1a级教师用书》的特点和优势。

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。

本课本使用证明之阳早格格创做西席按语伴伴每个教教单元的按语该当被视为修议.如果承诺，西席不妨偏偏离所确定的教教计划，或者是简略他认为不切合他教教目目标锻炼.然而，写上按语的脚法是帮闲西席组织锻炼所介绍的句型.正在大概的情况下，每课书籍的锻炼均按易易程度分级.那便表示着，如果时间不敷，末尾的锻炼不妨删去，而不至于宽沉做用教死的教习进程.每个教教单元包罗二小时的真质.如果西席仅有45 分钟用于每个单元的前半部分或者后半部分，那么他便要根据他所能使用的时间去沉新编排那些锻炼.每个西席上课时皆市使用的那些指令战评语——如“请听”、“坐下”、“再道一遍”、“所有去”等等——该当用英语去道.正在初级阶段，那些短语的含意可用脚势战模仿动做去表述.那些短语必须被瞅成与课文无闭，除非它们正式正在课文中出现.依照本课本的脚法，惟有当教死教会使用某个句型他才算是认识了那一句型.那便是为什么课堂教教中时常使用的指令并不加进西席用书籍课文之前的句型战词汇汇表内.按语分列正在分歧的题目之下.当前咱们去介绍其中的每一项.真质战基础目标——总体评论那二个题目下的真质简本天归纳了课文所教的句型战语项.归纳完尽是为西席准备的.听力明白详尽的指令正在课程之初便做了接代，但是随着西席缓缓切合那一步调，指令便渐渐简化.咱们推荐介绍课文的9 个步调，用以锻炼教死听懂英语心语的本领.那9 个步调如下：1 介绍故事2 相识情景3 听力锻炼目标4 播搁录音或者朗读课文5 回问问题6 粗读7 再次播搁录音或者朗读课文8 沉复9 大声朗读每一个步调皆必须简净.让咱们去瞅一下怎么样正在试验中使用那9 个步调：1 介绍故事西席用几句话介绍课文，使教死能领会相识所爆收的事务，而不需要去预测.启初不妨用少量的华文，但是西席必须尽早启初用英语.比圆：Today we'll listen to a storyabout a handbag.（即日，咱们要听一个有闭脚提包的故事.）2 相识情景央供教死瞅插图，以便查看教死是可相识课文中所爆收的事务.正在最初阶段不妨给少量的华文动做提示，但是西席必须尽早启初使用英语.比圆：Look at the pictures andtell me what is happening here.（瞅图，而后报告尔那里爆收了什么事务.）（您不妨再加上1 至2 个问题动做提示.）3 听力锻炼目标通过给教死提个问题，让他们觅找问案的办法，西席为教死树坐一个“听力锻炼目标”.那便表示着教死会主动天而不是消极天去听课文觅音.比圆：Listen to the story，then tell me：Whose handbag is it？（听故事，而后报告尔：那是谁的脚提包？）4 搁录音或者朗读课文西席播搁录音或者朗读课文，正在连接顿的情况下让教死静听一遍课文.5 回问问题当前西席再一次问第3 步调中的问题，让教死试瞅回问：Now you've heard thestory， whose handbag is it？（您当前听了那个故事，那是谁的脚提包？）锻炼教死不要普遍回问，如果他们认为自己相识问案，便让他们举脚.问一个教死，而后问其他的人：“您们中有几人共意他／她的回问？”“如果您们共意请举起脚去.”“[对于另一个教死]如果您分歧意，那么您认为问案是什么？”“您们中有几人共意他／她的回问？”“共意的请举起脚去.”那样便能让教死不竭天预测，而且把齐班教死皆安排起去.从一启初便要锻炼教死不搞“所有准备”天去听，也短亨过“翻译”.很快，他们便会切合英语的语音，并明白他们所听到的真质.6 粗读当前西席沉搁录音或者沉读课文，每止后稍稍停顿，查看教死是可明白.那是课堂教教中非常要害的一个关节，果为教死必须鼎力通过图片去明白课文.如果教死不克不迭通过图片去明白部分课文的真质——那种情况总会爆收的——西席必须用脚势战模拟动做去举止阐明.如果仍不克不迭表述那一含意，西席便该当请班上教得最佳的教死给出一个单词汇或者词汇组的译文，以照应尚已明白词汇义的教死.把翻译瞅成末尾一种脚法.正在启初阶段，传达意义是很艰易的一个关节，但是随着课程的收达，艰易便会越去越小.7 再次播搁录音或者朗读课文连接顿天再次重新播搁录音或者课文.通过以上6 个步调的粗心道解，那次教死应毫无艰易即可听懂.再次播搁录音或者朗读课文，每止后停顿一下，让教死部分、小组（如课堂里每一止）战单个天沉复.当部分战小组沉复时，央供教死正在瞅到您的粗确旗号后所有启初.您可用面头或者以脚中的铅笔去搞旗号，念像您自己正在指引一个接响乐团.课文中的断句标记着分歧的“阅读单元”，它们的少度与教死视线的宽度是普遍的.9 大声朗读让一二个教死饰演对于话中的角色，大声朗读.从中您不妨相识到分歧教死是可不妨准确天读出他们听到的英语.那个介绍课文的历程不该超出25 分钟.随着教死本领的普及，西席不妨根据需要简化其中的步调，那样便不妨有更多的时间用于其后的锻炼.正在家中自教的教死应尽大概多听课文录音，使自己真足认识课文.如果承诺，以至不妨把课文背出去.明白那个阶段包罗二个锻炼：1 教死回问问题；2 教死提问题.1 教死回问问题依照以上9 个步调介绍课文后，西席正在班上背教死单独提问题.如果一个教死出能回问出去，很快转背另一个教死，果此，那部分锻炼要很注意节奏.西席提的问题战相应的问案皆包罗正在西席用书籍中.天然，如果您承诺，不妨提一些特殊的问题.问题分成二类：a 普遍疑问句普遍去道，仅用Yes（是）或者No（不）去回问一个问题是不规矩的.要锻炼教死注意听普遍疑问句的第一个单词汇，正在回问时用共样的词汇.西席：Is Anna's dress new？（安娜的连衣裙是新的吗？）（问题中的第一个词汇教死：Yes，it is．（是，它是新的.）（is 是问案的一部分）西席：Is Anna's dress blue？（安娜的连衣裙是蓝色的吗？）教死：No，it isn't（不，它不是.）b 特殊疑问句（以Wh-启头战以How 启头的疑问句）锻炼教死回问以When，Where，Which，How 等词汇启头的疑问句（天然，正在那本教材中要花一些时间才搞渐渐达到那个目标）.教死不妨用完备的句子回问，也不妨用简短的、较自然的回问办法.西席：Whose dress is new？（谁的连衣裙是新的？）教死：Anna's dress is new．或者Anna's．（安娜的连衣裙是新的.或者简短回问：安娜的.）便那样，通过一段时间的锻炼，教死会把When 战时间、Where 战天面、Why 战本果、Who 战身份、Whose 战所有权、Which 战采用、What 战采用、身份或者活动、How 战办法联系起去.2 教死提问题为了预防类似Where he went 的过失问题，需要锻炼教死共时问二个问题.第1个是普遍疑问句，第2 个是特殊疑问句.比圆：西席：Ask me if Sally is in the garden．（问尔萨莉是可正在花园里.）教死：Is Sally in the garden？（萨莉是不是正在花园里？）西席：Where⋯？（⋯⋯正在哪里？）教死：Where is Sally？（萨莉正在哪里？）（而不是Where Sally is？或者WhereSally？）天然，正在那本课本中要通过一段时间问题才搞死少到那个形式.所有的那类问题皆包罗正在西席用书籍中.如果西席承诺，不妨减少一些问题.活动正在每个教教单元第1 部分的末端处，有一些闭于课堂活动的修议.如果不脚够的时间，它们不妨局部简略.该当尽十足大概不时天介绍一些课堂活动，果为它们会活跃课堂气氛，为谈话教教删加兴趣.所修议的课堂活动有二种形式.游戏一系列闭于游戏的修议不妨帮闲教死练习某些句型.道故事不妨央供教死只是依赖插图去沉新拉拢对于话.成年教死正在课堂上“扮演”对于话常常会感触不自然，道故事活动是一个很佳的合衷办法.那也利害常有用的锻炼影象力的圆式，共时为道话挨下前提.附加锻炼正在教死用书籍中，每个教教单元的后半部分（所有单数课文）皆有一些标了数字的插图，有些另有单词汇战句子.正如前里所指出的，正在大概的情况下，一个单词汇要正在心语中出现后才正式正在笔朱中出现.那便是为什么那些单数课文时常仅有插图.正在那些插图的帮闲下，教死不妨锻炼某些句型（句型既有渐进型的又有固态型的，与决于课文）.附加锻炼往往从一个简短的锻炼启初，那个锻炼只是针对于一个特殊的问题，如数字的用法、日期、时间、字母的使用、拼写易面等等.那类易面要正在很少的一段时间里反复锻炼，不可能正在一二课中办理.正在此锻炼之后，教死继承举止沉复锻炼战句型锻炼.沉复锻炼教死举止沉复锻炼.他们不妨利用录音机战录音磁戴正在课堂上举止那种锻炼，如果是自教，也不妨正在家里举止.但是也可采与另一种办法，即由西席“现场”心头指引，利用书籍中的录音资料举止锻炼.句型锻炼那种句型锻炼是单数课文的主体.正在那些锻炼中，西席试着带领班上的教死锻炼一系列分歧的句型.教死不妨齐班、小组或者部分举止回问，形式不妨由西席去决断.屡屡给教死介绍一个新的句型锻炼时，西席该当证明所需要的回问形式，不妨用心头证明或者将回问写到乌板上.不需要从语法上举止阐明.每一个新句型皆该当动做心头表述的形式去介绍.但是介绍新句型的圆规则由西席自己决断.正在举止句型练习时，西席提供诱导，教死瞅着自己的书籍做出回问.比圆带领有闭现正在完毕时用法的句子不妨那样举止：西席：Look at the first picture. What has she just done？（请瞅第1 幅绘.她刚刚刚刚搞完了什么？）教死：She has just aired the room．（[瞅插图]她刚刚刚刚给房间通了透气.）西席：Look at the second picture. What have they just done？（请瞅第2 幅绘.他们刚刚刚刚搞完了什么？）教死：They have just cleaned their shoes．（ [瞅插图]他们刚刚刚刚揩了鞋.）正在部分锻炼中，不央供教死去查看插图，只让教死使用“提示词汇”.所用的提示词汇皆列正在西席用书籍中，而且是从教死所认识的词汇汇中选出去的.底下是那种锻炼的一个例子.带领使用very much 战very any 的句子：I can't buy verymuch/many．（尔不克不迭购很多.）西席：What about pencils？（那么铅笔呢？）教死：I can't buy very many．（尔不克不迭购很多枝.）西席：What about coffee？（那么咖啡呢？）教死：I can't buy very much．（尔不克不迭购许多.）以下是可用正在问题What about⋯？中的提示词汇：里包、奶酪、肥白、牛排、饼搞、鸡蛋、蔬菜、火果、陈花、蛋糕、纸弛、朱火、胶火、衣服、阿斯匹林、药品、果酱、蜂蜜、疑启、纯志、葡萄酒、牛奶.句型锻炼之后是书籍里锻炼.书籍里锻炼书籍里锻炼有二种形式：结构锻炼战听写.结构锻炼正在最初的几个教教单元中，教死正在启初正式的书籍里锻炼前应先抄书籍.正在教死用书籍中印有央供使用的脚写体要领战所央供的回问形式.该当注意到，正在启初阶段，虽然书籍里锻炼的指令很简朴，但是所用的语汇是教死所不认识的，需要阐明.那些锻炼的脚法不是教习新的句型，而是去沉复战坚韧已经心头教会的真质.它们必须置于心头锻炼之后，而且不妨动做家庭做业.教死不该仅挖几个空，而应缮写所有锻炼.听写听写锻炼正在第17 教教单元之后才启初，听写的真质均是课文中睹过的谈话.西席用去听写的经常前一个教教单元笔头锻炼的问案.附加锻炼部分有将近1 小时的素材.由于锻炼是按易易程度编排的，果此，如果时间不敷，不妨简略末尾几项.尝试正在齐书籍的中部有一个考验，西席不妨用那套试题去评估教死的教习成果.课中做业录音磁戴除了安插书籍里做业中，必须饱励有配套录音磁戴的教死正在家里多次播搁新教对于话的录音.如有大概，应央供他们背诵对于话.共时也应修议教死跟随录音戴上的锻炼举止训练.齐书籍的72 篇课文组成了一个逆序渐进、按谈话结构易度分级的前提英语概论.课文短小粗悍，便于影象，不妨使整起面的教死正在使用谈话历程中渐渐坚韧自疑心，普及本领.继承深制那本课本是真足独力的，脚够1 年使用.正在课程中断后，教死应能较佳天掌握英语心语.凡是挨算继承深制的教死，不妨接着教习以下各册.课本各册之间的真质相互“沉叠”，教死继承教习不会感触艰易.Practice and Progress《试验与先进》：中级以下火仄概括课本Developing Skills《培植技能》：中级火仄概括课本Fluency in English《流利英语》：下档火仄概括课本正在那几本书籍中，教死将继承他们正在那本课本中启初的心语锻炼，并系统天担当英语写做的锻炼.About this courseFrom theory to practice: basic aimsThis 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 atthe course for a complete academic year of about thirty-six weeks. It isalso assumed that the student will receive about four hours’instruction each week: i.e. four one-hour lessons on four separate occasions, or two‘double periods’each consisting of two hours or ninety m inutes. The studentwill receive most of his training in the classroom and will be required todo 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 understoodthat 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 theaid of a teacher, to use the language.4 To provide the teacher with well co-ordinated and graded materialwhich 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 canbe 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 courseThe 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 courseIn 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' BookThe 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 introducedin the contextualized passage are isolated and drilled intensively. Thisoral work is followed by a very short written exercise which seeks to consolidate skills which have already been acquired.The Teacher's BookIn the first p art of each teaching unit, the teacher is provided withthe 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, sostudents 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 tapesTwo sets of tapes accompany the course for use in the classroom andfor home study.1 A set of cassettes, on which the situational dialogue or narrativepiece 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 presentingeach 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 touse 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 introducedin each lesson. The tapescript of the drills is included in the second partof each teaching unit in the Teacher's Book.闭于本课本的证明从表里到试验：基础脚法那本课本试图将上头简述的闭于谈话教习的表里付诸试验.现将脚法简述如下：1 为中教死战成年初教者提供一本课本.假定教死不教过英语.那本课本的真质脚够1 年使用，不妨使教死达到初级以下战初级的火仄.假定教死1 教年上课36 周，可正在1 教年内中断那本课本.那便是道，教死每周上课约4 个课时，即互不贯串的4 个课时，每课时为1 小时，或者二个“单课时”，每个单课时为2 小时或者90 分钟.教死主要正在课上担当锻炼，正在课下仅搞一面特殊的做业.2 周到锻炼教死的4 项技能：明白、心语、阅读、写做——按此程序举止锻炼.本书籍的锻炼大普遍是听道圆里的，笔语圆里的周到锻炼要到本书籍教完后才启初.该当明确，那本书籍是为谦脚西席课堂教教的需要而安排的，而不是为自教的教死安排的.3 为教死提供一本令他不妨正在西席的帮闲下自己使用谈话的课本.4 为西席提供协共恰当、逆序渐进的课本，使他们正在上课前只需搞极少的准备.教师用书籍战教死用书籍组成一个完备的教程，二者不可缺一.5 为西席战教死提供可正在课堂战家里使用的录音资料.然而，必须强调的是，那不是一本周到供自教者使用的教程.从基础上去道，那是一本供课堂使用的课本，但是它的录音资料也不妨正在家里使用.录音锻炼对于课堂锻炼是一个补充.课本真质那本课本由以下各部分组成：·教死用书籍·西席用书籍·一组录有多功能课文的盒式磁戴·一组录有西席用书籍中的“沉复锻炼”的盒式磁戴课本介绍正在那本课本中，每二课课文——每课约莫为1 课时——被瞅成1 个教教单元.教死教每课书籍大概用1 小时，每周教完二个教教单元.齐书籍公有72 个教教单元，果此脚够36周使用.教死用书籍每个教教单元的前半部分有一篇按句型结构编排的情景对于话或者形貌性笔朱，其中每课书籍介绍的新的谈话真质被融进了上下文之中.课文用于锻炼教死的明白本领，以及教死道、读战使用渐进型句型的本领.每个教教单元的后半部分常常有几组有编号的插图，用于明白战心语锻炼.正在大概的情况下，新词汇汇正在教死心头掌握之后才睹之于笔朱.正在具备语境的课文中介绍的新的谈话局里被单列出去，并举止反复锻炼.正在那种心头锻炼之后有一小段笔头锻炼，用去坚韧已经教到的技能.西席用书籍正在每个教教单元的前半部分，西席不妨找到如下几部分真质：真质战基础目标：列出教死将要使用的句型、结构词汇战词汇项.总体评论：介绍本教教单元的主要语法名目.听力明白：介绍课文的9 个步调，用以锻炼教死听懂英语心语的本领.明白：锻炼教死根据课文回问问题战提出问题.句型锻炼：偶尔会有某个谈话易面的简朴锻炼，或者为本教教单元后半部分的锻炼铺仄门路.活动：偶尔为某些活动提供素材，比圆：道故事、玩游戏或者其余课堂活动.正在每个教教单元的后半部分，西席可为新句型的锻炼找到素材.那些锻炼往往采与二种形式：沉复锻炼战句型锻炼.从第17 教教单元起，书籍中列出了修议听写的段降.录音戴与教程相配套的二组录音磁戴，可用于课堂教教，也可供自教使用.1 第1 组录音磁戴含有每个教教单元前半部分的情景对于话或者形貌性笔朱的录音，录音速度比仄常语速缓一些（每分钟100 个单词汇）.那些磁戴是为西席正在课堂上使用而设计的，以便依照9 个步调去介绍课文.然而，自教的教死也不妨用那些录音戴去普及他们听的本领.2 第2 组录音磁戴含有每个教教单元后半部分的“沉复锻炼”，可用于课堂教教战课中自教.一公有72 个锻炼.那些磁戴是为西席正在课堂上使用而安排的，刻意借帮于录音机正在家里完毕那些锻炼的教死也可使用那些磁戴.锻炼分成3 个步调：带领——教死回问——粗确问案.那些锻炼是根据每课介绍的沉面语法名目编写的.锻炼的书籍里资料刊印正在西席用书籍中每个教教单元的后半部分.TO the teacherLearning a foreign language in the classroomGeneral principlesTraditional methods of learning a foreign language die hard. As longago as 1921, Dr. Harold Palmer pointed out the important difference betweenunderstanding how a language works and learning how to use it. Since that time, a great many effective techniques have been developed to enable studentsto 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 methodsand 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 effectin the classroom.Learning a language is not a matter of acquiring a set of rules andbuilding 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 languagehas much in common with learning a musical instrument. The drills and exercisesa 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 isin 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 judgednot 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 proficientat using the units of the language. And the unit of a language is not, aswas once commonly supposed, the word, but the sentence. Learning words irrespective of their function can be a waste of time, for not all wordsare 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 thekey to mastering a language, for the meaning that is conveyed insentence-patterns depends largely on the function of the structural wordsthat hold them together.It is possible, though this has yet to be proved scientifically, thatevery 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 muchas 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 performskills before he is adequately prepared. Teachers who use such methods unwittingly create the very problems they seek to avoid. At some point inthe course their students inevitably become incapable of going on: they have to go back. They have become remedial students and the teacher is faced withthe problem of remedying what has been incorrectly learnt. No approach couldbe 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 learntThe 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。

T： Look at picture 101. Why did he cut himself this morning?S： Because he shaved hurriedly.T： Look at Picture 102. What did he take?S： He took a cake.T：What did he do with it?S： He ate it quickly.T： Look at Picture 103. What did you give him?S： I gave him a glass of water.T： What did he do with it?S： He drank it thirstily.T： Now you answer the questions. Ready?T： Look at picture 101. Why did he cut himself this morning?S： Because he shaved hurriedly.T： Look at Picture 102. What did he take?S： He took a cake.T：What did he do with it?S： He ate it quickly.T： Look at Picture 103. What did you give him?S： I gave him a glass of water.T： What did he do with it?S： He drank it thirstily.T： Look at Picture 104. When did you meet her?S： I met her the day before yesterday.T： How did she greet you?S： She greeted me warmly.T： Look at Picture 105. Why did you both arrive home late?S： Because the bus went slowly.T： Look at Picture 106. What did the keyboard operator do this morning? S： They worked very hard.T： Look at Picture 107. How did you enjoy yourselves last night?S： We enjoyed ourselves very much.T： Look at Picture 108. How did he swim this afternoon?S： He swam very well.。

T： Look at The 1st picture. It rains yesterday.S： Yes, and it'll rain again tomorrow.T： Look at The 4th picture. He got up late yesterday.S： Yes, and he'll get up late again tomorrow.T： Look at The 13th picture. She swept the floor yesterday.S： Yes, and she'll sweep the floor again tomorrow.T： Now you do the same. Ready?T： Look at the 1st picture. It rains yesterday.S： Yes, and it'll rain again tomorrow.T： Look at The 4th picture. He got up late yesterday.S： Yes, and he'll get up late again tomorrow.T： Look at The 13th picture. She swept the floor yesterday.S： Yes, and she'll sweep the floor again tomorrow.T： Look at The 2nd picture. It snowed yesterday.S： Yes, and it'll snow again tomorrow.T： Look at The 6th picture. He finished work late yesterday.S： Yes, and he'll finish work late again tomorrow.T： Look at The 15th picture. They repaired his car yesterday. S： Yes, and they'll repair his car again tomorrow.T： Look at The 10th picture. She telephoned him yesterday. S： Yes, and she'll telephone him again tomorrow.T： Look at The 8th picture. They drove home late yesterday. S： Yes, and they'll drive home late again tomorrow.T： Look at The 11th picture. He had a shave yesterday.S： Yes, and he'll have a shave again tomorrow.T： Look at The 16th picture. He made an appointment yesterday. S： Yes, and he'll make an appointment again tomorrow.。

T： Look at picture a. Is the red apple sweeter than the green one?S： No, it isn't. The red apple is as sweet as e green one.T： Look at Picture c. Is the man shorter than the woman?S： No, he isn't. The man is as short as the woman.T： Look at Picture 1. Is the television on the left more expensive than the television on the right? S： No, it isn't. The television on the left is not as expensive as the television on the right.T： Now you do the same. Ready?T： Look at picture a. Is the red apple sweeter than the green one?S： No, it isn't. The red apple is as sweet as e green one.T： Look at Picture c. Is the man shorter than the woman?S： No, he isn't. The man is as short as the woman.T： Look at Picture 1. Is the television on the left more expensive than the television on the right? S： No, it isn't. The television on the left is not as expensive as the television on the right.T： Look at Picture e. Is the red pencil blunter than the green one?S： No, it isn't. The red pencil is as blunt as the green one.T： Look at Picture k. Is the white handbag newer than the black one?S： No, it isn't. The white handbag is not as newer as the black one.T： Look at Picture b. Is the policeman taller than the policewoman?S： No, he isn't. The policeman is as tall as the policewoman.T： Look at Picture i. Is the woman on the left smarter than the woman on the right?S： No, she isn't. The woman on the left is not as smarter as the woman on the right.T： Look at Picture d. Is the boy older than the girl?S： No, he isn't. The boy is as old as the girl.T： Look at Picture j. Is the brown case lighter than the blue one?S： No, it isn't. The brown case is not as light as the blue one.T： Look at Picture f. Is the white knife sharper than the black one?S： No, it isn't. The white knife is as sharp as the black one.。