剑桥实境英语听说1-Lesson 26

合集下载

剑桥实境英语听说1-Lesson 30

▪ Which expression do you use after a positive sentence?/ a negative sentence?
▪ Write Me too or Me neither after each statement below to agree.
seminar?
Agreeing: I agree. I think you are right. I agree completely.
Agreeing: I don’t agree. I don’t agree at all. I’m not sure I agree.
▪ Match each statement a-f with a reply 1-6. ▪ Practice saying the sentences.
▪I think you’re right.
I finish?
ቤተ መጻሕፍቲ ባይዱ
▪That’s a good point.
▪Sure. Go ahead.
▪Can you say a bit more about ▪I’d like to ask you about…
that?
▪ What is a seminar? ▪ What do you prepare for a seminar? ▪ What questions do you ask when you cannot understand the
▪Sorry. Do you mind if I interrupt?
▪I don’t agree at all.
▪What do you mean exactly?
▪What do you think of…?

剑桥实境英语阅读1-lesson1

9.00
9.00 9.00 9.00 9.00
to
to to to to
18.00
18.00 20.00 18.00 18.00
1. Is it open on Sundays? 2. What time does it open in the mornings? 3. Is it open later in the evening?
Lesson 1
How to Scan A Text Efficiently
u
Warming Up : )
noodles
eggs
bread steamed twisted roll
Warming Up : )
steemed twisted roll 花卷 steemed bread 馒头
Practice : )
Breakfast
All you can eat for just ￡6.5. Relax with a tasty full breakfast from our breakfast buffet & kids eat free.
Help yourself to breakfast between 7am-10am (8am-11am at weekends).Just book and pay at reception when you check in.
3. Where can you have it? 4. How much does it cost?
Practice : )
Breakfast
All you can eat for just ￡6.5. Relax with a tasty full breakfast from our breakfast buffet & kids eat free.

剑桥实境英语听说1-Lesson 24

▪Responding to requests: ▪--Sorry, I’m afraid I can’t. ▪--Sure, no problem. ▪--I’m afraid not. ▪--Yes, that’s fine.
▪ Match the requests with the responses.
▪ Can you send someone to repair it? please?
▪ Can you find out the price, please? ▪ The price is a bit high. ▪ Can you give me a discount? ▪ Do you charge for delivery?
▪ Can you tell me when the order is ready?
▪ I think this one is better/ lighter/ cheaper.
▪ No, I’m afraid we don’t.
you.
▪ Yes, we do. We sell all the main brands.
▪ We can send someone this afternoon.
▪ That’s the best price we can offer
▪ Is that everything? ▪ I’ll keep it until 5pm on Wednesday.
▪Can you imagine after you place an order online, what will happen to the goods to be delivered?
Supplies to place an order. ▪ Listen and complete the

剑桥实境英语听说1-Lesson 20

▪ It’s huge! ▪ How beautiful! ▪ It’s fantastic!
▪ Look at the map and listen to this tour guide on a tour bus in Barcelona. ▪ Which route does the bus take?
▪A ▪B ▪C ▪D
The people are very friendly. It’s very quiet.
The food is great. It’s quite expensive. The hotel is a bit disappointing. There’s a lot to see.
▪ SEA LIFE Sydney Aquarium has the world’s largest collection of Australian aquatic life.
▪Bill and Giulia are sightseeing around Sydney, Australia. Listen and number the attractions 1-5 in the order Bill and Giulia mention them.
▪ …is very popular. ▪ …is famous for markets. ▪ It’s not far from here. ▪ There’s a guided walk starting soon. ▪ A tour bus leaves from just across the road. ▪ That’s fine with me. ▪ That’s a good idea./ That sounds great. ▪ It’s up to you./ I don’t mind.

剑桥实境英语听说1-Lesson 14

▪ straight ahead ▪ next to ▪ on the left ▪ on the right ▪ go up ▪ go down
▪Imagine you are at an information desk at an airport. ▪To be polite, …
▪Listening-At the meeting point
▪ asking for information ▪ Excuse me. Where can I get a taxi? ▪ Where can I hire a car? ▪ Where can I find a bureau de change? ▪ Where’s the bus station? ▪ How can I get to the city center? ▪ Can you recommend a good hotel?
Your passport, please
▪ Yes, of course. Here you are. ▪ Here it is. /Here they are. ▪ Here you are. /Here you go. ▪ I’m taking this hand luggage. ▪ Where can I get a taxi/ hire a car, please? ▪ Where can I find a bureau de change? ▪ Where’s the bus station, please? ▪ How can I get to the city centre? ▪ Can you recommend a good hotel? ▪ Thanks very much for your help. ▪ I’m exl? Have you ever picked somebody up at the airport? Whom can you turn to for help?

剑桥实境英语听说1-Lesson 16

night.
▪I hope you enjoy your stay.
▪When would you like to book ▪Here’s your room key.
it ss centre on
▪I’m afraid we’re fully booked. the top floor.
A single room, please
▪ How much is a single room, please. ▪ Can I have a wake-up call?
▪ I’d like to book a double room.
▪ Is room service available?
▪ Do you have any non-smoking rooms?▪ Do you have a laundry service?
Then pick the KING or QUEEN of the drawing competition!
on the left/right at the top of at the bottom of at the end of next to opposite
▪Match the person with the room he/she lives in. ▪Listen again. Write the comments.
▪All our rooms are en-suite. ▪We have 24-hour room service.
▪ tag questions ▪ general questions ▪ information questions
Try to describe your room, and let the rest of your classmates draw what you are describing.

剑桥实境英语听说1-Lesson 2

▪Keep smiling and eye contact when you are speaking to someone. This shows you are interested.
▪Responding to information: ▪Oh yes. ▪Oh, really? ▪That’s interesting. ▪I didn’t know that. ▪That’s good. ▪How amazing!
Where are you from?
▪Hello. My name’s ______. ▪Hi. I’m ______. ▪Nice to meet you. ▪I’m very well, thank you. And you? ▪How’s work at the moment?
• It’s a great place. • It’s a beautiful city. • You should visit sometime. • Do you have any children? • Do you enjoy your job? • Do you have any plans for the
▪Listen again to the conversation between Ang and Teresa. Tick the responding information you hear.
▪Listen to each statement and respond using one of
weekend? • How about you? / What about you?
▪What’s your name? ▪Where are you from? ▪Hi there. How’s it going? ▪How are you? ▪Nice to meet you, too. ▪How are things? ▪What do you do?

剑桥实境英语1听说教师用书

Where are you from?Get ready to listen and speakGet students to discuss the question in pairs. Tell students to check the meaning of each adjective using their dictionaries. Then read aloud each adjective and ask students to repeat. Tell the class which adjectives you think apply to you and explain why. Then tell students to tick (✓) the adjectives that they think describe themselves, and tell their partner.A Listening – Introducing yourselfBefore students begin, write the following situations on the board: at a party, with colleagues at work, with friends, with family, with your boss, with relatives. Point to each situation and ask students to call out if they think formal or informal greetings are appropriate.1–4Play the recording and ask students to complete the exercises. Feedback as a class. Put students into smallgroups and get them to role play introductions based on the recordings. They can use their own names or invent characters.Remind students the normal response for Nice to meet you, Pleased to meet you and Good to meet you is to repeat the same, and add too, for example, Nice to meet you too.Did you know…?Read aloud the text and demonstrate each greeting. Ask students how people normally greet each other in their country.B Listening – Exchanging personal informationPlay the recording and ask students to complete the chart. After checking answers, put students into pairs and tell them to ask and answer questions about each person. For example, Where is Shizuka from? Where does Daniela live?Focus on… saying helloAsk students to complete the exercises. After checking answers, ask students to practise the conversations in pairs. Tell them to swap roles when they ﬁ nish, so they practise each conversation twice.Sound smart – Intonation to show interest1 Write the example sentence on the board and mark theintonation with a rising and falling arrow. Play the recording several times, asking students to repeat each time.2 Play the recording and ask students to complete the exercise.After checking answers, emphasize that the more we make our voice go up and down, the more emotion we display, such as interest, surprise, etc. The less we vary our voice, i.e. the more monotone we sound, then the less interested we sound.3 Play the recording again and ask students to repeat thesentences. Next get students to practise in pairs. Ask themto take turns saying a sentence while their partner guesses if they are trying to sound interested.C Speaking – Taking the initiative 2 Before students begin, tell them to look at the pictures anddescribe each person with a partner. Encourage them to talk about each person’s appearance, and try to guess a little about their personality too, e.g. are they friendly, shy, etc. In theirpairs get students to role play a conversation for each situation.You may wish to have volunteers role play their conversation to the class.D Listening – Making small talk1 Play the recording and ask students to complete the exercise.After checking answers, play the recording again and point out the main stress and intonation. Then ask students to practise the conversation in pairs.2–4Play the recording again and ask students to complete the exercises.5 Play the recording and ask students to answer the question,adding What about you? or How about you? after theiranswer. After checking answers, tell students to practise inpairs. Explain they should take turns making statements and responding, using What about you? or How about you?Learning tipAsk for a volunteer to come to the front of the class. Demonstrate the difference between good body language when talking to someone, and poor body language.E Speaking – Reacting to what you hear1 Tell students that if they try to show interest when they talk tosomeone in English, it will help the conversation ﬂ ow morefreely. Add that they should not be shy to give their ownopinion on a topic, as this will be of interest to the speaker.Also mention that a good technique to keep the conversation going when talking in English is to ask questions. Get students to do the exercise.2Play the recording and ask students to respond to each statement with an expression from Exercise 1. Ask students ifthey can think of a question to ask too. After checking answers, tell students to practise in pairs. Explain they should take turns making statements and responding, using one of the expressions provided. Encourage them to ask a follow-up question for more information.Focus on… saying goodbyeAsk students to complete the exercises. After checking answers, ask students to practise the conversations in pairs.Class bonus – class role playIf students are shy at ﬁ rst, encourage them by taking part in the activity yourself. Introduce yourself to several students, making sure your voice is animated and your body language appropriate. Make sure students maintain conversations by sounding interested and asking questions.Do you need any help?Get ready to listen and speakPut students into pairs and ask them to look at the picture and describe what they can see. Then tell them to ask and answer the questions with their partner. After checking answers, tell students to take turns choosing someone in the class and describe what he / she is wearing to their partner. Their partner must listen and guess who they are describing.A Listening – In a clothes shop1–4Play the recording and ask students to complete the exercises. After checking answers, put students into pairsand tell them to turn to page 89 and practise Carlos’sconversation with their partner.Learning tipTell students that reading the questions ﬁ rst means they are better prepared to listen for the answers. Say that often it is not necessary to understand everything in a listening passage in order to answer the questions. Explain to students they should just try to listen for the information they need.Focus on… singular and pluralAsk students to complete the exercise. After checking answers, write on the board How much is / are…?, Where is / are…?, What size is / are…? Put students into pairs and tell them to close their books. Explain they should write as many questions using these phrases as they can remember and add any more they can think of. Review answers as a class.B Speaking – At the shops1 Reinforce the fact that Right and OK are common phrasesstudents can use to show they understand. If you wish, tell students to practise the conversation in pairs, replacing key information with their own ideas. Ask students to complete the exercise.2 Ask students to complete the exercise. After checkinganswers, tell students to practise the conversations in pairs.3Ask students to complete the exercise.4Play the recording and ask students to complete the exercise.Sound smart – Sentence stressExplain to students that the important words in a sentence have more stress and are usually the words that carry the most meaning, such as verbs, adjectives and nouns. Point out that English is a stress-timed language, and that students should try to emphasize key words in a sentence by stressing them, in order to sound more natural when speaking in English.Play the recording and ask students to complete the exercises. C Listening – At a marketBefore students begin remind them of the learning tip and tell them to read the questions carefully before they listen.Play the recording and ask students to complete the excercise. After checking answers, point out that the stallholder says dear. This is a friendly expression in British English used by some people. Write to bargain on the board and explain it is common in American English, but in British English to haggle is also popular. Explain that bargain can be a verb or a noun, and write It’s a bargain! on the board. Put students into groups to talk about the last time they haggled and got a good bargain!Did you know...?Add that in the UK £10 is sometimes called a tenner. Explain these are colloquial phrases and that they are not used in formal conversations.D Listening – Understanding numbers; prices1–3Ask students to complete Exercise 1. Play the recordings and ask students to complete the last 2 exercises in thissection. After checking answers, put students into smallgroups and ask them to write ﬁ ve prices. Students then take turns reading aloud their prices to their classmates. Can their classmates write each price correctly?E Speaking – In a clothes shop1Ask students to complete the exercise.2 Ask students to complete the exercise; then play therecording and check answers. Put students into pairs topractise the conversation. Explain that when they ﬁ nish they should swap roles so they practise the conversation twice.3Play the recording again and ask students to complete the exercise.4Ask students to complete the exercise.Class bonusIf you wish, tell the shop assistants to stand behind their desks and write the name of their shop on a piece of paper. Encourage the customers to visit several shop assistants and to bargain hard for what they want! While students are engaged in the activity, walk around and make a note of any errors you hear students make, and review afterwards.Extra practiceTell students that there are a lot of free listening materials onthe Internet. Explain that some websites are better than others. Add that the BBC Learning English website, / worldservice/learningenglish, has lots of good quality practise material. Encourage them to use the Internet regularly as a way to practise and improve their listening in English.Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.I’ll have pizza, pleaseGet ready to listen and speakPut students into pairs. Tell them to look at the picture and describe what they can see with their partner. Then tell them to ask and answer the questions with their partner.A Listening – Ordering a meal ina restaurantBefore students begin, put them into groups, and ask them to discuss the following questions: When was the last time you went out for a meal? Where did you go? What did you have to eat? After they have ﬁ nished, take a show of hands to ﬁ nd out how often students eat out (once a week, twice a week, once a fortnight, etc.).1–4Play the recordings and ask students to complete the exercises.Did you know...?Point out that in British English some people say pudding, sweet or afters for dessert, and what Americans call French fries are more normally called chips in the UK. However, emphasizethat students should not worry too much about vocabulary differences, as they seldom cause serious problems.B Speaking – Understanding the menu1–2Ask students to look at Exercise 1 and complete Exercise 2.Learning tipPoint out that it is often quite easy to predict language you might need to use in certain situations, such as in a restaurant or café. Explain that the better prepared they are, the easier they will ﬁ nd it to communicate. Emphasize that students should think about the language they need to use in advance wherever possible.Sound smart – Intonation in questionsPut students into groups and ask them to make a list of questions they might want to ask in a restaurant. Then askthem to call out their questions and write them on the board. Review accuracy, making any corrections necessary, and then tell students to identify which questions have rising intonation and which have falling intonation. Finally, model the pronunciationof each sentence as students listen and repeat. Ask students to complete the exercises. Check answers.C Listening – Talking about food1–2Play the recordings and ask students to complete the exercises.Option: Tell students to note three dishes they like to order when they go out for a meal. Put them into pairs and tell them to exchange lists with their partner. Explain they should take turns asking and answering questions about the dishes on their partner’s list.Focus on… words describing foodAsk students to complete the exercises. After checking answers, put students into pairs. Tell them to choose ﬁ ve adjectivesand write at least two foods that can be described using each adjective. For example, fresh – apple, lettuce, bread, etc. Monitor and check for accuracy. When students ﬁ nish, ask them to read their lists to each other.D Speaking – Giving opinions about food1Point out that people often add … for me to explain why they do not like a particular dish. For example, It’s a bit salty for me / It’s a bit spicy for me.2Ask students to do the exercise, then put students into pairs.Tell them to look at the menu and imagine they are at therestaurant eating one of the dishes. Explain they should ask each other about their dishes, and give their opinion.3Play the recording and ask students to complete the exercise.E Listening – Fast food1–2Play the recording and ask students to complete the exercises. After checking answers, ask students how oftenthey eat fast food (once a week, twice a month, etc.). Putstudents into pairs to discuss the beneﬁ ts and drawbacks of eating fast food. List their ideas on the board, e.g. beneﬁ ts:quick, easy, ﬁ lling, drawbacks: not very tasty, can be expensive, messy.Class bonusIf possible, rearrange the class so each group is sat around a different table. Try to make sure they are reasonably far apartso they do not distract each other. Monitor and check grammar, vocabulary and pronunciation. Give help where necessary.Learning tipPoint out that pictures can be a very useful source of information, not just on menus in fast food restaurants, but also in shops, museums and many public buildings where things such as opening times, lifts, toilets and exits are often listed or signed.Extra practicePut students into groups and encourage them to exchange any good recipes that they have found. Tell them to explain how each dish is made, and what it tastes like.More activitiesDo a whole class restaurant role play, with several waiters and tables, to review all the language in the unit. Tell students to ask about the menu, order, describe their food, and if youwish encourage students to complain about various things,for example the quality of the food, the service, etc. Take the role of manager and help resolve each problem!This is your roomGet ready to listen and speak• Explain that when many students study abroad they often either stay with a host family or they stay in a dormitory with other students. In homestay accommodation you usually have your own room, with a desk. All meals, towels and sheets are included too and your host will usually do your laundry oncea week as well. Read aloud the question and ask students toraise their hands according to which type of accomodationthey think is better.• Tell students to read the list of beneﬁ ts and tick their answers.Then put them into groups to compare their ideas. Encourage them to explain their reasons and discuss any differences of opinion.•Take a class survey to ﬁ nd out which beneﬁ t students think is most important.Option: Ask students to consider other accommodation options, e.g. staying in a hotel or renting an apartment. Take a show of hands to ﬁ nd which accommodation option students prefer.A Speaking – Greetings and introductions1–2 Ask students to read the conversation in Exercise 1 and make sure they understand the phrases in bold. Then askstudents to complete Exercise 2. Check answers.3 Explain students are going to listen to a conversation and areasked to give an appropriate response. Remind students to use the expressions from Exercises 1 and 2 in their response.After checking answers, play the recording again and point out the main stress and intonation. Then ask students to practise the conversation in pairs.Option: Put students into groups to role play similar conversations.B Listening – Understanding directions1–3 Play the recordings where indicated and ask students to complete the exercises. After checking answers, put students into groups to take turns describing where they live. The rest of the group should listen and draw a ﬂ oorplan (similar to the one in the book) for each person’s home.Did you know...?Point out that in American English people say take a bath / shower rather than have a bath / shower. You could also point out that in American English people say across from rather than opposite, e.g. the lounge is across from the kitchen.Sound smart – Linking words together1 Explain to students that English is a stress-timed language, andthat native speakers often link words together when they speak in order to ‘keep up’ with the rhythm. Play the recording and point out that when one word ends in a consonant sound and the next begins with a vowel sound, the ﬁ nal consonant of the ﬁ rst word is pronounced at the start of the word that follows, for example, thi sis, an don, righ tis, etc. Play the recordingagain and ask students to repeat the two sentences. 2–3Play the recording where indicated and ask students to complete the exercises.Focus on… modal verbsAsk students to complete the exercises. After checking answers, tell students to write four sentences for rules they have to follow in class. Explain they should write one sentence for each modal verb, can / can’t, have to / don’t have to, for example, I can’t talk when the teacher is talking, I have to complete my homework on time.C Listening – Understanding rules1–2Play the recording and ask students to do the exercises. After checking answers, put students into pairs to discuss the rules where they live. Explain they should use the modal verbs can / can’t, have to / don’t have to, for example, I can’t have pets in my house, I have to do the washing-up twice a week.Learning tipEmphasize that please and thank you are among the most common words in the English language. Tell students that it is easy to appear impolite or rude by mistake, so always saying please or thank you will help avoid this problem.D Speaking – Asking for permission1 Demonstrate the use of these phrases by going up tostudents and saying things like: Is it OK if I borrow your pen?Point out that when responding to requests, students can use phrases like, yes that’s ﬁ ne or sure, go ahead, but the correct response to Would you mind if I … is No, not at all (I would not mind).2 Read aloud the example, then put students into pairs to makeas many sentences as they can.Option: Go round the class asking students to call out adifferent sentence each time.3Ask students to complete the exercise.E Speaking – Talking about your experience1 Point out that in the UK some people say not bad meaninggood. Write the following example on the board How wasyour day? Not bad, thanks. Encourage students to come up with more examples for Not bad, thanks. Get students tocomplete the exercise.2Ask students to complete the exercise.Class bonusGive students time to prepare their ideas, then put them into pairs or small groups to talk about their experience. Encourage students to ask questions where possible.Extra practiceDirect students to any resources in your school where they can ﬁ nd information on studying abroad.One ﬁ rst class stampGet ready to listen and speak•Get students to do the exercise and compare their answers with a partner.•Write the words post and mail on the board and ask students if they know which word is British English and which word is American English. Ask students to complete the exercise in pairs.A Listening – Asking about services1Play the recording and ask students to complete the exercise.Learning tipExplain to students that identifying key words in this way can allow them to understand the general meaning, even if they have not understood every word. By identifying important information, they can often guess or ignore the parts they have not understood.2 Play the recording again and ask students to complete theexercise. After checking answers, tell students to close their books and try to remember what service each person asked for.3Play the recording again and ask students to say each sentence.Did you know...?Write on the board any phrases students use to describe an ATM. Then put students into pairs to make a list of services banks offer in their country.B Listening – In a bankBefore students begin, ask them to discuss in pairs what documents they think are necessary to open a bank account. Explain that trying to predict what they are going to hear can help them understand more when they listen.1–4Play the recording where indicated and ask students to complete the exercises. After checking answers, put students into pairs to discuss what banking services and facilities they use, and how often.Focus on… moneyAsk students to complete the exercises. After checking answers, put students into pairs to test each other. Explain they should take turns reading a deﬁ nition while their partner has to remember the correct word.C Speaking – Using a bank accountWrite on the board I have to pay my electricity bill, and I wantto pay my electricity bill. Point out that I have to and I need to suggest an obligation, while I want to and I’d like to suggest a preference.1–3Play the recording where indicated and ask students to complete the exercises.D Listening – In a post ofﬁ ce1–2Play the recording and ask students to complete the exercises. After checking answers, put students into pairs and tell them to turn to page 91 and practise the conversations.Explain that when they ﬁ nish, they should swap roles sothey practise each conversation twice. Monitor and checkpronunciation, stress and rhythm.E Speaking – Sending mail1 Play the recording again and get students to complete theexercise. Next, ask students to identify the main stress in the expressions they hear, then tell them to listen and repeatonce more, being sure to stress the right words.2Ask students to complete the exercise.3 Play the recording. Explain to students that they need to usethe ideas a–f to have a conversation with the post ofﬁ ceclerk. When students ﬁ nish, put them into pairs to practise the conversation once again.F Speaking – Changing moneyTell students to look at the picture and explain that a Bureau de change is exclusively for changing money from one currency into another. Ask any students who have used a Bureau de change to tell the class where and when they used such a service. Option: Review currencies in different countries, e.g. Russia– ruble, India – rupee, etc. Tell students that over 300 million people live in the Eurozone; a group of European countries that all use the euro.1–2Play the recording and ask students to complete the exercises.3Play the recording. Explain to students that they need to use the ideas e–i to respond to the clerk. After checking answers, put students into pairs to practise the conversations. Whenthey ﬁ nish they should swap roles so they practise eachconversation twice.Class bonusPut students into pairs and tell them to sit opposite one another. Explain they should decide who is the customer and who is the bank clerk. Tell them to use the language in the unit to role play several conversations at a bank. When they ﬁ nish, they should swap roles and role play conversations in a post ofﬁ ce. Monitor and check grammar, vocabulary and pronunciation. Give help where necessary.Extra practicePoint out that to change a large note into smaller notes students can say, Please can you change this twenty. I’d like four ﬁ ves? Explain that in American English, they might hear Please can you break this twenty?I don’t feel very wellGet ready to listen and speak•Read aloud the question and tell students to tick their answers. Ask students to call out any other ideas they have for keeping healthy and write them on the board. Then put them into pairs to discuss the things they do to keep healthy.•Take a class survey to ﬁ nd out how often students are ill. Read aloud the question and ask students to raise their hands for each answer. Then put students into pairs to talk about a time they were ill.•Ask students to match health problems (a–h) with a picture (1–8). Check answers.A Listening – Health problems1 Play the recording and ask students to complete theconversations. After checking answers, mime each healthproblem to the class and encourage them to call out thecorrect answer. Write on the board any more health problems students can think of. Point out that in American Englishpeople say have a fever rather than have a temperature.2 Play the recording. Ask students to look at conversations a–cin Exercise 1. Explain that they need to take the expressions from the conversations, and put them into the correct column in the table. After checking answers, tell students to practise the conversations in pairs.B Speaking – Talking about health problems1Point out the intonation in these phrases and tell students to practise each one, sounding as sympathetic as they can.2Play the recording. Ask students what they would say to the people who are ill. Remind them that they need to besympathetic. After checking answers, tell students to practise in pairs using their own ideas.Focus on… giving adviceExplain that we use should when we think something is a good idea and shouldn’t when we think it is a bad idea. Ask students to complete the exercises. After checking answers read aloud each complete sentence and ask students to repeat.C Speaking – At the chemist’s1 Remind students that we use many for countable nouns, e.g.How many tablets. Much is used for uncountable nouns, e.g.How much cream.2Explain to students that they need to look at the pictures and ask for the medication for these health problems. Whenstudents ﬁ nish, put them into pairs to role play similarconversations using their own ideas.3Play the recording. Explain to students that they need to use the ideas a–e to have conversations with the chemist.D Listening – Making an appointment1–2Play the recording and ask students to complete the exercises. When students ﬁ nish, tell them to turn to page 92 and practise the conversation in pairs.Option: For a greater challenge, ask students to repeat each conversation using only their notes to help them.Sound smart – the schwa /ə/Play the recording and ask students to complete the exercises. After checking answers, tell students to look again at the audioscript for the conversations on page 92. Explain they should identify all the schwa sounds they can ﬁ nd.Learning tipTell students that by focusing on only the information they need, for example, in this case, days, times, and names, they can make their listening more effective.E Speaking – Conﬁ rming an appointment1Choose two students to read aloud the conversations to the class. Ask students to complete the exercise. Check answers.2Point out that students should make sure they speak clearly, pausing between each piece of information; OK, so that’sThursday / at 4:30 / with Doctor Park. Play the recording.Explain to students that they need to use the ideas provided to make a doctor’s appointment. When students ﬁ nish, put them into pairs to role play a conversation between a patient and a doctor’s receptionist. Explain that they should make an appointment and conﬁ rm all the details.Focus on… imperativesWrite on the board drink a lot of water and you should drink a lot of water. Ask students which is stronger. Point out that the imperative is often used as a way of giving strong advice. Ask students to complete the exercises.F Listening – At the doctor’sPlay the recording and ask students to complete the exercise.Class bonusIf you wish, tell the doctors to sit behind their desks and write their name on a piece of paper. Encourage the patients to visit several doctors. While students are engaged in the activity, walk around and make a note of any errors you hear students make, and review afterwards.More activitiesGet students to listen to any radio or TV programmes about health, for general advice and tips on being healthy. Ask them to write down the tips and bring them to their next lesson to discuss.。

剑桥实境英语听说1-Lesson 1

Lesson 1
Where are you from?
▪Hello. My name’s ______. ▪Hi. I’m ______. ▪Nice to meet you. ▪I’m very well, thank you. And you? ▪How’s work at the moment?
▪Check if you are:
sociable talkative
friendly polite
shy easy-going
பைடு நூலகம்
▪ What are they doing? ▪ Where do you think are they from?
▪ In the UK, people often shake hands when they first meet. ▪ In Japan, people give a bow. ▪ In France, they sometimes kiss on each cheek. ▪ How do people in China greet each other when they first meet?
▪ Conversations ▪ Language: formal or informal
▪ Listen and match. ▪ Listen and write. ▪ Listen and have a discussion. ▪ Listen and tick.
▪ name, country, job and city
• It’s a great place. • It’s a beautiful city. • You should visit sometime. • Do you have any children? • Do you enjoy your job? • Do you have any plans for the

剑桥实境英语听说1-Lesson 7

In the UK, public toilets are often called the Ladies and Gents. You may also hear someone ask “Where’s the loo?” A. E.: restroom/bathroom
▪ We often link words together when we speak.
▪ Mrs Woods: Paula, I’d like you to meet my husband. ▪ Paula: Nice to meet you, Mr Woods. ▪ Mr Woods: Nice to meet you too, Paula. Please call me Kevin. ▪ Mrs Woods: And this is my daughter, Abigail. ▪ Paula: Hello, Abigail. Pleased to meet you. ▪ Abigail: Hi. How was your trip? ▪ Paula: It was fine, thanks.
▪ on the left ▪ on the right ▪ at the top of ▪ at the bottom of ▪ at the end of ▪ next to ▪ opposite
▪Mrs woods is showing Paula around the house. Listen and write the letter of each room in the correct place on the plan.
Thi you. ▪Nice to meet you, too. ▪It’s a big room with a view of the park. ▪Is it OK if I watch TV? ▪Do you think I could make a cup of coffee? ▪Would you mind if I invite a friend for dinner? ▪Is it OK if I turn up the heating?

剑桥少儿英语第一集听力对话文本精编版

Unit 1 Hello!1. Listen and point.Mrs Star: Hello. I’m Mrs Star.Mr Star: Hello. I’m Mr Star.Stella: Hello. I’m Stella Star. This is Marie.Simon: Hello. I’m Simon Star. This is Maskman.Suzy: Hello. I’m Suzy Star. This is Monty.Suzy, Stella and Simon: Goodbye.Monty: Hello. I’m Monty. What’s your name?2. Listen, point and repeat.Mrs star Mr Star Stella Simon3. Listen and do the actions.Toys in the toy box.Come alive.Walk and talk.On the count of five,One, two, three, four, five.Marie: Hello. I’m Marie. What’s your name?Maskman: Maskman. What’s your name?Monty: Monty.All: Goodbye.4. Say the chant.One, two, three, four, five,Six, seven, eight, nine and ten.5. Listen and point.Stella: Hello. Meera.Meera: Hello, Stella. Hello. What’s your name?SuzySuzy: Suzy.Meera: How old are you?Suzy: I’m three.Simon: How old are you, Meera?Meera: I’m eight, and you?Simon: I’m six.6. Listen, point and repeat.Simon: Hello. I’m Simon. I’m six.Meera: Hello. I’m Marie. I’m eight.Suzy: Hello. I’m Suzy. I’m three.Stella: Hello. I’m Stella. I’m seven.7. Sing the song.Red and yellow and pink and green, Orange and purple and blue.I can sing a rainbow.Sing a rainbow,Sing a rainbow to you.8. Listen and say the colour.Six, three, five, one, seven,9. Say it with Monty.Monty: Sid snakeMonty, boy and girl: Sid snakeMonty: Stella, Suzy, Simon, StarMonty, boy and girl: Stella, Suzy, Simon, Star10. Ask the questions.What’s your name?I’m …(姓名)How old are you?four, twoI’m …（年龄）11. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five,One, two, three, four, five.Maskman: Hello, Marie.Marie: Hello, Maskman. Close the door, please. Sit down here. Maskman: Listen to my chant, Marie.1,2,3,4,5,6,7,8,9 and 10. Marie: Very good, Maskman.Maskman: Yes, good.Maskman: Listen! Look! What …? Aaaagghh! A blue monster! Marie: No, Maskman. It’s a …Maskman: Eeeek! A blue monster! Goodbye, Marie.Marie: Goodbye, Maskman. Close the door, please, Maskman. Thank you. Monty: Hello, Marie.Marie: Hello, Monty.Monty: Look, a blue pencil.Marie: Yes, a blue pencil.12. Listen and say the number.Maskman: Listen to my chant, Marie. 1,2,3,4,5,6,7,8,9 and 10. Monty: Look, a blue pencil.Marie: Yes, a blue pencil.Maskman: Eeeek! A blue monster! Goodbye, Marie.Maskman: Listen! Look! What …? Aaaagghh! A blue monster! Marie: No, Maskman. It’s a …Marie: Close the door, please, Maskman. Thank you.Maskman: Hello, Marie.Marie: Hello, Maskman. Close the door, please. Sit down here.剑桥国际少儿英语1第二单元文本Unit 2 My school1. Listen and point.Suzy: Oooohh! Simon, is that your bag?Simon: Yes, it is.Suzy: It’s yellow.Simon: Yes, it is, and my pencil’s red.Suzy: Is your eraser red too?Simon: No, it isn’t. It’s green.Suzy: And what colour’s y our pen?Simon: It’s blue, Suzy.Suzy: Oh , and…?Simon: Here, Suzy! Look at this. It’s my Maskman book! Suzy: Wow! Thanks, Simon.2. Listen, point and repeat.Table, book, chair, eraser, pen, pencil3. Say the chant.A pencil, a book,An eraser, a pen,A table, a chair,Say it again.4. Listen, and correct..1.Four purple chairs.2.Three blue tables.3.Six red pens.4.Seven yellow books.5.Two orange pencils.6.Eight green erasers5. Listen and pointLenny: Hello. I’m Lenny. What’s your name?Stella: Stell a. Who’s that?Lenny: That’s Alex. He’s my friend. Stella: How old is he?Lenny: He’s six. Who’s that? Is she your friend? Stella: Yes, she is. That’s Meera.Lenny: Is she six?Stella: No, she isn’t. She’s eight.Lenny: I’m seven. How old are you? Stella: I’m seven,too.6. Listen, point and repeat.That’s Merra. She’s eight.That’s Stella. She’s seven.That’s Lenny. He’s sevenThat’s Simon. He’s six.That’s Alex. He’s six.7. Make the puppets.8. Sing the song.Mr Star, Mr Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Mrs Star, Mrs Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Stella Star, Stella Star,How are you?I’m fine, thank you. I’m fine, thank you.How are you?Simon Star, Simon Star,How are you?I’m fine, thank you. I’m fine, thank you.How are you?Suzy Star, Suzy Star,How are you?I’m fine, thank you. I’m fine, thank you.How are you?I’m fine, thank you. I’m fine, thank you.How are you?9. Say it with MontyMonty: Michael MonkeyMonty, boy and girl: Michael MonkeyMonty: Monty, Maskman, Marie, MouseMonty, boy and girl: Monty, Maskman, Marie, Mouse10. Ask and answer.What colour is the bag?Pink.11. Listen to the story.Toys in the toy box,Come alive.Walk and talk,On the count of fiveOne, two, three, four, fiveMarie: OK. Sit down, please, everybody.Marie: Open your Activity Books, please, and pick up your pencils.Marie: Listen to the CD and draw the monster.Maskman: Oops! Oh, my Activity Book!Monty: Here’s another book, Maskman.Marie: No, not another book, Monty. Here’s an eraser.Maskman: Er, no, Marie. Another Activity Book,please.12. Act out the story.表演故事剑桥国际少儿英语1第三单元文本Unit 3 Favourite toys1. Listen and point.Stella: My favourit toy’s my computer. What’s your favourite toy, Alex? Alex: My bike. What’s your favourite toy, Simon?Simon: My favourite toy’s Maskman and … the car.Meera: Is Maskman a doll?Simon: No. Marie’s a doll.Meera: Oh. My favourite toy’s my ball.Lenny: My favourite toy’s my train. What’s your favourite toy, Suzy? Suzy: Mo … Aaahhh! Where’s M onty?2. Listen, point and repeat.Computer, ball, doll, car, train, bike3. Listen and say the number.What’s your favourite toy?My favou rite toy’s my red car.Look at my green ball. It’s my favourite toy.What’s this?It’s my blue computer.What colour’s your train?It’s yellow.Wha t’s your favourite toy?It’s my orange bike.What’s this?It’s my pink doll.4. Say the chant.Black, brown, white, grey,Look, listen, point and say.Black, brown, white, grey,Look, listen, point and say.(×2)5. Listen and do the actions.Mr Star: Simon … Simon, isyour ball in your bag?Simon: Er, no, it isn’t, Dad.Mr Star: Simon, is your ball on the toy box?Simon: Er, no, it isn’t, Dad.Mr Star: Simon, is your ball under the table?Simon: Er, no, it isn’t, Dad.Mr Star: Simon, where’s your ball?Simon: Er, it’s next to your chair, Dad.6. Listen, point and repeat.Mr Star: Is your ball on the toy box?Mr Star: Is your ball under the train?Mr Star: Is your ball next to the door?Mr Star: Is your ball in the toy box?Mr Star: where’s your ball?Simon: Er, it’s next to your chair.7. Sing the song.Monty!Monty isn’t here.Monty isn’t there.He isn’t on the table.He isn’t under the chair.Oh, where? Where?Where is Monty?Is he in the toy box?Is he next to the computer?Look! Look! Look!Oh, Where? Where? Where?Where? Where? Where?Where? Where? Where?Where’s Monty?9. Say it with Monty.Tommy tortoise, a train, a two, toys,a table11. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: Hello, Marie. What’s that?Marie: It’s my computer. It’s my favourite toy.Maskman: Oh…Marie: What’s your favourite toy, Maskman?Maskman: My car. It’s blue and black. It’s ‘the Maskman Car’.Marie: Oh, that’s nice. Where is it?Maskman: It’s there, next to the toy box.Monty: No, it isn’t next to the toy box, Maskman.Maskman: Oh, no! Where’s my car?Monty: Is it in the toy box?Maskman: No, it isn’t.Marie: Is it under the table?Maskman: No, it isn’t under the table. Oohh. Where’s my car?Marie: I don’t know, Maskman. Is it on the chair?Maskman: Noooo, it isn’t.Monty: Look, Maskman. It’s OK. It’s here, in the bag.Maskman: Oh, thank you, Monty.MaskMaskman: My Maskman car.剑桥国际少儿英语1第四单元文本Unit 4 My family1. Listen and point.Suzy: This is my family. That’s my father, Mr Star. He’s a pop star. Now, this is a nice picture of my mother. She’s on a white chair. Who’s that woman in the car? That’s my grandmother. My grandfather is next to my gandmother. He’s funny. There’smy brother, Simon. He’s on a black bike. And that’s my sister, Stella. She’s seven. Oh! And who’s that girl next to the table, Monty? That’s me. And, oh, where are you? There you are, on the table.2. Listen, point and repeat.Grandfather, grandmother, father, mother, brother, sister3. Listen and say the number.Man: Who’s that woman, Stella?Stella: That’s my mother, Mrs Star.Stella: My sister Suzy’s three.Man: Is that your father next to Simon?Stella: No. He’s my grandfather.Man: Where’s your grandmother?Stella: She’s here, next to my sister, Suzy.Stella: This my brother, Simon. He’s six.Man: Who’s that man? Stella: My father.Man: How old is he? Stella: Ooohh! I don’t know.4. Look, listen and say the words.Look at number four. Stella:She’s … my mother.Look at number six. S tella: He’s … my grandfather.Look at number one. Stella:She’s … my sister.Look at number three. Stella:He’s … my fahter.Look at number two. Stella:She’s … my grandmother.Look at number five. Stella: He’s … my brother.5. Listen and point.Look at my family. That’s my mother. She’s beautiful. My sister’s young--she’s three. Oh, dear! Look at that bag. My father’s sad. Todaymy brother’s ugly. My grandfather’s old. He’s next to my sis ter. My grandmother’s happy.6. Listen and do the actions.Old, young, ugly,beatiful,happy,sad,young,ugly,sad,old, beatuful,happy7. Sing the song.All the children: Young or old, happy or sad. Brother and sisters, mum and dad.//Suzy: We are family. My brother, my sister. My brother, my sister, and me.//Stella: He’s my father,she’s my mother.// She’s my sister, and he’s my brother.//Suzy: We are family. My brother, my sister. My brother, my sister, and me.//Simon: She’s my mum, he’s my dad.// Beautiful, not ugly, happy, not sad.// Suzy: We are family. My brother, my sister. My brother, my sister, and me.// We are family. My brother, my sister. My brother, my sister, and me.//8. Say it with Monty.Monty: Bertie batMonty, boy and girl: Bertie batMonty: Ball, bag, bike, bookMonty, boy and girl: Ball, bag, bike, book9. Listen and correct.Look at number 1. She’s beautiful.Look at number 2. She’s old.Look at number 3. He’s sad.Look at number 4. He’s young.Look at number 5. She’s ugly.Look at number 6. He’s happy.10. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: Look at this!Marie: What is it?Maskman: It’s a picture of my family.Monty: Who’s this?Maskman: She’s my sister, Maskgirl.Monty: And is this your young brother?Mask man: Yes, that’s Maskboy.Monty: Wow!Marie: And look, here’s my family.Monty: Wow! She’s beautiful. Is she young mother?Marie: Yes, she is. She’s my mum, Babs.Monty: And is this your father?Marie: Yes, that’s Ben, my dad.Monty: Are you my brother, Maskman?Maskman: No, I’m not.Monty: Are you my sister, Marie?Marie: No, I’m not.Monty: Where’s m y family?Marie: Look, Monty. Here’s your family. It’s the mouse family.Monty: Oohh! Look, my mum and dad. Marvin Mouse and Maxi Mouse. Mask man: Are you happy now, Monty?Monty: Yes, I am.剑桥国际少儿英语1 第五单元文本Unit 5 Our pets1. Listen and point.Pet show judge: Hello, children. It’s a lovely day for the pet show. Are they your pets?Children: Yes.Suzy: This is my pet. It’s a black and white dog.Meera: This is my favourite fish. It’s orange. W hat’s your favourite pet, Simon?Simon: My mouse. It’s grey.Meera: Oh! That’s, er, nice.Stella: Look at my cat. It’s white. What’s your pet, Lenny?Lenny: It’s a beautiful bird. It’s red, blue and green. Where’s your prt, Mrs Star?Mrs Star: It’s there, next to my car. That’s my black horse.2. Listen, point and repeat.Horse, dog, fish, mouse, cat, bird3. Say the chant.My horse is beautiful.My dog is too.My fish is ugly.My bird is blue.My cat is young.And my mouse is grey.Here are our pets,On pet show day.(×2)4. Listen and say the number.This is my grey cat. It’s young.My dog’s black. It’s old.This is my mouse. It’s white.My bird’s yellow. It’s happy.This is my orange fish. It’s beautiful.My horse is brown. It’s happy.5. Listen and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Marie: Oh, look at the table. It’s dirty. The chairs are dirty too. Mask man: Yes, they are. But the toy box is clean.Marie: And where are the pencils?Monty: Here they are. They’re on these pictures. Here’s a picture of a big dog.Marie: Aahh! The brown pencil’s short.Maskman: Yes, it is, but the grey pencil’s long.Monty: And this is a picture of a small mouse. It’s beautiful.6. Listen , point and repeat.a dirty table, a long pencil, asmall mouse, a big dog, a short pencil,a clean toy box7. Sing the song.Meera: My man e’s Meera.And this is my fish. It’s a long fish.It’s a long fish.Lenny: My mane’s Lenny.And this is my bird.It’s a happy bird.It’s a happy bird.Stella: My mane’s Stella.And this is my cat.It’s a clean cat.It’s a clean cat.Suzy: My mane’s Suzy.And this is my dog.It’s a big dog.It’s a big dog.Mrs. Star:My mane’s Mrs. Star. And this is my horse.It’s a beautiful horse.It’s a beautiful horse.Simon: My man e’s Simon. And this is my mouse.It’s a small mouse.Suzy: It’s an ugly mouse. Simon: No, it isn’t.Stella: It’s a dirty mouse. Meera: It’s a short mouse. Lenny: It’s a small mouse.All: Yes, it’s a small mouse.Simon: Yes, it is.9. Say it with Monty.Monty: Penny penguin.Monty, boy and girl: Penny penguin.Monty: Pick up a pink pencil and point to a purple pet.Monty, boy and girl: Pick up a pink pencil and point to a purple pet.11. Listen to the story.Toys in the toy box.Come alive.Walk and ta lk.On the count of five.One, two, three, four, five.Maskman: What’s your fa vourite pet, Marie?Marie: Cats are my favourite pets. They’re beautiful and clean.Maskman: yes, but they aren’t big. Big dogs are my favourite pets.Marie: Hmm, but big dogs are ugly.Marie: Mice are good pets.Maskman: Yes, but they’re small and dirty.Monty: Pardon? Mice are small, but we aren’t dirty…and we’re happy.Maskman: Ooops. Sorry, Monty.Maskman: Mice aren’t dirty and they’re good pets. But my favourite pets are big dogs.Monty: But they’re ugly and…All three toys: 『Gasp.』Marie: Look at the puppet!Monty: Oh, no!Maskman: Eek!Maskman: No, dogs aren’t my favourite pets. My favourite pets are fish.剑桥国际少儿英语1第六单元文本Unit 6 My face1. Listen and point.Simon: Ssshh, everybody. It’s The Troll Show. It’s my favourite programme. Stella: Yes, mmmm.Suzy: Ooohh. They’re big and ugly.Simon: No, they aren’t. They’re funny.Presenter: Hi, boys and girls. It’s The Troll Show.Trevor: Hello, everybody. My name’s Trevor Troll. I’m big and green…Suzy: … and ugly.Simon: Ssshh!Trevor: My head is big and I’ve got purple hair. Look at my face. It’s dirty. My eyes are orange and my mouth is big. I’ve got yellow teeth and big green ears. My nose is short.Simon: Lovely!2. Listen, point and repeat.Mouth, nose, ears, eyes, face, teeth3. Say the chant.Head, shoulders, knees and toes, knees and toes.Head, shoulders, knees and toes, knees and toes.And eyes and ears and mouth and nose.Head, shoulders, knees and toes, knees and toes.Hum, shoulders, knees and toes, knees and toes.Hum, shoulders, knees and toes, knees and toes.And eyes and ears and mouth and nose.Hum, shoulders, knees and toes, knees and toes.4. Listen and correct.I’m a boy monster.My hair’s purple.My nose is small.I’m green.My eyes are blue.My hair’s short.My ears are big.My mouth’s red.I’m sad.5. Listen and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Commentator: Hello, everybody. Welcome to the Ugly Monster Show.Monty: Look, Maskman. It’s my favourite show.Ma skman: It isn’t my favourite show. Those monsters are ugly. Monty: Shhh! Be quiet, please.Murk: Hello, boys and girls. My name’s Murk. I’ve got a purple head andshort orange hair. I’ve got one big red eye and a long green nose. I’ve got four small ears.Commentator: Have you got a small mouth?Murk: No, I haven’t. I’ve got a big mouth and I’ve got four clean white teeth.Commentator: Thank you, Murk. You’re ugly.Murk: Oh, thank you.Commentator: And this is Moss. Hi, Moss.Moss: Hello, everybody. I’ve g ot a yellow face and long green hair. I’ve got three orange eyes and a small blue nose. I’ve got a big purple mouth and a lot of beautiful teeth. My teeth are grey.Commentator: Have you got small ears?Moss: No, I haven’t. I’ve got two big ears.Commentator: Thank you, Moss. You’re ugly too.Moss: Thank you.6. Listen, point and repeat.Murk: I’ve got a purple head.Moss: I’ve got long green hair.Murk: I’ve got one big red eye.Moss: I’ve got a yellow face.Murk: I’ve got four small ears.Moss: I’ve got a small blue nose.7. Sing the song.I’m a very ugly monster,I’m a very ugly monster,I’m a very ugly monster.I’ve got six dirty ears.Yes, I have.I’ve got pink hair,And my eyes are red.I’ve got a blue nose,And a purple head.I’ve got a green mouth,And my teeth are blue.My name’s Slime.Who are you?I’m a very ugly monster,I’m a very ugly monster,I’m a very ugly monster.I’ve got six dirty ears.I’ve got six dirty ears.Yes, I have.8. Say it with Monty.Monty: Henry horseMonty, boy and girl: Henry horseMonty: Here’s a happy horse with hair on his head.Monty, boy and girl: Here’s a happy horse with hair on his head.9. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, , five.Maskman: Look, Marie. There he is. He’s a monster.Marie: No, he isn’t, Maskman. He’s a troll.Maskman: A troll? What’s a troll? Look at his hair. It’s long and… purple! And his head… it’s big and green.Marie: Yes, Maskman. Trolls are green.Maskman: Look at his eyes, Marie… They’re orange. He’s a monster! Trevor: I’m green, I’ve got purple hair and orange eyes, but I’m not a monster.Monty: Hello, Trevor! How are you?Trevor: Hello, Monty. I’m fine, thank you.Monty: Trevor, this is Marie and this is Maskman. They’re my friends. Trevor: Hello. I’Trevor.Marie: Hello, Trevor. How are you? Are you happy?Trevor: Yes, I am. Now I’ve got three friends.Maskman: Yes, we’re your friends.1101剑桥国际少儿英语1第七单元文本Unit 7 Wild animals1. Listen and point.Simon: Let’s play an ani mal game, Suzy!Suzy: Ok, Simon.Simon: What’s this animal? It’s a big cat. It’s orange and black. Suzy: That’s easy. It’s a tiger.Simon: Yes. Very good. What now? This animal is big and grey. Suzy: It’s a hippo.Simon: No, it’s big and grey with a long nose.Suzy: It’s an elephant.Simon: Ok, ok. What’s brown and yellow with a small head?Suzy: Is it a monkey?Simon: No, it isn’t.Suzy: I know! It’s a giraffe.Simon: Yes, very good. Ok. What’s this? It’s long and green and … Suzy: Er, is it a snake?Simon: Hah! No, it isn’t. This animal is big, long, green and … Suzy: I know!I know! It’s a crocodile.Simon: Yup!Suzy: Now, it’s my turn. What’s this? It’s small and white with red hairand a big mouth.Simon: Er, I don’t know. What animal is that, Suzy?Suz y: It’s a Simon! Ha! Ha! Ha!Simon: Very funny, Suzy. Thank you.2. Listen, point and repeat.Giraffe, elephant, snake, hippo, crocodile, monkey, tiger3. Say the chant. Do the actions.Tiger, elephant, hippo, snake,Giraffe and crocodile.Tiger, elephant, hippo, snake,Giraffe and crocodile.4. Listen and point.What’s the animal?Listen and look.Point to the animal in this book.It’s small and brown.It’s long and green.It’s grey and dirty.It’s big and clean.It’s orange and black.It’s red and blue.It’s yellow and brown with a small head too.5. Listen and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: What have you got there, Trevor?Trevor: I’ve got a book on animals. Look at these monkeys. They arefunny.Maskman: Yes, they’ve got long arms and big hands. Oooh. What are they? Trevor: They are crocodiles. They are long and green and they’ve got big mouths and long tails.Monty: How many teeth have they got?Trevor: They’ve got a lot of te eth.Maskman: Have they got long legs?Trevor: No, they haven’t. They’ve got short legs and feet.Look at the snakes. They’ve got no legs and no feet.Maskman: Look at the elephants. They are big and grey.They’ve got very big ears, long noses and short tails.Mon ty: Hmmm. Elephants. They’re my favorite animals.6. Listen, point and repeat.They’ve got long arms and big hands.They’ve got long legs.They’ve got short legs.They haven’t got feet.7. Sing the song.Animals, animals, big and small. Animals, animals, short and tall.Animals, animals, dirty and clean. Animals, animals, brown and green.Come on children, sing a long. Sing and move to the animal song.Let’s all do the hippo show.Let’s all do the hippo showLet’s all do the hippo show Move your hands and feet.Let’s all do the elephant dance. Let’s all do the elephant dance.Move your arms and legs. Let’s all do the snake shake.Move your head and tail. Let’s all do the crocodile smile.Let’s all do the crocodile smile. Let’s all do the crocodile smile.Show your big white teeth. Let’s all do the giraffe laugh.Let’s all do the giraffe laugh.Let’s all do the giraffe laugh.Open your big clean mouth.9. Say it with Monty.Cassandra cat, Cassandra catCar, computer, crocodile, catCar, computer, crocodile, cat10. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Monty: Animals, animals, big and small. Animals, animals, short and tall. Marie: Help! Help, Maskman! Look at these snakes. They’re long and uglyand they’ve got two long teeth.Maskman: I’m here, Maree. I’ve got the snakes. Snakes have got two long teeth, but I’ve got two big arms.Marie: Ooohh, Maskman, thank you. You are a superhero.Trevor: Help! Help! Help, Maskman! Look at these crocodiles. They’ve got big mouths and they’ve got a lot of teeth.Maskman: I’ m here, Trevor. I’ve got the crocodiles. Crocodiles have got big mouths and a lot of teeth, but I’vegot long legs and big hands.Trevor: Ooohh, Maskman, thank you. You are a superhero.Maskman: Help! Help! Look at these elephants. They are very big. Andthey’ve got very big feet. Aaaagghh!Monty: I’m here, Maskman! Elephants are very big and they’ve got very big feet, but I’m a mouse, I’m very small.Maskman, Trevor, Marie: Thank you,Monty. You are a small mouse, but you are a superhero.剑桥国际少儿英语1第八单元文本Unit 8 My clothes1. Listen and point.Mr Star: Come on children. Time for school.Stella: Ok, Dad.Simon: Stella, where are my grey trousers?Stella: They are under your toy box.Simon: Now, where are my socks?Stella: Your blue socks? They are in your shoes.Simon: And where are my shoes?Stella: Under the chair, Simon. Come on!Simon: Ok. Is that my green T-shirt next to the computer?Stella: Yes, it is. And your jacket’s next to the door.Simon:2. Listen, point and repeat.T-shirt, skirt, socks, shoes, jacket, trousers3. Say the chant.I’ve got blue trousers anda green T-shirt.I’ve got a brown jacket and a purple skirt.I’ve got red shoes and long pink socks.They’re on the floor, next to my box.4. Listen and say the number.My favorite clothes are my grey skirt and my purple jacket.My favorite shoes are white.I’ve got an orange T-shirt. It’s my favorite.I’ve got short grey trousers. They are my favorite.My favorite shoes are red.My favorite trousers are brown.My favorite socks are pink.My favorite T-shirt is big and yellow.My favorite skirt is blue.I’ve got brown shoes. They are my favorite.My favorite shoes are black. They are beautiful.My favorite jacket is green.My favorite socks are white.5. Listen and point.Stella: Mum, have you got my red trousers? Where are they?Mum: I don’t know.Stella: Has Simon got my red trousers?Mum: Ask Simon, not me.Suzy: No, Stella. Simon hasn’t got your red trousers.Simon: Mum, has Stella got my blue T-shirt?Mum: I don’t know. Ask Stella, not me.Suzy: No, Simon. Stella hasn’t got your blue T-shirt.Stella: No, I haven’t got your blueT-shirt. Have you got my red trousers? Simon: No, I haven’t. And who’s got my favorite white shoes?Stella and Simon: Where’s Suzy?Mrs Star: Loo k at Suzy. She’s got your red trousers, Stella. She has gotyour blue T-shirt, Simon.Simon: And she’s got m y favorite white shoes. Not my shoes!6. Listen , point and repeat.He has got a blue T-shirt.She has got red trousers.He has got white shoes.7. Sing the song.He has got a blue jacket in his hands, a blue jacket.He has got a blue jacket in his hands, a blue jacket in his hands.He has got a purple ball in his hands, a purple ball.He has got a purple ball in his hands, a purple ball in his hands.She has got a yellow sock in her hands, a yellow sock.She has got a yellow sock in her hands, a yellow sock in her hands.She has got a pink pencil in her hands, a pink pencil.She has got a pink pencil in her hands, a pink pencil in her hands.8. Say it with Monty.Monty: Daisy dog.Monty, boy and girl: Daisy dog.Monty: A dirty dog, a doll and a door.Monty, boy and girl: A dirty dog, a doll and a door.10. Listen to the story.Simon: Here, Stella. Cath. Toys in the toy e alive.Walk and talk.On the count of five.One, two, three, four, five.Marie: Look at Stella’s clothes. She has got a yellow T-shirt. She hasgot a blue skirt. She hasgot pink socks and she has got brown shoes.Maskman: But she hasn’t got a jacket. Look at these. Simon’s got a redjacket. He has got green trousers and he has got black shoes.Marie: Well, Maskman. Stella has got trousers too. Has Simon got a skirt? Maskman: Huh! No, he hasn’t.Trevor: Ooohh! Hee, hee.Monty: Suzy has got a skirt,and she has got a beautiful orangeT-shirtWith a mouse on it.Trevor: Ha, ha, ha!剑桥国际少儿英语1 第九单元文本Unit 9 Fun time!1. Listen and point.Alex: Let’s play ‘Simon says’. Everybody: OK.Simon: OK, Simon says put your hands on your head.Simon: OK, good.Simon: Now, play the piano. Oh, sorry, Lenny. Come and stand next to me. Lenny: Oops, yeah, OK.Simon: Simon says play basketball. Good. Simon says play tennis. Very good. Now play the guitar. Oh, dear, Stella. Come and stand next to Lenny. Stella: Ha ha ha! OK!Simon: OK. Meera and Alex. Simon says swim. Great! Now, play football. Oops, Alex! Stand next to Stella. OK, Alex, ‘Simon says’ stand next to Stella. Alex: Thank you!Simon: Great. Meera, Simon says ride a bike.Simon: OK, stop.Meera: Very good, Simon. Now it’s my turn.2. Listen, point and repeat.Play football, swim, play basketball, play tennis,ride a bike, play the guitar3. Sing the song.。

剑桥实境英语听说1-Lesson 18

▪ I hear the Health Centre is expanding. So, is that the new d↗octor?
▪ Are you th↗irsty?
▪ Fall-rise intonation describes how the voice falls and then rises. We use fall-rise intonation at the end of statements when we want to say that we are not sure, or when we may have more to add:
▪ I think we are completely l↘ost.
▪ OK, here’s the magaz↘ine you wanted.
▪ Rising intonation describes how the voice rises at the end of a sentence. Rising intonation is common in yes-no questions:
▪ go along ▪ turn left ▪ turn right ▪ go straight ▪ in front of ▪ cross the foot bridge ▪ miss ▪ go past ▪ go through
▪ post office ▪ library ▪ hospital ▪ supermarket ▪ subway station ▪ bus stop ▪ book shop ▪ information office ▪ museum ▪ bar
▪ park ▪ café ▪ shopping center ▪ cinema ▪ restaurant ▪ pedestrian mall ▪ shopping complex ▪ food court

剑桥实境英语听说1-Lesson 9

in Italy, Switzerland and many other European
ABM countries, and an
in Canada!
▪Listen to a bank clerk explain how to open a new account. ▪What documents do you need? ▪Complete the notes.
▪ How much is it to send this letter to…? ▪ Can I send this by airmail, please? ▪ Can I change some dollars, please? ▪ What’s today’s exchange rate? ▪ Do you charge commission? ▪ That’s fine. ▪ I’ll think about it.
▪ Match each British English word or phrase with an American one that means the same.
▪ post ▪ postman ▪ recorded delivery ▪ cheque ▪ parcel
package registered mail bill mailman check mail
▪a. _______________________________ ▪b. _______________________________ ▪c. _______________________________
▪a. _______________________________ ▪b. _______________________________ ▪c. _______________________________

剑桥实境英语听说1-Lesson 28

Are there any questions?
▪I really enjoyed that presentation. ▪What did you think of the presentation? ▪Did you enjoy the talk? ▪I think that it was very
▪Imagine you are coming out of a presentation. ▪Listen to the questions and use the ideas below to answer. ▪Use the expressions below to help you. ▪very interesting\all right\a bit boring\not that good\really good
Listen to Amy conclude her presentation. Complete the
▪ Listen to Ben respond to some questions. ▪ Does he agree or disagree with each question? ▪ Tick your answers.
▪ The purpose of this talk is to…
▪ To give you another example…
▪ Today I’m going to talk to you about…
▪ To start with I’ll talk about… ▪ Ier that I’ll…/ Then I’ll…/ Finally,
▪ Listen again and complete each expression Ben uses to agree or disagree.

剑桥实境英语1 Lesson2

Levi’s, Ralph Laurence

Markets Department stores

Wal-mart

Catalogues The internet

E-bay
Unit 2 Do you need any help?

Do you need any help?

No thanks, (it’s ok) I’m just looking Yes please. It’s 50 dollars (pounds, yuan, RMB) It’s on sale right now It’s 30% off.

How much is it?

Unit 2 Do you need any help?

Singular and pans, A pair of glasses, A pair of trousers, A pair of shorts, A pair of shoes A t-shirt, A sweater, A jacket, A hat These jeans, those shorts. S
Unit 2 Do you need any help?

Farmer’s Market

Weekend events Clothing, food, toys and so on

Flea market Yard sale

Garage sale
Unit 2 Do you need any help?
Unit 2 Do you need any help?
Unit 2 Do you need any help?

剑桥国际少儿英语kb1 26页

剑桥国际少儿英语kb1 26页全文共10篇示例，供读者参考篇1Hello everyone, today I want to tell you all about a fun topic from my Cambridge International English KB1 textbook, page 26! This page is all about animals and their different habitats. Let's dive in!In the book, it talks about how animals live in different places called habitats. Like the desert, the jungle, the ocean, and the arctic. Each habitat is special and has different kinds of animals that live there.For example, in the desert, there are camels and scorpions. Camels are big animals with humps on their backs that help them store water. Scorpions are small insects with pincers and a stinger on their tail. They are really cool!In the jungle, there are monkeys swinging from trees, colorful parrots flying around, and even big tigers hiding in the bushes. The jungle is a really exciting place with lots of animals to see.In the ocean, there are dolphins jumping in the waves, sharks swimming deep below, and colorful fish darting in and out of coral reefs. It's like a whole other world under the sea!And in the arctic, there are polar bears with thick fur to keep them warm, penguins waddling on the ice, and seals playing in the freezing water. It must be really cold there!I love learning about all these different animals and habitats. It's so interesting to see how they all live and survive in their own special ways. I hope you enjoyed hearing about them too!That's all for now, friends. I'll see you next time for more fun adventures in the world of animals and habitats. Bye-bye!篇2Hello everyone, today I want to talk to you about the article on page 26 of our Cambridge International Children's English book KB1. It's about a trip to the zoo, so let's get started!In the article, the writer talks about going to the zoo with his family. They saw lots of animals like lions, elephants, and monkeys. The writer's favorite animal was the giraffe because it has a long neck and funny spots. They also watched a dolphin show and learned about different habitats around the world.I think going to the zoo sounds like so much fun! I love animals, especially pandas and penguins. When I go to the zoo, I always bring my camera to take pictures of the animals. I also like to buy souvenirs like keychains and postcards to remember the trip.I think it's important to learn about different animals and their habitats. Zoos are a great place to see animals up close and learn about conservation. I want to help protect animals and their homes, so I always recycle and try to save water.I hope you enjoyed hearing about the trip to the zoo. Maybe you can visit a zoo near you and see all the amazing animals too. Remember to take care of our planet and all the creatures that live on it. See you next time!篇3Hi everyone! Today I'm going to tell you all about the super fun activities we did in our Cambridge International English class. We had so much fun and learned a lot of cool things!First, we learned some new words and phrases in English. Our teacher, Miss Lily, taught us how to say different things like "hello", "goodbye", and "thank you". We practiced saying them out loud and even wrote them down in our notebooks.Next, we played some games to help us remember the new words. We played a matching game where we had to match the English words with the pictures. It was really fun and helped us remember the words better.After that, we listened to a story in English. Miss Lily read us a story about a little girl and her adventures. We listened carefully and tried to understand as much as we could. It was really exciting to hear a story in English!Finally, we did some writing practice. We wrote sentences in English about our favorite things, like our favorite foods or animals. It was a bit tricky at first, but with Miss Lily's help, we were able to write some great sentences.Overall, we had a fantastic time in our Cambridge International English class. We learned a lot of new words, played fun games, listened to a cool story, and practiced our writing skills. I can't wait for our next class to learn even more English! Bye for now!篇4Hi guys! Today, let's talk about the Cambridge International Young Learners English KB1 book, page 26. This page is all about animals and their habitats. It's super interesting, so let's dive in!On this page, you can see different animals like monkeys, tigers, elephants, and giraffes. They all live in different habitats like the jungle, the savannah, and the forest. It's so cool to learn about where these animals live and how they survive in their habitats.One fun activity on this page is matching the animals to their habitats. You have to put the correct animal in the right habitat. It's like a puzzle, but with animals! It's a great way to learn and have fun at the same time.Another activity is a word search where you have to find the names of the animals hidden in a grid of letters. It's like a game and a challenge all in one. Plus, you get to learn how to spell the names of different animals.So, if you're studying with the Cambridge International Young Learners English KB1 book, make sure to check out page 26. You'll learn a lot about animals and their habitats, and you'll have a blast doing the activities. Have fun learning, guys!篇5Hello everyone, today I want to share with you some of the things I learned from the Cambridge International English textbook KB1 on page 26.So in this lesson, we learned about different animals and their habitats. It was really interesting because we got to see pictures of animals like lions, giraffes, and elephants. We also learned about where they live, like the savannah, jungle, or desert.I found it really cool to learn that animals like lions and zebras live together in a place called the savannah. It's like a big, open grassland where they can run and play. I also learned that giraffes have long necks so they can reach high up to eat leaves from trees in the jungle.One of the activities we did in class was to match the animals with their habitats. It was kind of like a puzzle, but it was fun trying to figure out where each animal belonged. I got most of them right, which made me feel really smart!There was also a story about a baby elephant who got lost in the desert and had to find his way back to his family. It was a bit scary, but it had a happy ending when he finally reunited with his mom.Overall, I really enjoyed this lesson about animals and their habitats. It was fun and I learned a lot of new things. I can't wait to learn more about animals in the next lesson!篇6Hello everyone! Today I want to tell you about the super cool things I learned in my Cambridge International Children's English KB1 book, on page 26. It's all about animals and how they move!First up, we have the kangaroo. Kangaroos move by hopping. They have really strong legs that help them jump super high and far. Can you imagine if we could hop like kangaroos? It would be so much fun!Next, we have the snake. Snakes move by slithering. They don't have any legs, so they have to wiggle and slide along the ground. It's amazing how they can move so smoothly without any legs at all!Then, we have the cheetah. Cheetahs are the fastest land animals, and they move by running. They can reach speeds of up to 60 miles per hour! Wow, that's faster than a car!Finally, we have the penguin. Penguins move by waddling. They have short legs and big bodies, so they waddle from side to side when they walk. It's so cute to watch them move on land!I had a lot of fun learning about how these animals move. It's so interesting to see all the different ways that creatures in the world get around. I can't wait to learn more in my KB1 book!That's all for now. Thanks for reading, and remember to always keep learning and exploring new things! Bye for now!篇7Hello everyone! Today I am going to tell you about the 26th page of the Cambridge International Primary English KB1 textbook.On this page, we learned about different kinds of animals and their habitats. We talked about animals like lions, tigers, elephants, and giraffes. We learned that lions live in the savanna, tigers live in the forest, elephants live in the jungle, and giraffes live on the grasslands.We also learned about how some animals have special features to help them survive in their habitats. For example, lions have sharp teeth and claws to catch their prey, tigers have stripes to help them hide in the trees, elephants have trunks to drink water and gather food, and giraffes have long necks to reach leaves high up in the trees.We did a fun activity where we pretended to be different animals and acted out how they move and behave. It was so much fun!I really enjoyed learning about animals and their habitats on this page. It was so interesting to see how different animals live in different places and have different adaptations to help them survive.That's all for now! I can't wait to learn more in the next lesson. Thanks for reading!篇8Hello everyone! Today, I want to tell you about the fun things I learned in the Cambridge Young Learners English Test KB1 book on page 26.In this lesson, we talked about things we can do in different places. For example, we can play football in the park, go swimming in the pool, or ride a bike in the street. There are so many things we can do in different places, and it's important to know how to talk about them in English.I also learned about using the verb "can" to talk about our abilities. For example, I can swim very well, but I can't play thepiano. It's important to practice using "can" correctly so we can talk about what we can and can't do in English.Another fun thing we learned is how to ask for permission. We learned phrases like "Can I...?" and "May I...?" to ask if we are allowed to do something. It's important to be polite and respectful when asking for permission, so we can make sure we are following the rules.Overall, I had a lot of fun learning new things in the Cambridge Young Learners English Test KB1 book on page 26. I can't wait to keep practicing and improving my English skills. I hope you all enjoyed hearing about my lesson, and maybe you learned something new too! Thank you for reading!篇9Hello everyone! Today I want to tell you about the fun things I learned in my Cambridge International Primary English KB1 book. It's super cool and I want to share it with all of you!In my book, I learned about different animals like elephants, lions, and dolphins. Did you know that elephants are the largest land animals in the world? They have big ears and a long trunk to help them eat and drink water. Lions are known as the "king ofthe jungle" and they have a big roar. Dolphins are amazing swimmers and they are very friendly to humans.I also learned about different people from around the world. There are so many countries with different languages and cultures. I can say "hello" in Chinese, "hola" in Spanish, and "bonjour" in French. It's so cool to learn about the world!In my English book, I also learned about numbers, shapes, and colors. Numbers are so important for counting and doing math. Shapes are everywhere around us like circles, squares, and triangles. Colors make the world so bright and beautiful. My favorite color is blue, what's yours?I love reading the stories in my book too. The stories are so interesting and I can learn new words. I also have fun doing the activities and games in my book. It helps me practice my English and have fun at the same time.I am so happy to learn English with my Cambridge International Primary English KB1 book. It's helping me become a better English speaker and I can talk to people from all over the world. English is so fun and I love learning new things every day!That's all for now, I can't wait to learn more with my English book. Bye bye!篇10Hi! Let me tell you about the story in Cambridge Young Learner's English Book 1 on page 26.Once upon a time, there was a little girl named Lily who loved to explore the world around her. One day, she found a mysterious box in her backyard. Curious, she opened the box and found a map inside. The map had many colorful symbols and drawings on it.Excited to solve the mystery, Lily decided to follow the map. She encountered many obstacles along the way, like a big river she had to cross and a dark cave she had to explore. But with courage and determination, she overcame each challenge and continued on her adventure.Finally, Lily reached the end of the map and discovered a hidden treasure chest. Inside, there were glittering jewels and a message that said, "Congratulations, you have unlocked the secret of the map."Lily was overjoyed and realized that the real treasure was the journey itself. She had learned so much and grown stronger through her adventures. From that day on, she knew that she could overcome any obstacle that came her way.The story of Lily teaches us that with curiosity and perseverance, we can achieve great things. So let's all be like Lily and never stop exploring the world around us!That's the end of the story from page 26 of the Cambridge Young Learner's English Book 1. I hope you enjoyed it!。

剑桥实境英语听说1-Lesson 31

▪Listen again and complete Monika’s weekly schedule.
▪Complete each sentence with at, in or on.
▪ Asking about schedules: ▪ When does the court start? ▪ Which room is it in? ▪ How many classes are there a week? ▪ When are the classes? ▪ Who’s teaching the course?
end of next week?
▪ Give it to me first thing on Monday ▪ When can you hand it in?
When did you start studying English? How often do you study English now?
▪Now imagine you are talking to a friend. ▪Use the notes below to tell your friend about the course.
▪ Listen to Mrs Havers, the Course Administrator, tell students about some special guest lectures this month. Complete the chart.
report on time.
▪ I want to tell you about some
morning.
special lectures this month.
▪ Please do this in time for the

剑桥少儿英语一级听力

剑桥少儿英语一级听力(共40页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 1 Hello!and point.Mrs Star:Hello. I’m Mrs Star.Mr Star:Hello. I’m Mr Star.Stella:Hello. I’m Stella Star. This is Marie. Simon:Hello. I’m Simon Star. This is Maskman. Suzy:Hello. I’m Suzy Star. This is Monty. Suzy, Stella and Simon: Goodbye.Monty:Hello. I’m Monty. What’s your name? , point and repeat.Mrs star Mr Star Stella Simon Suzyand do the actions.Toys in the toy box.Come alive.Walk and talk.On the count of five,One, two, three, four, five.Marie: Hello. I’m Marie. What’s your name? Maskman: Maskman. What’s your name? Monty: Monty.All: Goodbye.the chant.One, two, three, four, five,Six, seven, eight, nine and ten.and point.Stella: Hello. Meera.Meera: Hello, Stella. Hello. W hat’s your name? Suzy: Suzy.Meera: How old are you?Suzy:I’m three.Simon: How old are you, Meera?Meera:I’m eight, and you?Simon: I’m six., point and repeat.Simon: Hello. I’m Simon. I’m six.Meera:Hello. I’m Marie. I’m eight.Suzy: Hello. I’m Suzy. I’m three.Stella:Hello. I’m Stella. I’m seven.the song.Red and yellow and pink and green,Orange and purple and blue.I can sing a rainbow.Sing a rainbow,Sing a rainbow to you.and say the colour.Six, three, five, one, seven, four, two it with Monty.Monty: Sid snakeMonty, boy and girl: Sid snakeMonty: Stella, Suzy, Simon, StarMonty, boy and girl: Stella, Suzy, Simon, Starthe questions.What’s your name?I’m …(姓名)How old are you?I’m …（年龄）to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five,One, two, three, four, five.Maskman: Hello, Marie.Marie: Hello, Maskman. Close the door, please. Sit down here. Maskman: Listen to my chant, Marie. 1,2,3,4,5,6,7,8,9 and 10.Marie: Very good, Maskman.Maskman: Yes, good.Maskman: Listen! Look! What … Aaaagghh! A blue monster!Marie:No, Maskman. It’s a …Maskman: Eeeek! A blue monster! Goodbye, Marie.Marie: Goodbye, Maskman. Close the door, please, Maskman. Thank you. Monty: Hello, Marie.Marie: Hello, Monty.Monty: Look, a blue pencil.Marie: Yes, a blue pencil.and say the number.Maskman: Listen to my chant, Marie. 1,2,3,4,5,6,7,8,9 and 10.Monty: Look, a blue pencil.Marie: Yes, a blue pencil.Maskman: Eeeek! A blue monster! Goodbye, Marie.Maskman: Listen! Look! What … Aaaagghh! A blue monster!Marie:No, Maskman. It’s a …Marie: Close the door, please, Maskman. Thank you.Maskman: Hello, Marie.Marie: Hello, Maskman. Close the door, please. Sit down here.Unit 2 My schooland point.Suzy: Oooohh! Simon, is that your bag?Simon: Yes, it is.Suzy:It’s yellow.Simon: Yes, it is, and my pencil’s red.Suzy: Is your eraser red too?Simon:No, it isn’t. It’s green.Suzy:And what colour’s your pen?Simon:It’s blue, Suzy.Suzy:Oh , and…Simon:Here, Suzy! Look at this. It’s my Maskman book! Suzy: Wow! Thanks, Simon., point and repeat.Table, book, chair, eraser, pen, pencilthe chant.A pencil, a book,An eraser, a pen,A table, a chair,Say it again., and correct.. purple chairs. blue tables. red pens. yellow books. orange pencils. green erasersand pointLenny:Hello. I’m Lenny. What’s your name?Stella: Stella. Who’s that?Lenny: That’s Alex. He’s my friend.Stella: How old is he?Lenny: H e’s six. Who’s that Is she your friendStella: Yes, she is. That’s Meera.Lenny: Is she six?Stella: No, she isn’t. She’s eight. Lenny:I’m seven. How old are you? Stella:I’m seven,too., point and repeat.That’s Merra. She’s eight.That’s Stella. She’s seven.That’s Lenny. He’s sevenThat’s Simon. He’s six.That’s Alex. He’s six.the puppets.the song.Mr Star, Mr Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Mrs Star, Mrs Star,How are you?I’m fine, thank you. I’m f ine, thank you. How are you?Stella Star, Stella Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Simon Star, Simon Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Suzy Star, Suzy Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?I’m fine, thank you. I’m fine, thank you.How are you?it with MontyMonty: Michael MonkeyMonty, boy and girl: Michael MonkeyMonty: Monty, Maskman, Marie, MouseMonty, boy and girl: Monty, Maskman, Marie, Mouseand answer.What colour is the bag?Pink.to the story.Toys in the toy box,Come alive.Walk and talk,On the count of fiveOne, two, three, four, fiveMarie: OK. Sit down, please, everybody.Marie: Open your Activity Books, please, and pick up your pencils. Marie: Listen to the CD and draw the monster.Maskman: Oops! Oh, my Activity Book!Monty: Here’s another book, Maskman.Marie:No, not another book, Monty. Here’s an eraser.Maskman: Er, no, Marie. Another Activity Book,please.out the story.表演故事Unit 3 Favourite toysand point.Stella:My favourit toy’s my computer. What’s your favourite toy, Alex?Alex: My bike. What’s your favourite toy, Simon?Simon:My favourite toy’s Maskman and … the car.Meera: Is Maskman a doll?Simon:No. Marie’s a doll.Meera: Oh. My favourite toy’s my ball.Lenny:My favourite toy’s my train. What’s your favourite toy, Suzy?Suzy:Mo … Aaahhh! Where’s Monty?, point and repeat.Computer, ball, doll, car, train, bikeand say the number.What’s your favourite toy?My favourite toy’s my red car.Look at my green ball. It’s my favourite toy.What’s this?It’s my blue computer.What colour’s your train?It’s yellow.What’s your favourite toy?It’s my orange bike.What’s this?It’s my pink doll.the chant.Black, brown, white, grey,Look, listen, point and say.Black, brown, white, grey,Look, listen, point and say.(×2)and do the actions.Mr Star:Simon … Simon, is your ball in your bag? Simon: Er, no, it isn’t, Dad.Mr Star: Simon, is your ball on the toy box? Simon:Er, no, it isn’t, Dad.Mr Star: Simon, is your ball under the table? Simon: Er, no, it isn’t, Dad.Mr Star:Simon, where’s your ball?Simon: Er, it’s next to your chair, Dad., point and repeat.Mr Star: Is your ball on the toy box?Mr Star: Is your ball under the train?Mr Star: Is your ball next to the door?Mr Star: Is your ball in the toy box?Mr Star: where’s your ball?Simon: Er, it’s next to your chair.the song.Monty!Monty isn’t here.Mo nty isn’t there.He isn’t on the table.He isn’t under the chair.Oh, where WhereWhere is Monty?Is he in the toy box?Is he next to the computer?Look! Look! Look!Oh, Where Where WhereWhere Where WhereWhere Where WhereWhere’s Monty?9. Say it with Monty.Tommy tortoise, a train, a two, toys, a table 11. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman:Hello, Marie. What’s that?Marie: It’s my computer. It’s my favou rite toy.Maskman:Oh…Marie: What’s your favourite toy, MaskmanMaskman:My car. It’s blue and black. It’s ‘the Maskman Car’. Marie:Oh, that’s nice. Where is it?Maskman:It’s there, next to the toy box.Monty:No, it isn’t next to the toy box, Maskma n.Maskman: Oh, no! Where’s my car?Monty: Is it in the toy box?Maskman:No, it isn’t.Marie: Is it under the table?Maskman:No, it isn’t under the table. Oohh. Where’s my car?Marie:I don’t know, Maskman. Is it on the chair?Maskman: Noooo, it isn’t.Monty: Look, Maskman. It’s OK. It’s here, in the bag.Maskman: Oh, thank you, Monty.MaskMaskman: My Maskman car.Unit 4 My familyand point.Suzy: This is my family. That’s my father, Mr Star. He’s a pop star. Now, this is a nice pic ture of my mother. She’s on a white chair. Who’s that woman in the car That’s my grandmother. My grandfather is next to my gandmother. He’s funny. There’s my brother, Simon. He’s on a black bike. And that’s my sister, Stella. She’s seven. Oh! And who’s tha t girl next to the table, Monty That’s me. And, oh, where are you There you are, on the table., point and repeat.Grandfather, grandmother, father, mother, brother, sisterand say the number.Man: Who’s that woman, Stella?Stella: That’s my mother, Mrs Star.Stella: My sister Suzy’s three.Man: Is that your father next to Simon?Stella: No. He’s my grandfather.Man: Where’s your grandmother?Stella: She’s here, next to my sister, Suzy.Stella: This my brother, Simon. He’s six.Man: Who’s that ma n?Stella: My father.Man: How old is he?Stella: Ooohh! I don’t know., listen and say the words.Look at number four. Stella: She’s … my mother.Look at number six. Stella: He’s … my grandfather.Look at number one. Stella: She’s … my sister.Look at number three. Stella: He’s … my fahter.Look at number two. Stella: She’s … my grandmother.Look at number five. Stella: He’s … my brother.and point.Look at my family. That’s my mother. She’s beautiful. My sister’s young--she’s three. Oh, dear! Look at that bag. My father’s sad. Today mybrother’s ugly. My grandfather’s old. He’s next to my sister. Mygrandmother’s happy.and do the actions.Old, young, ugly, beatiful,happy,sad,young,ugly,sad,old,beatuful,happy the song.All the children: Young or old, happy or sad. Brother and sisters, mum and dad.My brother, my sister. My brother, my sister, and me./ She’s my sister, and he’s my brother.My brother, my sister. My brother, my sister, and me./ Beautiful, not ugly, happy, not sad.My brother, my sister. My brother, my sister, and me.My brother, my sister. My brother, my sister, and me.Say it with Monty.Monty: Bertie batMonty, boy and girl: Bertie batMonty: Ball, bag, bike, bookMonty, boy and girl: Ball, bag, bike, book9. Listen and correct.Look at number 1. She’s beautiful.Look at number 2. She’s old.Look at number 3. He’s sad.Look at number 4. He’s young.Look at number 5. She’s ugly.Look at number 6. He’s happy.10. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: Look at this!Marie: What is it?Maskman: It’s a picture of my family.Monty: Who’s this?Maskman: She’s my sister, Maskgirl.Monty: And is this your young brotherMaskma n: Yes, that’s Maskboy.Monty: Wow!Marie: And look, here’s my family.Monty: Wow! She’s beautiful. Is she young mother?Marie: Yes, she is. She’s my mum, Babs.Monty: And is this your father?Marie: Yes, that’s Ben, my dad.Monty: Are you my brother, Maskman?Maskman: No, I’m not.Monty: Are you my sister, Marie?Marie: No, I’m not.Monty: Where’s my family?Marie: Look, Monty. Here’s your family. It’s the mouse family.Monty: Oohh! Look, my mum and dad. Marvin Mouse and Maxi Mouse. Maskman: Are you happy now, Monty?Monty: Yes, I am.Unit 5 Our petsand point.Pet show judge: Hello, children. It’s a lovely day for the pet show. Are they your pets?Children: Yes.Suzy: This is my pet. It’s a black and white dog.Meera: This is my favourite fish. It’s orange. What’s your favourite pet, Simon?Simon: My mouse. It’s grey.Meera: Oh! That’s, er, nice.Stella: Look at my cat. It’s white. What’s your pet, Lenny?Lenny: It’s a beautiful bird. It’s red, blue and green. Where’s your prt, Mrs Star?Mrs Star: It’s there, next to my car. That’s my black horse., point and repeat.Horse, dog, fish, mouse, cat, birdthe chant.My horse is beautiful.My dog is too.My fish is ugly.My bird is blue.My cat is young.And my mouse is grey.Here are our pets,On pet show day.(×2)and say the number.This is my grey cat. It’s young.My dog’s black. It’s old.This is my mouse. It’s white.My bird’s yellow. It’s happy.This is my orange fish. It’s beautiful.My horse is brown. It’s happy.and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Marie: Oh, look at the table. It’s dirty. The chairs are dirty too. Maskma n: Yes, they are. But the toy box is clean.Marie: And where are the pencils?Monty: Here they are. They’re on these pictures. Here’s a picture of a big dog.Marie: Aahh! The brown pencil’s short.Maskman: Yes, it is, but the grey pencil’s long.Monty: And this is a picture of a small mouse. It’s beautiful.6. Listen , point and repeat.a dirty table, a long pencil, a small mouse, a big dog, a short pencil,a clean toy box7. Sing the song.Meera: My mane’s Meera.And this is my fish.It’s a long fish.It’s a long fish.Lenny:My mane’s Lenny.And this is my bird.It’s a happy bird.It’s a happy bird.Stella: My mane’s Stella.And this is my cat.It’s a clean cat.It’s a clean cat.Suzy:My mane’s Suzy.And this is my dog.It’s a big dog.It’s a big dog.Mrs. Star:My mane’s Mrs. Star. And this is my horse.It’s a beautiful horse.It’s a beautiful horse.Simon: My mane’s Simon.And this is my mouse.It’s a small mouse.Suzy:It’s an ugly mouse. Simon: No, it isn’t.Stella: It’s a dirty mouse. Meera: It’s a short mouse. Lenny:It’s a small mouse. All: Yes, it’s a small mouse. Simon: Yes, it is.9. Say it with Monty.Monty: Penny penguin.Monty, boy and girl: Penny penguin.Monty: Pick up a pink pencil and point to a purple pet.Monty, boy and girl: Pick up a pink pencil and point to a purple pet.11. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: What’s your favourite pet, Marie?Marie: Cats a re my favourite pets. They’re beautiful and clean.Maskman:yes, but they aren’t big. Big dogs are my favourite pets. Marie: Hmm, but big dogs are ugly.Marie: Mice are good pets.Maskman:Yes, but they’re small and dirty.Monty: Pardon Mice are small, but we aren’t dirty…and we’re happy. Maskman: Ooops. Sorry, Monty.Maskman:Mice aren’t dirty and they’re good pets. But my favourite pets are big dogs.Monty: But they’re ugly and…All three toys: 『Gasp.』Marie: Look at the puppet!Monty: Oh, no!Maskman: Eek!Maskman: No, dogs aren’t my favourite pets. My favourite pets are fish.Unit 6 My faceand point.Simon: Ssshh, everybody. It’s The Troll Show. It’s my favouriteprogramme.Stella: Yes, mmmm.Suzy: Ooohh. T hey’re big and ugly.Simon: No, they aren’t. They’re funny.Presenter:Hi, boys and girls. It’s The Troll Show.Trevor:Hello, everybody. My name’s Trevor Troll. I’m big and green…Suzy: … and ugly.Simon: Ssshh!Trevor: My head is big and I’ve got purple hair. Look at my face. It’s dirty. My eyes are orange and my mouth is big. I’ve got yellow teeth and big green ears. My nose is short.Simon: Lovely!, point and repeat.Mouth, nose, ears, eyes, face, teeththe chant.Head, shoulders, knees and toes, knees and toes.Head, shoulders, knees and toes, knees and toes.And eyes and ears and mouth and nose.Head, shoulders, knees and toes, knees and toes.Hum, shoulders, knees and toes, knees and toes.Hum, shoulders, knees and toes, knees and toes.And eyes and ears and mouth and nose.Hum, shoulders, knees and toes, knees and toes.and correct.I’m a boy monster.My hair’s purple.My nose is small.I’m green.My eyes are blue.My hair’s short.My ears are big.My mouth’s red.I’m sad.and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Commentator: Hello, everybody. Welcome to the Ugly MonsterShow.Monty: Look, Maskman. It’s my favourite show.Maskman: It isn’t my favourite show. Those monsters are ugly.Monty: Shhh! Be quiet, please.Murk: Hello, boys and girls. My name’s Murk. I’ve got a purple head and short orange hair. I’ve got one big red eye and a long green nose.I’ve got four sm all ears.Commentator: Have you got a small mouth?Murk: No, I haven’t. I’ve got a big mouth and I’ve got four cleanwhite teeth.Commentator: Thank you, Murk. You’re ugly.Murk: Oh, thank you.Commentator: And this is Moss. Hi, Moss.Moss: Hello, everyb ody. I’ve got a yellow face and long green hair.I’ve got three orange eyes and a small blue nose. I’ve got a bigpurple mouth and a lot of beautiful teeth. My teeth are grey.Commentator: Have you got small ears?Moss:No, I haven’t. I’ve got two big ea rs.Commentator:Thank you, Moss. You’re ugly too.Moss: Thank you., point and repeat.Murk:I’ve got a purple head.Moss:I’ve got long green hair.Murk:I’ve got one big red eye.Moss: I’ve got a yellow face.Murk:I’ve got four small ears.Moss: I’ve got a small blue nose. the song.I’m a very ugly monster,I’m a very ugly monster,I’m a very ugly monster.I’ve got six dirty ears.Yes, I have.I’ve got pink hair,And my eyes are red.I’ve got a blue nose,And a purple head.I’ve got a green mouth,And my teeth are blue.My name’s Slime.Who are you?I’m a very ugly monster,I’m a very ugly monster,I’m a very ugly monster.I’ve got six dirty ears.I’ve got six dirty ears.Yes, I have.it with Monty.Monty: Henry horseMonty, boy and girl: Henry horseMonty:Here’s a happy horse with hair on his head.Monty, boy and girl: Here’s a happy horse with hair on his head.9. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: Look, Marie. There he is. He’s a monster.Marie: No, he isn’t, Maskman. He’s a troll.Maskman:A troll What’s a troll Look at his hair. It’s long and… purple! And his head… it’s big and green.Marie: Yes, Maskman. Trolls are green.Maskman: Look at his eyes, Marie… They’re orange. He’s a monster! Trevor: I’m green, I’ve got purple hair and orange eyes, but I’m not a monster.Monty: Hello, Trevor! How are you?Trevor: Hello, Monty. I’m fine, thank you.Monty: Trevor, this is Marie and this is Maskman. They’re my friends. Trevor: Hello. I’m Trevor.Marie: Hello, Trevor. How are you Are you happyTrevor: Yes, I am. Now I’ve got three friends.Maskman:Yes, we’re your friends.Unit 7 Wild animalsand point.Simon: Let’s play an animal game, Suzy!Suzy: Ok, Simon.Simon: What’s this animal It’s a big cat. It’s orange and black.Suzy: That’s easy. It’s a tiger.Simon: Yes. Very good. What now This animal is big and grey.Suzy: It’s a hippo.Simon: No, it’s big and grey with a long nose.Suzy: It’s an elephant.Simon: Ok, ok. What’s brown and yellow with a small head?Suzy: Is it a monkey?Simon: No, it isn’t.Suzy: I know! It’s a giraffe.Simon: Yes, very good. Ok. What’s this It’s long and green a nd …Suzy: Er, is it a snake?Simon: Hah! No, it isn’t. This animal is big, long, green and …Suzy: I know! I know! It’s a crocodile.Simon: Yup!Suzy: Now, it’s my turn. What’s this It’s small and white with red hair and a big mouth.Simon: Er, I don’t k now. What animal is that, Suzy?Suzy: It’s a Simon! Ha! Ha! Ha!Simon: Very funny, Suzy. Thank you., point and repeat.Giraffe, elephant, snake, hippo, crocodile, monkey, tigerthe chant. Do the actions.Tiger, elephant, hippo, snake,Giraffe and crocodile.Tiger, elephant, hippo, snake,Giraffe and crocodile.and point.What’s the animal?Listen and look.Point to the animal in this book.It’s small and brown.It’s long and green.It’s grey and dirty.It’s big and clean.It’s orange and black.It’s red and blue.It’s yellow and brown with a small head too.and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: What have you got there, Trevor?Trevor: I’ve got a book on animals. Look at these monkeys. They are funny.Maskman: Yes, they’ve got long arms and big hands. Oooh. What are they?Trevor: They are crocodiles. They are long and green and they’ve got big mouths and long tails.Monty: How many teeth have they gotTrevor: The y’ve got a lot of teeth.Maskman: Have they got long legs?Trevor: No, they haven’t. They’ve got short legs and feet.Look at the snakes. They’ve got no legs and no feet.Maskman: Look at the elephants. They are big and grey.They’ve got very big ears, lon g noses and short tails.Monty: Hmmm. Elephants. They’re my favorite animals., point and repeat.They’ve got long arms and big hands.They’ve got short legs.They’ve got long legs.They haven’t got feet.the song.Animals, animals, big and small.Animals, animals, short and tall.Animals, animals, dirty and clean.Animals, animals, brown and green.Come on children, sing along.Sing and move to the animal song.Let’s all do the hippo show.Let’s all do the hippo showLet’s all do the hippo showMove your hands and feet.Let’s all do the elephant dance.Let’s all do the elephant dance.Move your arms and legs.Let’s all do the snake shake.Move your head and tail.Let’s all do the crocodile smile.Let’s all do the crocodile smile.Let’s all do t he crocodile smile.Show your big white teeth.Let’s all do the giraffe laugh.Let’s all do the giraffe laugh.Let’s all do the giraffe laugh.Open your big clean mouth.9. Say it with Monty.Cassandra cat, Cassandra catCar, computer, crocodile, catCar, computer, crocodile, cat10. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Monty: Animals, animals, big and small. Animals, animals, short and tall. Marie: Help! Help, Maskman! Look at these snakes. They’re long and ugly and they’ve got two long teeth.Maskman: I’m here, Maree. I’ve got the snakes. Snakes have got two long teeth, but I’ve got two big arms.Marie: Ooohh, Maskman, thank you. You are a superhero.Trevor: Help! He lp! Help, Maskman! Look at these crocodiles. They’ve got big mouths and they’ve got a lot of teeth.Maskman: I’ m here, Trevor. I’ve got the crocodiles. Crocodiles have got big mouths and a lot of teeth, but I’ve got long legs and bighands.Trevor: Ooohh, Maskman, thank you. You are a superhero. Maskman: Help! Help! Look at these elephants. They are very big. And they’ve got very big feet. Aaaagghh!Monty: I’m here, Maskman! Elephants are very big and they’ve got very big feet, but I’m a mouse, I’m very sm all.Maskman, Trevor, Marie: Thank you,Monty. You are a small mouse, but you are a superhero.Unit 8 My clothesand point.Mr Star: Come on children. Time for school.Stella: Ok, Dad.Simon: Stella, where are my grey trousers?Stella: They are under your toy box.Simon: Now, where are my socks?Stella: Your blue socks They are in your shoes.Simon: And where are my shoes?Stella: Under the chair, Simon. Come on!Simon: Ok. Is that my green T-shirt next to the computer?Stella: Yes, it is. And your jack et’s next to the door.Simon:, point and repeat.T-shirt, skirt, socks, shoes, jacket, trousersthe chant.I’ve got blue trousers and a green T-shirt.I’ve got a brown jacket and a purple skirt.I’ve got red shoes and long pink socks.They’re on the f loor, next to my box.and say the number.My favorite clothes are my grey skirt and my purple jacket.My favorite shoes are white.I’ve got an orange T-shirt. It’s my favorite.I’ve got short grey trousers. They are my favorite.My favorite shoes are red.My favorite trousers are brown.My favorite socks are pink.My favorite T-shirt is big and yellow.My favorite skirt is blue.I’ve got brown shoes. They are my favorite.My favorite shoes are black. They are beautiful.My favorite jacket is green.My favorite socks are white.and point.Stella: Mum, have you got my red trousers Where are they Mum: I don’t know.Stella: Has Simon got my red trousers?Mum: Ask Simon, not me.Suzy: No, Stella. Simon hasn’t got your red trousers.Simon: Mum, has Stella got my blue T-shirt?Mum: I don’t know. Ask Stella, not me.Suzy: No, Simon. Stella hasn’t got your blue T-shirt.Stella: No, I haven’t got your blue T-shirt. Have you got my red trousers?Simon: No, I haven’t. And who’s got my favorite white shoes?Stella and Simon: Where’s Suzy?Mrs Star: Look at Suzy. She’s got your red trousers, Stella. She has got your blue T-shirt, Simon.Simon: And she’s got mu favorite white shoes. Not my shoes! , point and repeat.He has got a blue T-shirt.She has got red trousers.He has got white shoes.the song.He has got a blue jacket in his hands, a blue jacket.He has got a blue jacket in his hands, a blue jacket in his hands.He has got a purple ball in his hands, a purple ball.He has got a purple ball in his hands, a purple ball in his hands.She has got a yellow sock in her hands, a yellow sock.She has got a yellow sock in her hands, a yellow sock in her hands. She has got a pink pencil in her hands, a pink pencil.She has got a pink pencil in her hands, a pink pencil in her hands. 8. Say it with Monty.Monty: Daisy dog.Monty, boy and girl: Daisy dog.Monty: A dirty dog, a doll and a door.Monty, boy and girl: A dirty dog, a doll and a door.10. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Marie: Look at Stella’s clothes. She has got a yellow T-shirt. She has gota blue skirt. She has got pink socks and she has got brownshoes.Maskman: But she hasn’t got a jacket. Look at these. Simon’s got a red jacket. He has got green trousers and he has got blackshoes.Marie: Well, Maskman. Stella has got trousers too. Has Simon got a skirt?Maskman: Huh! No, he hasn’t.Trevor: Ooohh! Hee, hee.Monty: Suzy has got a skirt, and she has got a beautiful orange T-shirt with a mouse on it.Trevor: Ha, ha, ha!Unit 9 Fun time!and point.Alex: Let’s play ‘Simon says’.Everybody: OK.Simon: OK, Simon says put your hands on your head.Simon: OK, good.Simon: Now, play the piano. Oh, sorry, Lenny. Come and stand nextto me.Lenny: Oops, yeah, OK.Simon: Simon says play basketball. Good. Simon says play tennis. Very good. Now play the guitar. Oh, dear, Stella. Come and stand next to Lenny.Stella: Ha ha ha! OK!Simon: OK. Meera and Alex. Simon says swim. Great! Now, play football. Oops, Alex! Stand next to Stella. OK, Alex, ‘Simon says’ stand next to Stella.Alex: Thank you!Simon: Great. Meera, Simon says ride a bike.Simon: OK, stop.Meera: Very good, Simon. Now it’s my turn., point and repeat.Play football, swim, play basketball, play tennis, ride a bike, play the guitarthe song.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Ride a bike.Play tennis, basketball.Play, play, play.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Now let’s swim.Play football, the guitar.Play, play, play.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.and answer.What’s number 1?What’s number 2?What’s number 3?What’s number 4?What’s number 5?What’s number 6?。