創(chuàng)新英語(yǔ)教材分析與處理課件

創(chuàng)新英語(yǔ)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(yǔ)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(yǔ)CreativeEnglishForPrimaryschools主編Dr.AlanR.B.Etherton劉文淵接力出版社全國(guó)優(yōu)秀出版社創(chuàng)新英語(yǔ)主編Dr.AlanR.B.Eth2教育部教材審定委員會(huì)評(píng)價(jià)：⊙教學(xué)內(nèi)容與小學(xué)生的生活接近，能夠激發(fā)他們的興趣，對(duì)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(xué)科的融和性?！呀滩牡木帉?xiě)體現(xiàn)出結(jié)構(gòu)與功能相結(jié)合，兼顧話題。語(yǔ)法結(jié)構(gòu)安排系統(tǒng)，簡(jiǎn)單的句型通過(guò)多樣的活動(dòng)（如聽(tīng)、說(shuō)、做、玩、畫(huà)、讀等）呈現(xiàn)并反復(fù)練習(xí)與實(shí)際生活和交際性的活動(dòng)綜合在一起，有助與學(xué)生進(jìn)行語(yǔ)言的實(shí)踐。書(shū)中還有任務(wù)型的活動(dòng)。教育部教材審定委員會(huì)評(píng)價(jià)：⊙教學(xué)內(nèi)容與小學(xué)生的生活接近，3創(chuàng)新英語(yǔ)系列學(xué)生用書(shū)活動(dòng)手冊(cè)教師用書(shū)錄音磁帶教學(xué)掛圖創(chuàng)新英語(yǔ)系列學(xué)活教錄教4Introductoryspeechfortheteacher英語(yǔ)老師的開(kāi)場(chǎng)白Hello,class!IamMiss/MrWang.FromtodayonIamyourEnglishteacher.AsweallknowthatEnglishisoneofthemostusefullanguagesintheworld.Iamsureyouwillgetitifyoustudyhardatit.Don’tbeshyandbebravetoopenyourmouth,speakit,actitanduseittodothings.Let’shaveagoodbeginning.Let’sworktogetherandwewillallsucceedinthefuture!(ThenexplaininChinese)SingasonginEnglishifpossible!Introductoryspeechforthete5關(guān)于創(chuàng)新英語(yǔ)AboutCreativeEnglish‘創(chuàng)新英語(yǔ)’小學(xué)英語(yǔ)學(xué)生用書(shū)是按照2001年‘小學(xué)英語(yǔ)課程教學(xué)基本要求’編寫(xiě)的，，內(nèi)容覆蓋一級(jí)和二級(jí)要求（1–8冊(cè)）。每個(gè)學(xué)期的學(xué)生用書(shū)包括一本學(xué)生用書(shū)、一本活動(dòng)手冊(cè)、一本教師用書(shū)、磁帶和多種教輔資料。關(guān)于創(chuàng)新英語(yǔ)AboutCreativeEnglish‘創(chuàng)6主要特點(diǎn)

《創(chuàng)新英語(yǔ)》是一套充分考慮學(xué)習(xí)者的需要和興趣的以學(xué)習(xí)者為本的英語(yǔ)書(shū)。我們是這樣設(shè)想： 如果能給予成功的機(jī)會(huì)，學(xué)生對(duì)學(xué)英語(yǔ)的態(tài)度就會(huì)更好。根據(jù)對(duì)以往大綱的調(diào)研，我們發(fā)現(xiàn)，像物主代詞、人稱代詞和后置狀語(yǔ)都是許多學(xué)習(xí)者很難掌握的內(nèi)容，過(guò)多的生詞的用法給孩子們的學(xué)習(xí)帶來(lái)了過(guò)大的負(fù)擔(dān)。隨著其他難點(diǎn)的出現(xiàn)，他們?cè)谛W(xué)初學(xué)階段就有了一種失敗感。過(guò)高的期望會(huì)導(dǎo)致學(xué)生的失敗感。主要特點(diǎn)7《小學(xué)英語(yǔ)課程教學(xué)基本要求》強(qiáng)調(diào)對(duì)有趣的和有意義的活動(dòng)的需要。所以配套的活動(dòng)用書(shū)的設(shè)計(jì)旨在提供大量的激發(fā)興趣并有意義的活動(dòng)，以幫助學(xué)生用眾多的有意義的方法操練所學(xué)過(guò)的內(nèi)容。

Theinterestofthelearnershouldbeofcentralconcern.Wecannoteliminatea‘substantialelement’ofrepetitiouspractice‘ofanunexcitinganduninspiringnature’butweshouldalsotrytoprovidetaskswhichinterestpupils.《小學(xué)英語(yǔ)課程教學(xué)基本要求》強(qiáng)調(diào)對(duì)有趣的和有意義的活動(dòng)的需要8教學(xué)理念

以學(xué)生為中心，關(guān)注學(xué)生的興趣和體驗(yàn)，讓孩子們?cè)诳鞓?lè)中學(xué)習(xí)，體驗(yàn)英語(yǔ)進(jìn)步的成就。Takeourpupilsasthecentre.Payattentiontotheinterestandexperienceofpupils.LetthemlearnEnglishhappilyandhavethesenseofachievement.教學(xué)理念9使用《創(chuàng)新英語(yǔ)》的方法和原則

結(jié)構(gòu)法主要強(qiáng)調(diào)語(yǔ)言的結(jié)構(gòu)，如組織學(xué)生進(jìn)行句型的操練等。交際法則注重對(duì)學(xué)生交際能力的培養(yǎng)，如教授學(xué)生運(yùn)用語(yǔ)言打招呼、道歉、表達(dá)意見(jiàn)等。采用結(jié)構(gòu)法的教學(xué)可以幫助學(xué)生操練、重復(fù)單詞和句子以達(dá)到準(zhǔn)確地復(fù)述，但是學(xué)生有可能對(duì)詞義一知半解，或一旦碰到外國(guó)人，還是不會(huì)使用學(xué)過(guò)的語(yǔ)言進(jìn)行交際。使用交際法的教學(xué)可以幫助學(xué)生建立使用語(yǔ)言的自信心，了解語(yǔ)言的功能，但也可能帶來(lái)學(xué)生在使用語(yǔ)言時(shí)的準(zhǔn)確率降低。另外，強(qiáng)調(diào)交際法的課堂必然有一定數(shù)量的句型和詞匯項(xiàng)目的學(xué)習(xí)，對(duì)小學(xué)生而言，過(guò)多的句型和詞匯的學(xué)習(xí)會(huì)使他們困惑。使用《創(chuàng)新英語(yǔ)》的方法和原則10《創(chuàng)新英語(yǔ)》把結(jié)構(gòu)法和交際法相結(jié)合，以確保語(yǔ)言形式和交際功能攜手并進(jìn)的成功語(yǔ)言教學(xué)。語(yǔ)言形式就是語(yǔ)法結(jié)構(gòu)，語(yǔ)言功能就是語(yǔ)言的運(yùn)用。結(jié)構(gòu)在傳授和操練種很重要，能讓學(xué)習(xí)者掌握基本句型和用法。發(fā)揮語(yǔ)言結(jié)構(gòu)的功能是語(yǔ)言學(xué)習(xí)的生命。它能給學(xué)習(xí)者提供與交際為目的的有意義的練習(xí)和活動(dòng)。Thestructuralapproachoffersasensiblegradingoflanguageitems,andgivesusmanyexercisestypeswhichwecanusetopractiselearningthepatternsandvocabularyitems.Butthecommunicativeapproachremindsusthatthisisnotenough:wemustalsomakesurethatchildrenunderstandthemeaningofthewords,andknowhowtousetheminrealisticsituation.《創(chuàng)新英語(yǔ)》把結(jié)構(gòu)法和交際法相結(jié)合，以確保語(yǔ)言形式和交際功能11教學(xué)方法綜述：傳授新內(nèi)容要簡(jiǎn)潔明了，采用實(shí)物、模仿、翻譯等方法，必須注意語(yǔ)境。新內(nèi)容能在真實(shí)情景中多次運(yùn)用。練習(xí)和操練通過(guò)活動(dòng)、任務(wù)等完成。讓學(xué)習(xí)者輕松流利地運(yùn)用新內(nèi)容來(lái)掌握語(yǔ)言和應(yīng)用語(yǔ)言。RealobjectsImitationTranslationSituations教學(xué)方法綜述：傳授新內(nèi)容要簡(jiǎn)潔明了，采用實(shí)物、模仿、翻譯等方12教學(xué)原則：(1)成功是語(yǔ)言的教與學(xué)追求的目標(biāo)。只要能幫助學(xué)生成功地學(xué)會(huì)語(yǔ)言，任何學(xué)生用書(shū)和方法都可以使用。換句話來(lái)說(shuō)，我們要尋求能使學(xué)生成功地學(xué)會(huì)語(yǔ)言的方法和材料。

Successisthemostvitalfactorinlanguageteachingandlearning.Theend(success)isfarmoreimportantthananymeans(methods).教學(xué)原則：132)學(xué)習(xí)者的興趣始終是我們關(guān)注的首要問(wèn)題。我們要設(shè)法設(shè)計(jì)學(xué)生感興趣的任務(wù)。最好的培養(yǎng)興趣的方法就是幫助學(xué)生體驗(yàn)成功。孩子們往往喜歡他們學(xué)得好的課程，而不喜歡或害怕成績(jī)差的課程。根據(jù)對(duì)波蘭的輟學(xué)者的一項(xiàng)調(diào)查，影響成功學(xué)習(xí)英語(yǔ)的首要因素是成就感，其次是課外對(duì)英語(yǔ)的使用、英語(yǔ)的其他用途、對(duì)英語(yǔ)的好感等。

Thebestwaytomotivatelearnersistohelpthemtosucceed.2)學(xué)習(xí)者的興趣始終是我們關(guān)注的首要問(wèn)題。我們要設(shè)法設(shè)計(jì)學(xué)143)

教與學(xué)不是一回事。我們不能想當(dāng)然地認(rèn)為教學(xué)成功的一堂課（從教師的角度來(lái)看），學(xué)生必定收獲頗豐。同樣，學(xué)生可能在課堂上非常開(kāi)心，但是學(xué)得甚少。因此我們必須想方設(shè)法既讓學(xué)生學(xué)得愉快，又要學(xué)得扎實(shí)。

Teachingisnotthesameaslearning.4)扎實(shí)的基礎(chǔ)是成功的前提。如果我們不考慮學(xué)生的接受能力而一味地追求進(jìn)度會(huì)事與愿違。學(xué)生們會(huì)因?yàn)楦簧隙a(chǎn)生厭學(xué)的情緒，導(dǎo)致退卻。Buildingonweakorinsecurefoundationsisboundtoleadtofailures.

3)

教與學(xué)不是一回事。我們不能想當(dāng)然地認(rèn)為教學(xué)成功的一堂課155）穩(wěn)扎穩(wěn)打，循序漸進(jìn)。在第一階段，盡量地放慢進(jìn)度，建立孩子們的自信心。不要過(guò)多地考慮其他學(xué)?；蚱渌嗉?jí)是否跑到了你的前面。堅(jiān)持你的原則，即你的進(jìn)度適合你的班級(jí)。漸漸地你的孩子們會(huì)走向成功。1.

SLOWBUTSTEADYisasoundapproach.6）語(yǔ)言的形式和功能兼顧。語(yǔ)言的結(jié)構(gòu)必須與意義和使用目的相結(jié)合。每堂課都應(yīng)包括“為交際而設(shè)計(jì)的真實(shí)的語(yǔ)言使用”，并為學(xué)生提供交際的情景。Languageformsandtheirfunctionsarecombined.Wehavetocreatesomesituations,usingauthenticlanguage.5）穩(wěn)扎穩(wěn)打，循序漸進(jìn)。在第一階段，盡量地放慢進(jìn)度，建立孩子167）語(yǔ)言教學(xué)應(yīng)與需求相結(jié)合。

Ourclassroomteachingandtheneedsmustbelinkedtogether.8）每一篇課文或單元都應(yīng)設(shè)計(jì)一個(gè)目標(biāo)或任務(wù)。

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

Createsomerealsituationsandourpupilscancommunicateintheclass.7）語(yǔ)言教學(xué)應(yīng)與需求相結(jié)合。9）為學(xué)生創(chuàng)造真實(shí)交際的環(huán)境。1710）

提供真實(shí)的語(yǔ)言材料。語(yǔ)言的恰當(dāng)性和真實(shí)性比語(yǔ)言項(xiàng)目編排的次序更重要。

Presentauthenticlanguagematerials.Theappropriatenessandauthenticityarefarmoreimportantthantheirarrangements.11）

正確處理聽(tīng)、說(shuō)、讀、寫(xiě)之間的關(guān)系，使 學(xué)生的各個(gè)技能全面而平衡地發(fā)展。

Handlethefourskillsproperly.Listening,speaking,readingandwritinggotogether.Wehavetopaymoreattentiontofirsttwoskillsatthefirststage.10）提供真實(shí)的語(yǔ)言材料。語(yǔ)言的恰當(dāng)性和真實(shí)性比語(yǔ)言項(xiàng)目編1812)Wemustexpectyoungchildrentomakemistakes,andweshouldnotbeundulyworriedwhenthemistakesoccur.Asthepupilsgrowolder,theycorrectmostoftheseerrors.我們必須有學(xué)生出錯(cuò)的思想準(zhǔn)備，但是，不要過(guò)分擔(dān)憂學(xué)生的錯(cuò)誤。12)Wemustexpectyoungchil1913)

Childrenusuallyworkbetterwhen theyfindtheworkisinteresting. Theidealmethodisonewhichis interestingandleadstosuccess. 孩子們對(duì)有興趣的事通常會(huì)干得很好的。

Interestisthekeytolanguage teaching.

興趣是語(yǔ)言教學(xué)的法寶。

13)Childrenusuallywork2014）教學(xué)有法，教無(wú)定法。

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

IndividualteachersmustdecideforthemselvestheroleofChineseintheteachingofEnglish.老師自己決定在英語(yǔ)教學(xué)中這樣使用漢語(yǔ)。

SpeakEnglishifpossible,UseChinese whennecessary.

15）如何使用漢語(yǔ)？22教學(xué)中應(yīng)注意的問(wèn)題:（1）課堂語(yǔ)言。在最初階段可用漢語(yǔ)以便學(xué)生聽(tīng)懂。慢慢地可增加英語(yǔ)的表達(dá)，盡量使用學(xué)生學(xué)過(guò)的英語(yǔ)，在課堂中創(chuàng)造學(xué)英語(yǔ)的氣氛。下列課堂用語(yǔ)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(xué)中應(yīng)注意的問(wèn)題:23Draw. Handsup. Good.Read. Handsdown. That’sgood.That’sright. That’swrong. Goodgirl.Goodboy. Lookat…（2）

活動(dòng)和游戲?；顒?dòng)和游戲是小學(xué)生比較喜歡的學(xué)習(xí)途徑。我們可以組織各種各樣的活動(dòng)和游戲，如操練、交際活動(dòng)、熱身表演活動(dòng)等。教師手冊(cè)將對(duì)每一個(gè)單元提供詳細(xì)的活動(dòng)和游戲的建議。Draw. Handsup. Good.（2）活動(dòng)和24（3）

改正錯(cuò)誤。學(xué)生在學(xué)習(xí)英語(yǔ)的過(guò)程中免不了要犯錯(cuò)誤。我們?cè)趯?duì)待語(yǔ)言錯(cuò)誤的問(wèn)題上應(yīng)該有個(gè)平和的態(tài)度。即既不放任不管，也不揪住不放。以保持學(xué)生學(xué)習(xí)英語(yǔ)的積極性為前提。也就是說(shuō)，我們不要見(jiàn)錯(cuò)就改，以免挫傷學(xué)生的自尊心。（4）

語(yǔ)法?！缎W(xué)英語(yǔ)課程教學(xué)基本要求》中指出，小學(xué)階段的英語(yǔ)教學(xué)主要以激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣為目的，培養(yǎng)學(xué)生一定的語(yǔ)感和良好的語(yǔ)音、語(yǔ)調(diào)基礎(chǔ)。因而，語(yǔ)法知識(shí)不用系統(tǒng)地講解。但是，出現(xiàn)在本學(xué)生用書(shū)中的語(yǔ)法項(xiàng)目，如詞性的概念（名詞、動(dòng)詞、副詞、形容詞、冠詞、介詞等），詞序、時(shí)態(tài)（一般現(xiàn)在時(shí)、一般過(guò)去時(shí)、現(xiàn)在進(jìn)行時(shí)）以及疑問(wèn)句和肯定句的形式等內(nèi)容須向?qū)W生作簡(jiǎn)單的交代。（3）

改正錯(cuò)誤。學(xué)生在學(xué)習(xí)英語(yǔ)的過(guò)程中免不了要犯錯(cuò)誤25（5）

寫(xiě)。

a）聽(tīng)寫(xiě)是很有作用的練習(xí)。b)早期寫(xiě)作練習(xí)包括寫(xiě)標(biāo)簽、用學(xué)過(guò)的單詞填空、比較物體、描述動(dòng)作和創(chuàng)建資料。c）指導(dǎo)性和限定性作文時(shí)必要的。這種練習(xí)包括連線替換、填空、句子重新排序。d）限定性寫(xiě)作練習(xí)包括完成句子、根據(jù)示例寫(xiě)作和根據(jù)教師和學(xué)生用書(shū)所提供的信息寫(xiě)作。e）關(guān)于自由寫(xiě)作的問(wèn)題，課程標(biāo)準(zhǔn)指出：在早期，可教學(xué)生相互寫(xiě)一、兩個(gè)句子的簡(jiǎn)單的便條。但是期望多數(shù)小學(xué)生在沒(méi)有指導(dǎo)的情況下用英語(yǔ)隨意寫(xiě)作是不現(xiàn)實(shí)的。自由寫(xiě)作可在小學(xué)高年級(jí)進(jìn)行嘗試，最合適的內(nèi)容可能是寫(xiě)簡(jiǎn)單的解說(shuō)詞、日記、或給親戚朋友寫(xiě)信。（5）

寫(xiě)。26（6）

音標(biāo)。一般來(lái)說(shuō)，音標(biāo)的教學(xué)在學(xué)生通過(guò)“看和說(shuō)”掌握了一定的詞匯以后再進(jìn)行。（7）

書(shū)寫(xiě)。在使用本學(xué)生用書(shū)第二冊(cè)的適當(dāng)時(shí)間，對(duì)于印刷體的掌握應(yīng)過(guò)渡到一些字母的連寫(xiě)。書(shū)寫(xiě)練習(xí)應(yīng)包括運(yùn)用連寫(xiě)書(shū)寫(xiě)學(xué)過(guò)的單詞，每次操練不應(yīng)超過(guò)10－15分鐘。（6）

音標(biāo)。一般來(lái)說(shuō)，音標(biāo)的教學(xué)在學(xué)生通過(guò)“看和說(shuō)27（8）

拼寫(xiě)。單詞應(yīng)該先看和讀（LookandSay），再仿寫(xiě)，最后默寫(xiě)。教師可能發(fā)現(xiàn)有些學(xué)生由于發(fā)音不清，辨音不準(zhǔn)，拼寫(xiě)單詞有很大困難。在語(yǔ)言環(huán)境中進(jìn)行短期的發(fā)音練習(xí)有時(shí)會(huì)有助于他們克服混淆不清的問(wèn)題。例如：f和th；p和b。Theca…h(huán)astwokittens.Theca…isonhishead.英語(yǔ)作為母語(yǔ)的小學(xué)低年級(jí)孩子們也有同樣的拼寫(xiě)困難。他們可能把d寫(xiě)成b，bird寫(xiě)成brid，或犯其它的錯(cuò)誤。在多數(shù)情況下，這些錯(cuò)誤隨著孩子們的年齡增長(zhǎng)而消失（8）

拼寫(xiě)。28（9）

閱讀。(由老師選擇提供)建議采用下面的活動(dòng)處理：a）圖畫(huà)描述——問(wèn)、答、解說(shuō)詞、描述圖畫(huà)b）戲劇表演――兩個(gè)或三個(gè)學(xué)生讀出對(duì)話c）歌曲／韻文――與讀物中的故事相關(guān)d）剪貼運(yùn)用――通過(guò)繪畫(huà)或采集圖畫(huà)編故事e）動(dòng)畫(huà)或木偶制作f）封面制作――重新設(shè)計(jì)讀物的封面g）對(duì)話改寫(xiě)或復(fù)制h）填詞游戲――從讀物中選擇單詞i）座談?dòng)懻摠D―談故事和圖畫(huà)的內(nèi)容j）手工制作――做模型、圖表等來(lái)表現(xiàn)故事的內(nèi)容（9）閱讀。(由老師選擇提供)29（10）

測(cè)試。（評(píng)價(jià)）小學(xué)英語(yǔ)教學(xué)評(píng)價(jià)的主要目的是激勵(lì)學(xué)生的學(xué)習(xí)興趣和積極性。因此，測(cè)試的方法應(yīng)具有多樣性和可選擇性。在低年級(jí)可采用游戲、活動(dòng)、表演等形式檢查學(xué)生學(xué)習(xí)英語(yǔ)的興趣、態(tài)度和交際能力。在高年級(jí)可采用口筆試相結(jié)合的方式。口試主要考查學(xué)生實(shí)際運(yùn)用語(yǔ)言的能力，筆試考查聽(tīng)和讀的技能?？疾橐M量貼近學(xué)生的生活。（10）

測(cè)試。（評(píng)價(jià)）30☆

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

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

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

Pre-LanguageArts(54-57)初級(jí)語(yǔ)言藝術(shù)

☆

Activities&Games（活動(dòng)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(yǔ)分課教學(xué)建議AimsforeachLesson:Language:Function:Newwords:Periods:創(chuàng)新英語(yǔ)分課教學(xué)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