參考教案 教學(xué)建議
教學(xué)建議（Suggested teaching notes）
一、教學(xué)內容分析
本單元是初中二年級第一學(xué)期的第一個(gè)單元。除復習初一學(xué)過(guò)的動(dòng)詞的現在進(jìn)行時(shí)態(tài)外，重點(diǎn)教學(xué)內容還有以下4個(gè)：
（一）情態(tài)動(dòng)詞 may 用來(lái)請求允許及其應答。第1-4課均有對話(huà)。本單元只作三會(huì )要求，到第二學(xué)期第十八單元才轉為四會(huì )。
（二）物質(zhì)名詞 paper 及其數量的表示法： a piece/two/three/… pieces of paper。
（三）序數詞first, second, third 和 fourth. 以后每課都用序數詞標明課次，可隨課分散學(xué)習英語(yǔ)的序數詞。
（四）r音節的拼讀規則 ar [%：], er [+：], ir [+：], or [：+]（也讀[&：], 見(jiàn)第20課），ur [+：], 安排在第4課。本冊的語(yǔ)音內容仍以拼讀規則為中心，由音標到字母，使學(xué)生掌握某一個(gè)音標是哪個(gè)字母或字母組合的讀音，使他們再一次明確英語(yǔ)單詞的發(fā)音特點(diǎn)：一個(gè)字母特別是元音字母不只一個(gè)讀音，一個(gè)音素（即音標）也不只由一個(gè)字母或字母組合來(lái)構成的。
二、教學(xué)方法建議
現按口語(yǔ)訓練、閱讀訓練、筆頭練習以及語(yǔ)音、詞匯和語(yǔ)法教學(xué)等方面，綜述本單元的教學(xué)方法：
我們可以參考本書(shū)用英語(yǔ)寫(xiě)的分課教學(xué)步驟，用英語(yǔ)組織課堂教學(xué)活動(dòng)，給每個(gè)學(xué)生盡量多的聽(tīng)說(shuō)機會(huì )和訓練。
在介紹新語(yǔ)言項目時(shí)，可運用實(shí)物，如用紙片教 paper, piece, big, small, call; 用尺子教 long, short. 利用簡(jiǎn)筆畫(huà)教 tall, short（參見(jiàn)《初中英語(yǔ)第二冊教學(xué)簡(jiǎn)筆畫(huà)》第22-24頁(yè)）。還可以做動(dòng)作，如教 welcome, call 以及利用學(xué)過(guò)的詞教新單詞，例如用名詞 shop 教動(dòng)詞 shop 等。通過(guò)口語(yǔ)活動(dòng)介紹四會(huì )詞，讓英語(yǔ)的詞語(yǔ)與有關(guān)的物品、動(dòng)作、描述等直接發(fā)生聯(lián)系，盡量減少或無(wú)需漢語(yǔ)介入，這符合語(yǔ)言學(xué)習的規律，然后很快放詞入句，連句成話(huà)，又聽(tīng)又說(shuō)，幫助學(xué)生用英語(yǔ)思維，做到反應迅速，表達流暢。
每單元的一次聽(tīng)力練習必須按時(shí)完成。本單元的聽(tīng)力練習在第2課（見(jiàn)分課教學(xué)步驟第5步），是長(cháng)度為100個(gè)詞的短文 Follow your teacher's instructions： Write your name in English on a piece of paper. 本單元的聽(tīng)力練習與別的單元不同。這是一個(gè)較為典型的功能性聽(tīng)力訓練，也是一種交際性活動(dòng)，是 completing a task。
本單元的閱讀訓練材料為第3課第1部分的兩段對話(huà) May I borrow your ruler? 教學(xué)方法與第1、2課的對話(huà)基本相同。可先提出兩個(gè)問(wèn)題（見(jiàn)分課教學(xué)步驟第3課第5步），讓學(xué)生帶著(zhù)問(wèn)題聽(tīng)教學(xué)錄音帶或教師的朗讀，也可找發(fā)音較好的一男生和一女生一起讀對話(huà)。接著(zhù)二人或三人小組模仿跟讀，然后從邊看書(shū)到不看書(shū)進(jìn)行表演。最后，做練習冊第2課練習2。先由學(xué)生個(gè)人準備，以增加閱讀，接著(zhù)口頭做，最后筆頭做，第1、2題當堂抄寫(xiě)；第3、4、5題布置為家庭作業(yè)。
閱讀能力的培養還需利用系列配套的《閱讀訓練》第二冊（Reading Practice, Book 2）。該書(shū)與教科書(shū)（Students' Book 2）同步。每單元配有3-5頁(yè)圖文并茂的閱讀材料及理解性練習。第一單元有2篇短文 The first day of term 和 Dick and the apple tree, 可在第3節或第4節課，抽10分鐘處理一遍。根據教學(xué)大綱規定，閱讀速度為每分鐘40-50個(gè)詞，可用4分鐘讓學(xué)生默讀共208個(gè)詞的兩篇短文，2分鐘聽(tīng)錄音或教師的朗讀（因教學(xué)大綱要求聽(tīng)力的語(yǔ)速為每分鐘90-100個(gè)詞），2-4分鐘口頭做第4頁(yè)的問(wèn)答練習。文中的3個(gè)生詞 again, hungry和 reach，最好讓學(xué)生通過(guò)上下文和插圖猜測詞義或查閱書(shū)后所附的詞匯表。加強閱讀訓練，有助于鞏固所學(xué)語(yǔ)言，豐富語(yǔ)言知識，擴大詞匯量，培養和提高獨立閱讀的能力。
筆頭練習最好每節課內都進(jìn)行至少一次，包括做練習冊中的某些練習，分課教學(xué)步驟所提供的聽(tīng)寫(xiě)練習、測驗題（Test），以及教師根據班上具體情況所出的補充筆頭練習。還應讓學(xué)生在每節課后做一定的家庭作業(yè)，包括經(jīng)常性的生詞抄寫(xiě)和造句。
第一單元各課的筆頭練習建議如下：
課內 家庭作業(yè)
第1課 練習3（先筆頭后口頭） 練習2（1，3，5，7），練習4
第2課 練習2（1，2） 練習1，2（3，4，5）
第3課 練習1，2（填空） 練習2（問(wèn)答），練習3
第4課 聽(tīng)寫(xiě)（見(jiàn)第4課第6步） 練習2，3
語(yǔ)音教學(xué)是經(jīng)常性的。在教學(xué)新詞時(shí)，可以充分利用每單元第4課第1部分的 Word families （詞群），指導學(xué)生系統歸納英語(yǔ)的基本拼讀規則，使他們逐漸具備按照26個(gè)字母及有關(guān)字母組合的拼讀規則（參見(jiàn)《初中英語(yǔ)教學(xué)指導與參考》第二冊第65-69頁(yè)）來(lái)朗讀、拼寫(xiě)和記憶英語(yǔ)單詞的能力。另外，在各種口語(yǔ)活動(dòng)中，要求學(xué)生注意運用正確的英語(yǔ)語(yǔ)調，包括句子重音、停頓、連讀、不完全爆破及句調（特別是升調）等。我們要隨時(shí)發(fā)現問(wèn)題，及時(shí)科學(xué)地糾正。
本單元的語(yǔ)音重點(diǎn)足r音節的拼讀規則。除了口筆頭做練習冊第1課練習1和第4課練習1外，結合教科書(shū)第4課第1部分 Word families 中的例詞，加上熟詞和生詞，補編下列鞏固r音節拼讀規則的語(yǔ)音練習，供教師選用：
ar[%：] er[+：] ir[+：] or[+：] ur[+：]
car her sir word fur
far were bird work burst
arm fern chirp worm curve
farm germ first wort hurt
hard merge girl world lurch
large perk shirt worse nurse
start serve skirt worst surge
yard term third worth turn
詞匯教學(xué) 除了上述利用實(shí)物、動(dòng)作、圖片、簡(jiǎn)筆畫(huà)等不同手段以外，還應結合基本拼讀規則，教學(xué)每個(gè)單元的新詞語(yǔ)。四會(huì )詞語(yǔ)除聽(tīng)說(shuō)外，應要求抄寫(xiě)造句，讓學(xué)生養成習慣，學(xué)一個(gè)四會(huì )詞語(yǔ)，真正做到聽(tīng)說(shuō)讀寫(xiě)、四會(huì )結合、學(xué)好記牢。
本單元的語(yǔ)法教學(xué)利用教科書(shū)第4課復習要點(diǎn) 1（Checkpoint 1）所提供的語(yǔ)法（Grammar）內容，復習動(dòng)詞現在進(jìn)行時(shí)態(tài)：各種人稱(chēng)的單復數，陳述句的肯定和否定形式以及疑問(wèn)句（一般式和特殊式）及其答語(yǔ)。口筆頭回答教科書(shū)第3課第2部分的7個(gè)問(wèn)題，并圍繞插圖的內容進(jìn)行看圖說(shuō)話(huà)和看圖寫(xiě)話(huà)（即練習冊第3課練習3）。系統總結歸納這個(gè)時(shí)態(tài)的用法和動(dòng)詞的形態(tài)變化：以不發(fā)音的字母e結尾的動(dòng)詞去e加 ing，如： having, closing; 重讀閉音節結尾僅有一個(gè)輔音字母的動(dòng)詞雙寫(xiě)該字母再加 ing，如： sitting, shopping; 以及一般的動(dòng)詞只加 ing, 如：knowing, carrying, wearing [>w#+inR], looking, listening.
參考教案 Unit 1 Welcome back 教學(xué)參考資料 示例三
教學(xué)參考資料 （Reference for teaching）
補充注釋?zhuān)ˋdditional notes）
1．Good morning, sir. 先生，早晨好。
sir 是對男士的尊稱(chēng)，學(xué)生對男教師的稱(chēng)呼。根據教師的性別，稱(chēng)為Miss…或Mr…。英語(yǔ)國家的學(xué)生稱(chēng)呼教師在不帶姓氏時(shí)，就稱(chēng)呼 Sir 或 Madam, 口語(yǔ)中人們常用 ma'am 代替 madam。
2． Welcome back to school. 歡迎回校。
這是句日常交際用語(yǔ)，表示歡迎對方來(lái)某處，再如： Welcome to China! 歡迎來(lái)華！Welcome to Beijing! 歡迎到北京來(lái)！ Welcome home! 歡迎歸來(lái)！要提醒學(xué)生不要說(shuō)Welcome you to…。請注意第一冊第66課學(xué)過(guò) You're welcome. 意思是“不用謝”
3．term 的詞組 this term（這學(xué)期）和 next term（下學(xué)期），前面都不加介詞。又如this week/month/year/time, next week/month/year/time。
4．英語(yǔ)的序數詞都有簡(jiǎn)寫(xiě)形式：
first（1st） second（2nd） third（3rd） fourth（4th） twenty-first（21st） thirty-second（32nd） forty-third（43rd） fifty-fourth（54th）
括號中為簡(jiǎn)寫(xiě)形式，由阿拉伯數字后面加上該序數詞的最后兩個(gè)字母 -st, -nd, -rd或 -th。
5．call one's names 叫某人的名字（點(diǎn)名）
call me Lily 叫我莉莉
教師點(diǎn)名時(shí)，聽(tīng)到教師叫自己的名字，該學(xué)生起立，答道：“Here!”或“I'm here. ”缺席的學(xué)生，由別的學(xué)生代答：“Not here. ”
6．OK? 用升調說(shuō)，表示疑問(wèn)，意思“好嗎？”、“行嗎？”、“可以嗎？”，寫(xiě)時(shí)加問(wèn)號。
7．Teacher： …(calling) Ma Lili: (standing up）…
calling 和 standing up 都指說(shuō)話(huà)人的動(dòng)作，在對話(huà)或劇本中出現，可用動(dòng)詞的ing形式，放括號內，一般用斜體。
8．Next, er…下一個(gè)，呃……
這里 next為副詞。在next time（下次）中的 next為形容詞，前面不加介詞。
9．Yes? 用升調說(shuō)，表示你愿意和對方說(shuō)話(huà)，再如：
A：Sir B：Yes？
A： May I have my book now? B： Certainly. Here you are.
10．May I come in, please? 請問(wèn)我可以進(jìn)來(lái)嗎？
May I have a piece of pap? r, please? 我可以要一張紙嗎？
May I borrow a pencil, please? 我可以借一支鉛筆嗎？
May I(we)…? 是請求允許的日常交際用語(yǔ)，可有不同的答語(yǔ)，見(jiàn)教學(xué)大綱第13頁(yè)《日常交際用語(yǔ)簡(jiǎn)表》12以及練習冊第2課練習2。
11． I'm sorry I'm late. 對不起我遲到了。
這是帶賓語(yǔ)從句的主從復合句。在口語(yǔ)中，賓語(yǔ)從句 I'm late前的引導詞 that 可省。
12．It doesn't matter. 沒(méi)關(guān)系。
當別人向你道歉時(shí)，你說(shuō) It doesn't matter. 是告訴對方你不介意，他不必擔心。
13． time 作為“次”或“次數”講，是可數名詞，有復數形式，如： five times, many times. 在英語(yǔ)中， once（第二冊第100課）表示“一次”（不用one time）, twice（第三冊第31課）表示“兩次”（不用two times）。而 time 作為“時(shí)間”講，是不可數名詞，沒(méi)有復數形式，如： What's the time now? It's time to go home. time這個(gè)詞一詞多義。一詞多義是英語(yǔ)詞匯中常見(jiàn)的現象。
14．one 除了是數詞外，還可以是代詞。注意下列各句中 one 的用法及譯法：
Here, take this one. 來(lái)，拿上這支。
Do you have a black one? 你有支黑的嗎？
Who has a long one? 誰(shuí)有一把長(cháng)的？
I have one here, Mr Wu. 吳老師，我這兒有一把。
參考教案 Unit 1 Welcome back 教學(xué)步驟 Lesson 1 示例三
教學(xué)步驟(Teaching steps)
Lesson 1
Note：As this is the first lesson, spend up to two class periods on it. Steps 1-4 could occupy the first lesson. This will give you more time to get to know the class and for them to get to know you. It will also give you time to build up a good relationship with the students .
Step 1 Introduction
Greet the Ss by saying Good morning, class! Welcome back to school! If you know the Ss, go round and greet some individually：
Good morning, (Name)! How are you? And repeat Welcome back to school with gestures. If you do not know the Ss, say My name is…Then say to some Ss Good morning! What's your name? How are you?
Get the Ss to greet those around them.
Step 2 Presentation
Say Good morning, class. Welcome back to school. Show the meaning of Welcome back with a gesture. Teach this dialogue：
T：Welcome back to school!
Ss：Thank you, sir!
Practise with individual Ss.
Step 3 Practice
SB page 1, Part 1. Speech Cassette Lesson 1. Write on the board： Lesson One, the first lesson. Say Open your books at page 1, the first lesson. Explain first.
Play the first dialogue. Ss listen and repeat, then practise in pairs, using their own names instead of class and sir. Get some pairs to act out the dialogue.
Step 4 Presentation
Hold up a piece of paper with the names of the Ss on it. Say This is a piece of paper. These are your names. Let me call your names .Say ‘I'm here’. OK? Read the names and help the Ss to say I'm here! (or Not here! for an absentee).
Play the second dialogue in SB page 1, Part 1, then practise it with the Ss . Note the directions calling and standing up. Tell the Ss that these are instructions. Demonstrate their meanings.
Briefly remind the Ss of the Present Continuous Tense (What am 1 doing? I'm standing up. Now I'm sitting down, etc).
Step 5 Presentation
Revise the names of classroom objects: book, pencil, pen, etc.
Teach paper, a piece of paper and May I borrow… please? Ask individual Ss. Help them to answer Certainly! Here you are!
Collect the items on your desk. Discuss each item with the class： What colour is it? Is it heavy?
Whose is it? etc.
Revise broken. Pick up a broken object and say I'm sorry, it's broken. Help them to answer It doesn't matter. I can mend it.
SB page 1, Part 2. Speech Cassette Lesson 1. Play the tape and read through the dialogue with the Ss. Explain that But come to school earlier next time is a warning following It doesn't matter. Give some more examples： I'm sorry.
Your pen is broken. -It doesn't matter. But use your own pen next time.
Step 6 Practice
Ss practise the dialogue in pairs. Get some Ss to act it out.
Step 7 Workbook
Wb Lesson 1, Exx. 1-4. Ex.1 helps Ss to learn how to pronounce the new words in the last column by revising the old words. Meanwhile, they can revise the vowels /e/, /&:/, /$/, /+:/and /ei/. Exx. 2 and 3 help consolidate the dialogues in this lesson. For Ex. 4, do an example with the Ss, using I'm sorry,… -It doesn't matter. Let me… Then get the Ss to work in pairs.
Check the answers.
Homework
Do Wb Lesson 1, Exx. 3 and 4 in the exercise books.
參考教案 Unit 1 Welcome back 教學(xué)步驟 Lesson 2 示例三
Lesson 2
Step 1 Revision
Greet the class. Ask What's the date today?
Help the Ss to answer, e. g. It's September 2nd, 1996. Keep doing this in every lesson from now on.
Revise the names of objects by playing the What's in my bay? game. Collect a number of familiar items, discuss their colour, weight, size, etc. with the Ss and put the items in a bag. Then get the Ss to describe the items in the bag one by one.
Revise I'm sorry, it's broken and It doesn't matter and practise dialogues with the Ss using the items.
Step 2 Presentation
Write on the board： Lesson Two, the second lesson.
Say Today let's learn Lesson 2-the second lesson. Repeat the word second.
Teach long and short by showing the class two rulers, or pieces of wood. Say This ruler is long. This one is short. Ss listen and repeat. Ask Is this ruler long or short?
Teach tall in the same way, by drawing two boys, one tall and one short, on the Bb. Revise a piece of paper and teach a big/small piece of paper in the same way. Note the position of big/small before piece, not paper. Teach two/three pieces f paper (never papers).
SB page 2, Part 1. Speech Cassette Lesson 2. Ss listen and repeat. Then books closed! Point to a ruler/piece of paper/ picture on the Bb and ask What's this? Get the Ss to say It's a long ruler/big piece of paper/tall boy, etc.
Step 3 Presentation
Ask individual Ss Excuse me! May I borrow a ruler, please? Help them to answer Certainly! Here you are. Then say Thanks. Oh, sorry, this is short, Do you have a long one, please? Help the Ss to answer Oh, yes, I do or Sorry! I don't.
Step 4 Practice
SB page 2, Part 2. Speech Cassette Lesson 2. Ss listen and repeat, then practise in pairs. Contrast borrow (for an item that will be returned after use) and have (for an item that will not be returned ).
SB page 2, Part 3. Ss make three new dialogues.
Get some pairs to act theirs out.
Step 5 Listening
Read the following listening text. Demonstrate what the Ss have to do as you speak. Do not move on until the Ss have carried out an instruction.
Listening text
Do you all have a piece of paper like this? Hold it like this, and fold it in half like this.
Write your name in Chinese on one side, here; on the other side, write your name in English.
Begin your family name and your first name with a capital letter - a big letter. But use small letters for the other letters in your name.
When you finish writing your name, put the piece of paper on your desk.
Put it on your desk so I can see your names in English!
This will help me to know your names!
When the Ss have finished the exercise, talk to some of the Ss, like this： Hello, (Name). How are you?
Step 6 Workbook
Wb Lesson 2, Exx. 1-3.
Ex. I is a written exercise. The answers are： a bottle of milk, four small pieces of paper, two long rulers, five bottles of water, eight pieces of bread, six small bags of tea, one big bag of rice, two kilos of fish.
Ex. 2 may be done orally in class. The answers are： 1-d, 2 -e, 3 -b, 4 -a, 5 -c.
Ex.3 may be done orally first, and then in writing. The missing words are： Excuse me;
Certainly; this one; Thanks： Do you have a small one?; I don't.
Homework
Finish off the workbook exercises.
參考教案 Unit 1 Welcome back 教學(xué)步驟 Lesson 3 示例三
Lesson 3
Step 1 Revision
Write on the board： Lesson Three, the third lesson .
Revise the dialogues in SB page 2, Part 2 and Part 3.
Step 2 Practice
Get the Ss, first as a class, then individually, to respond correctly to random statements, like this：
T： How do you do!
A： How do you do !
T： How are you!
B： Fine, thanks.
T： May I borrow your pen?
C： Certainly! Here you are/Take this one.
T： Welcome back to school!
D： Thank you, sir.
T： My name's What's yours?
E：…
Step 3 Read and act
SB page 3, Part 1. Speech Cassette Lesson 3.
Books closed! Ask What does Mr Wu want?
Who helps him? Play the tape for the Ss to find the answers. Then play the first part of the dialogue again. Ss listen and repeat, then practise in pairs, changing a ruler to a piece of chalk or other objects. Ask some pairs to act out their dialogue. Play the second part of the dialogue. Ss listen and repeat, then practise in threes. Get some groups to act out the whole dialogue. See if any can do it without books!
Step 4 Presentation
Ask individual Ss to perform actions： Please open the door/close the window, etc. As the Ss perform the actions, ask the class What is he/she doing? Help the class to answer He/She's opening the door/closing the window.
Ask What is… wearing? Get the class to describe Ss' clothing, using He/She's wearing…Briefly revise the forms and use of the Present Continuous Tense.
Step 5 Ask and answer
SB page 3, Part 2. Do the first two questions with the whole class. Then Ss ask and answer in pairs. Check the answers.
Step 6 Workbook
Wb Lesson 3, Exx. 1-3.
Ex. 1 may be done orally first, then in writing.
Ex. 2 is done in writing. Remind the Ss that the Present Simple Tense is used for general facts and statements. Let the Ss write their answers before discussing orally the questions at the end of the exercise. The questions could be answered in writing for homework. (The answers are： teaches, is, likes, speaks, like, is, goes, has, are, are, look, wear, loves, play, calls )
Ex. 3 is an oral exercise. (Optional)
Homework
Revise the new words and structures in this unit. Write the answers to the questions in Ex. 2.
If there is time, write some sentences in answer to the questions in Ex. 3.
參考教案 Unit 1 Welcome back 教學(xué)步驟 Lesson 4 示例三
Lesson 4
Note： The aim of Part 1 -Word families is to revise spelling rules as well as English sounds and transcriptions .
Step 1 Revision
Revise the Present Continuous Tense by miming an action. Get the Ss to guess what you are doing： You're flying a kite! You're riding a bike! etc.
Ask some Ss to come and mime other actions for the class to guess .
Step 2 Word families
Write on the board： Lesson Four, the fourth lesson.
SB page 4, Part 1. Speech Cassette Lesson 4. Ss listen and repeat. Note that the letters at the top of each list show the different spellings that are used for each sound. Practise these sounds individually before practising the whole words.
Show the Ss a flashcard and ask them to pronounce the word written on it.
Do Wb Ex. 1. The answers are： short, thank, young, love.
Step 3 Presentation
Get the class to count quickly from 1 to 100, pointing to individual Ss at random and asking them to give the next number in sequence.
Ask questions about the class： How many girls/boys are there in this class? How many Young Pioneers are there? How many students like basketball/ swimming/flying kites? etc.
Step 4 Practice
SB page 4, Part 2. Read through the table with the Ss and ask some questions about it. Then Ss ask and answer in pairs, making up their own questions.
Step 5 Checkpoint 1
Discuss the Grammar section in Checkpoint 1 with the Ss, drilling, giving examples and explaining difficult points when necessary.
Practise the pronunciation of the “useful expressions” and give examples of their use.
Step 6 Test
Give the Ss a short dictation test：
At school, * all the students* are working hard* today. *Lucy and Lily* are cleaning the classroom. *Jim is carrying* some books* in a big box. *Li Lei is putting* his ruler and eraser* in his pencil-box. *What about Polly? * Oh, *Polly is sleeping!
Write the English names： Lucy, Lily, Jim, Polly on the Bb if your Ss find it hard to spell them.
Step 7 Workbook
Wb Lesson 4, Exx. 2-4.
Ex. 2 may be done orally first, and then in writing. Check the answers.
For Ex. 3, get the Ss to fill in the blanks with appropriate words.
Ex. 4 is optional. Read through the dialogue with the Ss. The Ss practise it in pairs. Get some pairs to act it out.
Homework
Finish off the Workbook exercises.
Get Ss to do Ex. 2 in their exercise books.