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ENGLISH Learning 教师用书 Teachers Guide1 义务教育教科书英语 （三年级起点） 三年级上册 中 国 河 北 教 育 出 版 社 加拿大 DC 加拿大国际交流中心 合作编写 Language Map ......................................................................................2 How to Use This Teachers Guide .......................................................4 Philosophy of the Learning English Program ...................................8 Your English Classroom ..................................................................20 UNIT 1 School and Numbers .............................................................24 UNIT 2 Friends and colours ...............................................................94 UNIT 3 Feelings and Body ...............................................................152 UNIT 4 Family ...................................................................................210 Teaching Techniques ......................................................................266 Puppets, Posters and More .............................................................290 Games .......................................................................................298 Teaching Methods ...........................................................................320 Vocabulary .................................................................................328 Structures and Expressions ...........................................................331 Classroom English ........................................................................333 English Names .............................................................................339 Evaluation Sheets .........................................................................340 CONTENTS 2 Language Map UnitTopicVocabulary Unit 1 School and Numbers Students will be able to aurally understand, orally use and recognize the following words: hello, hi boy, girl, teacher school, book, chair, desk pencil, pen, crayon, ruler, pencil box one, two, three, four, fi ve six, seven, eight, nine, ten Unit 2 Friends and Colours Students will be able to aurally understand, orally use and recognize the following words: friend, window red, yellow, blue, green, orange, brown, white, black Unit 3 Feelings and Body Students will be able to aurally understand, orally use and recognize the following vocabulary: body, foot, leg, head, arm, nose, ear, mouth, hair eye, face doctor happy, sad, warm, cool, hot cold, left, right Unit 4 FamilyStudents will be able to aurally understand, orally use and recognize the following vocabulary: family, father, mother, brother, sister short, tall, old, young policeman, bus driver, worker birthday, party, cake China 3 Functionss and Structuress PhoneticsSongs to clarify and reflect on their thoughts, feelings and experiences; and also to play, experiment and use their imaginations. The program models the process of childrens language development. Children master new words as part of developing ways to make meaning. It takes time. Different students develop language in different ways and at different rates, and good teachers adapt their classroom activities to accommodate individual student needs. Not everyone will achieve the same fluency at the end of each teaching unit. For this reason, the program first exposes the children to new words and then lets them encounter and use these words again and again in different contexts throughout the class year. Philosophy of the Learning English Program 9 学英语 编写指导思想 本套教材旨在帮助中国学生学说英语，并帮助中国英语教师提高自身的英语水平 和教学能力。全套教材供小学三年级至高中三年级十个年级使用。 本套教材强调交际和会话，重点在交谈（听和说）。教材为学生提供了大量的在 各种不同交际情景中用英语进行交谈的机会：学生与学生、学生与小组、学生与教师 及学生与全班等。学生能经常进行角色表演并自编对话。这些交谈有利于培养学生交 流真情实感的能力，促进语言的灵活运用，使其在各种情景中都能自如地使用英语。 本套教材讲究系统性。在起始年级，既强调听与说，又兼顾读与写，从而达到各 项语言技能之间的平衡。而这一点对于语言的教与学至关重要。学生语言能力的提高 是随着学生感知能力的增强而同步发展的。语言的四项技能（听、说、读、写）在儿 童的成长过程中自然地相互促进，相得益彰。儿童需要用习得母语的方法来学习英语： 通过听周围的人讲出的词语去学习。上英语课时，孩子们需要大量机会，于各种不同 的情景之中，探索、建构、表达意义；去理清、反思各自的思想、感情和经历；去发挥、 试验、运用各自的想像力。 本套教材模仿儿童的语言发展过程。掌握新词是儿童建构意义的一种发展途径， 这需要时间。语言习得的方式和速度，往往因人而异。好的教师一般都力求使其课堂 活动适合不同学生的需要。一个单元学完，并非全班人人都能达到同等的流利程度。 因此，本套教材先让孩子们接触新单词，然后，在整个学年里，让他们在不同的情景 之中，反反复复地见到并运用这些单词。 学英语编写指导思想 10 The program stresses active student-centred experiences. It frequently involves the students in pair and small-group activities that require them to create their own conversations in English. It includes games, songs and role-playing where the students invent and interact in English. It emphasizes engaging, motivational activities that encourage the students to communicate in English and to respond personally and critically. The more the students actually talk in English, the faster their language skills develop. The Learning English program works best if teachers encourage the students to talk as much as possible. Teachers should guide and structure activities, demonstrate and model conversation, and correct the students where necessary. The program, however, does not centre on what the teacher does at the front of the classroom but on what the students do within it. The program stresses meaningful learning situations. The program engages the students in situations where they need English to cope with authentic English-speaking contexts: to make a request, to express a feeling, to accomplish something, to find out essential information or to complete a task. The students feel more motivated to learn English in real situations, and they learn natural language patterns rather than artificial classroom dialogues. The program stresses thinking as an essential part of communication. To communicate, a person must have something to tell. Often in this program, teachers set up classroom experiences that allow the students to formulate a point of view: to think about and share their own personal experiences; to value others ideas and experiences; and to imagine and create new ideas through language. The program stresses language immersion. Each lesson exposes the students to a lot of English, more than it expects the students to master or understand completely. To the extent possible, teachers should strive to surround the students with English. The classroom should contain a good range of English-language posters, picture dictionaries, newspapers, books, letters, postcards, signs and magazines. The walls of the classroom should display vocabulary pictures and words. Teachers should label items in the classroom with big cards showing the English words. The program stresses risk-taking in a supportive environment. No one can learn a language without making mistakes. If the students fear failure, they will not try new words and phrases and they will not progress. The students need lots of support and assistance to experiment with new language structures. They need praise for the content of what they say rather than constant correction of pronunciation and vocabulary. Therefore, good language teachers give their students lots of praise and encouragement. They help the students use new words and phrases by providing many models, demonstrations and clues. Good teachers frequently encourage the students to invent their own questions, responses and conversations, and they congratulate the students for taking risks. The program stresses a motivational classroom environment. It provides many opportunities for play, songs, games and surprises to make English class fun. The program aims to foster a desire to learn so that the students will attend to the lesson and feel inspired to practice English outside of the classroom. Philosophy of the Learning English Program 11 本套教材强调主动性的、以学生为中心的语言活动。频繁地让学生参与一对一和 小组活动，并要求他们自编英语对话。教材提供了大量的游戏、歌曲及角色表演等， 供学生用英语交流。教材强调学生的参与和能激发学生用英语作出个人评论性反应的 活动。学生实实在在地用英语讲得越多，其语言能力提高也越快。 教师如能激励学生最大限度地用英语交谈，便达到了教材理想的指导效果。教师 应指导、组织活动，表演、示范对话，必要时纠正学生的错误。然而，本套教材重点 不在于教师在教室前面做什么，而在于学生在教室里做什么。 本套教材强调有意义的学习情景。教材把学生置于特定的情景中，使其必须用英 语应付真实的语境：提出请求、表达情感、做成一件事、查找重要信息、完成一项任 务等等。学生处在真实的环境中，学英语的劲头也就越大，而且学到的是自然的句型 句式，而不是矫揉造作的课堂对话。 本教材强调思维是交际的重要组成部分。一个人要交流，必须有话可讲。本教材 常常由教师设计让学生形成自己观点的课堂教学：思考并与他人交流彼此的经历；评 价他人的思想和经历；运用语言来想像并形成新的观点。 本套教材强调沉浸式训练。每一课均让学生接触大量的英语，但并不都要求学生 完全掌握或者理解。教师必须尽可能地使学生处于英语的氛围中：教室内张贴一系列 的英语墙报、英文图典、英文报纸、书籍、字母、明信片、标记、杂志等，墙壁上展 示词汇图片和英语单词，教室内的物品用大卡片标出相应的英语名称。 本套教材强调鼓励性环境下的“冒险”。没有谁能够不犯错误而学会一门语言。 如果学生惧怕失败，他们就不愿尝试使用新学的词语和句型，自然也就无法取得进步。 学生在尝试使用新学的语言结构时，往往需要极大的支持和帮助，他需要的是别人赞 扬自己讲话的内容，而不是不断地纠正他的发音和用词。因此，一个好的教师总是极 力表扬和鼓励学生，并通过提供大量的示范、表演和提示来帮助学生使用新词新语。 他们频频鼓励学生创造各自的问答和对话，并对学生所作的冒险表示祝贺。 本套教材强调能激发学习积极性的课堂氛围。教材提供了大量机会，让学生玩、 唱歌、做游戏，获得惊喜，从而使课堂充满乐趣。本套教材目的在于培养学生学习的 欲望，从而使学生课内专心致志，课外积极实践。 学英语编写指导思想 12 Overall Goals of the Learning English Program Each level of the program identifies specific objectives for mastering vocabulary, grammar, conversation, reading and writing. Teachers, however, need to treat these objectives as part of larger, life-long goals, not as isolated targets. The program aims to support the students as they continue to learn English throughout their schooling and throughout the rest of their lives. Teaching with the Learning English Program This program stresses: Interactive conversation, not just lists of vocabulary words and grammatical structures. Flexible language use in a wide range of situations, not just memorization and chanting. Understanding and expressing overall meaning, not just learning isolated parts of language. Authentic real-world situations where, for example, children play games, ask for and give information, and express likes and dislikes. Everyday language among native English speakers. Many informal expressions and common idioms are included in the curriculum, as well as formal structures demonstrating grammatical patterns. The program provides: An audiotape of North American English speakers. The students become used to hearing and understanding a variety of inflections and tones, not just formal British accents. Good-quality literature that lets the students develop understanding of whole units of meaning, not just isolated words; that motivates the students interest; and that provides moral instruction for character development. The lessons use translation of well-known Chinese stories as well as traditional and modern English stories. Step-by-step instructions for innovative English-teaching methods for the teachers to use in the classroom. A wide variety of student-centred activities, including dialogues, role-play, games, story-writing, small-group activities, TPR(Total Physical Response)activities and drills. Ways to help Chinese teachers improve their own English as they prepare for lessons. The teachers guide is very detailed and contains many tips for teaching English. Philosophy of the Learning English Program 13 学英语的总目标 本套教材的每一册均确定了要掌握的词汇、 语法、 对话、 读和写的具体目标。 然而， 教师宜将这些具体目标当作更大的、终身式目标的一部分，而不是作为孤立的目标对 待。本套教材旨在帮助学生不仅在上学期间，而且于毕业之后能继续学好英语。 学英语教学法 本套教材教学侧重以下几点： 交互式会话，而不仅仅是一系列的单词和语法结构。 各种情景下灵活的语言运用，而不仅仅是死记硬背或机械重复。 理解和表达完整的意思，而不仅仅是孤立的只言片语。 真实可信的生活情景，可使学生进行诸如玩游戏、询问或提供信息、表达好恶 等活动。 原汁原味的英语日常会话。教材不仅提供了体现语法形式的规范结构，而且包 括很多非正式的日常用语和普通习语。 本套教材提供： 由北美人录制的录音带。学生会逐渐习惯听并且能听懂（英语的）千变万化的 语音语调，而不仅仅是规范的英国口音。 高质量的文学作品。这些作品能够引导学生理解整体意思，而不是孤立的单词； 激发学生的兴趣；给学生的个性成长提供道德指导。课文不仅仅是传统和现代 的英语故事，而且选用一些中国著名故事的英译。 新颖的分步教学指导，供教师课堂使用。 丰富多彩的以学生为中心的课堂活动，包括对话、角色表演、游戏、写故事、 小组活动、TPR（Total Physical Response）（全身反应）活动和操练。 帮助中国英语教师于备课过程中提高英语水平的方法。教师用书写得十分 详细，提供了众多的教学指点。 学英语编写指导思想 14 What about Phonetics? Pronunciation forms an important part of any language program. Young students mimic well. They often learn pronunciation by listening to, and imitating, good role models. Too much emphasis on correct pronunciation, however, can make the students afraid to speak because they worry too much about pronunciation errors. Teachers must gently guide the students to understandable pronunciation, but never let pronunciation become more important than meaning and communication. This program introduces pronunciation exercises when new vocabulary has sounds that Chinese children may find difficult to produce. The beginning level contains a few phonetic drills. Later levels offer more phonetic drills, such as minimal pairs. Older students, at advanced levels, learn symbols for certain sounds, so they can use a dictionary to pronounce unfamiliar words. As much as possible, the program presents these drills in the context of the meaning of words and phrases. This program does not teach an entire phonetic alphabet, such as the International Phonetic Alphabet (IPA), for three reasons. First, in learning the English language, the students already struggle to decode a new set of written symbols. The IPA adds another layer of symbols without helping the students to understand the new language. Second, the IPA focuses attention on written language. This shifts the focus away from listening and speaking. The students learn pronunciation best through aural-oral practice, not through reading symbols for sounds. The students who depend too much on written text may also have difficulty speaking spontaneously in conversation. Third, the IPA reinforces the primary importance of correct pronunciation, but this program emphasizes understanding and making meaning. Pronunciation comes second. After all, many good communicators in English do not pronounce words neatly and clearly or even correctly; they use context and language to express themselves. Teachers, however, need to pronounce words correctly. Teachers should check their pronunciation periodically with a tape recorder. Teachers should practice speaking English outside of the classroom whenever possible, preferably with a native speaker. Teachers can tune their ear to correct pronunciation by watching English television and movies. We encourage Chinese teachers of English to learn the IPA so that they understand the distinctions and similarities among different sounds. The IPA also helps teachers to focus on individual sounds and examine ways to produce them. This helps teachers work out the best way to teach these sounds in their own classrooms. What about Grammar? This program introduces grammar naturally and gradually. At beginning levels, it teaches the students how to recognize and imitate certain grammatical structures and patterns, but it does not emphasize grammar. At more advanced levels, it explicitly presents points of grammar to help the students understand the patterns or certain structures. Philosophy of the Learning English Program 15 语音 发音是任何语言教材的重要组成部分。小学生善于模仿，他们常常能通过听标准 的示范，模仿并练习新的语音而学会发音。 然而，过分强调发音的准确性有可能令他们因害怕发音错误而不敢开口。因此， 应提倡听得懂的发音。切忌让发音凌驾于意义表达和交际之上。 每逢遇到可能令中国儿童感到发音有困难的新词，本套教材总是自然地介绍一些 发音练习和教学诀窍。教材在起始阶段引入了若干语音操练形式。在以后各级的教材 中提供了更多的诸如 minimal pairs 之类的语音练习。到高级阶段，安排讲授一些语音 符号，以便年龄稍大点儿的学生能借助词典学会拼读不熟悉的单词。所有这些练习均 最大限度地置于语义环境中。 本套教材在小学阶段不准备教给学生一套完整的如国际音标（IPA）之类的语音 字母表，理由有三：其一，为学英语，学生们已经在竭尽全力辨认一套新的书写符号。 强迫他们再死记硬背另一套书写符号（国际音标），势必给学生增添负担，而且于学 生理解这门新语言无甚益处。其二，国际音标将注意力集中在视觉文本上，这无疑使 重点偏离了听和说。语音学习的最佳效果是通过听说练习，而不是通过读声音符号获 得的。还有可能过分依赖书面文本的学生难以顺利地从书面文字过渡到自发地用英语 进行交
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