朗文英语1AChapter1
香港朗文小学英语1A单词及句型
1A new words and sentences Chapter 1 认读：认读：boys 男孩子们先生 男孩子们 girls 女孩子们女孩子们 sir 先生Miss Brown 布朗小姐布朗小姐 children 孩子们孩子们句型：句型：1. -Good morning. -Good morning.早上好早上好- Good afternoon .- Good afternoon .下午好下午好2. -Goodbye. –Goodbye再见再见3. -What is your name?你叫什么名字？你叫什么名字？-My n ame is ……我的名字叫……附加：（可不作要求）（可不作要求）1. I am your teacher. 我是你们的老师。
我是你们的老师。
2. Present 到（点名时用）到（点名时用）3. Spell your name, please.请拼写你的名字。
请拼写你的名字。
4. We know.我们知道。
我们知道。
我们知道。
5. Good .好。
好。
6. Welcome, Beeno.欢迎，Beeno。
Chapter 2 认读：认读：my father 我的爸爸我的爸爸 my mother 我的妈妈我的妈妈my sister 我的姐姐（妹妹）我的哥哥（弟弟） 我的姐姐（妹妹） my brother 我的哥哥（弟弟）my classmate 我的同班同学我的同班同学my friend 我的朋友我的朋友 me我句型：句型：1. -Hi. –Hi. 你好你好2. -Hello. -Hello.你好你好3. -How are you ?你好吗？你好吗？- I am fine,thank you.我很好，谢谢你。
我很好，谢谢你。
4. -Nice to meet you! 很高兴见到你！很高兴见到你！-Nice to meet you too!我也很高兴见到你！我也很高兴见到你！（可不作要求）附加：（可不作要求）1. Mary is in Class 1A. 玛丽在1班2. This is Mary’s book. 这是玛丽的书。
朗文1A Chapter1 Starting school第一课时
So,if we want to know sb’s name, you can ask:
Teach: name. what is your name? My name is…
6.Look. Who’s this? What do they say?
Now，I am Tom. Who wants to be Jerry?
Ss count together:
ONE-TWO-THREE…
Ss read after the T together
Ss：Mr Xu/Mr Lu
Ss read after the T
Ss：My name is…
What is your name? My name is…
This is Tom/Jerry.
Teach: children, We are children
Game: Respond quickly
(boy- I am a boy. girl-I am a girl children-we are children)
4.Look, this is me, I am a teacher.
(指男老师who’s he?)
师表演对话。
师生表演对话
师生玩name game.
Ss sing the name song together.
What is your name?
Ss watch the video.
Yes.
给学生面具扮演Miss Brown，“What is your name?”
学生扮演Tom和Mary，“I am Tom..”“I am Marry”.
This is Li Jiaqi, and this is Hong Jue.
朗文英语1A-6B单词总表
朗文英语1A-6B单词总表Word List for 1Achapter 1 chapter 1a 一个sir 先生afternoon 下午spell 拼写am 是teacher 老师and 和thank 谢谢boy 男孩this 这，这个card 卡片we 我们children 孩子们welcome 欢迎girl 女孩what 什么good 好的you 你goodbye 再见your 你的hello 喂，你好chapter 2I 我are 是is 是book 书know 知道brother 兄弟Miss(n.) 小姐，女士classmate 同班同学morning 早晨，上午come 来my 我的father 父亲name 姓名fine 好的，满意的please 请friend 朋友present(adj.) 出席的，在场he 他的chapter 2 chapter 3here 这里bus 公共汽车hi 嘿，喂，嗨but 但是how 怎样car 小汽车in 在……里面doll 玩具娃娃look 看eight 八love 爱five 五me 我four 四meet 遇见，相逢go 去mother 母亲has 有（三单）nice 令人愉快的have 有she 她it 它sister 姐妹little 小的to （介词）到nine 九too 也one 一with 和……一起only 只有，仅仅chapter 3pig 猪about 关于，有关robot 机器人ball 球see 看见big 大的seven 七chapter 3 chapter 4six 六eraser 橡皮擦teddy bear 玩具熊game 游戏ten 十green 绿色three 三hen 母鸡two 二isn’ｔ不是yes 是，是的not 不，没，不是chapter 4now 现在again 再orange(adj.) 橙色an 一，一个pen 钢笔bag 包，袋，书包pencil 铅笔bed 床pencil case 铅笔袋black 黑色pink 粉色blue 蓝色play 玩brown 棕色red 红色bye 再见right 正确的bye-bye 再见ruler 尺，直尺cannot 不能sharpener 削笔器can’ｔ不能（缩写）sorry 对不起dear 亲爱的start 开始chapter 4chapter 5the (特指)这，这个miss(v.) 错过they 他们no 不，不是well 好read 读，阅读white 白色run 跑yellow 黄色sad 伤心的，悲伤的chapter 5sing 唱歌another 另一个skip 跳跃can 能swim 游泳climb 爬turn 顺次，次序draw 画（画）walk 走，步行English 英语write 写fast 快速地Chapter 6find 找到all 所有的go(n.) 尝试，成功aren’ｔ不是help 帮助arm 手臂，胳膊jump 跳at (介词)在kite 风筝curly 卷曲的king 国王ear 耳朵late 晚的，迟的eye 眼睛chapter 6 chapter 6fat 肥胖的thin 瘦的feet 脚(复数) toe 脚趾foot 脚twins 双胞胎glasses 眼镜who 谁hair 头发rude 粗鲁的hand(n.) 手short 矮的head 头shoulder 肩膀knee 膝盖show 演出，节目leg 腿small 小的long 长的tall 高的mouth 嘴that 那，那个nose 鼻子1A单词总计:172个Word List for 1Bchapter 1 chapter 1away 离开turtle 乌龟bird 鸟chapter 2bone 石头bad 坏的carrot 鹦鹉box 盒子cat 猫chair 椅子day 天cupboard 柜子dog 狗Dad 爸爸colour 颜色drawer 抽屉fish 鱼hat 帽子for 为了，长达near 在…附近hamster 仓鼠shelf 架子like 像，喜欢sofa 沙发lovely 可爱的table 桌子next 下一个under 在…下面pet 宠物Chapter 3 rabbit 兔子eighteen 十八seed 种子elephant 大象these 这些eleven 十一those那些fifteen 十五chapter 3 chapter 3fly 飞thirteen 十三fourteen 十四tree 树grass 草地twelve 十二grey 灰色twenty 二十hippo 河马van 小型货车kangaroo 袋鼠vet 兽医lion 狮子wing 翅膀many 许多的zebra 斑马monkey 猴子Chapter 4 nineteen 十九zoo 动物园panda 熊猫eat 吃penguin 企鹅fight 打架seventeen 十七hop 跳sixteen 十六lap 大腿sky 天空nap 打盹snake 蛇rap 轻拍，轻打some 一些silly 愚蠢的tail 尾巴sleep 睡觉there 那里Chapter 5 Chapter 5 bedroom 卧室TV 电视bathroom 浴室video 录像bicycle 自行车wash 洗cook 煮watch 看dance 跳舞water 水evening 傍晚wet 潮湿football 足球Chapter 6 garden 花园beautiful 美丽的Grandpa 爷爷，外公cap 鸭舌帽Grandma 奶奶，外婆dress 连衣裙him 他dumpling 饺子kitchen 厨房fashion 时装living room 客厅her 她的make 制作his 他的Mum 妈妈jacket 夹克photo 相片jeans 牛仔裤plane 飞机jumper 毛衣ride 骑off 脱掉today 今天purple 紫色chapter 6shirt 衬衣trousers 裤子shoe 鞋子T-shirt T恤shorts 短裤wear 穿skirt 短裙young 年轻的sock 袜子1B单词总计：118个Word List for 2Achapter 1 chapter 2also 也everyone 每个人香港岛ask 问Hong KongIslandferry 渡船I’m 我是get 变成；得到Kowloon 九龙group 组Kwun Tong 观塘into 进入；成为live 居住join 参加Mong Kok 旺角LRT 轻轨New Territories 新界minibus 小型公共汽车number 号码；数字MTR 地铁Sha Tin 沙田pupil 小学生special 特殊的，特别的school bus 校车telephone 电话taxi 出租车there’ｓ有train 火车Tsuen Wan 荃湾tram 有轨电车Tuen Mun 屯门Chapter 2 Wan Chai 湾仔agree 同意Chapter 3Chai Wan 柴湾caretaker 保安，管理人different 不同的Chinese 中文课；中国人chapter 3 chapter 3driver 司机try 尝试，试试friendly 友好的unfriendly 不友好的hawker 街边小贩unhelpful 不爱帮忙的helper 帮忙人unkind 不友善的helpful 提供帮助的，who’ｓ谁是乐于帮忙的her 她的worry 担心hurry 匆忙去（某地）you’re你是job 工作Chapter 4Maths 数学address 地址Mr 先生age 年龄Mrs 女士（已婚）alarm 警报，警铃Music 音乐building 建筑物；房屋OK 好的cook 厨师PE 体育Daddy 爸爸prefect 学长、监督生dentist 牙医recess 课间doctor 医生stop (v.) 停止drink 饮料；喝that’ｓ那是fire 火think 想；认为fireman 消防员Chapter 4 Chapter 4 form 表格shop 商店gun 枪station 站，所，局hose 橡皮软管sun 太阳housewife 家庭主妇tea 茶inside 在里面tie 领带key 钥匙top 顶端leave 离开wait 等minute 分钟waiter （男）服务生more 更多的waitress （女）服务员Mummy 妈妈wh at’ｓ是什么nurse 护士work (v.) 工作people 人chapter 5 policeman 男警察banana 香蕉policewoman 女警察bike 单车record (n.) 记录classroom 教室ring 铃响duck 鸭子rob 抢劫，抢夺feed 喂save 救flower 花sex 性别full 满的chapter 5 chapter 6funny 幽默的entrance 入口litter 垃圾exit 出口noise 噪音ground 地面path 小路，小径high 高pick 采，摘in front of 在…前面rule 规则park 公园shall 将playground 操场sign 标志，指示牌pond 池塘them 他们push 推throw 扔see-saw 跷跷板us 我们slide 滑梯why 为什么snack bar 小食店yummy 美味的，好吃的swimming pool 游泳池Chapter 6 swing 摆动，摇摆air 空气tennis court 网球场bark 狗吠touch 触摸behind 在…后面between 在…之间cloud 云2A单词总计：144个Word List for 2Bchapter 1 chapter 1bedtime 睡觉时间potato 土豆beef 牛肉raisin 葡萄干cheese 奶酪ring 圆圈chicken wing 鸡翅salty 咸的chilli 辣椒sour plum 酸梅chip 薯片sour 酸的chocolate 巧克力sweet 甜的cola 可乐teeth 牙齿cookie 曲奇饼yet 还，仍然curry 咖喱Chapter 2food 食物add 添，增加ginger 姜any 任何，一些hamburger 汉堡包apple 苹果hot 热的bowl 碗lemon 柠檬burger 肉饼、汉堡noodle 面条butter 黄油packet 一包，一袋chicken 鸡肉，小鸡peanut 花生cut 切，割，砍pork 猪肉delicious 美味的chapter 2 chapter 2enjoy 享受pear 梨every 每个sugar 糖fast food 快餐together 一起flour 面粉tomato 番茄fries 薯条topping （食物表面的）配料，浇料fruit 水果vegetables 蔬菜fun 有趣的Chapter 3grape 葡萄alone 单独的，ham 火腿along 沿着。
Side By Side朗文国际英语教程第一册
Side By Side朗文国际英语教程第一册Book1 Chapter1P1 V ocabulary Preview1. alphabetA aB bC cD dE eF fG gH hI iJ jK k L l M m N n O o P p Q q R r S s T t U u V v W w X x Y y Z z2. numbers0 1 2 3 4 5 6 7 8 9 103. name4. adress5. telephone number=phone number Page 2 What's your name? listen M:What's your name?W:My name is Maria.M:What's your address?W:My address is 235 Main Street.M:What's your phone number?W:My phone number is 741-8906.M:Where are you from?W:I'm from Mexico City.Page 3 How do you say it?Meeting peopleM:Hello,my name is Peter Lewis.W:Hi, I'm Nancy Lee. Nice to meet you. M:Nice to meet you, too.Page 4What's your name?M:My name is David Carder. I'm American.I'm from San Francisco.W:My name is Mrs.Grant. My phone number is 549-2376.W:My name is Ms Martinez. My telephone number is (213)694-5555.My Fax number is (213)694-5557.M:My name is Peter Black. My adress is 378 Main Street, Waterville,Florida.My license number is 921DCG.W:My name is Susan Miller.My apartment number is 4-B.M:My name is Mr.Santini.My e-mail adress is TeacherJoe@.M:My name is William Chen.My adress is 294 River Street, Brooklyn, New Y ork. My telephone number is 469-7750.My social security number is 044-35-9862.P5 LISTENING1. a. Mary Blackb. Mrs.Grant2. a. 265 River Streetb. 265 Main Street 3. a. 5-Cb. 9-D4. a. 295-4870b. 259-40875. a. 032-98-6175b. 032-89-61796. a. maryb@b. garyd@ INTERVIEW Spelling Name What’s your l ast name?KellyHow do you spell that?K-E-L-L-Y.What’s your first name?Sarah.How do you spell that?S-A-R-A-H.P6 PRONUNCIA TION Linked Sounds Listen Then say it.My name is Maria.My address is 10 Main Street.My apartment number is 3B.Say it .Then listen.My name is David.My address is 9 River Street.My phone number is 941-2238.p71.pen2.pencil3.book4.deskputer6.bank7.supermarket8.post office9.restaurant 10.library11. living room 12. dinning room 13.kitchen 14.bed room 15.bath roomp8In the classroom1. pen2.book3.pencil4.notebook5.bookshelf6. globe7.map8.board9.wall 10.clock11. bulletin board puter 13.table 14.chair 15.ruler16. desk 17.dictionaryp9Where is it?(Where is)Where's the book? (It is)It's on the desk.Where's the map? It's on the wall.Where's the computer? It's on the desk.1. Where's the pen? It's on the desk.2. Where's the board? It's on the wall.3. Where's the globe? It's on the table.4. Where's the ruler? It's on the chair.5. Where's the pencil? It's on the desk.6. Where's the clock? It's on the wall.7. Where’s the notebook? It’s on the table.8. Where’s the dictionary? It’s on the bookshelf.9. Where’s the bulletin board? It’s on the wall.P10At home1. living room2. dinning room3.kitchen4.bedroom5. bathroom6.attic7. yard8.garage9. basementP11Where are you?Where are you? I’m in the kitchen.Where are you? We’re in the living room.Where are Mr. and Mrs. Jones? They’re in the yard.1. Where are you? I’m in the bedroom.2. Where are you? We’re in the kitchen.3. Where are Jim and Pam? They’re in the living room.4. Where are you? I’m in the bath room.5. Where are Mr. and Mrs. Park? They’re in the dining room.6. Where are you? We’re in my yard.7. Where are you? I’m in the garag e.8. Where are you and Ben? We’re in the basement.9. Where are Mr. and Mrs. Hernandez? They’re in the attic.P12Where’s Bob?Where’s Bob? He’s in the living room.Where’s Mary? She’s in the bedroom.Where’s the car? It’s in the garage.1. Where’s Tim? He’s in the bedroom .2. Where’s Rosa? She’s in the yard.3. Where’s the newspaper? It’s on the desk.4. Where’s Peggy? She’s in the living room.5. Where’s the telephone book? It’s in the bedroom.6. Where’s Harry? He’s in the bathroom.7. Where’s Ellen? She’s in the dining room.8. Where’s Kevin? He’s in the garage.9. Where’s the cell phone? It’s in the kitchen.P13THE STUDENTS IN MY ENGLISH CLASSThe students in my English class are very interesting. Henry is Chinese. He’s from Shanghai. Linda is Puerto Rican. She’s from San Juan. Mr. and Mrs. Kim are Korean. They’re from Seoul. George is Greek. He’s from Athens. Carla is Italian. She’s from Rome. Mr. and Mrs. Sato are Japanese. They’re from Tokyo. My friends Maria and I are Mexican. We’re from Mexico Ci ty . Yes, the students in my English class are very interesting. We’re from many different countries…and we’re friends.How to say it?Greeting peoplea. Hi. How are you?b. Fine. And you?a. Fine, thanks.P14 Where are they?1. Where’s Albert? He’s in the restaurant.2. Where’s Carmen? She’s in the bank.3. Where’s Walter and Mary? They’re in the supermarket.4. Where’re you? I’m in the library.5. Where’re you? We’re in the park.6. Where’s Kate? She’s in the movie theater.7. Where’re Mr. and Mrs. Lee? They’re in the post office.8. Where’s the monkey? It’s in the zoo.9. Where am I? You’re in the hospital.P15ALL THE STUDENTS IN MY ENGLISH CLASS ARE ABSENT TODAYAll the students in my English class are absent today. George is absent. He’s in the hospital. Maria is absent. She’s in the dentist. Mr. and Mrs. Sato are absent. They’re at the social security office. Even our English teacher is absent. He’s home in bed.What a shame! Everybody in my English class is absent today. Everybody except me.LISTENINGWhat’s the word? Where’re they?P16Pronunciation Reduced andListen. Then say it.Mr. and Mrs. Jones Mr. and Mrs. Park Jim and Pam You and BenSay it. Then listenMr. and Mrs. Lee Mr. and Mrs. Miller Walter and Mary Jim and I P171. eating2. drinking3. cooking4. reading5. studying6. teaching7. singing8. sleeping9. swimming 10. planting 11. watching TV 12. listening to music 13. playing cards14. playing baseball 15. playing the pianoP18What are you doing?What are you doing? I’m reading. What are you doing? We’re cooking.What are Mary and Fred doing? They’re studying English. What’s Tom doing? He’s eating. What’s Martha doing? She’s watching TV.What’s your dog doing? It’s sleeping.P191. What are you doing? I’m reading the newspaper.2. W hat are Mr. and Mrs. Lane doing? They’re cooking dinner.3. What are you and Judy doing? We’re eating dinner.4. What’s Rita doing? She’s studying English.5. What’s Henry doing? He’s sleeping.6. What are Carol and Ken doing? They’re watching TV.7. What’s Irene doing? She’s playing the piano.P20 What’s everybody doing?A. Where’s Walter?B. He’s in the kitchen.A. What’s he doing?B. He’s eating breakfast.1. Where’s Karen? She’s in the park.What’s she doing? She’s eating lunch.2. Where’re Mr. and Mrs.Clark? They’re in the dining room. What are they doing? They’re eating dinner.3. Where are you? I’m in the bedroom.What are you doing? I’m playing the guitar.4. Where are you? We’re in the living room.What are you doing? We’re playing cards.5. Where are Gary and June? They’re in the yard.What are they doing? They’re playing baseball.6. Where’s Miss Baker? She’s in the cafeteria.What’s she doing? She’s drinking milk.7. Where are you? We’re in the library.What are you doing? We’re studying English.8. Where’s Ms Johnson? She’s in the classroom.What’s she doing? She’s teaching mathematics.9. Where’s Marvin? He’s in the bathroom.What’s he doing? He’s singing.10. Where’s Martha? She’s in the hospital.What’s she doing? She’s watching TV.11. Where’s your friend? He’s in the park?What’s he doing? He’s listening to music.P21How to say it! Checking UnderstandingA. Where’s Walter?B. He’s in the kitchen.A. In the kitchen?B. Yes.P22In the parkThe Jones family is in the park today. The sun is shining and the birds are singing. It’s a beautiful day!Mr. Jones is reading the newspaper. Mrs. Jones is listening to the radio. Sally and Patty Jones are studying. And Tommy Jones is playing the guitar.The family Jones is very happy today. It’s a beautifu l day, and they’re in the park.At home in the yardThe Chen family is at home in the yard today. The sun is shining, and the birds are singing. It’s a beautiful day.Mr. Chen is planting flowers. Mrs. Chen is drinking lemonade and reading a book. Emily and Jason Chen are playing with the dog. And Jennifer Chen is sleeping.The Chen family is very happy today. It’s a beautiful day, and they’re at home in the yard.P25Side by side GazetteGlobal ExchangeSung Hee: Hello. My name is Sung Hee. I’m Korean. I’m from Seoul . I’m a student. Right now I’m in my English class. I’m looking for a keypal in a different country. Daniel R: Hi, Sung Hee! My name is Daniel. My nick name is Danny. My last name is Rivera. I’m Mexican. I’m from Mexico city. I’m a student. Right now I’m at home. I’m at my computer, and I’m listening to music. I’m also looking for a keypal. Tell me about your school and your English class.Build your vocabularyPlaying instruments, sports, and gamesInstrumentsI’m playing the violin. I’m playing the clarinet. I’m playing the trumpet.SportsI’m playing soccer. I’m playing tennis. I’m playing basketball. GamesI’m playing chess. I’m playing checkers. I’m playing tic tac toe. P26Around world GreetingRight now, all around world, people are greeting each other in different ways.They’re shaking hands. They’re kissing.They’re bowing. They’re hugging.How are people in your country greeting each other today?P271. brushing2. cleaning3. feeding4. fixing5.painting6. reading7.washingP28I’m fixing my sinkWhat are you doing? I’m fixing my sink.What's Bob doing? He’s fixing his car.What's Mary doing? She’s cleaning her room.What are you doing? We’re cleaning our apartment.What are children doing? They’re doing their homework.P29Are you busy?Are you busy? Yes, I am. I’m washing my hair.1.Is Frank busy? Yes, he is. He’s cleaning his apartment.2.Is Helen busy? Yes, she is. She’s feeding her cat.3.Are you busy? Yes, we are. We’re fixing our TV.4.Are J im and Lisa busy? Yes, they are. They’re painting their bedroom.5.Are you busy? Yes, I an. I’m doing my homework.6.Is Richard busy? Yes, he is. He’s washing his clothes.7.Are Ed and Roth busy? Yes, they are. They’re painting their garage.8.Is Timmy busy? Yes, he is. He’s feeding his dog.9.Are you busy? Yes, we are. We’re doing our exercises.10.Are you busy? Yes, I am. I’m fixing my bicycle.11.Is Karen busy? Yes, she is. She’s washing her car.12.Is Anwar busy? Yes, he is. He’s cleaning his yard.13.Are your children busy? Yes, they are. They’re brushing their teeth.14.Are you busy? Yes, we are. We’re washing our windows.15.Is Wendy busy? Yes, she is. She’s reading her e-mail.P30How to say it? Attracting someone’s attentionA. Jane?B. Yes?A. What are you doing?B. I’m doing my exercises.P32A busy dayEverybody at 159 River Street is very busy today. Mr. Price is cleaning his bedroom. Mrs. Hunter is painting her bathroom. Ricky Gomez is feeding his cat. Mr. and Mrs. Wong are washing their clothes. Mrs. Martin is doing her exercises. And July and Larry Clark are fixing their car.I’m busy, too. I’m washing my windows…and of course, I’m watching all my neighbors. It’s a very busy day at 159 River Street.P34Pronunciation deleted hListen. Then say itShe’s fixing her car. She’s cleaning her room.He’s feeding his dog. He’s washing his windows.Say it. Then listenHe’s painting his apartment. She’s doing her homework. He’s brushing his teeth. She’s reading her e-mail.P351.tall-short2.yong-old3.heavy/fat-thin4.new-old5.married-single6.handsome-ugly7.beautiful/pretty-ugly rge/big-small/little9.noisy/loud-quiet 10.expensive-cheap11.easy-difficult 12.rich-poorP36Tall or short?A: Is Bob tall or short? B: He’s tall. A: Is Bill tall or short? B: He’s short.1.Is Ka te young or old? She’s young.2.Is Peggy young or old? She’s old.3.Is Howard heavy or thin? He’s heavy.4.Is Mike fat or thin? He’s thin.5.Is Howard’s car new or old? It’s new.6.Is Mike’s car new or old? It’s old.7.Is Gloria married or single? She’s ma rried.8.Is Jennifer married or single? She’s single.9.Is Robert handsome or ugly？He’s handsome.10.Is Captain Crook handsome or ugly? He’s ugly.11.Is Vanessa beautiful or ugly? She’s beautiful.12.Is Hilda pretty or ugly? She’s ugly.13.Is Robert’s house large or small? It’s large.14.Is George’s apartment big or little？It’s small.15.Are Kate’s neighbors noisy or quiet? They’re noisy.16.Are Peggy’s neighbors noisy or quiet? They’re quiet.17.Is the food at the Plaza Restaurant expensive or cheap? It’s expensive.18.Is the food at the Burger Town expensive or cheap? It’s cheap.19.Are the questions in Chapter 5 easy or difficult? They’re easy.20.Are the questions in Chapter 17 easy or difficult? They’re difficult.21.Is Marvin rich or poor? He’s rich.22.Is Larry rich or poor? He’s poor.P38Tell me about…1. Are you married? No, I’m not. I’m single.2. Tell me about your new car. Is it large? No, it isn’t. It’s small.3. Tell me about your new neighbors. Are they quiet? No, they aren’t. They’re noisy.Do exercise1.Tell me about your computer. Is it new? No, it isn’t. It’s old.2.Tell me about your new boss. Is he young? No, he isn’t. He’s old.3.Tell me about your neighbors. Are they noisy? No, they aren’t.They’re quiet.4.Tell me about Plaza Restau rant. Is it cheap? No, it isn’t. It’s expensive.5.Tell me about your brother. Is he tall? No, he isn’t. He’s short.6.Tell me about your sister. Is she single? No, she isn’t. She’s married.7.Tell me about Nancy’s cat. Is it pretty? No, it isn’t. It’s ugl y.8.Tell me about Ron and Betty’s dog. Is it little? No, it isn’t. It’s big.9.Tell me about the questions in your English book. Are they difficult?No, they aren’t. They’re easy.10.Tell me about Santa Claus. Is he thin? No, he isn’t. He’s heavy. P40Ho w’s the weather today?It’s sunny. It’s cloudy. It’s raining. It’s snowing. It’s hot.It’s warm. It’s cool. It’s cold.How to say it?Calling someone you know on the telephone.A. Hello.B. Hello. Is this Julie? A. Yes, it is.B. Hi. Julie. This is Anna. A. Hi. Anna….P41The weather is terrible here!A. Hi. Jack. This is Jim. I’m calling from Miami.B. From Miami? What are you doing in Miami? A. I’m on vacation.B. How’s the weather in Miami? Is it sunny?A. No, it isn’t. It’s raining.B. Is it hot?A. No, it isn’t. It’s cold.B. Are you having a good time?A. No, I’m not. I’m having a terrible time. The weather is terrible here!B. I’m sorry to hear that!P42Dear mother:I’m writing from in our hotel at Sludge Beach. Ralph and I are on vacation with the children for a few days. We’re happy to be here, but to tell the truth, we’re having a few problems.The weather isn’t very good. In fact, it’s cold and cloudy. Right now I’m looking out the window, and it’s raining cats and dogs. The children aren’t very happy. In fact, they’re bored and they’re having a terrible time. Right now they’re sitting on the bed playing tic tac toe and watching TV.The restaurants here are expensive, and the food isn’t very good. In fact, Ralph is at a clinic right now. He’s havi ng problems with his stomach.All the other hotels here are beautiful and new. Our hotel is ugly, and it’s very, very old. In fact, right now a repairperson is fixing the bathroom sink.So, Mother, we’re having a few problems here at Sludge Beach, but we’re happy. We’re happy to be on vacation, and we’re happy to be together.See you soonLove,EthelP44Pronunciation yes/no questions with orListen, then say it.Is Bob tall or short? Is kate young or old?Are they noisy or quiet? Is it hot or cold?Say it, then listenIs the car new or old? Are you married or single?Is it sunny or cloudy? Are they large or small?P451. wife2. husbandParents 3. mother 4. fatherChildren 5. daughter 6. son 7. sister 8. brotherGrandparents 9. grandmother 10. grandfatherGrandchildren 11. granddaughter 12. grandson13. aunt 14. uncle 15. niece 16. nephew 17. cousinP46My favorite photographs A. Who is he? B. He’s my father.A. What’s his name?B. His name is Paul.A. Where’s he?B. He’s in Paris.A. What’s he doing?B. He’s standing in front of Eiffel Tower.1. Who is she? She’s my mother. Where’s she? She’s in the park. What’s she doing? She’s riding her bicycle.2. Who are they? They’re my parents. Where’re they? They’re in the dining room. What’re they doing? They’re having dinner.3. Who is he? He’s my son. Where’s he? He’s at the beach. What’s he doing? He’s swimming.4. Who is she? She’s my daughter. Where’s she? She’s in front of our house. What’s she doing? She’s washing her car.5. Who is she? She’s my wife. Where’s she? She’s in the yard. What’s she doing? She’s planting flowers.6. Who is he? He’s my husband. Where’s he? He’s in our living room. What’s he doing? He’s sleeping on the sofa.7. Who are they? They’re my sister and brother. Where’re they? They’re in the kitchen. What’re they doing? They’re baking a cake.8. Who are they? They’re my grandmother and grandfather. Where’re they? They’re in my wedding. What’re they doing? They’re crying.9. Who are they? They’re my aunt and uncle. Where’re they? They’re in Washington D.C. What’re they doing? They’re standing in front of the White House.10. Who is he? He’s my cousin. Where’s he? He’s in front of hisapartment building. What’s he doing? He’s skateboarding.11 Who is she? She’s my niece. Where’s she? She’s at school? What’s she doing? She’s acting in a play.12. Who is he? He’s my nephew. Where’s he? He’s in his bedroom. What’s he doing? He’s sitting on his bed and playing the guitar.13. Who is he? He’s my friend. Where’s he? He’s in his apartment. What’s he doing? He’s playing a game on his computer.14. Who are they? They’re my friends. Where’re they? They’re at my birthday party. What’re they doing? They’re singing and dancing.P49Arthur is very angryIt’s late at night. Arthur is sitting on his bed, and he’s looking his clock. His neighbors are making a lot of noise, and Arthur is very angry.The people in apartment 2 are dancing. The man in apartment 3 is vacuuming his rug. The woman in apartment 4 is playing the drums. The teenagers in apartment 5 are listening to loud music. The dog in apartment 6 is barking. And the people in apartment 7 are have a big argument.It’s very late, and Arthur is tired and angry. What a terrible night! P51How to say it! Introducing peopleA.I’d like to introduce my br other.B.Nice to meet you.C.Nice to meet you, too.P52Pronunciation stressed and unstressed wordsListen. Then say it.He’s playing the guitar. She’s acting in a play.She’s riding her bicycle. He’s sleeping on the sofa.Say it. Then listen.We’re baking a cake. They’re sitting in the yard.He’s washing his car. She’s sitting on her bed.P551. bakery2. barber shop3.book store4. bus station5. cafeteria6. clinic7. department store8. drug store9. hair salon 10.health club11.hotel undromat 13. school 14.train station 15.video store P56Where’s the restaurant?Where’s the restaurant? It’s next to the bank.Where’s the supermarket? It’s across from the movie theater. Where’s the school? It’s between the library and the park. Where’s the post office? It’s around the corner from the hospital.1.Where’s the bank? It’s next to the school.2.Where’s the post office? It’s across from the park.3.Where’s the restaurant? It’s between the bank and the library.4.Where’s the hospital? It’s around corner from the movie theater.5.Where’s the hotel? It’s across from the library.6.Where’s the gas station? It’s next to the bus station.7.Where’s the clinic? It’s around corner from the fire station.8.Where’s the bakery? It’s between the video store and barb er shop.P57Is there a Laundromat in this neighborhood?Excuse me. Is there a Laundromat in this neighborhood?Yes. There is a Laundromat on the Main Street, next to the supermarket.1. Excuse me. Is there a drug store in this neighborhood?Yes. There is a drug store on Main Street, across from the church.2. Excuse me. Is there a clinic in this neighborhood?Yes. There is a clinic on Main Street, between the bank and the barber shop.3. Excuse me. Is there a department store in this neighborhood? Yes. There is a department store on Central Avenue, around corner from thepolice station.4. Excuse me. Is there a hair salon in this neighborhood?Yes. There is a hair salon on Central Avenue, next to the bakery.5. Excuse me. Is there a book store in this neighborhood?Yes. There is a book store on State Street, between the health club and thecafeteria.6. Excuse me. Is there a post office in this neighborhood?Yes. There is a post office on State Street, across from the train station.How to say it! Expressing gratitudeA.Thank you. /Thanks.B. You’re welcome.P58On your own. What’s in your neighborhood?Is there a restaurant in your neighborhood? No, there isn’t.Is there a cafeteria in your neighborhood? Yes, there is.Where is it? It’s on the Central Ave nue across from the bank.P59Is there a stove in the kitchen?Yes, there is. There’s a very nice stove in the kitchen.Oh, good.Is there a refrigerator in the kitchen?No, there isn’t. oh, I see.1. Is there a window in the kitchen? Yes, there is. There’s a very nice window in the kitchen. Oh , good.2. Is there a fire escape? No, there isn’t. oh, I see.3. Is there a closet in the bedroom? Yes, there is. There is a very nice in the bedroom. Oh, good.4. Is there an elevator in the building? No, there is n’t. oh, I see.5. I there an air conditioner in the bedroom? Yes, there is. There isa very nice air conditioner in the bedroom. Oh, good.6. Is there a superintendent in the building? No, there isn’t. oh, I see.7. Is there a bus stop near the building? No, there isn’t. oh I see.8. Is there a Jacuzzi in the bathroom? Yes, there is. There is a very nice Jacuzzi in the bathroom. Oh, good.P60.Hoe many bedrooms are there in the apartment?Tell me, how many bedrooms are there in the apartment?There are two bedrooms in the apartment.Two bedrooms? Yes. That’s right.1. Tell me. How many floors are there in the building? There are four floors in the building. Four floors? Yes. That’s right.2. Tell me. How many windows are there in the living room? There are three windows in the living room. Three windows? Yes. That’s right.3. Tell me. How many closets are there in the apartment? There are five closets in the apartment. Five closets? Yes. That’s right.4. Tell me. How many apartments are there in the building? There are thirty apartments in the building. Thirty apartments? Yes. That’s right.5. Tell me. How many washing machines are there in the basement? There are two wishing machines in the basement. Two washing machines? Yes. That’s right.6. Tell me. How many bathroom are there in the apartment? There are 2 ½ bathroom in the apartment. 2 ½ bathroom? Yes. That’s right.P63The new shopping mallEverybody in Brewster is talking about the city’s new shopping mall. The mall is outside the city, next to the Brewster airport. There are more than one hundred stores in the mall.There are two big department stores. There are many clothing stores for men, women, and children. There is a bookstore, and there is a video store. There are two drug stores, and there are four restaurants. There’s even a large movie theater.Almost all the people in Brewster are happy that their city’s new shopping mall is now open. But some people aren’t happy. The owners of the small stores in old center of town are very upset. They’re upset because many people aren’t shopping in the stores in the center of town. They’re shopping in the new mall.P64Amy’s apartment buildingAmy’s apartment building is in the center of town. Amy is very happy there because the building is a very convenient place. Across the building, there is a bank, a post office, and a restaurant. Next to the building, there’s a drug store, and a Laundromat. Around corner from the building, there are two supermarkets. There’s a lot of noise near Amy’s apartme nt building. There are a lot of cars on the street. And there are a lot of people on the sidewalks all day and all night.However, Amy isn’t very upset about the noises in her neighborhood. Her building is in the center of town. It’s a verybusy place. But it’s a convenient place to live.P66Pronunciation rising intonation to check understandingListen. Then say itTwo bedroom? Five closets? Next to the bank? On Main Street? Say it. Then listen.Three windows? Twenty floors? Across from the clinic? On Central Avenue?P671. shirt2. coat3. dress4. skirt5. blouse6. jacket7. suit8. tie9. belt 10. sweater11. pants 12. jeans 13. pajamas 14. shoes 15. socksP68Clothing1. shirt2. tie3. jacket4. belt5. pants6. socks7. shoes8. earring9. necklace10. blouse 11.bracelet 12. skirt 13. briefcase 14. stocking 15. hat16. coat17. glove 18. purse/pocketbook 19. dress 20. glasses 21. suit22.watch23. umbrella 24. sweater 25. mitten 26. jeans 27. bootP69Shirts are over thereExcuse me. I’m looking f or a shirt. Shirts are over there. Thanks. Excuse me. I’m looking for a tie. Ties are over there. Thanks.Excuse me. I’m looking for a dress. Dresses are over there. Thanks.1. Excuse me. I’m looking for a coat. Coats are over there. Thanks.2. Excuse me. I’m looking for a umbrella. Umbrellas are over there. Thanks.3. Excuse me. I’m looking for a watch. Watches are over there. Thanks4. Excuse me. I’m looking for a sweater. Sweaters are over there. Thanks.5. Excuse me. I’m looking for a hat. Hats are over there. Thanks.6. Excuse me. I’m looking for a blouse. Blouses are over there. Thanks.7. Excuse me. I’m looking for a belt. Belts are over there. Thanks.8. Excuse me. I’m looking for a necklace. Necklaces are over there. Thanks.P70Colorsred orange yellow green blue purple black silver pink gray white gold brownI’m looking for a jacket.May I help you? Yes, please. I’m looking for a jacket. Here is a nice jacket. But this is a purple jacket. That’s okay. Purple jackets are very popular this year.1. M ay I help you? Yes, please. I’m looking for a suit. Here is a nice suit. But this is a red jacket. That’s okay. Red suits are very popular this year.2. May I help you? Yes, please. I’m looking for a tie. Here is anice tie. But this is a white tie. That’s okay. White ties are very popular this year.3. May I help you? Yes, please. I’m looking for a belt. Here is a nice belt. But this is a pink belt. That’s okay. Pink belts are very popular this year.4. May I help you? Yes, please. I’m looking for a sweate r. Here isa nice sweater. But this is a orange sweater. That’s okay. Orange sweaters are very popular this year.5. May I help you? Yes, please. I’m looking for a umbrella. Here is a nice umbrella. But this is a yellow umbrella. That’s okay. Yellow umbrellas are very popular this year.6. May I help you? Yes, please. I’m looking for a dress. Here is a nice dress. But this is a green and purple dress. That’s okay. Green and purple dresses are very popular this year.7. May I help you? Yes, please. I’m looki ng for a hat. Here is a nice hat. But this is a striped hat. That’s okay. Striped hats are very popular this year.8. May I help you? Yes, please. I’m looking for a purse. Here is a nice purse. But this is a polka dot purse. That’s okay. Polka dot purses are very popular this year.P71I’m looking for a pair of glovesCan I help you? Yes, please. I’m looking for a pair of gloves. Here’s a nice pair of gloves. But those are green gloves.That’s okay. Green gloves are very popular this year.1. Can I help yo u? Yes, please. I’m looking for a pair of shoes. Here’s a nice pair of shoes. But those are yellow gloves.That’s okay. Yellow shoes are very popular this year.2. Can I help you? Yes, please. I’m looking for a pair of boots. Here’s a nice pair of boots. B ut those are blue boots.That’s okay. Blue boots are very popular this year.3. Can I help you? Yes, please. I’m looking for a pair of pants. Here’s a nice pair of pants. But those are pink pants.That’s okay. Pink pants are very popular this year.4. Can I help you? Yes, please. I’m looking for a pair of earrings. Here’s a nice pair of earrings. But those are orange earrings. That’s okay. Orange earrings are very popular this year.5. Can I help you? Yes, please. I’m looking for a pair of socks. Here’s a n ice pair of socks. But those are striped socks.That’s okay. Striped socks are very popular this year.6. Can I help you? Yes, please. I’m looking for a pair of stockings. Here’s a nice pair of stockings. But those are green and white stockings.That’s oka y. Green and white stocking are very popular this year.7. Can I help you? Yes, please. I’m looking for a pair of mittens. Here’s a nice pair of mittens. But those are red, white and blue mittens.That’s okay. Red, white and blue mittens are very popular t his year.8. Can I help you? Yes, please. I’m looking for a pair of pajamas.。
朗文教材1A Unit1 Starting school
进行单词或者句子的操练，有的孩子还跟不上进度。这一点我要进行引导。
有的孩子比较内向，回答问题不够大胆，回答错后，及时纠正。
课题
1AUnit1Startingschool
（PartAandB）
课型
复习提升课
教学目标
1.Toreviewthemainwordsandsentences.
3.Totrainthepupils’abilitiesoflisteningandspeaking.
难点
Tocommunicatewithothersbyusingthesentences.
教具
PPT,pictures,wordcards
课时
Period1
教
学
过
程
集体备课
个性备课
Pre-taskpreparation
3.TasksandSsanswer.
4.SsaskandSsanswer.
5.Sumup.
ForPre-taskpreparation.
1.Singasong.
2.Freetalkwithstudents.
3.Askthemtomaketheirowndialogue.
ForWhile-taskprocedure
enounstoidentifyobjects
教法学法
提出问题法（Question---Answeractivity）
独立完成法（Individuals）
小组合作法（Groupwork）
情境教学法（SituationalLanguageTeaching）
字母拼读法（Phonics）
朗文新思维1A重点及习题
【新思维单元解读】1A Chapter 1Starting School 【本单元词汇】hello (用于问候、接电话或引起注意)喂，你好good 好的morning 早上what 什么is 是your 你的，你们的name 名字my 我的I 我am 是（仅与I搭配使用）afternoon 下午goodbye 再见children 孩子们【第1页-第2页重点内容】一、知识重点1. 校园问候语：Hello. 你好Good morning. 早上好Good afternoon. 下午好Good evening. 晚上好Goodbye. 再见通常在问候语句后加上要问候的人名或称呼，如：2.英语中的称呼：Miss Sir(1)Miss小姐，女士，用于未婚女子姓氏或姓名前，以示礼貌如：Miss Zhang 张小姐注：Miss 在学校中指女老师如：Miss Brown布朗老师(2)Sir 先生，阁下，老师，长官对男士的尊称，单独使用时不加姓氏。
What can I do for you,sir?有什么能为您效劳的吗，先生?如需要称呼张先生/张老师”，应该用Mr.(Mister的缩写，书写时不常用)Mr.Zhang张先生;张老师Mr.White怀特先生;怀特老师3.询问名字及回答:What's your name?你叫什么名字?表达自己名字通常有两种句型:(1) My name is Mary 我的名字叫玛丽。
(2)I am Mary 我是玛丽。
注:my我的，your 你的，你们的都是形容词性物主代词，后面接名词my mother 我的妈妈your name 你的名字5.认识英文句子(1)在英文句子中，句首单词的首字母和英语人名的第一个字母都要大写。
(2)疑问句的末尾要用问号”?”肯定句的末尾用句号”.”与中文的句号不同，英文句子里的句号是个实心小圆点.【第3页-第4页重点内容】一、重点词汇:boys and girls 同学们(男孩女孩们)present 在场;出席;存在spell拼读，拼写know知道welcome 欢迎teacher老师二、知识重点:1. present在课堂上点名时，被点到的人要回答:Present.到!2. Spell your name, please!spell意为“拼读，拼写”，当句子中出现这个单词，后面多数是会有单词的拼写形式出现。
朗文一年级1A教案
Teaching PlanI .Teaching content: ChaPter 1. Starting school∏ .Teaching goals:1. Basic language goals:Ss could master the usage of all the words and exPressions.Words: afternoon boy girl hello morning name teacher card children Miss Sir sPell thank ExPressions: Goodmorning/afternoon.Hello. I am Mary.Good bye.What is your name?2. Ability goal:To imProve the Ss 'ability of listening and sPeaking. Students can make dialogues by themselves.3. Emotion goal:Cultivate the Ss 'ability of grouP cooPeration further . Stimulate theSs'interest.In . Main and difficult points1. Words and exPressions: The basic language Point of ChaPter 1.2. Grammar focus: Moral and Civic Education;good manners.IV. TeaChi ng aids: PiCtUreS CardSV . Time allotment:The 1st. PeriodI . Teaching task: Chapter 1 PartA∏ . TeaChing steps:Step 1. Warm-up(Greeting the class)T: GOOd mornin g/after noon ,boys and girls. I am Jacky,your Englishteacher . Can you greet me?Say HeIIoJacky. ” who would you like to greet me? You 're . Do you know my n ame?Ca n you greet me?P:Hello,Jacky./Good mornin g/after noon, Jacky.T:Very good.SteP 2. PreSe ntati on1. Write your n ame on the board.2. put on a n ame card( on a Stri ng arond your n eck.)Keep ing repeat ingMy n ame is...T:What is your n ame?Do you have an En glish n ame?Who has already got an En glish n ame?Ha nds up!What is your En glish n ame?P1: My English name is Mary.T:Hello,Mary.A nybody else?P2:I am...T:Good morni ng,...3. Write some com mon En glish n ames on the board.The n SPeak to PUPiIS who don 'have an En glish n ame.T:Look at these n ames.You Can choose one you like.You Can USe it in the CIaSSroom.You Can Write the n ame.the n you Can take it home and showyour Pare nts.you 're... How about KeVin or KeIVinSteP 3. PraCtiCeMake a short dialogue.The 2 nd PeriOdI . TeaChing task: ChaPter 1 Part B∏ . TeaChing steps:SteP 1. Warm-UP(Greet ing the CIaSS)T: GOOd mornin g/after noon ,boys and girls. I am Jacky,your Englishteacher . Can you greet me?Say Hello,Jacky. ” who would youlike to greet me? You 're . Do you know my n ame?Ca n you greet me?P:Hello,Jacky./Good mornin g/after noon, Jacky.T:Very good.SteP 2. PreSe ntati on1. Try adressing different PUPiIS,greeting them and getting them toin troduce themselves. LeSS able PUPiIS Can do this in groups to build UPcon fide nce.T: Good morni ng/afterno on ,Group B.P: Good mornin g/after noon, Jacky.2. Write Good morning/afternoon on board.Keep PraCtiSing this and other expressi ons around the class.3. Write key words and expressi ons on the board.4. E ncourage PUPiIS to repeat the PhraSeS and Senten CeS afteryou,act ing roles.SteP 3. PraCtiCeLiSte n to the tape.what Can you say?The 3rd. PeriOdI . TeaChing task: ChaPter 1 PartC∏ . TeaChing steps:SteP 1. Warm-UP(Greet ing the CIaSS)T: Good mornin g/after noon ,boys and girls. I am Jacky.Say Hello,Jacky. ” who would you like to greet me? You 're . Do you know my n ame?Ca n you greet me?P:Hello,Jacky./Good mornin g/after noon, Jacky.T:Very good.SteP 2. PreSe ntati on1. Arouse PUPiIS 'interest in reading by asking one or two questionsabout the story.T:Do you know who Bee no is?Can you point to Bee no?2. Pre-teach the key words and give the CIaSSroom Ian guage for teach ing them,eg:spell,prese nt.3. Tell PUPiIS to read the story once silently.4. Ask questio n about the story.①Who is the teacher?(Peter)②In PiCture One is it morni ng Or after noon?③There are four ChiIdren.do you know their name?Can you tell me onen ame?④How do you know?TeIl me a girl '/boy 'name.SteP 3. PraCtiCe1. Get PUPiIS to act the story in groups,cha nging n ames Where appropriate.ask one or two groups With lively inton ati on and reas on ably accurate PrOnUn Ciati on to come to the front to perform.2. Ask PUPiIS to spell their n ames.3. Check PUPiIS an SWerS to Part DThe 4th. PeriOdI . TeaChing task: ChaPter 1 PartD∏ . TeaChing steps:SteP 1. Warm-UP(Greet ing the CIaSS)T: Good mornin g/after noon ,boys and girls. Say HeIIo,Jacky. ” who would you like to greet me? You Ye . Do you know my n ame?Ca nyou greet me?2. Review the story.Get PUPiIS to act the story in groups,cha nging n ames Where appropriate.ask one or two groups With lively inton ati on and reas on ably accurate PrOnUn Ciati on to come to the front to perform.Step 2. Presentation(Phonics)1. Get pupils to look at my mouth while you pronounce the/g/sound or play the video in the Super E-Book.Lool at my mouth. Say after me.2. Play the phonic game in the Super E-Book.3. Ask the pupils to look for anther word with the same sound(goodbye.)4.Suggest English names that pupils can use in the class beginning with the same sound. T:Does everyone have a name beginning with a/g/sound?Can you tell me who has a name beginning with /g/?Here are some names:Gary,Gilbert,Gordon,Grace 【Write them on the board. 】Step 3. PracticeAsk pupils to say other known words with the same sound.I lL-th. PeriodThe 9I . TeaChing task: ChaPter 1 Part E∏ . TeaChing steps:SteP 1. Warm-uPT: Hello, boys and girls.Ss: Hello, Lucia.T: What 's your name ?Ss: My name is Mary.Step 2. Presentation1. Revise learnt expressions by greeting different pupils and getting them to introduce themselves.T: What is your name ?S1: My name is ______ .T: Good afternoon, _______ .S1: Good afternoon, Lucia.2. Lead pupils to do pair work like the above mentioned.3. Go round the class to check pupils 'understanding.4. Make a name card for your partner .Step 3. Practice Make a short dialogue.Teaching PlanI .Teaching content: ChaPter 2. NiCe to meet you∏ .Teaching goals:2. Basic language goals:Ss could master the usage of all the words and exPressions.Words: my father my mother my classmatemy brother my sister my friendExpressions: This is ____ .Nice to meet you.Nice to meet you, too.How are you?I am fine, thank you. How are you ?I am fine, too.2. Ability goal:To improve the Ss 'ability of listening and speaking. Students can make dialogues by themselves.4. Emotion goal:Cultivate the Ss 'ability of group cooperation further . Stimulate theSs'interest.In . Main and difficult POints3. Words and expressions: The basic language point of Chapter 2.4. Grammar fOcus: CustOmary greetings.IV. TeaChi ng aids: PiCtUreS CardSV . Time allotment:The 1st PeriOdI . TeaChing task: ChaPter 2. Part A ⑴SteP1. Warm- uPDaily greeting:∏ . TeaChing steps:SteP1. Warm- uPDaily greeting:T: Hello, children.Ss: Hello, teacher .T: What is your name?Ss: My name is ______ .Step 2.Presentation1. Play a game: T says, Ss do.2. T shows the pictures and lead the Ss to read the words.( T writes the words on the blackboard.)3. Ask Ss to read the words group by group to see which group is thebest.4. Teach Ss how to act the different roles. As a teacher reads the words,the Ss do the action, then ask some students to be a little teacher .5. T points the words, Ss read them out.Step3. Practice1. T shows the pictures, Ss read the words.2. Ask Ss to read the words by themselves.The 2nd PeriodI . TeaChing task: ChaPter 2. Part A (2)∏ . TeaChing steps:SteP1. Warm- uPDaily greeting:SteP1. Warm- uPDaily greeting:Ss: Hello, teacher .T: What is your name?Ss: My name is ______ .Step2. Presentation1. Sing a song together .2. Review the words of family members. ( father mother sister me )3. T shows the pictures, Ss say the words.4. T says the words, Ss catch the pictures.5. Teach Ss how to introduce people with the pattern “This is6. Lead Ss to read the above pattern.7. Ask Ss to introduce their friends to all the classmates in the front.Step3. Practice1. Ask Ss to read the words and sentences.2. T shows other photos of pupils, Ss say “This is ______ ”The 3rd PeriodI . TeaChing task: ChaPter 2. Part A (3)∏ . TeaChing steps:brotherSs: Hello, teacher .T: What is your name?Ss: My name is ______ .Step2. Presentation1. Teach “he ”and “she ”. Through the pictures to be clear aboutthese two words.2. Give examples to introduce others with the two words.Eg: He is my classmate. She is my sister .3. Ask Ss to introduce their partners with this pattern:This is Peter . He is my brother .This is Cherry. She is my sister .Step3. Practice1. Lead Ss to read the sentences on the blackboard.2. Listen to the CD and read the dialogue in Part A.Step4. HomeworkAsk Ss to draw a picture about their families and describe.The 4th PeriodI . TeaChing task: ChaPter 2. Part A (4)∏ . TeaChing steps:SteP1. Warm- uP1. Daily greeting:T: What is your name?Ss: My name is ______ .2. Sing a song.Step2. Presentation1. Ask Ss to show their pictures about their family members, and try tointroduce them in this way.2. T shows the Flash cards, Ss read the words out together , and then pickup one group to read the words one by one.3. Look at the books and ask Ss to say the content of Part A about:Where is it? Who are they? What are they doing?4. Listen to the CD and read the dialogue.5. T leads them to read one sentence by one sentence.Step3. PracticePlay a game.T draws a picture about family members on the blackboard.Firstly, ask Ss to recognize who they are (father? mother? brother? orsister?)The 5th PeriodI . TeaChing task: ChaPter 2. Part B∏ . TeaChing steps:SteP1. Warm- uPDaily greeting:Ss: Hello, teacher .T: How are you?Ss: Fine, thank you.Step2. Presentation1. Take out a photo and ask Ss to do introduction with “This is ”or “He/She is. ”2. Listen to the CD and read Part A.3. Ask Ss to look at the pictures carefully to make themselves be clear aboutthe relationships of these people.4. Lead them to say out these children 's relationships like:This is _______ . He/She is my friend.Step3. Practice1. Write the right answer of Part B and ask Ss to copy by themselves.2. Check their books.Step4. Thought after classThe 6th PeriodI. TeaChing task: ChaPter 2. Part C∏ . TeaChing steps:Ss: Hello, teacher .SteP1. Warm- uPDaily greeting:T: How are you?Ss: Fine, thank you.Step2. Presentation1. Ask Ss to look at pictures on P1 and P2 and answer Qs: What is the bee's name? (Beeno.)What did Mary lost? (Her book. ) Which class did Mary in? (Class1A.)Who is Betty? ( Mary 's classmate. )2. Listen to the CD and ask Ss to talk about the main content of this story.3. Lead Ss to read the story one sentence by one sentence. Step3.Practice1. Listen to the CD and read.2. Ask Ss to read the story follow the T .3. Ask Ss to read together .The 7th PeriodI. TeaChing task: ChaPter 2. Part D & PhOnics∏ . TeaChing steps:Ss: Hello, teacher .T: How are you?Ss: Fine, thank you.SteP1. Warm- uPDaily greeting:Step2. Presentation1. Listen to the CD and read Part C.2. Ask some questions:Which class does Mary in?What is the meaning of “friend ”?What does “classmate ”mean?3. Ask Ss to finish Part D.4. Check the answer .5. Let Ss to look at T 's mouth when pronounces /h/Step3. Practice1. Play the phonics game.2. Ask Ss to say more words with the sound of /h/3. Listen to the CD and read Part D.The 8th PeriodI. TeaChing task: ChaPter 2. Part E & T ask F∏ . TeaChing steps:Ss: Hello, Lucia.T: How are you?Ss: Fine, thank you.Step2. Presentation1. Revise the greeting expressions learnt in this chapter by greeting SsSteP1. Warm- uPDaily greeting:T: Hello, children.1.Daily greeting:2. Ask Ss to do pair work.3. Check the answers of Part E.Step3. Practice1. Tell the main idea of the song in Part F .2. Listen to the CD and sing the song.3. Play the song and tell pupils to follow the words with fingers.4. Play the song again and ask Ss to sing along.Step4. Thought after classThe 9th PeriodI . TeaChing task: ReViSiOn (ChaPter 2.)∏ . TeaChing steps:SteP1. Warm- uPtheirT: Hello, children.Ss: Hello, teacher .T: Nice to meet you.Ss: Nice to meet you, too.2. Sing a song < I love my family>Step2. Presentation1. T does the actions and Ss say the words to revise Good morning/ Goodafternoon/ Good evening.2. Play a game to revise the basic sentences.What is your name? My name is _________ .Step3. Practice1. Listen to the CD and read Part A.2. Ask some Ss to recite the dialogue.3. Listen to the CD and read Part C.4. Point to the important sentences of story in Part C and read for severaltimes.Step4. Thought after classThe 10 th PeriodI Teaching task: Revision C ( Chapter 2 )II Teaching steps:Step1 Warming up activities1 Daily greeting.2 Sing a song ( I love my family).Step2 Presentation '1 T show s the Flash cards, Ss read the words out.2 Ask Ss to make sentences with the words like:This is Peter .He is my classmate.3 Recite Part A together .4 Read the story in Part C and answer the questions.①Which classs is Mary in?②What did Mary lost?③What relationship are between Betty and Mary?Step 3 Practice1 Listen to the CD and read Part C.2 Point out the key words and expressions of the story write them on the blackboard and read again.Step 4 HomeworkRecite Part C.Teaching PlanI Teaching content:Unit 3 My toysII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions. Words: a doll a car a robot a balla bus a teddy bearone two three four fivesix seven eight nine tenExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students 'abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students 'ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player , toysV Time allotment:The 1st Period I Teaching task: Part A (a)II Teaching stepsStep1 Warming up activities1 Daily greeting2 Sing a song.Step 1 Warming up activities1 Greeting.Step 2 Presentation1 Introduce the number from 1~10 and write them on the blackboard.2 Lead them to read and then ask Ss to count them one by one.3 If someone counts the wrong number or doesn 't know how to count,I will give him/her a punishment to jump and other students help him/her to count together.Step 3 Practice1 Look at the calendar on the book and read the numbers follow the Twith the fingers pointing to the words.2 Lead Ss to do some mathematic like:One + two = threethree + five = eightone + five = sixStep 4 HomeworkTo remember the numbers. The 2nd PeriodI Teaching task: Unit3 Part A ( b )II Teaching steps:seven － two = five four － one = three ten － five = fiveStep 2 Presentation1 Review the numbers.2 Introduce the new words with Flash cards. Show an opaque bag with small objects in it in my bag. Oh! It is a ball. Is there only one ball? No? There is another ball. Let 's count. How many balls? One ball, twoballs, three balls. Etc.3 Teach the vocabulary using the flash cards or toys.. This T: This is a car . Say “car ”. Repeat follow me. Car . I have a car ismy car .4 Keep asking “How many? ”Focus on the plurals: one bus, two busesT: How many robots?S1: I have two robots.Step 3 Practice1 Listen to the CD and read the words.The 3rd PeriodI Teaching task: Unit 3 Part A (c)II Teaching steps:1 Greeting.2 Play a game.Step 2 Presentation1 Review the words with Flash cards2 Write the numbers on the board first, then the words. Let pupils point and read the words.Correct their pronounciation when necessary.T: Who would like to be a teacher? Let 's count together . Group A, say the numbers. Listen carefully: Three. This is three. Repeat. Three. Very good. Etc.3 Rub out the words only. Try to get Ss to say the numbers in random. Demonstrate first, then ask Ss to come up.4 In order to keep Ss 'attention, come to the board, then suddenly rub out different numbers and get Ss to say the missing words. (numbers). Continue until you have rubbed out all the numbers. Get Ss to count from one to ten in groups and individually.Step 3 PracticeUse number cards to match the numbers and words. Draw out a cardand a toy from your bags.The 4th PeriodI Teaching task: Chapter 3 Part BII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 Review the new words with Flash cards.2 Lead students to count numbers one by one.3 Listen to the CD and read Part A.Write down the basic sentence:I have …4 Ask Ss to look at the pictures and count how many Peter/Tom/Mary has.5 Ask Ss to make up a short dialogue in groups.e.g. I have a robot.I have nine balls.To underline we use a/an instead of one for singular nouns and we add s in the end.Put es on the end of plural nouns which ending in s, sh, ch, x or z and some nouns ending in O.Step 3 PracticeThe5th Period I Teaching task: Chapter 3 Part CII Teaching steps:toys2 Review the new words.Step 2 Presentation.1 Arouse pupil 's interest in reading by asking one or two questions about the story.What are the children playing with?What toys can you see?2 Listen to the CD and ask pupils to answer:Whose house is it?What toys does Danny have?Are Danny 's robot big?Is Sue 's robot big?3 Interpret the story and read one sentence by one sentence.Step 3 Practice1 Listen to the CD and read the story.2 Lead pupils to read the story.3 Ask pupils to read by themselves.Step 4 Homework.The 6th PeriodI Teaching task: Chapter 3 Part D& PhonicsStep 1 Warming up activities.1 Greetings.Step 1 Warming up activities.1 Greetings.2 Listen to the CD and read Part C.Step 2 Presentation1 Lead Ss to read the story.2 Ask Ss to answer the questionsHow many pigs does Danny have?Who has five robots?Who has a big robot?3 Ask Ss to read the story together.4 Finish Part D & check the answers.5 Get pupils to look at my mouth while pronounce the |b| sounds or play video in the Super E-book.Step 3 Practice1 Play the phonics game in the Super E-Book.2 Ask pupils to look for one more word for each sound (ball, Pippy).3Tell pupils to hold a piece of paper in front of their mouths when they say the |b| and |p| sounds. The paper will move when they say |p|, because more air should be pushed out of the mouth.The 7th PeriodI Teaching task: Chapter 3 Part Eand |p|2 Review the new word.Step 2 Presentation1 Ofer an opaque bag full of toys and ask some Ss to get someone, then say the sentence.e.g. I have a doll.I have two robots.2 Also ask someone to get a toy from the bag and ask other Ss to guess what she/he has.e.g. She has five cars.He has two robots.3 Listen to the CD and read PartE.4 Ask Ss to look at the 4 pictures in Part E and write the right name in the blanks. Step 3 Practice1 Lead Ss to read the Part E again.Play the phonics game in the Super E-Book.2 Ask Ss to make up a short passage about Sam and Tina with pictures. The 8thPeriodI Teaching task: Chapter 3 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the numbers 1-10.Step 2 Presentation1 Count the numbers group by group.2 Write these numbers on the blackboard and ask someone to read.3 Look at the picture on P18 and ask how many teddy bears there are.4 Play the CD and listen.5 Teach Ss to sing the song one sentence by sentence.6 Lead them to dance with the music.Step 3 Practice1 T leads Ss to sing and dance for 3 times.2 Choose some students to perform in the front.3 The whole class sing and dance follow the music.Step 4 HomeworkTeaching PlanI Teaching content:Chapter 4 My pencil caseII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions. Words: a pen a pencil a ruleran eraser a sharpener a pencil casered blue yellow pink browngreen black whiteExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students 'abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students 'ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player , toysV Time allotment:The 1stPeriod I Teaching task: Chapter 4 Part A (a)II Teaching steps:Step 1 Warming up activities.1 Greetings.Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 Teaching the colours with the flash cards. Demonstrate by naming the colour of an object in the classroom. Match it with the correct flash card. Repeat with all the colours.T: Look! I have a pen. What colour is it? It is red. Show me/Point to something red in the classroom. The card is yellow. The pencil is yellow. Can you show me something yellow? What is black? What is white? The pen is black. The wall is white. My shoes are black. My hair is black. Etc.2 Now teach the vocabulary. First show the flash cards with the words covered. Then write the words on the board and teach pronunciation. Rub out the words and get pupils to say the words.T: Read after me. P-E-N. Pen.Who can spell“pen ”?Step 3 Practice1 Listen to the CD and repeat.2 Ask Ss to make a phrase with the words of school things and colours.Step 4 HomeworkThe2nd Period I Teaching task: Chapter 4 Part A (b)II Teaching steps:2 Sing a song.theStep 2 Presentation1 Review the new words.a) Look at the flash cards and read.b) Compete who can read the words fastest.c) T leads Ss to read again.2 Introduce pupils to the article “an ”.T: Speak after me. Be very careful: an apple, an eraser , an elephant, Pencil? A pencil? Pen? A pen. Eraser? An eraser .3 Introduce it and they.T: I have a pencil sharpener . What colour is it?It is Pink./ One ∙∙∙ It is …/ TWO …They are …/ Three …They are …Step 3 Practice1 Play a game.Give PuPils key WOrds, then ask them tO make sentences. e.g. TWO, ruler Pink. I have tWO rulers. They are Pink.SteP 4 HOmeWOrkThe 3rd PeriOdI Teaching task: ChaPter 4 Part A (c)II Teaching stePs:2 Sing a song.Step 2 Presentation1 Review the new words.2 Ask Ss to make sentences with these words.Step 1 Warming up activities.1 Greetings.Step 1 Warming up activities.1 Greetings.3 Introduce when a name/she/he is at the beginning of a sentence, we will use “has ”instead of “have ”.e.g. May has two pencils.She has a ruler . He has five erasers.Step 3 Practice1 Show them key words, let Ss make sentences.e.g. Tom, three, pen, red. Tom has three pens. They are red.2 Write these sentences on the bb and lead Ss to read.Draw three big circles on the board. The representatives write quantity in the circile and the object in the third circle. The groups get five points for writing the words correctly. I f they can say the sentences correctly, they can get an extra ten points.Step 4 HomeworkThe4th Period I Teaching task: Chapter 4 Part A & BII Teaching steps:theStep 2 Presentation1 Review the words.a) with flash cards.b) listen and repeat.c) make sentences.2 Ask Ss to look out the picture on P20.Q: a) How many children are they?b) Who are they?c) What does Peter have?d) What does Mary have?3 Listen and read the dialogue.Step 3 Practice1 Ask questions about Sally and Tom.a) What does Sally have? b) What colour are they?c) What does Tom have? d) What colour are they? Step 4 Homework Read the dialogue and recite.The 5th PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 Review the words.2 Show a pencil case and ask Ss to say what is in it.e.g. three pencils, a sharpener , two green erasers, no pens.3 Ask Ss to look at the pictures on P21.Q: a) Where are the children? b) What are they waiting for?4 Listen and answer .Qs: a) Why can 'tTom play with Charlie?b) Where is Charlie in Picture 3?c) In picture 3, is the school bag Charlie 's?d) In picture 3, is the pencil case Charlie 's?5 Interpret the story and read the story one sentence by one sentence. Step 3 Practice1 Listen and read.2 Check pupils 'answer of Part D.3 Read the story again.Step 4 HomeworkRead the story and recite.The 6th PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Ask Ss to answer questions.a) What are the children doing?b) Whose pencil case does Charlie have?c) What happened later?2 Listen to the CD and read.3 Pick out the important points.a) come and playb) ThiS isn '…c) Oh, dear!d) the next day.4 Lead Ss read the above sentences.Step 3 Practice1 Ask Ss to read the story by themselves.2 Invite some Ss try to retell the story with their own words.3 Lead them to act the story.Step 4 HomeworkRecite the story.The 7th PeriodI Teaching task: Chapter 4 Part D & PhonicsII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Listen and read the story.2 Look at the picture on P22 and talk about what they are in the pencil case.3 Ask Ss to write the names.4 To check the answers.5 Get pupils to look at your mouth while you pronounce the /e/ sound or play he video.T: Look at my mouth.6 Play the phonics game.7 Ask pupils to say the words hen and bed.Make sure they pronounce the words correctly./e/ /en/ /hen//e/ /ed/ /bed/Step 3 Practice1 Ask pupils to imagine that they are making a hesitation sound ‘eh '.As if do not know the answers to the T 's question.2 Ask pupils to say other known words with the same sounds.Step 4 HomeworkRecite the storyThe 8th PeriodI Teaching task: Chapter 4 Part EII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 Go through Tom 's description with pupils. Ask questions to check their understanding.a) How many pencils does Beeno have?b) What colour are they?c) How many erasers does Beeno have?d) What colour is it?2 For less able pupils, you can write down key words on the board for their reference.e.g. five, black, pencils.3 Tell pupils to draw and colour the stationery in Beeno 's pencil case. Go round the class checking their understanding.4 Ask pupils to listen to Tom 's description of the stationery in Ting Ting 's pencil case. They write down the number of things in Ting Ting 's pencil case.5 Check pupils 'answers to Part E.Step 3 Practice1 Let a student to be a little teacher , the other students read after him/her .2 Let students read the texts one by one.Step 4 HomeworkRecite the storyThe 9th PeriodI Teaching task: Chapter 4 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.。
朗文英语听说教程1 Unit1听力原文
Unit1HappinessPart 1Teacher: Hi, good morning. Did you hear about the lottery winner last night? The man won…what? … Two million dollars…?Student: No, three.Teacher: Three million dollars? Three million. That's a lot of money isn't it? Do you think that three million dollars would make you happy? … I'm asking you this because when you ask people what they need to be happy, many people will answer" more money!" We assume that money will make us happier. But is this true? Will winning the lottery help you achieve happiness?Today we're going to look at the idea of happiness, at the psychology of happiness--what makes some people happier than others. We'll look at three personality factors that we find in happy people. To find out about these personality factors, psychologists talked to hundreds of people. Now, first, they asked the people how happy they felt--you know, from "very happy" to "not happy at all." Then they asked some more questions, They wanted to find out about people's personalities, such as their attitudes about life, and so on. They looked at the differences between happy people and unhappy people. They found three factors that are very important for achieving happiness. So…let's look at those factor s now.The first personality factor is that happy people are…satisfied with themselves. This means that they like themselves as they are, and they’re happy with what they have. Happy people may not like everything about their lives-they may be a little bit overweight, or may not have the best job, or may not live in a big, fancy house, but they don't need to change those things to be happy. They think more about the things they are satisfied with, not the changes they want to make. This feeling of happiness comes from the inside, not from something outside.Part 2Teacher: So…happy people feel satisfied with themselves. On the other hand, unhappy people are often dissatisfied with themselves. They...uh...feel that something must change so they can be happy. They think if they lose some weight orget a better job or a nicer house they will be happy. They are always looking for something outside themselves to make them happy.But the problem is-they never find it! No matter what they get, they're still dissatisfied and unhappy.The second personality factor is that happy people are optimistic-they look at the positive side of life, not the negative. Now, we all have problems, whether we're happy or not. But when happy people have problems, they assume that things will improve. They don’t worry a lot and think about all the bad things that can happen. Instead, they have a positive attitude. However, unhappy people are the opposite. They are not optimistic and don't have a positive attitude. When they have a problem, they think about how bad everything is and assume that it'll get worse. So they make themselves even more unhappy when they think about all the bad things that might happen.Finally, the third personality factor is that happy people have good relationships with other people. They try to have close, loving relationships with friends and family. Studies show that close, loving relationships are one of the most important factors in achieving happiness. So happy people don't spend all their time building their careers or trying to make money. They also spend time building relationships with friends and family. Now, on the other hand, unhappy people don't have as many close relationships. They may have trouble making friends. Or they may spend all their time working and then find that they're very lonely and unhappy. But for whatever reason, they don't have close relationships and this makes them unhappy. So…what does this tell us? Well, if you want to be happier, don't assume that winning the lottery will help. There are other, more important factors for achieving happiness. Now, let's take a break, and when we come back we'll talk more about the factors that make a person happy…1.What did psychologists want to find out ?a.Which people are happyb.What makes people happyc.How people define happiness2.How do happy people feel about their lives?a.They like everything.b.They want to change.c.They are satisfied.3.Why are happy people optimistic?a.They have few problems.b.They don’t worry much.c.They have negative attitudes.4.What factor is most important for happiness?a.Good relationshipsb.A successful careerc.A lot of money5.Describe how psychologists learned what makes people happy.Psychologists asked hundreds of people how happy they are.Then they asked questi ons to find out about their personalities.They looked at the differences between hap py people and unhappy people.6.What three personality factors do happy people have?Happy people are satisfied with themselves.They are also optimistic about their prob lems.In addition,they have good relationships with their friends and family.。
朗文1A-6B单词汇总
a 一个dog afternoon 下午bird am 是cat and 和rabbit boy 男孩hamster card 卡片turtle children 孩子们pet girl 女孩lovely good 好的like goodbye 再见seed hello 喂，你好fish I 我this is 是these know 知道that Miss(n.)小姐，女士those morning 早晨，上午next my 我的bone name 姓名carrot please 请day present(adj.)出席的，在场的away sir 先生colour spell 拼写for teacher 老师thank 谢谢sofa this 这，这个table we 我们chair welcome 欢迎cupboard what 什么box you 你shelf your 你的drawer hat are 是bag book 书bed brother 兄弟bad classmate 同班同学Dad come 来sad father 父亲on fine 好的，满意的in friend 朋友near he 他under here 这里where hi 嘿，喂，嗨It is how 怎样Isn't in 在……里面Is not chapter 1chapter 2cha chaplook 看they are love 爱aren't me 我are not meet 遇见，相逢mother 母亲hippo nice 令人愉快的lion she 她elephant sister 姐妹zebra to （介词）到snake too 也panda with 和……一起kangaroo penguin about 关于，有关monkey ball 球tiger big 大的tail bus 公共汽车vet but 但是wing car 小汽车grass doll 玩具娃娃tree eight 八sky five 五water four 四grey go 去fly has 有（三单）van have 有some it 它many little 小的how many nine 九there one 一they only 只有，仅仅eleven pig 猪twelve robot 机器人thirteen see 看见fourteen seven 七fifteen six 六sixteen teddy bear 玩具熊seventeen ten 十eighteen three 三nineteen two 二twenty yes 是，是的eat again 再sleep an 一，一个fight bag 包，袋，书包climb bed 床fly black 黑色readchapter 3chapter 4Chap Chapblue 蓝色sing brown 棕色draw bye 再见jump bye-bye 再见do cannot 不能hop can’t 不能（缩写）swim dear 亲爱的run eraser 橡皮擦skip game 游戏sit green 绿色cut hen 母鸡get isn’t 不是nose not 不，没，不是ear now 现在long orange(adj.)橙色silly pen 钢笔sky pencil 铅笔zoo pencil case 铅笔袋lap pink 粉色nap play 玩rap red 红色silly right 正确的ruler 尺，直尺cook sharpener 削笔器play sorry 对不起watch start 开始wash the (特指)这，这个make they 他们ride well 好dance white 白色write yellow 黄色wake take another 另一个leave can 能have climb 爬football draw 画（画）TV English 英语plane fast 快速地bicycle find 找到video go(n.)尝试，成功photo help 帮助kitchen jump 跳living room kite 风筝garden king 国王bedroom late 晚的，迟的bathroom miss(v.)错过house chapter 5Chapno 不，不是room read 读，阅读evening run 跑Grandpa sad 伤心的，悲伤的Grandma sing 唱歌father skip 跳跃mother swim 游泳Mum turn 顺次，次序today walk 走，步行wet write 写beautiful all 所有的cap aren’t 不是dress arm 手臂，胳膊dumpling at (介词)在fashion curly 卷曲的her ear 耳朵his eye 眼睛jacket fat 肥胖的jeans feet 脚(复数)jumper foot 脚off glasses 眼镜purple hair 头发shirt hand(n.)手shoe head 头shorts knee 膝盖skirt leg 腿sock long 长的trousers mouth 嘴T-shirt nose 鼻子wear rude 粗鲁的youngshort 矮的shoulder 肩膀show 演出，节目small 小的tall 高的that 那，那个thin 瘦的toe 脚趾twins 双胞胎who 谁Chapter 6Chap狗also 也鸟ask 问猫ferry 渡船兔子get 变成；得到仓鼠group 组乌龟into 进入；成为宠物join 参加可爱的LRT 轻轨像，喜欢minibus 小型公共汽车种子MTR 地铁鱼pupil 小学生这个school bus 校车这些taxi 出租车那个train 火车那些tram 有轨电车下一个骨头，石头agree 同意胡萝卜Chai Wan 柴湾天离开颜色everyone 每个人为了，长达Hong Kong 香港岛I’m 我是沙发Kowloon 九龙桌子Kwun Tong 观塘椅子live 居住柜子Mong Kok 旺角盒子New 新界架子number 号码；数字抽屉Sha Tin 沙田帽子special 特殊的，特别的包telephone 电话床there’s 有坏的Tsuen Wan 荃湾爸爸Tuen Mun 屯门难过Wan Chai 湾仔在…上面在…里面caretaker 保安，管理人在…附近中文课；在…下面中国人哪里driver 司机在哪里，这是friendly 友好的不是hawker 街边小贩不是helper 帮忙人chapter 1chapter 2 chapter 1Chapter 2different 不同的Chapter 3Chinese他们在哪里，他们是提供帮助的，不是乐于帮忙的不是her 她的hurry 匆忙去（某地）河马job 工作狮子Maths 数学大象Mr 先生斑马Mrs 女士（已婚）蛇Music 音乐熊猫OK 好的袋鼠PE 体育企鹅prefect 学长、监督生猴子recess 课间老虎stop (v.)停止尾巴that’s 那是兽医think 想；认为翅膀try 尝试，试试草地unfriendly 不友好的树unhelpful 不爱帮忙的天空unkind 不友善的水灰色飞worry 担心小型货车you’re 你是一些许多的address 地址多少age 年龄那里alarm 警报，警铃他们building 建筑物；房屋十一cook 厨师十二Daddy 爸爸十三dentist 牙医十四doctor 医生十五drink 饮料；喝十六fire 火十七fireman 消防员十八form 表格十九gun 枪二十hose 橡皮软管housewife 家庭主妇吃inside 在里面睡觉key 钥匙打架leave 离开爬minute 分钟飞more 更多的读书Mummy 妈妈Chapter 3Chapter 4helpful who’s 谁是Chapter 4唱歌nurse 护士画画people 人跳policeman 男警察做什么policewoman 女警察跳record (n.)记录游泳ring 铃响跑rob 抢劫，抢夺跳save 救坐sex 性别切shop 商店得到station 站，所，局鼻子sun 太阳耳朵tea 茶长tie 领带傻top 顶端天空wait 等动物园waiter （男）服务生大腿waitress （女）服务员打盹what’s 是什么轻拍，轻打work (v.)工作愚蠢的banana 香蕉做菜bike 单车玩classroom 教室看duck 鸭子洗feed 喂制作flower 花骑full 满的跳舞funny 幽默的写字litter 垃圾醒来noise 噪音取，拿path 小路，小径离开pick 采，摘有rule 规则足球shall 将电视sign 标志，指示牌飞机them 他们自行车throw 扔录像带us 我们相片why 为什么厨房yummy 美味的，好吃的客厅花园air 空气卧室bark 狗吠浴室behind 在…后面房屋between 在…之间Chapter 5Chapter 6chapter 5房间cloud云傍晚entrance入口爷爷，外公exit出口奶奶，外婆ground地面爸爸high高妈妈in front of在…前面妈妈park公园今天playground操场潮湿pond池塘push推Chapter 6美丽的see-saw跷跷板鸭舌帽slide滑梯连衣裙snack bar小食店饺子swimming pool游泳池时装swing摆动，摇摆她的tennis court网球场他的touch触摸夹克牛仔裤毛衣脱掉紫色衬衣鞋子短裤短裙袜子裤子T恤穿年轻的。
香港朗文小学英语教材
香港朗文小学英语教材教材单元第一单元第二单元第三单元第四单元第五单元第六单元第七单元教材单元第一单元香港朗文小学英语1A教材教学内容研究内容语法知识各种打招呼的方式句子开头和句中人名字母的大写询问姓名和年龄特殊疑问词的用法辅音字母c / k、g的发音学校里不同职务的人的称呼人称代词的用法向他人介绍自己的朋友或老师辅is / am / are的用法音字母m、n的发音研究用品的名称名词的单复数形式描述自己和他人文具用品的数量have / has的用法辅音字母b、p的发音校内设施的名称指令性语言听懂并正确回应老师的不同指令动词和介词的搭配子音字母d、t的发音身体部位形容词介绍别人并对别人特性举行描述描述词性物主代词的用法元音字母i的短音发音动物名称指示代词this / that表达自己的喜好复数形式XXX的用法元音字母a的短音发音水果称号不定冠词a / an的用法11-20的数字There be句型的用法子音字母f、v的发音香港朗文小学英语1B教材教学内容研究内容语法知识常见玩签字称连词and的用法对物品的颜色举行描述It is与They are的用法元音字母e的短音发音复is / are & have / has各类衣服的名称名词所有格询问和表达某物是某人的Is this与Are these的用法字母s以及字母组合sh的发音一般疑问句的肯定和否定回答公园里的动植物和各类设施的名称定冠词the与不定冠词a / an的用法观察并表达物体的位置方位介词in,on,under,near的区别元音字母u的短音发音特殊疑问词where的用法常见动物园里的动物名称特殊疑问词How many的用法询问并回答关于动物的数量代词Some，all的用法子音字母z的发音常见举措及其目前分词体式格局现在进行时态询问并回答某人正在做什么温人称代词辅音字母l、r的发音更多常见动作及其现在分词形式巩固复现在进行时态表达不同人正在做不同的事情复介词辅音字母w和字母组合XXX的发音感觉、感受类及食品饮料类词汇一般疑问句讯问别人的感受并提出建议Let's句型的用法元音字母o的短音发音重难点指数★★★★XXX★★★XXX★★★★★★XXX★★★★★★★★重难点指数★★★★★第二单位★★★★第三单位★★★★第四单位★★★第五单位★★★★★第六单位★★★★★第七单位★★★香港朗文小学英语2A教材教学内容教材单位进修内容常见公家地址的称号祈使句的肯定和否定表达第一单元公共场合标志牌的介绍动词短语字母组合ar的发音产生在公共场所的动词和动词短语第二单元公家场所的行为举止请求介词at，on，in的用法字母组合a_e的发音常见食品称号第三单位辨别可数与不成数名词XXX和字母组合ch的发音可数与不可数名词There be句型一般疑问句以及肯定和否定回答Do you like。
朗文英语1A-Chapter-1
Period 1 Made by 梁倩滢
Enjoy a song~!
Hello.
Hi.
早上好
Good morning. Good morning.
中午好
Good afternoon. Good afternoon.
Goodbye！
Bye！
Miss
Sir
Good morning.
Good morning
.
Practice: Choose.（选择）
Miss
Sir
Good afternoon , children.
Good afternoon ,
Brown.
Words
boy
girl children
Miss
Sir
Sentences
What is your name?
Good morning,__si_r__.
Question2: What are they doing? Morning roll call!(早点名)
Tom.
Present, sir.
Good morning.
What is your name? My name is Beeno.
Question3:What is his name?
G1
G2
Competitionຫໍສະໝຸດ Round 2G1
G2
Competition
Round 2
G1
G2
Let’s chant!
你好！你好！ Hello! Hello!
早上见面 morning!
Good
中午相见 Good afternoon!
朗文一年级1A教案
Teaching PlanⅠ.Teaching content: Chapter 1. Starting schoolⅡ.Teaching goals:1.Basic language goals:Ss could master the usage of all the words and expressions.Words: afternoon boy girl hello morning name teacher card children Miss Sir spell thank Expressions: Good morning/afternoon.Hello. I am Mary.Good bye.What is your name?2. Ability goal:To improve the Ss’ ability of listening and speaking. Students can make dialogues by themselves.3.Emotion goal:Cultivate the Ss’ability of group cooperation further. Stimulate the Ss’interest.Ⅲ. Main and difficult points1.Words and expressions: The basic language point of Chapter 1.2.Grammar focus: Moral and Civic Education;good manners.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st. PeriodⅠ. Teaching task: Chapter 1 PartAⅡ. Teaching steps:Step 1. Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls. I am Jacky,your Englishteacher. Can you greet me?Say “Hello,Jacky.”who would you like to greet me? You’re . Do you know my name?Can you greet me?P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2. Presentation1.Write your name on the board.2.put on a name card(on a string arond your neck.)Keeping repeating My name is...T:What is your name?Do you have an English name?Who has already got an English name?Hands up!What is your English name?P1：My English name is Mary.T:Hello,Mary.Anybody else?P2:I am...T:Good morning,...3.Write some common English names on the board.Then speak to pupils who don’t have an English name.T:Look at these names.You can choose one you like.You can use it in the classroom.You can write the name.then you can take it home and show your parents.you’re... How about Kevin or Kelvin？Step 3. PracticeMake a short dialogue.The 2nd PeriodⅠ. Teaching task: Chapter 1 Part BⅡ. Teaching steps:Step 1. Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls. I am Jacky,your Englishteacher. Can you greet me?Say “Hello,Jacky.”who would you like to greet me? You’re . Do you know my name?Can you greet me?P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2. Presentation1.Try adressing different pupils,greeting them and getting them to introduce themselves. Less able pupils can do this in groups to build up confidence.T: Good morning/afternoon,Group B.P: Good morning/afternoon,Jacky.2.Write Good morning/afternoon on board.Keep practising this and other expressions around the class.3.Write key words and expressions on the board.4.Encourage pupils to repeat the phrases and sentences afteryou,acting roles.Step 3. PracticeListen to the tape.what can you say?The 3rd. PeriodⅠ. Teaching task: Chapter 1 PartCⅡ. Teaching steps:Step 1. Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls. I am Jacky.Say “Hello,Jacky.”who would you like to greet me? You’re . Do you know my name?Can you greet me?P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2. Presentation1.Arouse pupils’interest in reading by asking one or two questions about the story.T:Do you know who Beeno is?Can you point to Beeno?2.Pre-teach the key words and give the classroom language for teaching them,eg:spell,present.3.Tell pupils to read the story once silently.4.Ask question about the story.①Who is the teacher?(peter)②In picture one is it morning or afternoon?③There are four children.do you know their name?Can you tell me one name?④How do you know?Tell me a girl’s/boy’s name.Step 3. Practice1.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.2.Ask pupils to spell their names.3.Check pupils answers to Part DThe 4th. PeriodⅠ. Teaching task: Chapter 1 PartDⅡ. Teaching steps:Step 1. Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls. Say “Hello,Jacky.”who would you like to greet me? You’re . Do you know my name?Can you greet me?2.Review the story.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.Step 2. Presentation(Phonics)1.Get pupils to look at my mouth while you pronounce the/g/sound or play the video in the Super E-Book.Lool at my mouth. Say after me.2.Play the phonic game in the Super E-Book.3.Ask the pupils to look for anther word with the same sound(goodbye.)4.Suggest English names that pupils can use in the class beginning with the same sound.T:Does everyone have a name beginning with a/g/sound?Can you tell me who has a name beginning with /g/?Here are some names:Gary,Gilbert,Gordon,Grace【Write them on the board.】Step 3. PracticeAsk pupils to say other known words with the same sound.The 9th. PeriodⅠ. Teaching task: Chapter 1 Part EⅡ. Teaching steps:Step 1. Warm-upDaily greeting.T: Hello, boys and girls.Ss: Hello, Lucia.T: What’s your name ?Ss: My name is Mary.Step 2. Presentation1. Revise learnt expressions by greeting different pupils and getting them to introduce themselves.T: What is your name ?S1: My name is _______.T: Good afternoon,________.S1: Good afternoon, Lucia.2.Lead pupils to do pair work like the above mentioned.3.Go round the class to check pupils’ understanding.4.Make a name card for your partner.Step 3. PracticeMake a short dialogue.Teaching PlanⅠ.Teaching content: Chapter 2. Nice to meet youⅡ.Teaching goals:2.Basic language goals:Ss could master the usage of all the words and expressions.Words: my father my mother my classmatemy brother my sister my friendExpressions: This is ______.Nice to meet you.Nice to meet you, too.How are you?I am fine, thank you. How are you ?I am fine, too.2. Ability goal:To improve the Ss’ ability of listening and speaking. Students can make dialogues by themselves.4.Emotion goal:Cultivate the Ss’ ability of group cooperation further. Stimulate the Ss’ interest.Ⅲ. Main and difficult points3.Words and expressions: The basic language point of Chapter 2.4.Grammar focus: Customary greetings.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st PeriodⅠ. Teaching task: Chapter 2. Part A (1)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step 2.Presentation1.Play a game: T says, Ss do.2.T shows the pictures and lead the Ss to read the words.( T writes the words on the blackboard.)3.Ask Ss to read the words group by group to see which group isthe best.4.Teach Ss how to act the different roles. As a teacher reads thewords, the Ss do the action, then ask some students to be alittle teacher.5.T points the words, Ss read them out.Step3. Practice1.T shows the pictures, Ss read the words.2.Ask Ss to read the words by themselves.The 2nd PeriodⅠ. Teaching task: Chapter 2. Part A (2)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step2. Presentation1.Sing a song together.2.Review the words of family members. ( father mother brothersister me )3.T shows the pictures, Ss say the words.4.T says the words, Ss catch the pictures.5.Teach Ss how to introduce people with the pattern “This is _____”6.Lead Ss to read the above pattern.7.Ask Ss to introduce their friends to all the classmates in the front.Step3. Practice1.Ask Ss to read the words and sentences.2.T shows other photos of pupils, Ss say “This is______”The 3rd PeriodⅠ. Teaching task: Chapter 2. Part A (3)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step2. Presentation1.Teach “he” and “she”. Through the pictures to be clear aboutthese two words.2.Give examples to introduce others with the two words.Eg: He is my classmate. She is my sister.3.Ask Ss to introduce their partners with this pattern:This is Peter. He is my brother.This is Cherry. She is my sister.Step3. Practice1.Lead Ss to read the sentences on the blackboard.2.Listen to the CD and read the dialogue in Part A.Step4. HomeworkAsk Ss to draw a picture about their families and describe.The 4th PeriodⅠ. Teaching task: Chapter 2. Part A (4)Ⅱ. Teaching steps:Step1. Warm- up1. Daily greeting:T: What is your name?Ss: My name is _______.2. Sing a song.Step2. Presentation1.Ask Ss to show their pictures about their family members, andtry to introduce them in this way.2.T shows the Flash cards, Ss read the words out together, andthen pick up one group to read the words one by one.3.Look at the books and ask Ss to say the content of Part A about:Where is it? Who are they? What are they doing?4.Listen to the CD and read the dialogue.5.T leads them to read one sentence by one sentence.Step3. PracticePlay a game.T draws a picture about family members on the blackboard. Firstly, ask Ss to recognize who they are (father? mother? brother? or sister?)The 5th PeriodⅠ. Teaching task: Chapter 2. Part BⅡ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.Take out a photo and ask Ss to do introduction with “This is_____” or “He/She is ______.”2.Listen to the CD and read Part A.3.Ask Ss to look at the pictures carefully to make themselves beclear about the relationships of these people.4.Lead them to say out these children’s relationships like:This is ________. He/She is my friend.Step3. Practice1.Write the right answer of Part B and ask Ss to copy bythemselves.2.Check their books.Step4. Thought after classThe 6th PeriodⅠ. Teaching task: Chapter 2. Part CⅡ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.Ask Ss to look at pictures on P1 and P2 and answer Qs:What is the bee’s name? (Beeno.)What did Mary lost? (Her book. )Which class did Mary in? (Class1A.)Who is Betty? ( Mary’s classmate. )2.Listen to the CD and ask Ss to talk about the main content ofthis story.3.Lead Ss to read the story one sentence by one sentence.Step3. Practice1.Listen to the CD and read.2.Ask Ss to read the story follow the T.3.Ask Ss to read together.The 7th PeriodⅠ. Teaching task: Chapter 2. Part D & PhonicsⅡ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.Listen to the CD and read Part C.2.Ask some questions:Which class does Mary in?What is the meaning of “friend”?What does “classmate” mean?3.Ask Ss to finish Part D.4.Check the answer.5.Let Ss to look at T’s mouth when pronounces /h/Step3. Practice1.Play the phonics game.2.Ask Ss to say more words with the sound of /h/3.Listen to the CD and read Part D.The 8th PeriodⅠ. Teaching task: Chapter 2. Part E & T ask FⅡ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, Lucia.T: How are you?Ss: Fine, thank you.Step2. Presentation1.Revise the greeting expressions learnt in this chapter by greetingSs2.Ask Ss to do pair work.3.Check the answers of Part E.Step3. Practice1.Tell the main idea of the song in Part F.2.Listen to the CD and sing the song.3.Play the song and tell pupils to follow the words with theirfingers.4.Play the song again and ask Ss to sing along.Step4. Thought after classThe 9th PeriodⅠ. Teaching task: Revision (Chapter 2.)Ⅱ. Teaching steps:Step1. Warm- up1.Daily greeting:Ss: Hello, teacher.T: Nice to meet you.Ss: Nice to meet you, too.2. Sing a song < I love my family>Step2. Presentation1.T does the actions and Ss say the words to revise Good morning/Good afternoon/ Good evening.2.Play a game to revise the basic sentences.What is your name? My name is _________.Step3. Practice1.Listen to the CD and read Part A.2.Ask some Ss to recite the dialogue.3.Listen to the CD and read Part C.4.Point to the important sentences of story in Part C and read forseveral times.Step4. Thought after classThe 10th PeriodI Teaching task: Revision C ( Chapter 2 )II Teaching steps:Step1 Warming up activities1 Daily greeting.2 Sing a song ( I love my family).Step2 Presentation’1 T show s the Flash cards, Ss read the words out.2 Ask Ss to make sentences with the words like:This is Peter.He is my classmate.3 Recite Part A together.4 Read the story in Part C and answer the questions.①Which classs is Mary in?②What did Mary lost?③What relationship are between Betty and Mary?Step 3 Practice1 Listen to the CD and read Part C.2 Point out the key words and expressions of the story write them on the blackboard and read again.Step 4 HomeworkRecite Part C.Teaching PlanI Teaching content:Unit 3 My toysII Teaching goals:Basic language goals:—Ss could master the usage of all words and expressions.Words: a doll a car a robot a balla bus a teddy bearone two three four fivesix seven eight nine tenExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students’ abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player, toysV Time allotment:—The 1st PeriodI Teaching task: Part A (a)II Teaching stepsStep1 Warming up activities1 Daily greeting2 Sing a song.Step 2 Presentation1 Introduce the number from 1~10 and write them on the blackboard.2 Lead them to read and then ask Ss to count them one by one.3 If someone counts the wrong number or doesn’t know how to count,I will give him/her a punishment to jump and other students help him/her to count together.Step 3 Practice1 Look at the calendar on the book and read the numbers follow the T with the fingers pointing to the words.2 Lead Ss to do some mathematic like:One + two = three seven－two = fivethree + five = eight four－one = threeone + five = six ten－five = fiveStep 4 HomeworkTo remember the numbers.The 2nd PeriodI Teaching task: Unit3 Part A ( b )II Teaching steps:Step 1 Warming up activities1 Greeting.2 Sing a song.Step 2 Presentation1 Review the numbers.2 Introduce the new words with Flash cards. Show an opaque bag with small objects in it in my bag. Oh! It is a ball. Is there only one ball? No? There is another ball. Let’s count. How many balls? One ball, two balls, three balls. Etc.3 Teach the vocabulary using the flash cards or toys.T: This is a car. Say “ car”. Repeat follow me. Car. I have a car. This is my car.4 Keep asking “How many?”Focus on the plurals: one bus, two busesT: How many robots?S1: I have two robots.Step 3 Practice1 Listen to the CD and read the words.The 3rd PeriodI Teaching task: Unit 3 Part A (c)II Teaching steps:1 Greeting.2 Play a game.Step 2 Presentation1 Review the words with Flash cards2 Write the numbers on the board first, then the words. Let pupils point and read the words.Correct their pronounciation when necessary.T: Who would like to be a teacher? Let’s count together. Group A, say the numbers. Listen carefully: Three. This is three. Repeat. Three. Very good. Etc.3 Rub out the words only. Try to get Ss to say the numbers in random. Demonstrate first, then ask Ss to come up.4 In order to keep Ss’ attention, come to the board, then suddenly rub out different numbers and get Ss to say the missing words. (numbers). Continue until you have rubbed out all the numbers. Get Ss to count from one to ten in groups and individually.Step 3 PracticeUse number cards to match the numbers and words. Draw out a card and a toy from your bags.The 4th PeriodI Teaching task: Chapter 3 Part BII Teaching steps:Step 1 Warming up activities1 Greetings.2 Play a game.Step 2 Presentation1 Review the new words with Flash cards.2 Lead students to count numbers one by one.3 Listen to the CD and read Part A.Write down the basic sentence:I have …4 Ask Ss to look at the pictures and count how many toys Peter/Tom/Mary has.5 Ask Ss to make up a short dialogue in groups.e.g. I have a robot.I have nine balls.To underline we use a/an instead of one for singular nouns and we add s in the end.Put es on the end of plural nouns which ending in s, sh, ch, x or z and some nouns ending in O.Step 3 PracticeThe 5th PeriodI Teaching task: Chapter 3 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the new words.Step 2 Presentation.1 Arouse pupil’s interest in reading by asking one or two questions about the story.What are the children playing with?What toys can you see?2 Listen to the CD and ask pupils to answer:Whose house is it?What toys does Danny have?Are Danny’s robot big?Is Sue’s robot big?3 Interpret the story and read one sentence by one sentence.Step 3 Practice1 Listen to the CD and read the story.2 Lead pupils to read the story.3 Ask pupils to read by themselves.Step 4 Homework.The 6th PeriodI Teaching task: Chapter 3 Part D& PhonicsII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Listen to the CD and read Part C.Step 2 Presentation1 Lead Ss to read the story.2 Ask Ss to answer the questionsHow many pigs does Danny have?Who has five robots?Who has a big robot?3 Ask Ss to read the story together.4 Finish Part D & check the answers.5 Get pupils to look at my mouth while pronounce the |b| and |p| sounds or play video in the Super E-book.Step 3 Practice1 Play the phonics game in the Super E-Book.2 Ask pupils to look for one more word for each sound (ball, Pippy).3Tell pupils to hold a piece of paper in front of their mouths when they say the |b| and |p| sounds. The paper will move when they say |p|, because more air should be pushed out of the mouth.The 7th PeriodI Teaching task: Chapter 3 Part EII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the new word.Step 2 Presentation1 Ofer an opaque bag full of toys and ask some Ss to get someone, then say the sentence.e.g. I have a doll.I have two robots.2 Also ask someone to get a toy from the bag and ask other Ss to guess what she/he has.e.g. She has five cars.He has two robots.3 Listen to the CD and read PartE.4 Ask Ss to look at the 4 pictures in Part E and write the right name in the blanks.Step 3 Practice1 Lead Ss to read the Part E again.Play the phonics game in the Super E-Book.2 Ask Ss to make up a short passage about Sam and Tina with pictures.The 8th PeriodI Teaching task: Chapter 3 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the numbers 1-10.Step 2 Presentation1 Count the numbers group by group.2 Write these numbers on the blackboard and ask someone to read.3 Look at the picture on P18 and ask how many teddy bears there are.4 Play the CD and listen.5 Teach Ss to sing the song one sentence by sentence.6 Lead them to dance with the music.Step 3 Practice1 T leads Ss to sing and dance for 3 times.2 Choose some students to perform in the front.3 The whole class sing and dance follow the music.Step 4 HomeworkTeaching PlanI Teaching content:Chapter 4 My pencil caseII Teaching goals:Basic language goals:—Ss could master the usage of all words and expressions.Words: a pen a pencil a ruleran eraser a sharpener a pencil casered blue yellow pink browngreen black whiteExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students’ abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player, toysV Time allotment:—The 1st PeriodI Teaching task: Chapter 4 Part A (a)II Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 Teaching the colours with the flash cards. Demonstrate by naming the colour of an object in the classroom. Match it with the correct flash card. Repeat with all the colours.T: Look! I have a pen. What colour is it? It is red. Show me/Point to something red in the classroom. The card is yellow. The pencil is yellow. Can you show me something yellow? What is black? What is white? The pen is black. The wall is white. My shoes are black. My hair is black. Etc.2 Now teach the vocabulary. First show the flash cards with the words covered. Then write the words on the board and teach the pronunciation. Rub out the words and get pupils to say the words.T: Read after me. P-E-N. Pen.Who can spell “pen”?Step 3 Practice1 Listen to the CD and repeat.2 Ask Ss to make a phrase with the words of school things and colours. Step 4 HomeworkThe 2nd PeriodI Teaching task: Chapter 4 Part A (b)II Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 Review the new words.a) Look at the flash cards and read.b) Compete who can read the words fastest.c) T leads Ss to read again.2 Introduce pupils to the article “an”.T: Speak after me. Be very careful: an apple, an eraser, an elephant, Pencil? A pencil? Pen? A pen. Eraser? An eraser.3 Introduce it and they.T: I have a pencil sharpener. What colour is it?It is pink./ One … It is …/ Two … They are …/ Three … They are …Step 3 Practice1 Play a game.Give pupils key words, then ask them to make sentences. e.g. Two, ruler, pink. I have two rulers. They are pink.Step 4 HomeworkThe 3rd PeriodI Teaching task: Chapter 4 Part A (c)II Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 Review the new words.2 Ask Ss to make sentences with these words.3 Introduce when a name/she/he is at the beginning of a sentence, we will use “has” instead of “have”.e.g. May has two pencils.She has a ruler. He has five erasers.Step 3 Practice1 Show them key words, let Ss make sentences.e.g. Tom, three, pen, red. Tom has three pens. They are red.2 Write these sentences on the bb and lead Ss to read.Draw three big circles on the board. The representatives write the quantity in the circile and the object in the third circle. The groups get five points for writing the words correctly. I f they can say the sentences correctly, they can get an extra ten points.Step 4 HomeworkThe 4th PeriodI Teaching task: Chapter 4 Part A & BII Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 Review the words.a) with flash cards.b) listen and repeat.c) make sentences.2 Ask Ss to look out the picture on P20.Q: a) How many children are they?b) Who are they?c) What does Peter have?d) What does Mary have?3 Listen and read the dialogue.Step 3 Practice1 Ask questions about Sally and Tom.a) What does Sally have? b) What colour are they?c) What does Tom have? d) What colour are they? Step 4 Homework Read the dialogue and recite.The 5th PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.—2 Play a game.Step 2 Presentation1 Review the words.2 Show a pencil case and ask Ss to say what is in it.e.g. three pencils, a sharpener, two green erasers, no pens.3 Ask Ss to look at the pictures on P21.Q: a) Where are the children? b) What are they waiting for?4 Listen and answer.Qs: a) Why can’t Tom play with Charlie?b) Where is Charlie in Picture 3?c) In picture 3, is the school bag Charlie’s?d) In picture 3, is the pencil case Charlie’s?5 Interpret the story and read the story one sentence by one sentence. Step 3 Practice1 Listen and read.2 Check pupils’ answer of Part D.3 Read the story again.Step 4 HomeworkRead the story and recite.The 6th PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.—2 Sing a song.Step 2 Presentation1 Ask Ss to answer questions.a) What are the children doing?b) Whose pencil case does Charlie have?c) What happened later?2 Listen to the CD and read.3 Pick out the important points.a) come and playb) This isn’t …c) Oh, dear!d) the next day.4 Lead Ss read the above sentences.Step 3 Practice1 Ask Ss to read the story by themselves.2 Invite some Ss try to retell the story with their own words.3 Lead them to act the story.Step 4 HomeworkRecite the story.The 7th PeriodI Teaching task: Chapter 4 Part D & PhonicsII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Listen and read the story.2 Look at the picture on P22 and talk about what they are in the pencil case.3 Ask Ss to write the names.4 To check the answers.5 Get pupils to look at your mouth while you pronounce the /e/ sound or play he video.T: Look at my mouth.6 Play the phonics game.7 Ask pupils to say the words hen and bed.Make sure they pronounce the words correctly./e/ /en/ /hen//e/ /ed/ /bed/Step 3 Practice1 Ask pupils to imagine that they are making a hesitation sound ‘eh’. As if do not know the answers to the T’s question.2 Ask pupils to say other known words with the same sounds.Step 4 HomeworkRecite the storyThe 8th PeriodI Teaching task: Chapter 4 Part EII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 Go through Tom’s description with pupils. Ask questions to check their understanding.a) How many pencils does Beeno have?b) What colour are they?c) How many erasers does Beeno have?d) What colour is it?2 For less able pupils, you can write down key words on the board for their reference.e.g. five, black, pencils.3 Tell pupils to draw and colour the stationery in Beeno’s pencil case. Go round the class checking their understanding.4 Ask pupils to listen to Tom’s description of the stationery in Ting Ting’s pencil case. They write down the number of things in Ting Ting’s pencil case.5 Check pupils’ answers to Part E.Step 3 Practice1 Let a student to be a little teacher, the other students read after him/her.2 Let students read the texts one by one.Step 4 HomeworkRecite the storyThe 9th PeriodI Teaching task: Chapter 4 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.。
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Question2: What are they doing? Morning roll call!(早点名)
Tom.
Present, sir.
Good morning.
What is your name? My name is Beeno.
Question3:What is his name? Spell your namBeee,npolease.
你好！你好！ Hello! Hello! 早上见面 Good morning! 中午相见 Good afternoon! 放学回家说 Goodbye！
Try to act!
good morning good afternoon
goodbye
oo
Listen and watch
Homework
Question1: What can you see?
1.teacher. (sir) 2.Boys and girls. (children) 3.Morning.
Good morning, boys and girls. I am your teacher.
Good morning,__si_r__.
B,B….
We know , B-E-E-N-O , Beeno !
Good, B-E-E-N-O , Beeno ! Welcome, Beeno !
Words and sentences
1.Tom.Present,sir.
2.My name is Beeno. 3.Spell your name, please. 4.We know,B-E-E-N-O,Beeno. 5.Welcome, Beeno.
Miss
Sir
Good afternoon , children.
Good afternoon ,
Brown.
Words
boy
girl children
Miss
Sir
Sentences
What is your name?
你叫什么名字呀？
My name is … 我的名字是…… I am …. 我是……
情景五：怎样向别人提问，你叫什么名字呢？
What is your name?
My name is …
What is your name?
MI yamnaCmheerisry….
What is your name?
你叫什么名字呀？
My name is … 我的名字是……
I am …. 我是……
My name is …
Words and phrases
Hello/Hi
good morning
good afternoon goodbye/bye
Look,saRyoaunnddtu1rn around
G1
G2
Round 1
G1
G2
Round 1
G1
G2
Round 2
G1
G2
Round 2
G1
G2
Let’s chant!
Chapter 1 Starting school
Period 1 Made by 梁倩滢
Enjoy a song~!
Hello.
Hi.
早上好
Good morning. Good morning.
中午好
Good afternoon. Good afternoon.
Goodbye！
Bye！
Chapter 1 Starting school
Period 3 Made by 梁倩滢
Words and phrases
hello
good morning
good afternoon goodbye
Words
boy
girl children
Miss
Sir
What can you see?
Listen to the tape and read after the tape about Page 1-2,Part 1 twice.
听读书本第一、二页的内容，两次
Chapter 1 Starting school
Period 2 Made by 梁倩滢
afternoon
morning
good afternoon 中午好
I amb…oys
girls
Tom Charlie Sally Mary
Children
I am Myoisusr Bteroawchner.
老师
Sir 先生 Miss 小姐
Practice: Choose.（选择）
Miss
Sir
Good morning.Good morning Nhomakorabea.
Practice: Choose.（选择）