朗文・外研社新概念英语（新版）（2）：教师用书

1997-10-1  

外语教学与研究出版社／朗文出版亚洲有限公司  

何其莘,亚历山大  

401  

基本原理这本书是应世界各地教师的要求而写的，他们都希望在如何使用《实践与进步》方面得到更多明确的指导。本书的宗旨是为教师提供一本实用的手册，以便使教师有可能最充分地利用现有的学生用书（一卷本）。本书包含的内容有：•总体介绍和教学法简介•示范课文•依据学生用书中每课内容而编写的教师引导下的会话练习•学生用书中书面练习的答案和语法注释•测验答案•结构索引•词汇索引教材内容介绍教师用书中的每一个单元涵盖了学生用书每一单元中的两个部分：第1课时：教师引导下的对话第2课时：作文和语言练习

General introduction How to use this bookDemonstration lesson for ‘guided conversation’ 总体介绍 本教材使用说明“教师引导下的对话”演示课 iiiviixixiixviKey to Pre-unit Test 1 Lesson 1 A private conversation – Word order in simple statements Lesson 2 Breakfast or lunch? – The present, simple and continuous Lesson 3 Please send me a card –The simple past Lesson 4 An exciting trip – The present perfect simple Lesson 5 No wrong numbers – The simple past and the present perfect Lesson 6 Percy Buttons – The indefinite and definite articles Lesson 7 Too Late – The past continuous Lesson 8 The best and the worst – The comparison of adjectives Lesson 9 A cold welcome – Prepositions of time Lesson 10 Not for jazz – The passive Lesson 11 One good turn deserves another – Review of tenses Lesson 12 Goodbye and good luck – The simple future Lesson 13 The Greenwood Boys – The future Continuous Lesson 14 Do you speak English? – The past perfect Lesson 15 Good news – Indirect statements Lesson 16 A polite request – Type 1 conditional statements Lesson 17 Always young – Must and Have to Lesson 18 He often does this! – Have (possession/ordinary verb) Lesson 19 Sold out – Can and May Lesson 20 One man in a boat – The gerund after prepositions Lesson 21 Mad or not? –The passive (auxiliary/modal verbs) Lesson 22 A glass envelope – Verbs followed by prepositions: Of, From, In and On Lesson 23 A new house – Review of tenses, modal, and auxiliary verbs Lesson 24 It could be worse – Special difficulties: Review Key to Pre-unit Test 2 100Lesson 25 Do the English speak English? – Word order in compound statements Lesson 26 The best art critics – The present, simple and continuous: Stative Verbs Lesson 27 A wet night – The simple past Lesson 28 No parking – The present perfect simple (Since and For) Lesson 29 Taxi! – The simple past and the present perfect simple Lesson 30 Football or polo? – The indefinite and definite articles Lesson 31 Success story – The past continuous and ‘Used to’ Lesson 32 Shopping made easy – The comparison of adjectives Lesson 33 Out of darkness – Prepositions indicating direction Lesson 34 Quick work – The passive Lesson 35 Stop thief! – Review of tenses Lesson 36 Across the Channel – The simple future and ‘Going to’ Lesson 37 The Olympics Games – The future perfect simple Lesson 38 Everything except the weather – The past perfect simple Lesson 39 Am I all right? – Indirect questions Lesson 40 Food and talk – Type 2 conditional statements Lesson 41 Do you call that a hat? – Must, Have to and Need Lesson 42 Not very musical – Have (ordinary verb) Lesson 43 Over the South Pole – Can and Be able to Lesson 44 Through the forest – The gerund and the infinitive Lesson 45 A clear conscience – The passive Lesson 46 Expensive and uncomfortable – Verbs followed by prepositions: To, At, For, and With Lesson 47 A thirsty ghost – Review of tenses, Modal and auxiliary verbs Lesson 48 Did you want to tell me something? – Special difficulties: Review…

　　现在教师重放录音或重读课文，每句话后停顿，以检查学生是否理解。这是课堂教学中非常重要的一个环节，因为在介绍课文结束时，学生应该彻底理解课文。教师不要直接讲解，而应尽量从学生那里获取信息（可以把这种方法看作是“用螺丝起子拔瓶塞的行动计划”）。讲解全部要用英文，但不要把直接教学法弄到一种荒唐的绝对程度。在可能情况下，使用手势和模拟动作。如果班上的一些学生仍无法理解，教师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。请记住，如果你不把一个难点译成中文，班上的其他人会这样做的。但是，翻译始终应被看成是最后一着。Topics for discussion　1 Can you name some famous sailors, and describe what they did?　2 What do you think is the best way to cross the Atlantic?　3 Why do you think people choose to cross the Atlantic single-handed (alone)?Topics for discussion　1 Describe a concert you have been to, or heard about.　2 What do you think youll be doing this time next year?　3 Do you prefer pop or classical songs/singers? Why?Key to Summary writing　　The Greenwood Boys are pop singers. They will be coming here tomorrow. Most of the young people in the town will be meeting them at the station. They will give five performances. The police will be trying to keep order as usual.　(42 words)Key structures: The future continuous　 a　Shall and will are used with be + verb-ing to form the future continuous　tense.　　　A parallel can be drawn between the present and future continuous forms to　　show the progressive aspect of the -lng form:　　　I am writing letters now (in progress at the moment).　　　I shall be writing letters all day tomorrow (in progress tomorrow).　 b　The main use of the future continuous is to express a future without　intention.　　　In Ill come to your house tomorrow, the verb expresses a deliberate　　　　intention (or promise) to come, but Ill be coming to your house tomorrow　expresses no intention (simple prediction).　　　We can add to these sentences to make the distinction clearer:　　　i　Ill come to your house tomorrow, so we can discuss the matter.　　　ii Ill be coming to your house tomorrow, so we can discuss the matter.　　　In i, I had not thought of coming to your house before, but I want to　　　　　　　discuss this matter; therefore I will come. In ii, I was going to come to　　　　your house in any case for reasons not connected with this matter.　　　Since I am coming, we can discuss the matter.　　　Note also the negative forms: He wont come (= he refuses to come). He wont　be coming (= a statement of fact; perhaps hes ill, or away).Pattern drill　 1　What will you be doing this time next year? Asking about a fact, not about　intention.　　　Compare: I am writing a short story now (at this present time). I shall be　　writing a novel this time next year.　 2　Its raining again. - I hope it wont still be raining tomorrow. Parallel　　　　　use of the present and future continuous. Still emphasizes continuity.　 3　I shall go to the station tomorrow. The simple future expresses intention.　　　Ill be seeing you then. Ill be going there too. The future continuous　states the fact: Ill be there, so Ill be seeing you. Note that the　response: I shall go there too here would alter the sense to: I shall go　　　　　because I want to (see you).　 4　Well probably be writing them all day. A statement of fact. All day　emphasizes the duration of the action.　　　Im afraid so. Note this use of so, replacing the phrase that is what (Im　afraid of).　　　Compare: I believe so, I think so, I hope so, etc.Key to Snmmary writingMr. Harmsworth wanted to see me. I felt very nervous about this. I went into his office. He said that business was bad. The firm could not pay such large salaries. Twenty people had left already. He did not ask me to leave as well. He offered me an extra ￡1,000 a year.(53 words)Key structures: Indirect statements　a　The verbs say and tell often introduce reported speech. Tell must always be　　　followed by an indirect object.The conjunction that is optional, and is nearly always omitted in spokenEnglish. He tells me/says (that)hes busy.　b　Sequence of tenses: at this early level only the basic principles need be　　　taught. These are:i　 When the introductory verb is in the present, there is no tense change in　　　　　the reported statement.ii　When the introductory verb is in the past, the following changes are　　necessary:　simple present becomes simple past; present perfect becomes past perfect; simple　past becomes past perfect.However, in spoken English the simple past is often　left unchanged, provided this does not cause confusion about the relative times　of the actions (see KS 14 in this book).Modals: shall/will become would; can becomes could; may becomes might. would,　　　　　　　should, ought, might, could do not normally change. must does not normally　　change unless the obligation is fulfilled by the time the speech is　　reported; in this case it becomes had to.　c　Time references and pronoun changes must be made according to the statement:(direct speech) Mr. Worth: I can see you tomorrow, Miss Casey.(reported speech) Mr. Worth told Miss Casey (that) he could see her the next　day.Pattern drill　 1　No change in tense in the statement because says is present tense. Note the　　　elisions: doctors (s = is) and Mr. Greens (s = has).　 2　Said is in the past tense, so tenses in the statements must change.　 3　Says/think are present so no change in the tense of broke. In S2 response,　I and Mary should be stressed for contrast.　 4　Present perfect becomes past perfect after said. Note the elisions: Theres　　　been (= There has been) and Thered been (= There had been). These elided　forms should always be used in spoken English.Asking questions:Ask me if...　T:Ask me if my daughter is called Jand.　S:Is your daughter called Jane?　T:What...?　S:What is your daughter called?　 1 my daughters called Jand.(What)　 2 she had a surprise last year.(When)　 3 she received a letter from Holland.(What)(Where...from)　 4 it was from a girl of her own age.(Who)　 5 we were travelling across the Channel last year.(When)(Where)　 6 Jane put a note into a bottle.(Where)　 7 shed written her name and address on it.(What)(Who)　 8 she threw it into the sea.(Where)　 9 she forgot about it.(What)　10 she received a letter ten months later.(When)……

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