新概念英语第二册1

Lesson1AprivateconversationPeriod1:Guidedconversation KeywordsandExpressions1Listeningcomprehension2Comprehensionquestions3Askingquestions4Patterndrill5Tellthestory6TopicsfordiscussionPeriod1为课件制作重点Period2基本上是随学生用进行，制作时可展示答案，或补充讲解或练习。*KeywordsandExpressions conversation n. private adj.public privateconversation privateletter theatre(theater) n. seat n. play n.=show payattentionto bear v.=stand (boreborne) business n. dobusiness be/goonabusinesstrip (It’s)noneofyourbusiness! loud loudly angry angrily rude rudelyListeningcomprehension Todaywearegoingtolistentoastoryaboutsomepeopleinthetheatre. Firstlookatthepictureandguess:Whatdoyouthinkishappeninginthepicture?[kəm'pleɪn]需修改：填入红色文字部分（参考教参相应课目）更换右侧图片部分为相应课目的插图修改控件属性播放所需音频文件Demonstration(takingL1asanexample):1Listeningcomprehension(about15minutes)RefertotheninestepsofLesson1intheTeacher'sBook.aIntroducethestoryTEACHER:(aftergreetingtheclass):Today,Iwantyoutolistentoaminutes)storyaboutavisittothetheatre.Thestoryiscalled‘APrivateConversation’.bUnderstandthesituationTEACHER:Lookatthepicture.Whatdoyouthinkishappening?Whatisthemaninfrontdoing?Why?cListeningobjectiveTEACHER:Lookatmeandlistenplease.I'mgoingtoreadyouthestory.AfterIfinishreadingit,I'mgoingtoaskyouthisquestion:Whydidthewritercomplaintothepeoplebehindhim?Ready?dPlaythetapeorreadthetexteAnswerthequestionTEACHER:Sowhydidthewritercomplaintothepeoplebehindhim?No.No.Don'tshoutouttheanswer!Iwillaskyou.Whatdoyouthink,[nameofstudent]?Whoagreeswithhim/her?Putyourhandsupplease!Hm.Sowhatdoyouthink,[nameofanotherstudent]?Howmanyofyouagreewithhim/her?Good.You'reright!Thewritercomplainedtothepeoplebehindhimbecausetheyweretalking!Yes,that'sright,[nameofstudent].Thewritercouldn'theartheplay!Sohowdidhefeel,(nameofstudent]?Yes,hewasannoyed!Good.*Whydidthewritercomplaintothepeoplebehindhim?Theyweretalkingloudlysothathecouldnotheartheactors.That’swhy….Wheredidthewritergolastweek?Didheenjoytheplay?Whatdidtheyoungmansaytothewriter?需修改：填入红色文字部分（参考教参相应课目）更换右侧图片部分为相应课目的插图修改控件属性播放所需音频文件Demonstration(takingL1asanexample):1Listeningcomprehension(about15minutes)RefertotheninestepsofLesson1intheTeacher'sBook.aIntroducethestoryTEACHER:(aftergreetingtheclass):Today,Iwantyoutolistentoaminutes)storyaboutavisittothetheatre.Thestoryiscalled‘APrivateConversation’.bUnderstandthesituationTEACHER:Lookatthepicture.Whatdoyouthinkishappening?Whatisthemaninfrontdoing?Why?cListeningobjectiveTEACHER:Lookatmeandlistenplease.I'mgoingtoreadyouthestory.AfterIfinishreadingit,I'mgoingtoaskyouthisquestion:Whydidthewritercomplaintothepeoplebehindhim?Ready?dPlaythetapeorreadthetexteAnswerthequestionTEACHER:Sowhydidthewritercomplaintothepeoplebehindhim?No.No.Don'tshoutouttheanswer!Iwillaskyou.Whatdoyouthink,[nameofstudent]?Whoagreeswithhim/her?Putyourhandsupplease!Hm.Sowhatdoyouthink,[nameofanotherstudent]?Howmanyofyouagreewithhim/her?Good.You'reright!Thewritercomplainedtothepeoplebehindhimbecausetheyweretalking!Yes,that'sright,[nameofstudent].Thewritercouldn'theartheplay!Sohowdidhefeel,(nameofstudent]?Yes,hewasannoyed!Good.*Intensivereading&RepetitionThestoryhappenedinthepast!Aplace(inthetheatreoronatrain)forpeopletositEg:thefrontseatofacarTakeyouseat,please.enjoysthIdidnotenjoythemeal/book/show/trip/game/…enjoy+V-ingIenjoyedreadingbooksbymyself.Ienjoyedwatchingthevideoalone.-----\(^o^)/~--------o(︶︿︶)o唉--------(╰_╯)#------→Wasthewriterangrybeforethecouplestartedtalking?Washeangryassoonasthecouplestartedtalking?Washeangryafterthecouplehadtalkedforawhile?get 变得（从一种状态到另一种状态的过渡）Comeandeat.Thefoodisgettingcold!listentohearlookatseelookforfindpayattentionto…Theydidnotpayanyattention(tome).Pleasepayattentiontothepictureonthewall.intheend=atlast,finally比较：attheendof…bearit=standit忍受，容忍It指代前面所描述的情形看：lookatsee sawseenwatchread readread=turnaroundadjoradvangry/angrily rude/rudely loud/loudly quiet/quietlyThewritergotvery____.That’swhyhelookedatthem____.Allhisclassmatesdonotlikehimbecauseheis____.Healwaysspeakstoothers____.Theteacherhasa____voice.Helikestospeaking____.Healwayssaysthathecan’thearusifwedon’ttalk_____.Listen.It’svery____inthereadingroom.Everybodyisreadingtheirbooks____.So,pleasekeep____.Itis____totalk____atthetheatre.Peoplewillget____withus.fIntensivereadingNowtheteacherplaysthetapeorreadsthetextagain,pausingaftereverysentencetocheckthestudentsunderstand.Thisisanextremelyimportantpartofthelessonasthestudentsmustfullyunderstandthetextattheendofthepresentation.Ratherthangivedirectexplanations,trytogetasmuchinformationaspossiblefromthestudents(thinkofitas‘acorkscrewoperation’!).ExplanationsshouldbegivenentirelyinEnglish,butdon'tcarrydirect-methodteachingtoabsurdlengths.Usegestureandmimewherepossible.Ifsomeofyourstudentsstilldon'tunderstand,askthebeststudentsintheclassfora‘confirmatorytranslation’ofaparticularwordorphraseforthebenefitofotherstudentswhohaven'tgraspedthemeaning.Remember,ifyoudon'ttranslateaparticulardifficulty,thensomeoneintheclasswill.However,translationshouldalwaysberegardedasalastresort.gPlaythetapeorreadthetextagainPlaythetapeorreadthetextagainrightthroughwithoutinterruption.Thistime,thestudentswillunderstanditwithoutdifficultybecauseofthecarefulexplanationyouprovidedinfabove.hRepetitionRepetitionisanoptionalactivityatthislevel,andinanycaseshouldbeconfinedto(say)thefirstcycleof24lessonsonly.Ifyouconductrepetitionexercises,firstaskthewholeclasstorepeatthetextafteryou.Nextdividetheclassintothreegroupsandrepeatthetextoncemore.Finally,askindividualstudentsroundtheclasstorepeatthetext.Whenconductingchorusandgrouprepetition,makesurethestudentsrepeatalltogetherafteryougivethemaclearsignal.Youcangivesuchasignalsimplybynoddingorwithapencilinyourhand.Imagineyou'reconductinganorchestra!iReadingaloudAskafewstudentstoreadthetextaloud,takingturnsroundtheclass.YouwillbeabletotellfromthishowwellparticularstudentscanpronouncecorrectlytheEnglishtheyhavealreadyheard.Thispresentationshouldnottakemorethanaboutfifteenminutes.DON'TSPENDTOOMUCHTIMEONANYONEACTIVITY!*Listenagainandanswer:Wheredidyougolastweek?Didyouhaveagoodseat?Wasitaninterestingplay?Youenjoyedtheplay,didn'tyou?Whowassittingbehindyou?Couldyouhearwhattheactorsweresaying?Whycouldn'tyouhear?Whatweretheydoing?Didyougetangrywiththemornot?Youturnedround,didn'tyou?Howdidyoulookatthem?Theydidn'tpayanyattention,didthey?Couldyoubearit?Whatdidyoudothen? Whatdidtheyoungmansay?(Tothetheatre.)(Yes,Idid.)(Yes,itwas.)(No,Ididn't.)(Ayoungmanandayoungwoman.)(No,Icouldn't.)(Theyweretalkingloudly.)(Talkingloudly.)(Yes,Idid.)(Yes,Idid.)(Angrily.)(No,theydidn't.)(No,Icouldn't.)(Iturnedroundagainandsaidangrily,‘Ican'thearaword!’)(‘It'snoneofyourbusiness.Thisisaprivateconversation!’)Askindividualstudentrapidlytogettheanswersroundtheclass.Thinkofthisasabombardmentphase.Ifonestudentfailtoanswer,movequicklytoanother.Keepthepace!!填入红色文字部分（参考教参相应课目）Yes/NoquestionsWh-questionsHow-questions2Comprehensionquestions(about4minutes)Oncethetexthasbeenpresented,proceedwiththecomprehensionquestionlistedforyouin.thissectionoftheTeacher'sBook.Thequestionsaremixedanddemandavarietyofresponses.Theyshouldbeaskedrapidlyroundtheclassandthestudentsshouldbetrainedtoanswernaturally(i.e.don'tinsistoncompleteanswerswheretheywouldnotnormallygiveninthecourseofordinaryconversation).Theessenceofthisexerciseispace,soit'sbettertogetthestudentstoanswerindividuallyratherthaninchorus.Notethatbriefanswersasprovidedforyouaftereachquestion.*目的：引导学生正确的提出问，形成语言信息反射源自课文，类似变疑问句和划线部分提问，但是口头完成。3Askingquestoins(about5minutes)Inordertopreventincorrectformslike*Wherehewent?*,studentsaretrainedtoasktwoquestionsatatime.The.firstoftheseisayes/noquestionandthesecondaWh-question.Forexample:TEACHER:AskmeifIwenttothetheatrelastweek.STUDENT:Didyougotothetheatrelastweek?TEACHER:When⋯？STUDENT:Whendidyougotothetheatre?(Not*Whenyouwenttothetheatre?*or*Whenyougotothe-theatre?*)TheTeacher'sBook,givesyouafullexampleinthissection,followedbyalistof‘Askmeif⋯’exercises.*What’ssofunnyofthestory? Theyoungmanmisunderstoodthewriter. Hethoughtthewriterwaseavesdroppingthem. Butinfact,thewriterdidnotwanttolistentothematall.Hejustwantedtoheartheactors.Followthepattern: Ilookedatthemanandthewomanangrily.walkacrossthestage -slowS1： Howdidshewalkacrossthestage?S2： Shewalkedveryslowlyacrossthestage.behaveatthetheatre -rude/baddrivethroughthepark -quick/slowsleeponthetrain -sound/quietlistentohisstory -patient/careful最上框为课文中摘录；中间为训练示例；最下框为训练内容语法重点训练；参考教参课时一Patterndrill步骤：展示—设例—pairwork---feedback4Patterndrill(about5munutesforasingledrill)Inadditiontotheexerciseontape(printedintheTeacher'sBookunder(about5minutestheheading‘Repetitiondrill’),therearepatterndrillsforeachlesson.forasingledrill)Theseareall‘stimulus-response’exercises.Youprovidea‘stimulus’andtwostudentsrespond.Alwaysgiveaclearexamplefirstwithyourbeststudents,sostudentsknowexactlywhattodobeforeattemptingeachexercise.Hereareacoupleoftypicalexamples.TEACHER:heartheradioSTUDENT1:Icanheartheradionow.Canyou?STUDENT2:Ofcourse,Ican.Icanhearitperfectlywell.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Hereisanotherexample:TEACHER:seetherace----largecrowdSTUDENT1:Didn'tyouseetherace?STUDENT2:Icouldn't.Thecrowdwastoolarge.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Continueroundtheclassatabriskpace.Alwaysindicatewhichtwostudentswillmakeeachexchangebeforegivingthecueorcues.If,duringadrill,studentsmakemistakes,correctthem,andgetthemtorepeatthecorrectresponse.GrammaticalnotesonthePatterndrillareprovidedinthisbook,incaseyouwishtorefertothem.Remember,materialrecordedontapeisgivenforeachlessonundertheheadingRepetitiondrill.SeebelowinLesson2.*Followthepattern: Icouldnotheartheactors. Ican'thearaword!heartheradioS1：Icanheartheradionow.Canyou?S2：OfcourseIcan.Icanhearitperfectlywell.最上框为课文中摘录；中间为训练示例；最下框为训练内容语法重点训练；材料参考教参课时一Patterndrill步骤：展示—设例—pairwork---feedback4Patterndrill(about5munutesforasingledrill)Inadditiontotheexerciseontape(printedintheTeacher'sBookunder(about5minutestheheading‘Repetitiondrill’),therearepatterndrillsforeachlesson.forasingledrill)Theseareall‘stimulus-response’exercises.Youprovidea‘stimulus’andtwostudentsrespond.Alwaysgiveaclearexamplefirstwithyourbeststudents,sostudentsknowexactlywhattodobeforeattemptingeachexercise.Hereareacoupleoftypicalexamples.TEACHER:heartheradioSTUDENT1:Icanheartheradionow.Canyou?STUDENT2:Ofcourse,Ican.Icanhearitperfectlywell.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Hereisanotherexample:TEACHER:seetherace----largecrowdSTUDENT1:Didn'tyouseetherace?STUDENT2:Icouldn't.Thecrowdwastoolarge.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Continueroundtheclassatabriskpace.Alwaysindicatewhichtwostudentswillmakeeachexchangebeforegivingthecueorcues.If,duringadrill,studentsmakemistakes,correctthem,andgetthemtorepeatthecorrectresponse.GrammaticalnotesonthePatterndrillareprovidedinthisbook,incaseyouwishtorefertothem.Remember,materialrecordedontapeisgivenforeachlessonundertheheadingRepetitiondrill.SeebelowinLesson2.*Followthepattern: LastweekIwenttothetheatre. Iwenttothetheatrelastweek.lastnight-agoodtalkontheradio(saworheard)S：Iheardagoodtalkontheradiolastnight.(saworheard)justnow -avoice/knockatthedoorlastnight -acry/shoutoutsideatlunch -afly/hairinmysouplastweek -acamel/monkeyatthezoo最上框为课文中摘录；中间为训练示例；最下框为训练内容语法重点训练；材料参考教参课时一Patterndrill步骤：展示—设例—pairwork---feedback4Patterndrill(about5munutesforasingledrill)Inadditiontotheexerciseontape(printedintheTeacher'sBookunder(about5minutestheheading‘Repetitiondrill’),therearepatterndrillsforeachlesson.forasingledrill)Theseareall‘stimulus-response’exercises.Youprovidea‘stimulus’andtwostudentsrespond.Alwaysgiveaclearexamplefirstwithyourbeststudents,sostudentsknowexactlywhattodobeforeattemptingeachexercise.Hereareacoupleoftypicalexamples.TEACHER:heartheradioSTUDENT1:Icanheartheradionow.Canyou?STUDENT2:Ofcourse,Ican.Icanhearitperfectlywell.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Hereisanotherexample:TEACHER:seetherace----largecrowdSTUDENT1:Didn'tyouseetherace?STUDENT2:Icouldn't.Thecrowdwastoolarge.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Continueroundtheclassatabriskpace.Alwaysindicatewhichtwostudentswillmakeeachexchangebeforegivingthecueorcues.If,duringadrill,studentsmakemistakes,correctthem,andgetthemtorepeatthecorrectresponse.GrammaticalnotesonthePatterndrillareprovidedinthisbook,incaseyouwishtorefertothem.Remember,materialrecordedontapeisgivenforeachlessonundertheheadingRepetitiondrill.SeebelowinLesson2.*Followthepattern:seetherace -largecrowdS1： Didn'tyouseetherace?S2： Icouldn't.Thecrowdwastoolarge.readtheletter -small/badwritingseeherface -poor/badlightswiminthelake -could/deepwaterfinishyourlunch -hot/saltyfood最上框为课文中摘录；中间为训练示例；最下框为训练内容语法重点训练；材料参考教参课时一Patterndrill步骤：展示—设例—pairwork---feedback4Patterndrill(about5munutesforasingledrill)Inadditiontotheexerciseontape(printedintheTeacher'sBookunder(about5minutestheheading‘Repetitiondrill’),therearepatterndrillsforeachlesson.forasingledrill)Theseareall‘stimulus-response’exercises.Youprovidea‘stimulus’andtwostudentsrespond.Alwaysgiveaclearexamplefirstwithyourbeststudents,sostudentsknowexactlywhattodobeforeattemptingeachexercise.Hereareacoupleoftypicalexamples.TEACHER:heartheradioSTUDENT1:Icanheartheradionow.Canyou?STUDENT2:Ofcourse,Ican.Icanhearitperfectlywell.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Hereisanotherexample:TEACHER:seetherace----largecrowdSTUDENT1:Didn'tyouseetherace?STUDENT2:Icouldn't.Thecrowdwastoolarge.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Continueroundtheclassatabriskpace.Alwaysindicatewhichtwostudentswillmakeeachexchangebeforegivingthecueorcues.If,duringadrill,studentsmakemistakes,correctthem,andgetthemtorepeatthecorrectresponse.GrammaticalnotesonthePatterndrillareprovidedinthisbook,incaseyouwishtorefertothem.Remember,materialrecordedontapeisgivenforeachlessonundertheheadingRepetitiondrill.SeebelowinLesson2.*Tellthestory 1 Lastweek-went-theatre 2 didn'tenjoy-play 3 youngman-woman-behindme 4 talkingloudly 5 couldnot-actors 6 Iturned-andlooked-angrily 7 didn'tpay-attention 8 Intheend-couldn'tbear 9 ‘can'thear-word’-said 10 ‘none-business’-man-‘private’Retellthestorywithkeywords(参考教参)5Tellthestory(about10minutes)Thissectionconsistsofnumberednoteswhichformasummaryofthetext.Writethenotesontheblackboard(orhavethemwrittenupandcoveredbeforethelessonbegins)andaskindividualstudentsroundtheclasstotellyouthestory.Thisgivesstudentssemi-preparedpracticeinspeakingwithoutinterruption.Pointoutonlythemainerrorsmadeafterstudentsfinish.speaking.Don'tconstantlyinterruptthem!*TopicsfordiscussionWhendidyoulastgotothetheatre/cinema?Tellusabouttheplay/film.Doyougetangryeasily?Whatsortofthingmakesyouangry?Doyouthinkit’soktohaveaprivateconversationatthetheatre?groupwork:3-4人一组；每人准备一个话题；组内交流；全班交流6Topicsfordiscussion(about10minutes)ThefinalpartoftheGuidedconversationLessonsshouldbedevotedtofreeconversation.Studentsshouldbeinvitedto‘haveago’atexpressingtheirownideas,nomatterhowmanymistakestheymake.Thetopicsbecomeprogressivelyharderwithineachlessonandoneorallofthemmaybeattempted.Individualstudentsshouldbeinvitedtomakeoneortwostatementsaboutthetopics.Asconversationalskilldevelops,youmayoccasionallyarrangetospendmoretimeonfreeconversation(omitting,forexample,suchexercisesas‘Tellthestory’).*Period2:Compositionandlanguagestudy1Summary/Composition/Letterwriting2Keystructures3Repetitiondrill4Exercisesongrammaticalstructure5Specialdifficulties6Exercisesonspecialdifficulties7Dictation8MultiplechoicequestionsPeriod1为课件制作重点Period2基本上是随学生用书进行，制作时可展示答案，或补充讲解或练习。*SummarywritingWheredidthewritergolastweek? Didheenjoytheplayornot? Whowassittingbehindhim? Weretheytalkingloudly,orweretheytalkingquietly? Couldthewriterheartheactorsornot? Didheturnroundornot? Whatdidhesay? Didtheyoungmansay,‘Theplayisnotinteresting,‘ordidhesay,’Thisisaprivateconversation!‘? Thewriterwenttothetheatrelastweek. Hedidnotenjoytheplay. Ayoungmanandayoungwomanweresittingbehindhim. Theyweretalkingloudly. Thewritercouldnotheartheactors. Heturnedround. ‘Ican'thearaword!’hesaid. ‘Thisisaprivateconversation!’theyoungmansaid.1Comprehension/Summarywriting/LetterwritingThesewrittenexercisesmustneverbeomittedbecausetheyarepartofacarefullyplannedsummaryandcompositionprogrammewhichevolvesComposition/progressivelythroughPracticeandProgressiveandDevelopingSkills.Astheexercisesarelargelyself-correcting,itwillbesufficienttocheckthattheyhavebeendone.Goroundtheclasswhilestudentsarewritingandhelpindividuals.Keystoexercisesarecontainedinthisbook.*Period1为课件制作重点Period2基本上是随学生用书进行，制作时可展示答案，或补充讲解或练习。*需修改：填入红色文字部分（参考教参相应课目）更换右侧图片部分为相应课目的插图修改控件属性播放所需音频文件Demonstration(takingL1asanexample):1Listeningcomprehension(about15minutes)RefertotheninestepsofLesson1intheTeacher'sBook.aIntroducethestoryTEACHER:(aftergreetingtheclass):Today,Iwantyoutolistentoaminutes)storyaboutavisittothetheatre.Thestoryiscalled‘APrivateConversation’.bUnderstandthesituationTEACHER:Lookatthepicture.Whatdoyouthinkishappening?Whatisthemaninfrontdoing?Why?cListeningobjectiveTEACHER:Lookatmeandlistenplease.I'mgoingtoreadyouthestory.AfterIfinishreadingit,I'mgoingtoaskyouthisquestion:Whydidthewritercomplaintothepeoplebehindhim?Ready?dPlaythetapeorreadthetexteAnswerthequestionTEACHER:Sowhydidthewritercomplaintothepeoplebehindhim?No.No.Don'tshoutouttheanswer!Iwillaskyou.Whatdoyouthink,[nameofstudent]?Whoagreeswithhim/her?Putyourhandsupplease!Hm.Sowhatdoyouthink,[nameofanotherstudent]?Howmanyofyouagreewithhim/her?Good.You'reright!Thewritercomplainedtothepeoplebehindhimbecausetheyweretalking!Yes,that'sright,[nameofstudent].Thewritercouldn'theartheplay!Sohowdidhefeel,(nameofstudent]?Yes,hewasannoyed!Good.*需修改：填入红色文字部分（参考教参相应课目）更换右侧图片部分为相应课目的插图修改控件属性播放所需音频文件Demonstration(takingL1asanexample):1Listeningcomprehension(about15minutes)RefertotheninestepsofLesson1intheTeacher'sBook.aIntroducethestoryTEACHER:(aftergreetingtheclass):Today,Iwantyoutolistentoaminutes)storyaboutavisittothetheatre.Thestoryiscalled‘APrivateConversation’.bUnderstandthesituationTEACHER:Lookatthepicture.Whatdoyouthinkishappening?Whatisthemaninfrontdoing?Why?cListeningobjectiveTEACHER:Lookatmeandlistenplease.I'mgoingtoreadyouthestory.AfterIfinishreadingit,I'mgoingtoaskyouthisquestion:Whydidthewritercomplaintothepeoplebehindhim?Ready?dPlaythetapeorreadthetexteAnswerthequestionTEACHER:Sowhydidthewritercomplaintothepeoplebehindhim?No.No.Don'tshoutouttheanswer!Iwillaskyou.Whatdoyouthink,[nameofstudent]?Whoagreeswithhim/her?Putyourhandsupplease!Hm.Sowhatdoyouthink,[nameofanotherstudent]?Howmanyofyouagreewithhim/her?Good.You'reright!Thewritercomplainedtothepeoplebehindhimbecausetheyweretalking!Yes,that'sright,[nameofstudent].Thewritercouldn'theartheplay!Sohowdidhefeel,(nameofstudent]?Yes,hewasannoyed!Good.*fIntensivereadingNowtheteacherplaysthetapeorreadsthetextagain,pausingaftereverysentencetocheckthestudentsunderstand.Thisisanextremelyimportantpartofthelessonasthestudentsmustfullyunderstandthetextattheendofthepresentation.Ratherthangivedirectexplanations,trytogetasmuchinformationaspossiblefromthestudents(thinkofitas‘acorkscrewoperation’!).ExplanationsshouldbegivenentirelyinEnglish,butdon'tcarrydirect-methodteachingtoabsurdlengths.Usegestureandmimewherepossible.Ifsomeofyourstudentsstilldon'tunderstand,askthebeststudentsintheclassfora‘confirmatorytranslation’ofaparticularwordorphraseforthebenefitofotherstudentswhohaven'tgraspedthemeaning.Remember,ifyoudon'ttranslateaparticulardifficulty,thensomeoneintheclasswill.However,translationshouldalwaysberegardedasalastresort.gPlaythetapeorreadthetextagainPlaythetapeorreadthetextagainrightthroughwithoutinterruption.Thistime,thestudentswillunderstanditwithoutdifficultybecauseofthecarefulexplanationyouprovidedinfabove.hRepetitionRepetitionisanoptionalactivityatthislevel,andinanycaseshouldbeconfinedto(say)thefirstcycleof24lessonsonly.Ifyouconductrepetitionexercises,firstaskthewholeclasstorepeatthetextafteryou.Nextdividetheclassintothreegroupsandrepeatthetextoncemore.Finally,askindividualstudentsroundtheclasstorepeatthetext.Whenconductingchorusandgrouprepetition,makesurethestudentsrepeatalltogetherafteryougivethemaclearsignal.Youcangivesuchasignalsimplybynoddingorwithapencilinyourhand.Imagineyou'reconductinganorchestra!iReadingaloudAskafewstudentstoreadthetextaloud,takingturnsroundtheclass.YouwillbeabletotellfromthishowwellparticularstudentscanpronouncecorrectlytheEnglishtheyhavealreadyheard.Thispresentationshouldnottakemorethanaboutfifteenminutes.DON'TSPENDTOOMUCHTIMEONANYONEACTIVITY!*Askindividualstudentrapidlytogettheanswersroundtheclass.Thinkofthisasabombardmentphase.Ifonestudentfailtoanswer,movequicklytoanother.Keepthepace!!填入红色文字部分（参考教参相应课目）Yes/NoquestionsWh-questionsHow-questions2Comprehensionquestions(about4minutes)Oncethetexthasbeenpresented,proceedwiththecomprehensionquestionlistedforyouin.thissectionoftheTeacher'sBook.Thequestionsaremixedanddemandavarietyofresponses.Theyshouldbeaskedrapidlyroundtheclassandthestudentsshouldbetrainedtoanswernaturally(i.e.don'tinsistoncompleteanswerswheretheywouldnotnormallygiveninthecourseofordinaryconversation).Theessenceofthisexerciseispace,soit'sbettertogetthestudentstoanswerindividuallyratherthaninchorus.Notethatbriefanswersasprovidedforyouaftereachquestion.*目的：引导学生正确的提出问题，形成语言信息反射源自课文，类似变疑问句和划线部分提问，但是口头完成。3Askingquestoins(about5minutes)Inordertopreventincorrectformslike*Wherehewent?*,studentsaretrainedtoasktwoquestionsatatime.The.firstoftheseisayes/noquestionandthesecondaWh-question.Forexample:TEACHER:AskmeifIwenttothetheatrelastweek.STUDENT:Didyougotothetheatrelastweek?TEACHER:When⋯？STUDENT:Whendidyougotothetheatre?(Not*Whenyouwenttothetheatre?*or*Whenyougotothe-theatre?*)TheTeacher'sBook,givesyouafullexampleinthissection,followedbyalistof‘Askmeif⋯’exercises.*最上框为课文中摘录；中间为训练示例；最下框为训练内容语法重点训练；材料参考教参课时一Patterndrill步骤：展示—设例—pairwork---feedback4Patterndrill(about5munutesforasingledrill)Inadditiontotheexerciseontape(printedintheTeacher'sBookunder(about5minutestheheading‘Repetitiondrill’),therearepatterndrillsforeachlesson.forasingledrill)Theseareall‘stimulus-response’exercises.Youprovidea‘stimulus’andtwostudentsrespond.Alwaysgiveaclearexamplefirstwithyourbeststudents,sostudentsknowexactlywhattodobeforeattemptingeachexercise.Hereareacoupleoftypicalexamples.TEACHER:heartheradioSTUDENT1:Icanheartheradionow.Canyou?STUDENT2:Ofcourse,Ican.Icanhearitperfectlywell.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Hereisanotherexample:TEACHER:seetherace----largecrowdSTUDENT1:Didn'tyouseetherace?STUDENT2:Icouldn't.Thecrowdwastoolarge.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Continueroundtheclassatabriskpace.Alwaysindicatewhichtwostudentswillmakeeachexchangebeforegivingthecueorcues.If,duringadrill,studentsmakemistakes,correctthem,andgetthemtorepeatthecorrectresponse.GrammaticalnotesonthePatterndrillareprovidedinthisbook,incaseyouwishtorefertothem.Remember,materialrecordedontapeisgivenforeachlessonundertheheadingRepetitiondrill.SeebelowinLesson2.*最上框为课文中摘录；中间为训练示例；最下框为训练内容语法重点训练；材料参考教参课时一Patterndrill步骤：展示—设例—pairwork---feedback4Patterndrill(about5munutesforasingledrill)Inadditiontotheexerciseontape(printedintheTeacher'sBookunder(about5minutestheheading‘Repetitiondrill’),therearepatterndrillsforeachlesson.forasingledrill)Theseareall‘stimulus-response’exercises.Youprovidea‘stimulus’andtwostudentsrespond.Alwaysgiveaclearexamplefirstwithyourbeststudents,sostudentsknowexactlywhattodobeforeattemptingeachexercise.Hereareacoupleoftypicalexamples.TEACHER:heartheradioSTUDENT1:Icanheartheradionow.Canyou?STUDENT2:Ofcourse,Ican.Icanhearitperfectlywell.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Hereisanotherexample:TEACHER:seetherace----largecrowdSTUDENT1:Didn'tyouseetherace?STUDENT2:Icouldn't.Thecrowdwastoolarge.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Continueroundtheclassatabriskpace.Alwaysindicatewhichtwostudentswillmakeeachexchangebeforegivingthecueorcues.If,duringadrill,studentsmakemistakes,correctthem,andgetthemtorepeatthecorrectresponse.GrammaticalnotesonthePatterndrillareprovidedinthisbook,incaseyouwishtorefertothem.Remember,materialrecordedontapeisgivenforeachlessonundertheheadingRepetitiondrill.SeebelowinLesson2.*最上框为课文中摘录；中间为训练示例；最下框为训练内容语法重点训练；材料参考教参课时一Patterndrill步骤：展示—设例—pairwork---feedback4Patterndrill(about5munutesforasingledrill)Inadditiontotheexerciseontape(printedintheTeacher'sBookunder(about5minutestheheading‘Repetitiondrill’),therearepatterndrillsforeachlesson.forasingledrill)Theseareall‘stimulus-response’exercises.Youprovidea‘stimulus’andtwostudentsrespond.Alwaysgiveaclearexamplefirstwithyourbeststudents,sostudentsknowexactlywhattodobeforeattemptingeachexercise.Hereareacoupleoftypicalexamples.TEACHER:heartheradioSTUDENT1:Icanheartheradionow.Canyou?STUDENT2:Ofcourse,Ican.Icanhearitperfectlywell.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Hereisanotherexample:TEACHER:seetherace----largecrowdSTUDENT1:Didn'tyouseetherace?STUDENT2:Icouldn't.Thecrowdwastoolarge.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Continueroundtheclassatabriskpace.Alwaysindicatewhichtwostudentswillmakeeachexchangebeforegivingthecueorcues.If,duringadrill,studentsmakemistakes,correctthem,andgetthemtorepeatthecorrectresponse.GrammaticalnotesonthePatterndrillareprovidedinthisbook,incaseyouwishtorefertothem.Remember,materialrecordedontapeisgivenforeachlessonundertheheadingRepetitiondrill.SeebelowinLesson2.*最上框为课文中摘录；中间为训练示例；最下框为训练内容语法重点训练；材料参考教参课时一Patterndrill步骤：展示—设例—pairwork---feedback4Patterndrill(about5munutesforasingledrill)Inadditiontotheexerciseontape(printedintheTeacher'sBookunder(about5minutestheheading‘Repetitiondrill’),therearepatterndrillsforeachlesson.forasingledrill)Theseareall‘stimulus-response’exercises.Youprovidea‘stimulus’andtwostudentsrespond.Alwaysgiveaclearexamplefirstwithyourbeststudents,sostudentsknowexactlywhattodobeforeattemptingeachexercise.Hereareacoupleoftypicalexamples.TEACHER:heartheradioSTUDENT1:Icanheartheradionow.Canyou?STUDENT2:Ofcourse,Ican.Icanhearitperfectlywell.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Hereisanotherexample:TEACHER:seetherace----largecrowdSTUDENT1:Didn'tyouseetherace?STUDENT2:Icouldn't.Thecrowdwastoolarge.(FurtherpromptsarelistedintheTeacher'sBook,soyoucanconducttheexerciseroundtheclass.)Continueroundtheclassatabriskpace.Alwaysindicatewhichtwostudentswillmakeeachexchangebeforegivingthecueorcues.If,duringadrill,studentsmakemistakes,correctthem,andgetthemtorepeatthecorrectresponse.GrammaticalnotesonthePatterndrillareprovidedinthisbook,incaseyouwishtorefertothem.Remember,materialrecordedontapeisgivenforeachlessonundertheheadingRepetitiondrill.SeebelowinLesson2.*Retellthestorywithkeywords(参考教参)5Tellthestory(about10minutes)Thissectionconsistsofnumberednoteswhichformasummaryofthetext.Writethenotesontheblackboard(orhavethemwrittenupandcoveredbeforethelessonbegins)andaskindividualstudentsroundtheclasstotellyouthestory.Thisgivesstudentssemi-preparedpracticeinspeakingwithoutinterruption.Pointoutonlythemainerrorsmadeafterstudentsfinish.speaking.Don'tconstantlyinterruptthem!*groupwork:3-4人一组；每人准备一个话题；组内交流；全班交流6Topicsfordiscussion(about10minutes)ThefinalpartoftheGuidedconversationLessonsshouldbedevotedtofreeconversation.Studentsshouldbeinvitedto‘haveago’atexpressingtheirownideas,nomatterhowmanymistakestheymake.Thetopicsbecomeprogressivelyharderwithineachlessonandoneorallofthemmaybeattempted.Individualstudentsshouldbeinvitedtomakeoneortwostatementsaboutthetopics.Asconversationalskilldevelops,youmayoccasionallyarrangetospendmoretimeonfreeconversation(omitting,forexample,suchexercisesas‘Tellthestory’).*Period1为课件制作重点Period2基本上是随学生用书进行，制作时可展示答案，或补充讲解或练习。*1Comprehension/Summarywriting/LetterwritingThesewrittenexercisesmustneverbeomittedbecausetheyarepartofacarefullyplannedsummaryandcompositionprogrammewhichevolvesComposition/progressivelythroughPracticeandProgressiveandDevelopingSkills.Astheexercisesarelargelyself-correcting,itwillbesufficienttocheckthattheyhavebeendone.Goroundtheclasswhilestudentsarewritingandhelpindividuals.Keystoexercisesarecontainedinthisbook.*