创新英语教材分析与处理课件

创新英语教材分析与处理CreativeEnglishForPrimaryschools宜昌市伍家岗区教研室鲁修玲创新英语教材分析与处理宜昌市伍家岗区教研室鲁修玲1创新英语CreativeEnglishForPrimaryschools主编Dr.AlanR.B.Etherton刘文渊接力出版社全国优秀出版社创新英语主编Dr.AlanR.B.Eth2教育部教材审定委员会评价：⊙教学内容与小学生的生活接近，能够激发他们的兴趣，对他们的身心发展产生积极的影响，有的课文还提乡了学科的融和性。⊙教材的编写体现出结构与功能相结合，兼顾话题。语法结构安排系统，简单的句型通过多样的活动（如听、说、做、玩、画、读等）呈现并反复练习与实际生活和交际性的活动综合在一起，有助与学生进行语言的实践。书中还有任务型的活动。教育部教材审定委员会评价：⊙教学内容与小学生的生活接近，3创新英语系列学生用书活动手册教师用书录音磁带教学挂图创新英语系列学活教录教4Introductoryspeechfortheteacher英语老师的开场白Hello,class!IamMiss/MrWang.FromtodayonIamyourEnglishteacher.AsweallknowthatEnglishisoneofthemostusefullanguagesintheworld.Iamsureyouwillgetitifyoustudyhardatit.Don’tbeshyandbebravetoopenyourmouth,speakit,actitanduseittodothings.Let’shaveagoodbeginning.Let’sworktogetherandwewillallsucceedinthefuture!(ThenexplaininChinese)SingasonginEnglishifpossible!Introductoryspeechforthete5关于创新英语AboutCreativeEnglish‘创新英语’小学英语学生用书是按照2001年‘小学英语课程教学基本要求’编写的，，内容覆盖一级和二级要求（1–8册）。每个学期的学生用书包括一本学生用书、一本活动手册、一本教师用书、磁带和多种教辅资料。关于创新英语AboutCreativeEnglish‘创6主要特点

《创新英语》是一套充分考虑学习者的需要和兴趣的以学习者为本的英语书。我们是这样设想： 如果能给予成功的机会，学生对学英语的态度就会更好。根据对以往大纲的调研，我们发现，像物主代词、人称代词和后置状语都是许多学习者很难掌握的内容，过多的生词的用法给孩子们的学习带来了过大的负担。随着其他难点的出现，他们在小学初学阶段就有了一种失败感。过高的期望会导致学生的失败感。主要特点7《小学英语课程教学基本要求》强调对有趣的和有意义的活动的需要。所以配套的活动用书的设计旨在提供大量的激发兴趣并有意义的活动，以帮助学生用众多的有意义的方法操练所学过的内容。

Theinterestofthelearnershouldbeofcentralconcern.Wecannoteliminatea‘substantialelement’ofrepetitiouspractice‘ofanunexcitinganduninspiringnature’butweshouldalsotrytoprovidetaskswhichinterestpupils.《小学英语课程教学基本要求》强调对有趣的和有意义的活动的需要8教学理念

以学生为中心，关注学生的兴趣和体验，让孩子们在快乐中学习，体验英语进步的成就。Takeourpupilsasthecentre.Payattentiontotheinterestandexperienceofpupils.LetthemlearnEnglishhappilyandhavethesenseofachievement.教学理念9使用《创新英语》的方法和原则

结构法主要强调语言的结构，如组织学生进行句型的操练等。交际法则注重对学生交际能力的培养，如教授学生运用语言打招呼、道歉、表达意见等。采用结构法的教学可以帮助学生操练、重复单词和句子以达到准确地复述，但是学生有可能对词义一知半解，或一旦碰到外国人，还是不会使用学过的语言进行交际。使用交际法的教学可以帮助学生建立使用语言的自信心，了解语言的功能，但也可能带来学生在使用语言时的准确率降低。另外，强调交际法的课堂必然有一定数量的句型和词汇项目的学习，对小学生而言，过多的句型和词汇的学习会使他们困惑。使用《创新英语》的方法和原则10《创新英语》把结构法和交际法相结合，以确保语言形式和交际功能携手并进的成功语言教学。语言形式就是语法结构，语言功能就是语言的运用。结构在传授和操练种很重要，能让学习者掌握基本句型和用法。发挥语言结构的功能是语言学习的生命。它能给学习者提供与交际为目的的有意义的练习和活动。Thestructuralapproachoffersasensiblegradingoflanguageitems,andgivesusmanyexercisestypeswhichwecanusetopractiselearningthepatternsandvocabularyitems.Butthecommunicativeapproachremindsusthatthisisnotenough:wemustalsomakesurethatchildrenunderstandthemeaningofthewords,andknowhowtousetheminrealisticsituation.《创新英语》把结构法和交际法相结合，以确保语言形式和交际功能11教学方法综述：传授新内容要简洁明了，采用实物、模仿、翻译等方法，必须注意语境。新内容能在真实情景中多次运用。练习和操练通过活动、任务等完成。让学习者轻松流利地运用新内容来掌握语言和应用语言。RealobjectsImitationTranslationSituations教学方法综述：传授新内容要简洁明了，采用实物、模仿、翻译等方12教学原则：(1)成功是语言的教与学追求的目标。只要能帮助学生成功地学会语言，任何学生用书和方法都可以使用。换句话来说，我们要寻求能使学生成功地学会语言的方法和材料。

Successisthemostvitalfactorinlanguageteachingandlearning.Theend(success)isfarmoreimportantthananymeans(methods).教学原则：132)学习者的兴趣始终是我们关注的首要问题。我们要设法设计学生感兴趣的任务。最好的培养兴趣的方法就是帮助学生体验成功。孩子们往往喜欢他们学得好的课程，而不喜欢或害怕成绩差的课程。根据对波兰的辍学者的一项调查，影响成功学习英语的首要因素是成就感，其次是课外对英语的使用、英语的其他用途、对英语的好感等。

Thebestwaytomotivatelearnersistohelpthemtosucceed.2)学习者的兴趣始终是我们关注的首要问题。我们要设法设计学143)

教与学不是一回事。我们不能想当然地认为教学成功的一堂课（从教师的角度来看），学生必定收获颇丰。同样，学生可能在课堂上非常开心，但是学得甚少。因此我们必须想方设法既让学生学得愉快，又要学得扎实。

Teachingisnotthesameaslearning.4)扎实的基础是成功的前提。如果我们不考虑学生的接受能力而一味地追求进度会事与愿违。学生们会因为跟不上而产生厌学的情绪，导致退却。Buildingonweakorinsecurefoundationsisboundtoleadtofailures.

3)

教与学不是一回事。我们不能想当然地认为教学成功的一堂课155）稳扎稳打，循序渐进。在第一阶段，尽量地放慢进度，建立孩子们的自信心。不要过多地考虑其他学校或其他班级是否跑到了你的前面。坚持你的原则，即你的进度适合你的班级。渐渐地你的孩子们会走向成功。1.

SLOWBUTSTEADYisasoundapproach.6）语言的形式和功能兼顾。语言的结构必须与意义和使用目的相结合。每堂课都应包括“为交际而设计的真实的语言使用”，并为学生提供交际的情景。Languageformsandtheirfunctionsarecombined.Wehavetocreatesomesituations,usingauthenticlanguage.5）稳扎稳打，循序渐进。在第一阶段，尽量地放慢进度，建立孩子167）语言教学应与需求相结合。

Ourclassroomteachingandtheneedsmustbelinkedtogether.8）每一篇课文或单元都应设计一个目标或任务。

Eachtextorunitwillhaveatargetorataskwehavetoreach.9）为学生创造真实交际的环境。（举例）

Createsomerealsituationsandourpupilscancommunicateintheclass.7）语言教学应与需求相结合。9）为学生创造真实交际的环境。1710）

提供真实的语言材料。语言的恰当性和真实性比语言项目编排的次序更重要。

Presentauthenticlanguagematerials.Theappropriatenessandauthenticityarefarmoreimportantthantheirarrangements.11）

正确处理听、说、读、写之间的关系，使 学生的各个技能全面而平衡地发展。

Handlethefourskillsproperly.Listening,speaking,readingandwritinggotogether.Wehavetopaymoreattentiontofirsttwoskillsatthefirststage.10）提供真实的语言材料。语言的恰当性和真实性比语言项目编1812)Wemustexpectyoungchildrentomakemistakes,andweshouldnotbeundulyworriedwhenthemistakesoccur.Asthepupilsgrowolder,theycorrectmostoftheseerrors.我们必须有学生出错的思想准备，但是，不要过分担忧学生的错误。12)Wemustexpectyoungchil1913)

Childrenusuallyworkbetterwhen theyfindtheworkisinteresting. Theidealmethodisonewhichis interestingandleadstosuccess. 孩子们对有兴趣的事通常会干得很好的。

Interestisthekeytolanguage teaching.

兴趣是语言教学的法宝。

13)Childrenusuallywork2014）教学有法，教无定法。

Thereisnoidealteachingmethod.Wedonotknowforcertainwhichteachingmethodgetsthebestresults.★Differentteachersandchildrenrequiredifferentteachingmethods,anditisunwisetoforceallteacherstoadoptthesamemethod.★Teachersshouldfeelfreetouseanymethod,whichtheyfindisclearlysuccessful,i.e.whichenableschildrentolearnEnglish.14）教学有法，教无定法。2115）如何使用汉语？

IndividualteachersmustdecideforthemselvestheroleofChineseintheteachingofEnglish.老师自己决定在英语教学中这样使用汉语。

SpeakEnglishifpossible,UseChinese whennecessary.

15）如何使用汉语？22教学中应注意的问题:（1）课堂语言。在最初阶段可用汉语以便学生听懂。慢慢地可增加英语的表达，尽量使用学生学过的英语，在课堂中创造学英语的气氛。下列课堂用语可以选择使用：Hello. Write. Pleasegiveme…Goodmorning. Comehere. Thankyou.Goodafternoon. Comein. Goout.Goodbye. Sitdown. Goto…Listen. Standup. Openyourbook.Say… Stop. Shutyourbook.教学中应注意的问题:23Draw. Handsup. Good.Read. Handsdown. That’sgood.That’sright. That’swrong. Goodgirl.Goodboy. Lookat…（2）

活动和游戏。活动和游戏是小学生比较喜欢的学习途径。我们可以组织各种各样的活动和游戏，如操练、交际活动、热身表演活动等。教师手册将对每一个单元提供详细的活动和游戏的建议。Draw. Handsup. Good.（2）活动和24（3）

改正错误。学生在学习英语的过程中免不了要犯错误。我们在对待语言错误的问题上应该有个平和的态度。即既不放任不管，也不揪住不放。以保持学生学习英语的积极性为前提。也就是说，我们不要见错就改，以免挫伤学生的自尊心。（4）

语法。《小学英语课程教学基本要求》中指出，小学阶段的英语教学主要以激发学生学习英语的兴趣为目的，培养学生一定的语感和良好的语音、语调基础。因而，语法知识不用系统地讲解。但是，出现在本学生用书中的语法项目，如词性的概念（名词、动词、副词、形容词、冠词、介词等），词序、时态（一般现在时、一般过去时、现在进行时）以及疑问句和肯定句的形式等内容须向学生作简单的交代。（3）

改正错误。学生在学习英语的过程中免不了要犯错误25（5）

写。

a）听写是很有作用的练习。b)早期写作练习包括写标签、用学过的单词填空、比较物体、描述动作和创建资料。c）指导性和限定性作文时必要的。这种练习包括连线替换、填空、句子重新排序。d）限定性写作练习包括完成句子、根据示例写作和根据教师和学生用书所提供的信息写作。e）关于自由写作的问题，课程标准指出：在早期，可教学生相互写一、两个句子的简单的便条。但是期望多数小学生在没有指导的情况下用英语随意写作是不现实的。自由写作可在小学高年级进行尝试，最合适的内容可能是写简单的解说词、日记、或给亲戚朋友写信。（5）

写。26（6）

音标。一般来说，音标的教学在学生通过“看和说”掌握了一定的词汇以后再进行。（7）

书写。在使用本学生用书第二册的适当时间，对于印刷体的掌握应过渡到一些字母的连写。书写练习应包括运用连写书写学过的单词，每次操练不应超过10－15分钟。（6）

音标。一般来说，音标的教学在学生通过“看和说27（8）

拼写。单词应该先看和读（LookandSay），再仿写，最后默写。教师可能发现有些学生由于发音不清，辨音不准，拼写单词有很大困难。在语言环境中进行短期的发音练习有时会有助于他们克服混淆不清的问题。例如：f和th；p和b。Theca…hastwokittens.Theca…isonhishead.英语作为母语的小学低年级孩子们也有同样的拼写困难。他们可能把d写成b，bird写成brid，或犯其它的错误。在多数情况下，这些错误随着孩子们的年龄增长而消失（8）

拼写。28（9）

阅读。(由老师选择提供)建议采用下面的活动处理：a）图画描述——问、答、解说词、描述图画b）戏剧表演――两个或三个学生读出对话c）歌曲／韵文――与读物中的故事相关d）剪贴运用――通过绘画或采集图画编故事e）动画或木偶制作f）封面制作――重新设计读物的封面g）对话改写或复制h）填词游戏――从读物中选择单词i）座谈讨论――谈故事和图画的内容j）手工制作――做模型、图表等来表现故事的内容（9）阅读。(由老师选择提供)29（10）

测试。（评价）小学英语教学评价的主要目的是激励学生的学习兴趣和积极性。因此，测试的方法应具有多样性和可选择性。在低年级可采用游戏、活动、表演等形式检查学生学习英语的兴趣、态度和交际能力。在高年级可采用口笔试相结合的方式。口试主要考查学生实际运用语言的能力，笔试考查听和读的技能。考查要尽量贴近学生的生活。（10）

测试。（评价）30☆

Activities&Games（活动与游戏）Afteranitemhasbeenpresentedtolearners(page29),‘themainpartofthelessonnowbegins,thatishavingthepupilsthemselvespractiseandusethenewitemsinaswidearangeofmeaningfulandappropriatesituationaspossible.’Theactivitiesaredividedintothreemaingroups:a)

ManipulativeExercises(30,32-42)控制性练习b)

CommunicativeActivities(31,32-54)交际性活动c)

Pre-LanguageArts(54-57)初级语言艺术

☆

Activities&Games（活动与游戏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创新英语分课教学建议AimsforeachLesson:Language:Function:Newwords:Periods:创新英语分课教学建议AimsforeachLesson38TeachingPlansforeachLesson分课教案建议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.‘atree’.Childrenmustholduptherightcard.Period2Moretimewillprobablyneededtofinishmakingthecards,andrevisingthewords.Pupilscancompleteingroups.Whentheteachersaysaword,thefirstgrouptoholduptherightcardgetsonepoint.Pupilscanalsotakeovertheroleofteacherhere.Theteachercallsoutthename63Notethatweuse‘an’infrontofnounswhichstartswithavowelSOUND.(Itiswrongtotellpupilsthatweuse‘an’beforewordsstartingwithA,E,I,O,orU.)PupilscompleteAHpage8,awordpuzzle.Notethattheplural‘s’isneededhere.Notethatweuse‘an’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‘abus’and‘acar’.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‘abanana’and‘anorange’.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