资源简介

CONTENTS目录
To the teacher and student
Leaming a foreign language in the classroom
About this course
How to use this course
i送
致教师和学生
外语的课丝教学
关于本教材的说明
本教材使用说明
Lesson l
上xcuse me!对不起！
Tesson 2
Is this your 这是你的…吗子
3
Lesson 3
Sm,ir.对不起，光牛。
Lesson 4
Is this your 这是你的…吗
7
Lesson 5
Nice to mcet you.很高兴死到你，
9
Lesson 6
What mak心ii 它是什么牌子的？
11
Icsson 7
ry山江tr 你是教师吗？
13
Lesson 8
hat's your joh :是做朴么工作的
15
Lesson 9
Tlow are you today 你今犬好吗？
I7
Lrsson 10
L0okat…春…
19
Lesson 11
Is this yon shirt 这是你的衬衫吗？
21
Lesson 12
Whose is this This is my/your/lris/her…这…是谁的？这址我的./你的/他的地的…
23
hose is th That is my/your/his/her.那…是谁的？那足我的你的，他的她的
Lesson 13
A new dress一件新连衣裙
25
Ixsson 14
at colour is your 你的…是什名颜色的？
27
Lesson 15
Your pa3Tts,le:.请出示你1的护照
2沙
Le50116
re you 你是…吗
31
Le35011|7
Tlow do you de 你好！
33
Lesson 18
What arc their jubs:他门地故什么丁年的？
35
Icsson 19
"Tired and thirsty又黑又涡
37
Lesson 20
Look at them!看看他/它们！
39
Lsson 2]
Which book:哪.·木书？
11
Lesson 22
Give me/bim/h儿cr/us/them a…给我/他她我J地|一…·
13
hicb one 哪…
Le530n23
Which glasses 哪儿只朴了？
45
L心50t24
Give me/him./hcr/us/them some.轮我他y/她.我们，/他i」一些…
4
Which ones:哪些？
Lesson 25
rs.Smita's kitchcr史密听太太的厨房
49
Lesson 26
Where is it 它在邺里
51
Lesson 27
Hs.Sm1 ith's living room史崭斯太：太的客f
53
Lesson 2B
here are they:它们在哪甲？
55
Tc8son 29
Come in,Amy.进米：艾米，
Lc550n30
hat must I do 我：该做什么？
59How to use this course
The teacher's notes
The notes which accompany each teaching unit should be treated as
suggestions. The teacher may depart from the scheme that is laid down if
he wishes to, or he may omit any exercise which does not seem to suit his
purpose. However, the intention behind the notes is to enable the teacher
to drill the patterns that are introduced. The exercises within each lesson
are, where possible, graded in order of increasing difficulty. This means
that if there is insufficient time, the final exercises may be omitted without
seriously hampering the students' progress. Each teaching unit provides
enough material for two hours' work. If the teacher can only devote forty-five
minutes to each part of the unit, he may edit the drills to suit the time
at his disposal.
All instructions and comments like L isten, Sit down, Say it again, All
together, etc. which any teacher might use while conducting a lesson should
be given in English. In the early stages, the meaning of these expressions
may be conveyed through gesture and mime. Such patterns must be regarded
as extraneous to the course, unless they are formally introduced. For the
purpose of this course, it is not assumed that a student is familiar with
a pattern until he is actually made to use it. That is why many of the
instructions commonly used in the classroom are not given in the pattern
and vocabulary lists which precede each lesson in the Teacher's Book.
All the information in the notes is given under headings and each item
will now be considered.
Content and basic aims— general remarks
The information given under these two headings summarizes briefly what
Will be taught in terms of patterns and content words. This summary is purely
for the teacher's information.
Listening comprehension
Detailed instructions are given at the beginning of the course, which
are gradually reduced as teachers get used to the procedure. There are nine
recommended steps for presenting each text which will train students to
understand spoken English. The steps are as follows:
1 Introduce the story
2 Understand the situation
3 Listening objective
4 Play the tape or read the text
5 Answer the question
7 Play the tape or read the text again
8 Repetition
9 Reading aloud
Every one of these steps must be very brief. Let's see how this works
in practice:
1 Introduce the story
The teacher introduces the text with a few words, so the student clearly
understands what's going on and is not obliged to guess. At the very beginning,
some Chinese may be used, but the teacher should use English as early as
possible. For example:
Today we'11 listen to a story about a handbag.
2 Understanding the situation
The students are asked to look at the pictures to see if they can understand
what is going on in the text. At the very beginning, a few prompts can be
given in Chinese, but the teacher should use English as early as possible.
For example:
Look at the pictures and tell me what is happening here. (You may add
one or two questions as prompts.)
3 Listening objective
The teacher sets the students‘a listening objective’, by setting them
a question they will try to find the answer to. This means, the students
will listen to the text actively rather than passively. For example: Listen
to the story, then tell me: Whose handbag is it
4 Play the tape or read the text
The teacher plays the tape or reads the text just once while the students
simply listen without interruption.
5 Answer the question
Now the teacher asks the question(3 above) again and the students try
to answer it: Now you've heard the story, whose handbag is it Don't let
students shout out the answer. Train them to raise their hands if they think
they know the answer. Get one student to answer, then ask the others, How
many of you agree with him/her Put up your hands if you agree with him/her.
You don't agree (to another student) so what do you think the answer is
How many of you agree with him/her Put up your hands. This keeps the students
guessing and involves the whole class. Students should be trained to listen
right from the start without ‘preparation’or‘translation’. They will soon
get used to the sound of English and to understanding the meaning of what
they hear.
6 Intensive reading
Now the teacher plays the tape or reads the text again, pausing after
every line to check the students understand. This is an extremely important
part of the lesson as the students must make every effort to understand the
text through the pictures. If the students fail to understand the meaning
of parts of the text through the pictures(and this will inevitably occur
at times), the teacher should explain by gesture and mime. If the teacher
still fails to communicate the meaning, he should ask the best students in
the class for a‘confirmatory translation’of a particular word or phrase
for the benefit of other students who haven't grasped the meaning. Translation,
however, must be regarded as a last resort. This difficulty of conveying
meaning is acute in the early stages, but becomes less of a problem as the
course progresses.
7 Play the tape or read the text again
Play the tape or read the text again right through without interruption.
This time, the students will understand it without difficulty because of
the careful explanation you provided in 6 above.
8 Repetition
Play the tape or read the text again, pausing after every line. Ask
the students to repeat(a) in chorus, (b) in small groups(say, row by row
in the class) and(c) individually. When conducting chorus and group repetition,
make sure the students repeat all together after you give them a clear signal.
You can give such a signal simply by nodding or with a pencil in your hand.
Imagine you're conducting an orchestra! The broken lines in the text represent
‘reading units’,which match the students' eye-span.
9 Reading aloud
Ask one or two students to take parts and to read the text aloud. You
will be able to tell from this how well particular students can pronounce
correctly the English they have already heard.
This presentation should not take more than about twenty-five minutes.
As the students make progress, the teacher may simplify the procedure if
necessary, so that more time can be devoted to the exercises that follow.
Students working at home on their own should listen to the recording
of each text a s often as is necessary for them to become completely familiar
with it, and should even learn the texts by heart if they wish to.
Comprehension
This stage consists of two exercises:
1 Students answer questions
2 Students ask questions
1 Students answer questions
After presenting the text(the nine steps above), the teacher asks
individual students questions round the class. If a student fails to answer,
move quickly on to another student, so that this part of the lesson has pace.
All the questions you will ask and the appropriate answers are printed for
you in the Teacher's Book. Of course, you can ask additional questions of
your own if you want to. The questions fall into two categories:
a Yes/No questions
It is generally considered rude to answer a question with just‘Yes’
or ‘No’. The student is trained to listen to the first word in the yes/no
question and to use the same word in the answer:
TEACHER: Is Anna's dress new (The first word in the question is Is)
STUDENT: Yes, it is. (is forms part of the answer)
TEACHER: Is Anna's dress blue
STUDENT: No, it isn't.
b Wh-questions and questions with How
The student is trained to answer questions beginning with When, Where,
Which, How, etc.(Of course, these take time to develop during the course.)
The student may provide complete answers, or short natural ones.
TEACHER: Whose dress is new
STUDENT: Anna's dress is new. Or simply: Anna's.
In this way, the student is trained over a period to associate When
with time, Where with place, Why with reason, Who with identity, Whose
with possession, Which with choice, What with choice, identity or activity,
How with manner, etc.
2 Students ask questions
In order to prevent incorrect forms like *Where he went *, students
are trained to ask two questions at a time. The first of these is a yes/no
question and the second a Wh-question. For example:
TEACHER: Ask me if Sally is in the garden.
STUDENT: Is Sally in the garden
TEACHER: Where
STUDENT: Where is Sally (Not *Where Sally is？* or *Where Sally *) Of
course, these questions take time to develop during the course.
All the asking questions exercises are printed for you in the Teacher's
Book. You can add some of your own if you want to.
Activities
Suggestions for activities are usually given at the end of the first
part of each teaching unit. If there is insufficient time, they may be omitted
altogether. Every effort should be made to introduce activities occasionally
as they liven up the class and make language learning an enjoyable task.
Two forms of activity are suggested.
Games
There are a number of ideas for games which enable the students to practise
particular patterns.
Tell the story
The students may be asked to reconstruct the dialogue by referring only
to the pictures. Adult students are usually too self-conscious to‘act’
the dialogues in class and this is a good compromise. It is an extremely
valuable exercise in recall and helps to lay the foundations of speech.
Extension exercises
In the students' book, the second part of each teaching unit(all
even-numbered lessons) consists of numbered pictures and sometimes printed
words and statements. As was pointed out earlier, where possible, a new word
is printed after it has been learnt orally. That is w hy this page often consists
only of pictures. With the aid of these illustrations, the student will practise
particular patterns(both progressive and static, depending on the lesson).
The Extension exercises usually begin with a short drill which deals
with a special problem: e.g. the use of numbers, dates, telling the time,
the use of the alphabet and spelling difficulties, etc. Difficulties of this
sort are practised over a very long period and are not dealt with in single
lessons. The student then continues with Repetition drill and Pattern drill.
Repetition drill
The students practise the taped drill. They may do this with the aid
of a cassette player in the classroom, or at home if they are working on
their own. Alternatively, the teacher may conduct the drill‘live’from the
tapescript printed in the lesson.
Pattern drill
These make up the main part of the lesson. In these drills, the teacher
seeks to elicit a number of different patterns from the class. The students
may respond in chorus, small groups or individually: this is left for the
teacher to decide.
Each time a new pattern drill is introduced, the teacher should illustrate
the type of response he requires. He may do this orally, or by writing the
response on the blackboard. It should not be necessary to give grammatical
explanations. Each new pattern should simply be presented as a way of saying
something. However, the way new patterns are to be presented is left to the
teacher's discretion.
When conducting a drill, the teacher provides a stimulus and the student
responds to it by referring to his book: To elicit statements involving the
use of the present perfect.
TEACHER: Look at the first picture.
What has she just done
STUDENT(consulting illustration): She has just aired the room.
TEACHER: Look at the second picture.
What have they just done
STUDENT (consulting illustration): They have just cleaned their shoes.
In a number of drills, the student is not required to refer to illustrations
but to make use of“can words” which are supplied by the teacher. The call
words to be used are always provided in the teacher's notes and are drawn
only from vocabulary the student knows well. Here is an example of this type
of exercise:
To elicit statements involving the use of very much and very many:
I can't buy very much/many.
TEACHER: What about pencils
STUDENT: I can't buy very many.
TEACHER: What about coffee
STUDENT: I can't buy very much.
The following call words will be substituted in the question‘What
about ’: bread, cheese, soap, steak, biscuits, eggs, vegetables, fruit,
flowers, cakes, paper, ink, glue，clothes, aspirins, medicine, jam, honey,
envelopes, magazines, wine, milk.
The Pattern drill is followed by written exercises.
Writing
Written exercises take two forms: structural exercises and dictation.
Structural exercises
In the first few teaching units, the student begins with copying before
proceeding to actual exercises. Examples of the script used and the type
of answer to be given are always printed in the students' book. It should
be noted that in the early stages the instructions for the written exercises,
though simple, will be outside the students' vocabulary range and will have
to be explained. The aim of these exercises is not to teach the new patterns,
but to reinforce and consolidate what has been learnt orally. They should
always be done after the oral exercises have been completed and may be set
as homework. The student must not merely fill in blank spaces but copy out
the whole exercise.
Dictation
Dictation exercises are not introduced till Teaching Unit17. No‘unseen’
dictations are given. The teacher always dictates the answer to the written
exercise given in the preceding teaching unit.
There is sufficient material in the Extension exercises for about one
hour's work. As the exercises are arranged in order of increasing difficulty,
it is always possible to omit the last few if there is insufficient time.
Testing
A test is included in the middle of the course to enable the teacher
to assess the students' progress.
Homework
The tapes
Apart from being given written exercises, students who possess the tapes
should be encouraged to play the recording of the new dialogue several times
at home and if possible to memorise it. They should also be advised to practise
the recorded drills. Taken together, the seventy-two passages form a carefully
graded and structurally controlled survey of elementary English. All the
passages are short and easy to memorise and will enable the complete beginner
to use the language with increasing confidence and skill.
Future work
This course is completely self-contained and covers one year's work.
At the end of it, the student should have a reasonable command of spoken
English. If he wishes to proceed further, the student may go on to the following
books which‘overlap’each other so that he can continue his studies without
difficulty:
Practice and Progress:
An integrated course for pre-intermediate students
Developing Skills:
An integrated course for intermediate students
Fluency in English:
An integrated course for advanced students
In these books, the student continues with the oral work begun in this
course and is also taught to write English in a systematic way.
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。在最初阶段可以给
少量的中文作为提示，但教师必须尽早开始使用英语。例如：Look at the pictures and
tell me what is happening here.（看图，然后告诉我这里发生了什么事情。）（你
可以再加上 1 至 2 个问题作为提示。）
3 听力训练目标
通过给学生提个问题，让他们寻找答案的方式，教师为学生确立一个“听力训练目
标”。这就意味着学生会积极地而不是消极地去听课文寻音。例如：Listen to the story，
then tell me：Whose handbag is it？（听故事，然后告诉我：这是谁的手提包？）
4 放录音或朗读课文
教师播放录音或朗读课文，在不停顿的情况下让学生静听一遍课文。
5 回答问题
现在教师再一次问第 3 步骤中的问题，让学生试看回答：Now you've heard the
story， whose handbag is it？（你现在听了这个故事，这是谁的手提包？）训练学
生不要集体回答，如果他们认为自己知道答案，就让他们举手。问一个学生，然后问其
他的人：“你们中有多少人同意他／她的回答？”“如果你们同意请举起手来。”“[对
另一个学生]如果你不同意，那么你认为答案是什么？”“你们中有多少人同意他／她的
回答？”“同意的请举起手来。”这样就能让学生不断地猜测，而且把全班学生都调动
起来。从一开始就要训练学生不做“任何准备”地去听，也不通过“翻译”。很快，他
们就会适应英语的语音，并理解他们所听到的内容。
6 精读
现在教师重放录音或重读课文，每行后稍稍停顿，检查学生是否理解。这是课堂教
学中非常重要的一个环节，因为学生必须全力通过图片去理解课文。如果学生不能通过
图片来理解部分课文的内容— — 这种情况总会发生的— — 教师必须用手势和模拟动作来
进行解释。如果仍不能表述那一含义，教师就应该请班上学得最好的学生给出一个单词
或词组的译文，以照顾尚未理解词义的学生。把翻译看成最后一种手段。在开始阶段，
传达意思是很困难的一个环节，但随着课程的进展，困难就会越来越小。
7 再次播放录音或朗读课文
不停顿地再次从头播放录音或课文。经过以上 6 个步骤的精心讲解，这次学生应毫
无困难便可听懂。
8 重复
再次播放录音或朗读课文，每行后停顿一下，让学生全体、小组（如教室里每一行）
和单个地重复。当全体和小组重复时，要求学生在看到你的明确信号后一起开始。你可
用点头或以手中的铅笔来做信号，想像你自己在指挥一个交响乐团。课文中的断句标志
着不同的“阅读单元”，它们的长度与学生视线的宽度是一致的。
9 大声朗读
让一两个学生扮演对话中的角色，大声朗读。从中你可以了解到不同学生是否能够
准确地读出他们听到的英语。
这个介绍课文的过程不应超过 25 分钟。随着学生能力的提高，教师可以根据需要
简化其中的步骤，这样就可以有更多的时间用于其后的练习。
在家中自学的学生应尽可能多听课文录音，使自己完全熟悉课文。如果愿意，甚至
可以把课文背出来。
理解
这个阶段包含两个练习：1 学生回答问题；2 学生提问题。
1 学生回答问题
按照以上 9 个步骤介绍课文后，教师在班上向学生单独提问题。如果一个学生没能
回答出来，很快转向另一个学生，因此，这部分练习要很注意节奏。教师提的问题和相
应的答案都包括在教师用书中。当然，如果你愿意，可以提一些额外的问题。问题分成
两类：
a 一般疑问句
一般来说，仅用Yes（是）或 No（不）来回答一个问题是不礼貌的。要训练学生注
意听一般疑问句的第一个单词，在回答时用同样的词。
教师：Is Anna's dress new？（安娜的连衣裙是新的吗？）（问题中的第一个词
是 Is）
学生：Yes，it is．（是，它是新的。）（is 是答案的一部分）
教师：Is Anna's dress blue？（安娜的连衣裙是蓝色的吗？）
学生：No，it isn't（不，它不是。）
b 特殊疑问句（以 Wh-开头和以 How 开头的疑问句）
训练学生回答以 When，Where，Which，How 等词开头的疑问句（当然，在这本教
材中要花一些时间才能逐渐达到这个目标）。学生可以用完整的句子回答，也可以用简
短的、较自然的回答方式。
教师：Whose dress is new？（谁的连衣裙是新的？）
学生：Anna's dress is new．或 Anna's．（安娜的连衣裙是新的。或简短回答：
安娜的。）
就这样，经过一段时间的训练，学生会把When 和时间、Where 和地点、Why 和原因、
Who 和身份、Whose 和所有权、Which 和选择、What 和选择、身份或活动、How 和方式联
系起来。
2 学生提问题
为了防止类似 Where he went 的错误问题，需要训练学生同时问两个问题。第 1
个是一般疑问句，第 2 个是特殊疑问句。例如：
教师：Ask me if Sally is in the garden．（问我萨莉是否在花园里。）
学生：Is Sally in the garden？（萨莉是不是在花园里？）
教师：Where ？（ 在哪里？）
学生：Where is Sally？（萨莉在哪里？）（而不是 Where Sally is？或 Where
Sally？）
当然，在这本教材中要经过一段时间问题才能发展到这个形式。所有的这类问题都
包括在教师用书中。如果教师愿意，可以增加一些问题。
活动
在每个教学单元第 1 部分的结尾处，有一些关于课堂活动的建议。如果没有足够的
时间，它们可以全部省略。应该尽一切可能不时地介绍一些课堂活动，因为它们会活跃
课堂气氛，为语言教学增添乐趣。所建议的课堂活动有两种形式。
游戏
一系列关于游戏的建议可以帮助学生操练某些句型。
讲故事
可以要求学生仅仅依靠插图来重新组合对话。成年学生在课堂上“表演”对话通常
会感到不自然，讲故事活动是一个很好的折衷办法。这也是非常有用的锻炼记忆力的方
式，同时为讲话打下基础。
附加练习
在学生用书中，每个教学单元的后半部分（所有双数课文）都有一些标了数字的插
图，有些还有单词和句子。正如前面所指出的，在可能的情况下，一个单词要在口语中
出现后才正式在文字中出现。这就是为什么这些双数课文常常仅有插图。在这些插图的
帮助下，学生可以练习某些句型（句型既有渐进型的又有静态型的，取决于课文）。
附加练习往往从一个简短的练习开始，这个练习仅仅针对一个特殊的问题，如数字
的用法、日期、时间、字母的使用、拼写难点等等。这类难点要在很长的一段时间里反
复练习，不可能在一两课中解决。在此练习之后，学生继续进行重复训练和句型训练。
重复训练
学生进行重复训练。他们可以利用录音机和录音磁带在课堂上进行这种训练，如果
是自学，也可以在家里进行。但也可采用另一种方式，即由教师“现场”口头指导，利
用书中的录音材料进行训练。
句型训练
这种句型训练是双数课文的主体。在这些训练中，教师试着引导班上的学生练习一
系列不同的句型。学生可以全班、小组或个人进行回答，形式可以由教师来决定。
每次给学生介绍一个新的句型练习时，教师应该说明所需要的回答形式，可以用口
头说明或将回答写到黑板上。不需要从语法上进行解释。每一个新句型都应该作为口头
表述的形式来介绍。但介绍新句型的方法则由教师自己决定。
在进行句型操练时，教师提供诱导，学生看着自己的书作出回答。例如引导有关现
在完成时用法的句子可以这样进行：
教师：Look at the first picture. What has she just done？（请看第 1 幅
画。她刚刚做完了什么？）
学生：She has just aired the room．（[看插图]她刚刚给房间通了通风。）
教师：Look at the second picture. What have they just done？（请看第
2 幅画。他们刚刚做完了什么？）
学生：They have just cleaned their shoes．（ [看插图]他们刚刚擦了鞋。）
在部分练习中，没有要求学生去查看插图，只让学生使用“提示词”。所用的提示
词都列在教师用书中，而且是从学生所熟悉的词汇中选出来的。下面是这种练习的一个
例子。
引导使用 very much 和 very any 的句子：I can't buy very much/many．（我
不能买很多。）
教师：What about pencils？（那么铅笔呢？）
学生：I can't buy very many．（我不能买很多枝。）
教师：What about coffee？（那么咖啡呢？）
学生：I can't buy very much．（我不能买许多。）
以下是可用在问题 What about ？中的提示词：面包、奶酪、肥皂、牛排、饼干、
鸡蛋、蔬菜、水果、鲜花、蛋糕、纸张、墨水、胶水、衣服、阿斯匹林、药品、果酱、
蜂蜜、信封、杂志、葡萄酒、牛奶。
句型训练之后是书面练习。
书面练习
书面练习有两种形式：结构练习和听写。
结构练习
在最初的几个教学单元中，学生在开始正式的书面练习前应先抄书。在学生用书中
印有要求使用的手写体格式和所要求的回答形式。应该注意到，在开始阶段，虽然书面
练习的指令很简单，但所用的语汇是学生所不熟悉的，需要解释。这些练习的目的不是
学习新的句型，而是去重复和巩固已经口头学会的内容。它们必须置于口头训练之后，
而且可以作为家庭作业。学生不应仅填几个空，而应抄写整个练习。
听写
听写练习在第 17 教学单元之后才开始，听写的内容均是课文中见过的语言。教师
用来听写的总是前一个教学单元笔头练习的答案。
附加练习部分有将近 1 小时的素材。由于练习是按难易程度编排的，因此，如果时
间不够，可以省略最后几项。
测试
在全书的中部有一个测验，教师可以用这套试题来评估学生的学习成果。
课外作业
录音磁带
除了布置书面作业外，必须鼓励有配套录音磁带的学生在家里多次播放新学对话的
录音。如有可能，应要求他们背诵对话。同时也应建议学生跟随录音带上的练习进行训
练。全书的 72 篇课文组成了一个循序渐进、按语言结构难度分级的基础英语概论。课文
短小精悍，便于记忆，可以使零起点的学生在使用语言过程中逐渐增强信心，提高能力。
继续深造
这本教材是完全独立的，足够 1 年使用。在课程结束后，学生应能较好地掌握英语
口语。凡打算继续深造的学生，可以接着学习以下各册。教材各册之间的内容相互“重
叠”，学生继续学习不会感到困难。
Practice and Progress《实践与进步》：中级以下水平综合教材
Developing Skills《培养技能》：中级水平综合教材
Fluency in English《流利英语》：高级水平综合教材
在这几本书中，学生将继续他们在这本教材中开始的口语训练，并系统地接受英语
写作的训练。
About this course
From theory to practice: basic aims
This 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 at
the course for a complete academic year of about thirty-six weeks. It is
also 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 student
will receive most of his training in the classroom and will be required to
do 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 understood
that 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 the
aid of a teacher, to use the language.
4 To provide the teacher with well co-ordinated and graded material
which 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 can
be 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 course
The 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 course
In 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' Book
The 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 introduced
in the contextualized passage are isolated and drilled intensively. This
oral work is followed by a very short written exercise which seeks to
consolidate skills which have already been acquired.
The Teacher's Book
In the first p art of each teaching unit, the teacher is provided with
the 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, so
students 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 tapes
Two sets of tapes accompany the course for use in the classroom and
for home study.
1 A set of cassettes, on which the situational dialogue or narrative
piece 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 presenting
each 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 to
use 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 introduced
in each lesson. The tapescript of the drills is included in the second part
of each teaching unit in the Teacher's Book.
关于本教材的说明
从理论到实践：基本目的
这本教材试图将上面简述的关于语言学习的理论付诸实践。现将目的简述如下：
1 为中学生和成年初学者提供一本教材。假定学生没有学过英语。这本教材的内容
足够 1 年使用，可以使学生达到初级以下和初级的水平。假定学生 1 学年上课 36 周，可
在 1 学年内结束这本教材。这就是说，学生每周上课约 4 个课时，即互不相连的 4 个课
时，每课时为1 小时，或两个“双课时”，每个双课时为 2 小时或 90 分钟。学生主要在
课上接受训练，在课下仅做一点额外的作业。
2 全面训练学生的 4 项技能：理解、口语、阅读、写作— — 按此顺序进行训练。
本书的练习大多数是听说方面的，笔语方面的全面训练要到本书学完后才开始。应该明
确，这本书是为满足教师课堂教学的需要而设计的，而不是为自学的学生设计的。
3 为学生提供一本令他能够在教师的帮助下自己使用语言的教材。
4 为教师提供配合得当、循序渐进的教材，使他们在上课前只需做极少的准备。教
师用书和学生用书组成一个完整的教程，两者不可缺一。
5 为教师和学生提供可在课堂和家里使用的录音材料。然而，必须强调的是，这不
是一本全面供自学者使用的教程。从根本上来说，这是一本供课堂使用的教材，但它的
录音材料也可以在家里使用。录音练习对课堂练习是一个补充。
教材内容
这本教材由以下各部分组成：
·学生用书
·教师用书
·一组录有多功能课文的盒式磁带
·一组录有教师用书中的“重复训练”的盒式磁带
教材介绍
在这本教材中，每两课课文— — 每课大约为 1 课时— — 被看成 1 个教学单元。学生
学每课书大概用 1 小时，每周学完两个教学单元。全书共有 72 个教学单元，因此足够36
周使用。
学生用书
每个教学单元的前半部分有一篇按句型结构编排的情景对话或描述性文字，其中每
课书介绍的新的语言内容被融进了上下文之中。课文用于训练学生的理解能力，以及学
生说、读和运用渐进型句型的能力。
每个教学单元的后半部分通常有几组有编号的插图，用于理解和口语练习。在可能
的情况下，新词汇在学生口头掌握之后才见之于文字。在具有语境的课文中介绍的新的
语言现象被单列出来，并进行反复练习。在这种口头练习之后有一小段笔头练习，用来
巩固已经学到的技能。
教师用书
在每个教学单元的前半部分，教师可以找到如下几部分内容：
内容和基本目标：列出学生将要使用的句型、结构词和词项。
总体评论：介绍本教学单元的主要语法项目。
听力理解：介绍课文的 9 个步骤，用以训练学生听懂英语口语的能力。
理解：训练学生根据课文回答问题和提出问题。
句型训练：有时会有某个语言难点的简单训练，或为本教学单元后半部分的练道路。
活动：有时为某些活动提供素材，例如：讲故事、玩游戏或其他课堂活动。
在每个教学单元的后半部分，教师可为新句型的训练找到素材。这些练习往往采用
两种形式：重复训练和句型训练。从第 17 教学单元起，书中列出了建议听写的段落。
录音带
与教程相配套的两组录音磁带，可用于课堂教学，也可供自学使用。
1 第 1 组录音磁带含有每个教学单元前半部分的情景对话或描述性文字的录音，录
音速度比正常语速慢一些（每分钟 100 个单词）。这些磁带是为教师在课堂上使用而设
计的，以便按照 9 个步骤来介绍课文。然而，自学的学生也可以用这些录音带来提高他
们听的能力。
2 第 2 组录音磁带含有每个教学单元后半部分的“重复训练”，可用于课堂教学和
课外自学。一共有 72 个练习。这些磁带是为教师在课堂上使用而设计的，决心借助于录
音机在家里完成这些练习的学生也可使用这些磁带。
练习分成 3 个步骤：引导— — 学生回答— — 正确答案。这些练习是根据每课介绍的
重点语法项目编写的。练习的书面材料刊印在教师用书中每个教学单元的后半部分。
TO the teacher
Learning a foreign language in the classroom
General principles
Traditional methods of learning a foreign language die hard. As long
ago as 1921, Dr. Harold Palmer pointed out the important difference between
understanding how a language works and learning how to use it. Since that
time, a great many effective techniques have been developed to enable students
to 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 methods
and 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 effect
in the classroom.
Learning a language is not a matter of acquiring a set of rules and
building 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 language
has much in common with learning a musical instrument. The drills and exercises
a 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 is
in 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 judged
not 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 proficient
at using the units of the language. And the unit of a language is not, as
was once commonly supposed, the word, but the sentence. Learning words
irrespective of their function can be a waste of time, for not all words
are 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 the
key to mastering a language, for the meaning that is conveyed in
sentence-patterns depends largely on the function of the structural words
that hold them together.
It is possible, though this has yet to be proved scientifically, that
every 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 much
as 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 perform
skills before he is adequately prepared. Teachers who use such methods
unwittingly create the very problems they seek to avoid. At some point in
the course their students inevitably become incapable of going on: they have
to go back. They have become remedial students and the teacher is faced with
the problem of remedying what has been incorrectly learnt. No approach could
be 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 learnt
The 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
his eyes instead of his ears and his inability to achieve anything like correct
pronunciation, stress and intonation must be attributed largely to the tyranny
of the printed word. If the teacher is to train his students in all four
skills, he must make efficient use of the time at his disposal. Efficiency
presupposes the adoption of classroom procedures which will yield the best
results in the quickest possible time. The following order of presentation
must be taken as axiomatic:
Nothing should be spoken before it has been heard.
Nothing should be read before it has been spoken.
Nothing should be written before it has been read.
Present-day techniques and the classroom
Any language course represents an attempt on the part of its designer
to implement a number of basic principles. To do this, the designer will
inevitably draw on techniques old and new which will best fulfil his purpose.
A great many terms are used today to describe new methods and it may be of
help to define and illustrate some of these terms in the light of this course.
Structural grading: grading sentence-patterns in order of increasing
difficulty and complexity.
It is, or should be, an obvious requirement of any course that it should
proceed from easy to difficult without sharp breaks or sudden ‘jumps’.
In a carefully graded course, the student learns to use a few patterns at
a time. Ideally, these patterns should be interrelated and should be presented
in a carefully ordered sequence. In traditional courses, grammatical items
are often artificially grouped together. For instance, all the personal
pronouns may be presented in a table which the student is expected to learn.
The table is presented in isolation and is divorced from any context. But
learning facts about the language in this way is of no real help to the student,
for he is in no position to apply what he has learnt. In a structurally graded
course, the student acquires a little information at a time and learns to
make meaningful statements. He therefore learns to use relatively simple
structural words like personal pronouns over a long period, instead of being
given a large, indigestible dose of information at any one time.
Contextualization: presenting grammatical items in a meaningful
context.
When a student has practised a new pattern orally, he should encounter
it, if possible, in an actual text so that he can see how it has been used.
Obviously, such texts have to be specially written by the course designer.
New items are introduced into a natural context: they are ‘contextualized’.
In well-written contextualized passages, the reiterated patterns should be
unobtrusive: their use should strike the listener as being inevitable rather
than artificially superimposed. This is a highly effective way of presenting
the student with new information.
Situation teaching: teaching a language by presenting a series of
everyday situations.
In this method, little structural grading is possible. The situation
takes precedence over the structures. The patterns that are included arise
naturally out of the situation itself: they have a thematic significance
rather than a structural one. This system has serious drawbacks.
The dialogues which the student hears are refreshingly natural, but
the teaching of basic patterns inevitably becomes much less controlled.
Structurally controlled situation teaching: teaching a language
by means of a series of everyday situations, while at the same time grading
the structures which are presented.
This method makes use of all the techniques outlined above: structural
grading, contextualization, and situational teaching. In the early stages
it is possible to use very few patterns indeed. This mean that the ‘situations’
are often unconvincing and barely possible. Despite this disadvantage, it
would seem to be one of the best methods for learning a language, for it
is possible to exercise linguistic control and vet to present new information
in an interesting way.
The teaching of grammar
Presenting new information is one thing; getting the student to apply
the new information another. So far, we have been concerned with how to present
the student with new material; but how is he to apply what he has learnt
The basic aim in any language teaching is to train the student to use
new patterns. In traditional textbooks, all information is presented in the
form of‘rules’which the student applies in a series of disconnected sentences
by filling in blank spaces, or by giving the correct form of words in parentheses.
It has become abundantly clear that this approach to language-learning is
highly ineffective. It encourages the teacher to talk about the language,
instead of training his students to use it. The emphasis is on written exercises.
The greatest weakness in this approach is that the student cannot transfer
what he has learnt from abstract exercises of this kind to other language
skills like understanding, speaking and creative writing.
In modern textbooks, the aim is exactly the same: the student must be
trained to use patterns. Before considering how this can be done, it should
be noted that the patterns in a language fall into two distinct categories:
progressive and static. For Instance, learning how to answer and to ask
questions involves the use of progressive patterns. They are progressive
because the student's skill in handling these complex forms must be developed
over a long period, beginning with a simple response like‘Yes, it is’ and
culminating, towards the end of the c ourse, in complex responses like‘Yes,
I should, shouldn't I’. A static pattern, on the other hand, like the comparison
of abjectives can be taught in a limited number of lessons, not over a long
period. This distinction between progressive and static patterns is rarely
recognized in traditional textbooks. The result is that even advanced students
are often incapable of handling progressive patterns with any degree of skill.
Progressive patterns should be practised through comprehension
exercises which require the student to answer and to ask questions which
become increasingly complex as the course proceeds. The student should be
trained to give tag answers; give answers to questions beginning with who,
Which or What; make negative and affirmative statements to answer double
questions joined by or; answer general questions which begin with
question-words like When, Where, How, etc.; and at each stage, the student
should be trained to ask questions himself. It is obvious that these skills
cannot be dealt with in one or two lessons: the student requires practice
of this kind in every lesson.
At the same time, static patterns should be practised by means of taped
drills. In each of these drills, the teacher seeks to elicit a particular
kind of response. He provides the student with a stimulus to elicit the new
pattern in a series of oral drills until the student is able to respond
accurately and automatically. Each new pattern is not presented as the
exemplification of some abstract grammar-rule, but as a way of saying something
and no further explanation or elucidation is necessary. The student is trained
to use correct forms automatically, rather than by applying‘grammar logic’.
Where explanation is necessary, it can be done by relating a new pattern
to one that has already been learnt. If, for instance, the student has learnt
the use of‘must’, he can be taught the use of‘have to’by being made to
see a meaningful relationship between the two.
In certain taped drills, the stimulus the teacher provides may be given
in the form of‘call words’. Let us suppose that the teacher wishes to elicit
the response: ‘I can't buy very much’and‘I can't buy very many’.The drill
might be conducted in the following way:
TEACHER: What about pencils
STUDENT: I can't buy very many.
TEACHER: What about coffee
STUDENT: I can't buy very much.
In this particular exercise, the teacher would supply countable and
uncountable nouns in the question‘What about ？’as‘call words’.
Traditional filling-in-the-blank exercises still have a place in a modern
course, but with one important difference: they should not be used as a means
of teaching new patterns, but as a means of consolidating what has been learnt.
They are an end, not a means to an end. In this respect, they are extremely
useful in tests and can be employed for diagnostic purposes or to enable
the teacher to assess students' level of achievement.
Audio visual aids and translation
In a monolingual course we are faced with the tremendous task of having
to convey meaning without making use of the student's mother tongue. It follows
that textbook illustrations become extremely important: at the beginner's
level, they are far from being merely decorative. However, textbook
illustrations have severe limitations, for many of the statements that are
made in everyday speech are not visually presentable. Some linguists have
experimented with artificial visual devices which require the student to
interpret each illustration according to particular rules. They have evolved
what might be called a‘visual language’which the student has to master
before he can begin the course. The difficulty here is that if the student
fails to interpret an illustration (and this can easily happen) he will fail
to understand, or even worse, he will misinterpret what he hears.
At the beginner's level, this difficulty can be resolved in two ways.
Where the meaning of a statement or a series of statements cannot be adequately
conveyed by the illustration, the teacher should make use of gesture and
mime. If the student still fails to understand, the teacher may translate,
providing that he translates lexical items and not patterns In this instance,
translation is used not as a‘method’, but as a means to an end. As such
it can be extremely useful and time-saving.
Natural English
There is a great temptation in the early stages to encourage the student
to make statements which he will never have to use. Statements like‘I have
a nose’, ‘Have you a nose ’, ‘Is this my foot ’ are ridiculous. This
distortion of the language can never be justified. After all, the whole point
of teaching a language is to train students to make useful statements which
might normally be made in real-life situations. This criterion must be observed
at the most elementary level. The peculiar type of‘textbook English’which
is to be found in many traditional courses must be avoided at all costs.
The teacher's book and the students' book
In the past, no distinction was drawn between information intended for
the teacher and information intended for the student. Everything was printed
in one and the same volume. Early in the course, the student would find extremely
complex information in his book like:‘With most nouns the plural is made
by adding“s”to the singular' or:‘We form the negative of the verbs“to
be” and“to have”by putting“not”after the verbs'. Now it is inconceivable
that any beginner would be able to understand such instructions. What is
more, from the learner's point of view, this information is totally irrelevant:
it is really telling the teacher what to teach.
It should be recognized that the students' book is not a vehicle for
conveying information, but an aid for practising the language. It should
be pleasing to look at and attractively laid out. It should only contain
material which the student will actually use.
At the beginner's level, a teacher's handbook is absolutely necessary.
This should be in every way complementary to the students' book and should
contain practical information and material which will be used in each lesson—
not merely hints and suggestions. At the intermediate level, the teacher's
handbook becomes less necessary, for the student is in a position to work
from printed instructions. Speed and intensity
Traditional courses are often divided into‘lessons’, but these‘lessons’
do not take into account what can be done in an average teaching period of
forty-five minutes or an hour. They simply consist of‘an amount of information’
and may run on for a great many pages.I n the classroom, one of these‘lessons’
might drag on for weeks because so much has to be done.
A lesson must be precisely what the word implies: an amount of material
that can reasonably be covered in a teaching period, possibly with additional
material which can be done as homework. In other words, a lesson must be
considered as a unit of instruction and no more. Now it is extremely difficult
for the course designer to decide what can be done in an average period.
Obviously a class of bright students will cover more ground than a class
of less able ones. This problem can be overcome if the lesson contains material
which can be omitted at the discretion of the teacher, providing that these
omissions do not hamper the students’progress.
Levels
Finally, it m ight be worth nothing that a full-scale course would resolve
itself into three parts, each of which would consist of two stages:
Stage1: Pre-elementary level.
Elementary level.
Stage2: Pre-intermediate level.
Intermediate level.
Stage3: Pre-advanced level.
Advanced level.
致教师
外语的课堂教学
基本原理
学习外语的传统方法根深蒂固。早在 1921 年，哈罗德·帕尔默博士就指出，理解
一种语言是如何运作的与学会如何使用这种语言之间存在着重大的差别。从那时以来，
人们已经找到了许多卓有成效的方法教授学生外语。根据当代所作的深入细微的研究，
没有人会对自帕尔默以来发展而成的学习外语的基本原理提出重大质疑，尽管在如何才
能最好地贯彻这些原理方面仍有相当大的分歧。虽然在外语教学上取得了重大的进步，
但是世界上许多地方的教师依然眷恋看过时的教学方法，在一定程度上，他们是用当年
自己学外语的方法使旧的教学体系永久化。因此，重述一遍其中一些基本原理，简要探
讨如何在课堂上有效地实施这些原理，大概不算不合时宜吧。
学习一门语言，不仅仅是掌握一套规则，积累大量词汇。教师工作的重点不应是告
诉学生关于一门语言的知识，而应是使学生能够使用这门语言。衡量学生是否掌握一门
语言，最终是要看他运用如何，而不是懂了多少。在这方面，学习语言与学习乐器十分
相似。学生所做的操练与练习都是为了达到一个明确的目标：使他成为一个熟练的操作
者。一个学生学了许多语法知识却不会运用语言，就像一个弹钢琴的学了许多有关和声
的知识却不会弹钢琴一样。因此，衡量学生是否掌握语言并不看他懂了多少，而要看他
在众人面前语言运用得如何。
学生要想成为熟练的语言运用者，就必须能够熟练地使用语言单位，而语言单位并
不是人们曾经普遍认为的单词，而是句子。学习单词而不考虑它们的作用可能会白白浪
费时间，因为单词并不都是同样重要的。我们必须把结构词和词项加以区别。像 I，you，
he 等词便是结构词，它们的作用可以准确地加以界定，它们是语法体系的一部分；而像
tree，plant，flower 等词则是单纯的词项，与语法体系毫无关系。就学生而言，运用
结构词的技巧是掌握一门语言的关键，因为由句型表达的含义主要依靠把句子联结起来
的结构词所起的作用。
虽然以下一点仍有待于科学地论证，但每个学习外语的学生可能都有一个也许可以
称为“语言极点”的地方，即过了这点他的水平不可能有很大的提高。如果我们接受这
一假设，那么，我们的目标就必须是用最有效的方法使学生在其能力范围内尽量多学到
一点东西。过时的翻译一语法教学法极端浪费时间而且效率很低，因为这种方法实际上
是鼓励学生犯错误：让学生在没有充分准备的情况下运用语言技能。使用这种方法的教
师无意中制造了他们企图避免的问题。他们的学生在学到一定程度后会不可避免地无法
继续往下学：他们不得不回过头来重新开始。他们成了需要补课的学生，教师面临的问
题是为学生补课，纠正他们所学到的错误的内容。同别的教学方法相比，这是一种最无
益、最浪费时间和效率最低的方法。
应该训练学生学会尽量少犯错误。决不应该要求学生去做力所不及的事情。一本精
心设计的教材应考虑到学生所谓的“准备状况”，即可以使他从易至难循序渐进的那个
交接点。要使学生最充分地发挥自己的能力，必须训练他从一开始就采用正确的学习方
法。
学什么
学生必须在语言的 4 项接本技能方面得到充分的训练。这些技能是：理解、口语、
阅读和写作。在课堂教学中，许多教师把重点完全放在书面文字上。学生接受的训练是
如何用眼而不是如何用耳来学习。学生不能掌握正确的发音、重音和语调，不得不主要
归罪于书面文字的束缚。教师若想培养学生全面的 4 项基本技能，就必须有效地使用自
己的时间。要做到有效，首先就要采用能在最短时间内产生最佳效果的课堂教学法。下
列讲课顺序务必作为格言来遵循：
听到的再说；
说过的再读；
读过的再写。
现代手段和教室
任何语言教程都包含着设计者的一种意图，即在教学中贯彻一系列基本原则。为了
做到这一点，设计者不可避免地会从新老教学手段中选择最有助于达到他的目标的方法。
如今大量术语被用来描述新的教学方法，按照这本教程来解释和说明其中的一些术语是
有帮助的。
按结构分级：按句型的难度和复杂程度来分级。
循序渐进、没有明显的断层或突然的“跳跃”是— — 或应该是— — 对任何教程的一
个显而易见的要求。在一个仔细分级的教程中，学生每次学会使用几个句型。理想的做
法是这些句型相互关联，并按照一种精心排列的顺序介绍给学生。在传统教程中，语法
项目常常被人为地组合到一起。例如，所有人称代词都被列在一个表中，让学生去学习。
这个表是孤立的，不与任何上下文有关系。按照这种方法来学习语言的细节对学生并没
有真正的帮助，因为他不可能运用他所学到的知识。在一个按结构分级的教程中，学生
每次得到一点信息，然后学会在有意义的表述中运用这些知识。这样，他就能在很长一
段时间里，学习运用诸如人称代词这类相对简单的结构词，而不是在某一时刻得到一大
堆无法消化的信息。
语境化教学：在有意义的上下文中来解释语法项目。
学生口头练习了一个新句型时，如有可能，他应该在实际的课文中接触这个句型，
看一看这个句型是如何使用的。很明显，这些课文必须由教程设计者专门撰写。新句型
在一个自然的语境中介绍给学生：它们被“融入上下文中”。在精心编写的有语境的课
文中，反复重复的句型必须不十分注目：要使听者觉得使用这些句型是不可避免的，而
不是人工堆砌在一起的。这是向学生介绍新信息的一种有效方式。
情景教学：通过介绍一系列日常的情景来讲授语言。
使用这种方法几乎不可能按结构分级。情景领先于结构，课文中所含有的句型自然
而然地从情景中产生：它们具有一个主题含义，而不是一个结构含义。这种方式有着严
重的缺陷。
学生听到的对话与众不同地自然，但是，基本句型的教学不可避免地变得更难控制。
限定结构的情景教学：通过一系列日常情景来讲授语言，同时，将介绍的句型按
结构分级。
这种方法利用了以上简略介绍的所有手段：按结构分级、语境化教学、情景教学。
在开始阶段，确实可以仅仅使用少数几个句型。这就意味着“情景”常常令人难以置信，
几乎不可能实现。尽管有不利的一面，这种方法仍被认为是学习语言的最好的方法之一，
因为它可以从语言学角度来控制，并能用一种有趣的方法来介绍新的信息。
讲授语法
介绍新的信息是一回事儿，让学生使用这些新的信息是另一回事儿。至此，我们关
心的是如何向学生介绍新的材料，但是学生如何运用他所学的知识呢？
语言教学的首要目标是训练学生使用新句型。在传统教材中，所有信息都是以“规
则”的形式来介绍的，学生将这些规则用于相互没有关联的句子的填空练习或填上括号
中所列词的正确词形的练习之中，这种讲授语言的方法收效甚微，这点现在已经变得非
常清楚。这种方法鼓励教师谈论语言，却不是训练学生去使用语言。侧重点是在书面练
习上。这种方法的最大弱点是，学生不能将他从这种抽象的练习中所学到的知识转化成
其他语言技能，如理解，口语和创作性写作。
在现代教材中，目标也是同样的：训练学生运用句型。在考虑如何实现这一目标之
前，应该注意到语言中的句型可以分成两种截然不同的类型：“渐进型的”和“静态型
的”。例如，学习提出问题和回答问题就涉及了渐进型的句型。它们属于渐进型，是因
为学生运用这些复杂形式的技能要在很长的一段时间里才能培养起来。从一开始的简单
回答“Yes，it is”，发展到这本教材结尾部分的复杂回答方式“Yes，I should, shouldn't
I”。而静态型的句型，如形容词的比较级，可以在有限的几课课文中讲授，不必占用很
长时间。在传统教材中，渐进型的和静态型的句型之间的差别几乎没有作任何区分，其
结果是，即使是学习好的学生也常常不能比较熟练地运用渐进型句型。
渐进型句型必须在检查学生理解能力的练习中进行训练。这种练习要求学生回答问
题并提出问题，而问题的难度则随着教程的进展而不断加深。必须训练学生用简略形式
回答一般疑问句；为以Who，Which，What 开头的疑问句提供答案；用肯定形式和否定形
式来回答用 or 联结的选择疑问句；回答用 When，Where，How 等疑问词开头的问句。而
在每一个阶段，必须训练学生自己提问题。很明显，这些技能不可能在一两课书中学会：
在每课书中都必须有这种练习。
与此同时，静态型的句型必须在录音练习中得到训练。在每一个录音练习中，教师
试图引出某一特定的回答。他在一系列口头练习中给学生某种诱导以引出新句型，直到
学生可以准确地、下意识地作出反应。每个新句型不是作为某一种抽象的语法规则的范
例来介绍，而是作为表达某种思想的方法，也不需要进一步的说明和解释。学生在训练
中学会下意识地运用正确的句型，而不是用“语法逻辑”去进行推理。如果需要解释，
可以把新句型与已经学会的旧句型联系起来。举例来说，如果学生已经学会了 must 的用
法，那么在讲授 have to 的用法时，可以让学生领会这两个句型之间有机的联系。
在部分录音练习中，教师提供的诱导可以采用“提示词”的形式。假设教师想引出
“I can't buy very much”（我不能买许多）和“I can't buy very many”（我不
能买很多个）的回答，这个练习可以用以下形式来进行：
教师：What about pencils？（那么铅笔呢？）
学生：I can't buy very many.（我不能买很多枝。）
教师：What about coffee （那么咖啡呢？）
学生：I can't buy very much.（我不能买许多。）
在这一特定的练习中，教师可以为 What about ？这个句型提供可数名词和不可
数名词来作为“提示词”。
在现代教程中，传统的填空练习仍有它的一席之地，但有一个重大的区别，即填空
练习不应作为讲授新句型的一种手段，而应作为巩固已学知识的途径。它们是目的，而
不是达到目的的一种手段。从这个意义上讲，填空练习在测试中尤其有用，可以用来分
析学生的错误，或让教师评估学生所取得的成绩。
视听教具和翻译
在单语教程中，我们面临着不借助学生的母语来传授知识的艰巨任务。其结果是课
文中的插图变得格外重要：在初级阶段，它们绝对不仅仅是起装饰作用。然而，课文插
图有很大的局限性，因为日常生活中所讲的许多话根本不可能用图来表示。有些语言学
家尝试过使用人造的视觉教具，这些教具要求学生根据某种规则来解释每一幅插图。他
们已经逐渐形成了一种所谓的“视觉语言”，并要求学生在开始教程前就先掌握。但问
题在于，如果学生无法解释一幅插图— — 这种情况很容易发生— — 他就会无法理解，更
严重的情况是，他会误解他所听到的内容。
在初级阶段，这个难题可以用两种不同的方式来解决：当一句话或几句话的意思无
法用插图准确地表达时，教师必须用手势和模仿动作。如果学生仍无法理解，教师可译
成母语，条件是教师翻译的仅是词组而不是整个句型。在这里，翻译不是作为一种教
学法，而是达到目的的手段。这样做是非常有用的，而且节省时间。
真实英语
在课程的初级阶段，我们极可能鼓励学生去说一些他永远也不会说的话，诸如“我
有一个鼻子”，“你有鼻子吗？”，“这是我的脚吗？”这类句子非常荒唐。这种对语
言的歪曲是根本没有道理的。毕竟讲授一种语言的全部目的在于训练学生去说那些在真
实的生活环境中通常使用的有意义的话。在初级阶段必须遵循这个标准。必须不惜任何
代价避免使用那种在传统教科书中可以找到的特殊的“教科书英语”。
教师用书和学生用书
在过去，我们没有区分开哪些信息是给教师的，哪些是给学生的。所有的内容都印
在一本书中。在教程的初级阶段，学生会在他的书中发现特别复杂的内容，如“对大多
数名词来说，其复数形式是在单数名词后面加-s 而成”，或“‘是’和‘有’动词的否
定形式是在动词后面加 not 构成的”。不能想像初学者可能懂得这些指令。更重要的是，
从学习者的角度来说，这种信息是与他们不相干的：实际上它是告诉教师应教什么。
应该认识到，学生用书并不是用来传达信息，而是训练语言的一种工具。它必须很
漂亮，版面很吸引人，而且包含对学生有用的内容。
在初级阶段，教师用书是非常必要的。教师用书必须在各个方面与学生用书相互补
充，而且必须包含每课书中会用到的、有实用价值的信息和材料，而不仅仅是提示和建
议。在中级阶段，教师用书就变得不那么需要，因为到那时学生可以跟随书上的指令自
己进行学习了。
速度和深度
传统的教程往往分为“课”，而这些“课”却没有考虑一般长度为 45 分钟或 1 小
时的课中可以做些什么。它们只是简单地包含“定量的信息”，而且常常是洋洋洒洒好
几页。在课堂教学中，这些“课”可能讲上好几周，因为要做的事情太多了。
“课”应该名符其实：教学内容一般可以在一个课时内完成，可能再加上一些补充
的内容在课下作为作业。换句话说，一课书应被视作一个教学单位，仅此而已。现在，
让教程设计者决定一个课时内可以做些什么是极其困难的。显然，由聪明学生组成的一
个班所完成的内容要多于由不太聪明的学生组成的另一个班。如果课文中含有可以由教
师决定取舍的内容，这个问题就可以迎刃而解，当然这种删节不应妨碍学生水平的提高。
程度
最后，值得注意的是，一个完整的教程一般分为 3 个阶段，而每个阶段又分成两个
级别：
第 1 阶段：初级以下
初级
第 2 阶段：中级以下
中级
第 3 阶段：高级以下
高级
What's new in this edition
This is the only new edition ever to be undertaken since NCE was originally
published. The classic course continues to provide a complete and well-tried
system for learning English, enabling students to reach their maximum
potential in the four primary skills of understanding, speaking, reading
and writing. The sound basic principles which made NCE a World famous course
have been retained. However, the following important features have been
introduced in the new edition:
·All topical references in the texts and exercises have been brought
up to date.
·All outdated texts hove been completely replaced cud accompanied by
new exercises and new artwork.
·The original methodology has been modified to improve communication
skills, with active training in listening comprehension right from the very
first lesson.
·Drills and written exercises, previously published separately as
supplementary materials, have been incorporated into the main coursebooks.
·The following features have been added to help Chinese learners of
English: Bi-lingual vocabulary lists; notes in Chinese on texts and exercises
and suggested translations of the texts.·The pages have been enlarged and,
where possible, are self-contained, so that lessons are easy to conduct.
本版本有什么新内容？
本版是《新概念英语》首次出版以来第一次推出的新版本。这套经典教材一如既往
向读者提供一个完整的、经过实践检验的英语学习体系，使学生有可能在英语的 4 项基
本技能一理解、口语、阅读和写作一方面最大限度地发挥自己的潜能。新版本保留了《新
概念英语》得以成为世界闻名英语教程的一整套基本原则，同时又包含了以下重要特色：
·所有课文和练习中有关时事的内容都已更新。
·所有过时的课文都已更换，由新课文和配套的新练习、新插图取代。
·原有的教学法经过调整，以利于提高学生的交际能力。从第一课开始就安排了有
效的听力训练。
·教材更简洁精练，过去作为补充材料单独出版的句型训练和笔头练习均已取消，
其精华纳入主干教程。
·为了帮助中国的英语学习者，新版增加了英汉对照词汇表、课文注释、简短的练
习讲解和课文的参考译文。
·版面加大，在可能情况下，每课书相对独立，以方便课堂教学。
Teaching Unit 1
Lesson 1
Content and basic aims
内容和基本目标
PATTERNS AND STRUCTURAL WORDS VOCABULARY
句型和结构词 词汇
Is this your (handbag) Nouns 名词 Numbers 数字
Yes, it is. book pen 1-10
My name is... car pencil Expressions 表达方式
coat shirt
dress skirt Excuse me.
hand bag watch Pardon
house Thank you very much.
General remarks
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.) should
be 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。学生不停顿地听录音，准备回答教师提的问题。
5 Answer the question 回答问题
After the reading, ask the question: 朗读之后回：Whose handbag is it
Train students not to shout out the answer. Instead, ask one student, then
ask the others to agree or disagree with a show of hands. 训练学生不集体
回答；问一个学生，然后用手势问其他学生是同意还是不同意。
6 Intensive reading 精读
Play the tape or read the dialogue again, pausing after every line to
check the students understand. Co外研社
朗文
新概念英语
练习详解1
NEW CONGEPT ENGLISH (New Edition)
EXERCISE COMPANION 1:First Things First
English edition of New Concept English CL.G.Alexander 1967
Original English material (C Addison Wesley Longman Ltd.1997
This edition of New Concept English EXERCISE COMPANION 1
with the addition of Chinese material C Foreign Language Teaching and Research Press and
Pearson Education North Asia Ltd.2001.This edition is
published under the Longman imprint,
which is an imprint of Pearson Education Group,
and by arrangement with Pearson Education North Asia Ltd.,Hong Kong.
Licensed for sale in the mainland tetritory of the People's Republic of China only
This simplified Chinese characters edition first published
in 2001 jointly by Foreign Language Teaching and Research Press
and Pearson Education North Asia Ltd.
All rights reserved.No part of this publication may be
reproduced,stored in a retrieval system,or transmitted
in any form or by any means,electronic,mechanical,
photooopying,recording,or otherwise,without the
prior written permission of the Publishers.
合作出版人：李朋义（外研社）沈维贤（朗文）
主编：何其莘
顾问：亚历山大（英）
责枉绵辑：任小玫
执行编辑：黄江岩
封面设计：诸中英
外语教学与研究出版社
培生教育出版北亚洲有限公司联合出版
本书任何部分之文字及图片，如未获得本社之书面同意，
不得用任何方式抄袭、节录或翻印。
本简体字版只供在中华人民共和国内地销售。
凡属合法出版之本书，封面均贴有防伪标贴；
凡无防伪标贴者均属未经授权之版本，
本书出版者及原版权持有者将予以追究。
朗文(Longman)为培生教育出版集团(Pearson Education Group)所拥有之商标。

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