【文章內(nèi)容簡(jiǎn)介】 生用書(shū)教師用書(shū)一組錄有多功能課文的盒式磁帶一組錄有教師用書(shū)中的“重復(fù)訓(xùn)練”的盒式磁帶教材介紹在這本教材中，每?jī)烧n課文——每課大約為1 課時(shí)——被看成1 個(gè)教學(xué)單元。學(xué)生學(xué)每課書(shū)大概用1 小時(shí)，每周學(xué)完兩個(gè)教學(xué)單元。全書(shū)共有72 個(gè)教學(xué)單元，因此足夠36周使用。學(xué)生用書(shū)每個(gè)教學(xué)單元的前半部分有一篇按句型結(jié)構(gòu)編排的情景對(duì)話(huà)或描述性文字，其中每課書(shū)介紹的新的語(yǔ)言?xún)?nèi)容被融進(jìn)了上下文之中。課文用于訓(xùn)練學(xué)生的理解能力，以及學(xué)生說(shuō)、讀和運(yùn)用漸進(jìn)型句型的能力。每個(gè)教學(xué)單元的后半部分通常有幾組有編號(hào)的插圖，用于理解和口語(yǔ)練習(xí)。在可能的情況下，新詞匯在學(xué)生口頭掌握之后才見(jiàn)之于文字。在具有語(yǔ)境的課文中介紹的新的語(yǔ)言現(xiàn)象被單列出來(lái)，并進(jìn)行反復(fù)練習(xí)。在這種口頭練習(xí)之后有一小段筆頭練習(xí)，用來(lái)鞏固已經(jīng)學(xué)到的技能。教師用書(shū)在每個(gè)教學(xué)單元的前半部分，教師可以找到如下幾部分內(nèi)容：內(nèi)容和基本目標(biāo)：列出學(xué)生將要使用的句型、結(jié)構(gòu)詞和詞項(xiàng)?？傮w評(píng)論：介紹本教學(xué)單元的主要語(yǔ)法項(xiàng)目。聽(tīng)力理解：介紹課文的9 個(gè)步驟，用以訓(xùn)練學(xué)生聽(tīng)懂英語(yǔ)口語(yǔ)的能力。理解：訓(xùn)練學(xué)生根據(jù)課文回答問(wèn)題和提出問(wèn)題。句型訓(xùn)練：有時(shí)會(huì)有某個(gè)語(yǔ)言難點(diǎn)的簡(jiǎn)單訓(xùn)練，或?yàn)楸窘虒W(xué)單元后半部分的練習(xí)鋪平道路?；顒?dòng)：有時(shí)為某些活動(dòng)提供素材，例如：講故事、玩游戲或其他課堂活動(dòng)。在每個(gè)教學(xué)單元的后半部分，教師可為新句型的訓(xùn)練找到素材。這些練習(xí)往往采用兩種形式：重復(fù)訓(xùn)練和句型訓(xùn)練。從第17 教學(xué)單元起，書(shū)中列出了建議聽(tīng)寫(xiě)的段落。錄音帶與教程相配套的兩組錄音磁帶，可用于課堂教學(xué)，也可供自學(xué)使用。1 第1 組錄音磁帶含有每個(gè)教學(xué)單元前半部分的情景對(duì)話(huà)或描述性文字的錄音，錄音速度比正常語(yǔ)速慢一些（每分鐘100 個(gè)單詞）。這些磁帶是為教師在課堂上使用而設(shè)計(jì)的，以便按照9 個(gè)步驟來(lái)介紹課文。然而，自學(xué)的學(xué)生也可以用這些錄音帶來(lái)提高他們聽(tīng)的能力。2 第2 組錄音磁帶含有每個(gè)教學(xué)單元后半部分的“重復(fù)訓(xùn)練”，可用于課堂教學(xué)和課外自學(xué)。一共有72 個(gè)練習(xí)。這些磁帶是為教師在課堂上使用而設(shè)計(jì)的，決心借助于錄音機(jī)在家里完成這些練習(xí)的學(xué)生也可使用這些磁帶。練習(xí)分成3 個(gè)步驟：引導(dǎo)——學(xué)生回答——正確答案。這些練習(xí)是根據(jù)每課介紹的重點(diǎn)語(yǔ)法項(xiàng)目編寫(xiě)的。練習(xí)的書(shū)面材料刊印在教師用書(shū)中每個(gè)教學(xué)單元的后半部分。TO the teacherLearning a foreign language in the classroomGeneral principlesTraditional methods of learning a foreign language die hard. As longago as 1921, Dr. Harold Palmer pointed out the important difference betweenunderstanding how a language works and learning how to use it. Since thattime, a great many effective techniques have been developed to enable studentsto learn a foreign language. In the light of intensive modern research, noone would seriously question the basic principles that have evolved sincePalmer 39。s day, though there is considerable disagreement about how theseprinciples can best be implemented. Despite the great progress that has beenmade, teachers in many parts of the world still cling to oldfashioned methodsand to some extent perpetuate the systems by which they themselves learnta foreign language. It may, therefore, not be out of place to restate somebasic principles and to discuss briefly how they can best be put into effectin the classroom.Learning a language is not a matter of acquiring a set of rules andbuilding up a large vocabulary. The teacher39。s efforts should not be directedat informing his students about a language, but at enabling them to use it.A student39。s mastery of a language is ultimately measured by how well he canuse it, not by how much he knows about it. In this respect, learning a languagehas much in mon with learning a musical instrument. The drills and exercisesa student does have one end in sight: to enable him to bee a skilled performer.A student who has learnt a lot of grammar but who cannot use a language isin the position of a pianist who has learnt a lot about harmony but cannotplay the piano. The student39。s mand of a language will therefore be judgednot by how much he knows, but by how well he can perform in public.In order to bee a skilled performer, the student must bee proficientat using the units of the language. And the unit of a language is not, aswas once monly supposed, the word, but the sentence. Learning wordsirrespective of their function can be a waste of time, for not all wordsare equal. We must draw a distinction between structural words and lexicalitems. Words like I, you, he, etc. are structural. Their use can be closelydefined。 they are part of a grammatical system. Words like tree, plant, flower,etc. are purely lexical items and in no way part of a grammatical system.From the learner39。s point of view, skill in handling structural words is thekey to mastering a language, for the meaning that is conveyed insentencepatterns depends largely on the function of the structural wordsthat hold them together.It is possible, though this has yet to be proved scientifically, thatevery student of a foreign language has what might be called a‘languageceiling’, a point beyond which he cannot improve very much. If we acceptthis supposition, our aim must be to enable every student to learn as muchas he is capable of learning in the most efficient way. The oldfashionedtranslation and grammarrule methods are extremely wasteful and inefficient,for the student is actually encouraged to make mistakes: he is asked to performskills before he is adequately prepared. Teachers who use such methodsunwittingly create the very problems they seek to avoid. At some point inthe course their students inevitably bee incapable of going on: they haveto go back. They have bee remedial students and the teacher is faced withthe problem of remedying what has been incorrectly learnt. No approach couldbe more ineffective, wasteful and inefficient.The student should be trained to learn by making as few mistakes aspossible. He should never be required to do anything which is beyond hiscapacity. A welldesigned course is one which takes into account what mightbe called the student39。s ‘state of readiness’: the point where he can proceedfrom easy to difficult. If the student is to make the most of his abilities,he must be trained to adopt correct learning habits right from the start.What has to be learntThe student must be trained adequately in all four basic language skills:understanding, speaking, reading and writing. In many classroom courses theemphasis is wholly on the written language. The student is trained to usehis eyes instead of his ears and his inability to achieve anything like correctpronunciation, stress and intonation must be attributed largely to the tyrannyof the printed word. If the teacher is to train his students in all fourskills, he must make efficient use of the time at his disposal. Efficiencypresupposes the adoption of classroom procedures which will yield the bestresults in the quickest possible time. The following order of presentationmust be taken as axiomatic:Nothing should be spoken before it has been heard.Nothing should be read before it has been spoken.Nothing should be written b