參考教案 教學(xué)建議
教學(xué)建議（Suggested teaching notes）
一、教學(xué)內(nèi)容分析
本單元是初中二年級(jí)第一學(xué)期的第一個(gè)單元。除復(fù)習(xí)初一學(xué)過的動(dòng)詞的現(xiàn)在進(jìn)行時(shí)態(tài)外，重點(diǎn)教學(xué)內(nèi)容還有以下4個(gè)：
（一）情態(tài)動(dòng)詞 may 用來請(qǐng)求允許及其應(yīng)答。第1-4課均有對(duì)話。本單元只作三會(huì)要求，到第二學(xué)期第十八單元才轉(zhuǎn)為四會(huì)。
（二）物質(zhì)名詞 paper 及其數(shù)量的表示法： a piece/two/three/… pieces of paper。
（三）序數(shù)詞first, second, third 和 fourth. 以后每課都用序數(shù)詞標(biāo)明課次，可隨課分散學(xué)習(xí)英語的序數(shù)詞。
（四）r音節(jié)的拼讀規(guī)則 ar [%：], er [+：], ir [+：], or [：+]（也讀[&：], 見第20課），ur [+：], 安排在第4課。本冊(cè)的語音內(nèi)容仍以拼讀規(guī)則為中心，由音標(biāo)到字母，使學(xué)生掌握某一個(gè)音標(biāo)是哪個(gè)字母或字母組合的讀音，使他們?cè)僖淮蚊鞔_英語單詞的發(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(biāo)）也不只由一個(gè)字母或字母組合來構(gòu)成的。
二、教學(xué)方法建議
現(xiàn)按口語訓(xùn)練、閱讀訓(xùn)練、筆頭練習(xí)以及語音、詞匯和語法教學(xué)等方面，綜述本單元的教學(xué)方法：
我們可以參考本書用英語寫的分課教學(xué)步驟，用英語組織課堂教學(xué)活動(dòng)，給每個(gè)學(xué)生盡量多的聽說機(jī)會(huì)和訓(xùn)練。
在介紹新語言項(xiàng)目時(shí)，可運(yùn)用實(shí)物，如用紙片教 paper, piece, big, small, call; 用尺子教 long, short. 利用簡(jiǎn)筆畫教 tall, short（參見《初中英語第二冊(cè)教學(xué)簡(jiǎn)筆畫》第22-24頁）。還可以做動(dòng)作，如教 welcome, call 以及利用學(xué)過的詞教新單詞，例如用名詞 shop 教動(dòng)詞 shop 等。通過口語活動(dòng)介紹四會(huì)詞，讓英語的詞語與有關(guān)的物品、動(dòng)作、描述等直接發(fā)生聯(lián)系，盡量減少或無需漢語介入，這符合語言學(xué)習(xí)的規(guī)律，然后很快放詞入句，連句成話，又聽又說，幫助學(xué)生用英語思維，做到反應(yīng)迅速，表達(dá)流暢。
每單元的一次聽力練習(xí)必須按時(shí)完成。本單元的聽力練習(xí)在第2課（見分課教學(xué)步驟第5步），是長度為100個(gè)詞的短文 Follow your teacher's instructions： Write your name in English on a piece of paper. 本單元的聽力練習(xí)與別的單元不同。這是一個(gè)較為典型的功能性聽力訓(xùn)練，也是一種交際性活動(dòng)，是 completing a task。
本單元的閱讀訓(xùn)練材料為第3課第1部分的兩段對(duì)話 May I borrow your ruler? 教學(xué)方法與第1、2課的對(duì)話基本相同。可先提出兩個(gè)問題（見分課教學(xué)步驟第3課第5步），讓學(xué)生帶著問題聽教學(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(duì)話。接著二人或三人小組模仿跟讀，然后從邊看書到不看書進(jìn)行表演。最后，做練習(xí)冊(cè)第2課練習(xí)2。先由學(xué)生個(gè)人準(zhǔn)備，以增加閱讀，接著口頭做，最后筆頭做，第1、2題當(dāng)堂抄寫；第3、4、5題布置為家庭作業(yè)。
閱讀能力的培養(yǎng)還需利用系列配套的《閱讀訓(xùn)練》第二冊(cè)（Reading Practice, Book 2）。該書與教科書（Students' Book 2）同步。每單元配有3-5頁圖文并茂的閱讀材料及理解性練習(xí)。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(jié)或第4節(jié)課，抽10分鐘處理一遍。根據(jù)教學(xué)大綱規(guī)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分鐘聽錄音或教師的朗讀（因教學(xué)大綱要求聽力的語速為每分鐘90-100個(gè)詞），2-4分鐘口頭做第4頁的問答練習(xí)。文中的3個(gè)生詞 again, hungry和 reach，最好讓學(xué)生通過上下文和插圖猜測(cè)詞義或查閱書后所附的詞匯表。加強(qiáng)閱讀訓(xùn)練，有助于鞏固所學(xué)語言，豐富語言知識(shí)，擴(kuò)大詞匯量，培養(yǎng)和提高獨(dú)立閱讀的能力。
筆頭練習(xí)最好每節(jié)課內(nèi)都進(jìn)行至少一次，包括做練習(xí)冊(cè)中的某些練習(xí)，分課教學(xué)步驟所提供的聽寫練習(xí)、測(cè)驗(yàn)題（Test），以及教師根據(jù)班上具體情況所出的補(bǔ)充筆頭練習(xí)。還應(yīng)讓學(xué)生在每節(jié)課后做一定的家庭作業(yè)，包括經(jīng)常性的生詞抄寫和造句。
第一單元各課的筆頭練習(xí)建議如下：
課內(nèi) 家庭作業(yè)
第1課 練習(xí)3（先筆頭后口頭） 練習(xí)2（1，3，5，7），練習(xí)4
第2課 練習(xí)2（1，2） 練習(xí)1，2（3，4，5）
第3課 練習(xí)1，2（填空） 練習(xí)2（問答），練習(xí)3
第4課 聽寫（見第4課第6步） 練習(xí)2，3
語音教學(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(dǎo)學(xué)生系統(tǒng)歸納英語的基本拼讀規(guī)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(guī)則（參見《初中英語教學(xué)指導(dǎo)與參考》第二冊(cè)第65-69頁）來朗讀、拼寫和記憶英語單詞的能力。另外，在各種口語活動(dòng)中，要求學(xué)生注意運(yùn)用正確的英語語調(diào)，包括句子重音、停頓、連讀、不完全爆破及句調(diào)（特別是升調(diào)）等。我們要隨時(shí)發(fā)現(xiàn)問題，及時(shí)科學(xué)地糾正。
本單元的語音重點(diǎn)足r音節(jié)的拼讀規(guī)則。除了口筆頭做練習(xí)冊(cè)第1課練習(xí)1和第4課練習(xí)1外，結(jié)合教科書第4課第1部分 Word families 中的例詞，加上熟詞和生詞，補(bǔ)編下列鞏固r音節(jié)拼讀規(guī)則的語音練習(xí)，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)筆畫等不同手段以外，還應(yīng)結(jié)合基本拼讀規(guī)則，教學(xué)每個(gè)單元的新詞語。四會(huì)詞語除聽說外，應(yīng)要求抄寫造句，讓學(xué)生養(yǎng)成習(xí)慣，學(xué)一個(gè)四會(huì)詞語，真正做到聽說讀寫、四會(huì)結(jié)合、學(xué)好記牢。
本單元的語法教學(xué)利用教科書第4課復(fù)習(xí)要點(diǎn) 1（Checkpoint 1）所提供的語法（Grammar）內(nèi)容，復(fù)習(xí)動(dòng)詞現(xiàn)在進(jìn)行時(shí)態(tài)：各種人稱的單復(fù)數(shù)，陳述句的肯定和否定形式以及疑問句（一般式和特殊式）及其答語。口筆頭回答教科書第3課第2部分的7個(gè)問題，并圍繞插圖的內(nèi)容進(jìn)行看圖說話和看圖寫話（即練習(xí)冊(cè)第3課練習(xí)3）。系統(tǒng)總結(jié)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(jié)尾的動(dòng)詞去e加 ing，如： having, closing; 重讀閉音節(jié)結(jié)尾僅有一個(gè)輔音字母的動(dòng)詞雙寫該字母再加 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(bǔ)充注釋（Additional notes）
1．Good morning, sir. 先生，早晨好。
sir 是對(duì)男士的尊稱，學(xué)生對(duì)男教師的稱呼。根據(jù)教師的性別，稱為Miss…或Mr…。英語國家的學(xué)生稱呼教師在不帶姓氏時(shí)，就稱呼 Sir 或 Madam, 口語中人們常用 ma'am 代替 madam。
2． Welcome back to school. 歡迎回校。
這是句日常交際用語，表示歡迎對(duì)方來某處，再如： Welcome to China! 歡迎來華！Welcome to Beijing! 歡迎到北京來！ Welcome home! 歡迎歸來！要提醒學(xué)生不要說Welcome you to…。請(qǐng)注意第一冊(cè)第66課學(xué)過 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．英語的序數(shù)詞都有簡(jiǎn)寫形式：
first（1st） second（2nd） third（3rd） fourth（4th） twenty-first（21st） thirty-second（32nd） forty-third（43rd） fifty-fourth（54th）
括號(hào)中為簡(jiǎn)寫形式，由阿拉伯?dāng)?shù)字后面加上該序數(shù)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(diào)說，表示疑問，意思“好嗎？”、“行嗎？”、“可以嗎？”，寫時(shí)加問號(hào)。
7．Teacher： …(calling) Ma Lili: (standing up）…
calling 和 standing up 都指說話人的動(dòng)作，在對(duì)話或劇本中出現(xiàn)，可用動(dòng)詞的ing形式，放括號(hào)內(nèi)，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(diào)說，表示你愿意和對(duì)方說話，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(qǐng)問我可以進(jìn)來嗎？
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(qǐng)求允許的日常交際用語，可有不同的答語，見教學(xué)大綱第13頁《日常交際用語簡(jiǎn)表》12以及練習(xí)冊(cè)第2課練習(xí)2。
11． I'm sorry I'm late. 對(duì)不起我遲到了。
這是帶賓語從句的主從復(fù)合句。在口語中，賓語從句 I'm late前的引導(dǎo)詞 that 可省。
12．It doesn't matter. 沒關(guān)系。
當(dāng)別人向你道歉時(shí)，你說 It doesn't matter. 是告訴對(duì)方你不介意，他不必?fù)?dān)心。
13． time 作為“次”或“次數(shù)”講，是可數(shù)名詞，有復(fù)數(shù)形式，如： five times, many times. 在英語中， once（第二冊(cè)第100課）表示“一次”（不用one time）, twice（第三冊(cè)第31課）表示“兩次”（不用two times）。而 time 作為“時(shí)間”講，是不可數(shù)名詞，沒有復(fù)數(shù)形式，如： What's the time now? It's time to go home. time這個(gè)詞一詞多義。一詞多義是英語詞匯中常見的現(xiàn)象。
14．one 除了是數(shù)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，拿上這支。
Do you have a black one? 你有支黑的嗎？
Who has a long one? 誰有一把長的？
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.