美国小学ELT英语教材+Get+Smart
Tot Talk项目与课程介绍
Get Smart系列总览
Get Smart 1 学生部分配置：
Get Smart 2
Get Smart 3
Get Smart 4 选配：
Get Smart 5
Get Smart 6
Get Smart
全彩学生书
全彩练习册 (附 CD-ROM)
专属语法书 Smart Grammar
专属阅读系列 Primary Readers
学生与学生 的课堂互动
互动式学习贯穿学校家庭教育
课堂上的 人机互动
学生资源 128元/级别
送
送
大量输入
单元
Let's Sing Let's Listen 2课时 2课时 Let's Read
理解运用
Let's Paste 2课时 2课时 Let's Talk
拓展学习
Let's Learn/do
Ｔｈａｎｋ Ｙｏｕ 选择一次 快乐一生
Get Smart
全新6级别美语教材，适合6-12岁孩子学习 易学易教，阅读故事丰富，配置齐全，可搭配专属语法书
出版：MM Publications
Open books open minds
MM Group
Unit1 How I Got Smart
Unit1How I Got SmartI. Teaching Objectives1. Understand the audio materials of this unit.2. Grasp the key words , phrases and structure.3. Master the skills of writing and reading in this unit.1) Developing passages beginning with misconceptions and followed by presenting theories,arguments and opinions.2) Appreciating figurative language in reading materials.II. Teaching Content1. Lead-in Activities2. Text Organization3. Skill Learning in Writing and Reading4 .Language Points (key words, phrases and difficult sentences)5. Grammar Focus (the use of rather than, the make+noun/pronoun+past participle structure)6 .Guided Practice ( exercises, oral practice and group work )III. Teaching Process1. Warm-up Questions/Activity1) Introduction:Do you remember your first love? All those exciting and wonderful new emotions---the way your heart raced when that special person was near--- those anxious, awkward moments when you didn’t know what to say or do? An d then (for most of us) that sad moment when for one reason or another it all came to an end…Ernest Hemingway once said, “Every love story ends as tragedy”---but that authors of the texts in this unit have a different point of view. Text A focuses on the u nexpected side effects of the author’s first venture into romance.2) Questions for discussion:------Do you remember the first time you fell in love? Did you let the person know how you felt?Did you learn anything from the experience, or was it just a silly incident?------what do you think of college love? Is it an incentive or an obstruction?2. Text OrganizationThe text can be divided into three parts:Part I (para1-2) There is a misconception about the teacher—teachers are prodigies.Part II (para3-33) My love story in my sophomore year.Part III (para34) The after events of the story.3. Skill Learning in Writing and Reading1) Writing Skill: Developing passages beginning with misconceptions and then followed bypresenting theories, arguments and opinions.Example:A common misconception among university teachers is that certain students were born with a talent for interrupting lessons with strange questions. Who else but a born troublemaker, with none of the normal schoolgirl’s tendenc y to sit through each class in shy silence, wouldgrow up to be an active student?I’ve tried to convince my teachers that the image they have of me as a noisy, undisciplined kid is out of focus. In reality, I was so quiet as a child that some people wondered if I could speak at all.But then one day, during a fourth-grade history lesson, something happened that changed my classroom behavior forever. I had been gazing quietly into space as usual, when I noticed some fine lines in the ceiling just over the teacher’s head.2) Reading Skill: Appreciating figurative language in reading materials.In unit 6, Book 2, we worked with figures of speech: language that uses images or mental pictures to appeal to readers’ imaginations, and to allow wr iters to create complex associations that go beyond the power of literal language. Effective readers know how to recognize and interpret figures of speech in order to understand the author’s meaning more deeply and think about ideas in new ways.4. Language Points:1) A common misconception among youngsters attending school is that their teachers were childprodigies.(para1)Prodigy: n. a person who has unusual and very noticeable abattoirs, usually at an early age 奇才，天才Examples:an extraordinary prodigy 奇迹，奇欢，奇物a unique prodigy 罕见的奇才a child / infant prodigy 神童2) Who else but a bookworm, with none of the normal kid’s tendency to play rather than study, would grow up to be a teacher anyway? (para1)tendency : n. part of a person's character that makes him like (to do) sth.Examples:His tendency to exaggerate is well known.anyway :ad. (often used in conversation without adding much meaning to what is being said) in any case, anyhowExamples:What was he doing with so much of the company's money in his personal account anyway?3) …that the image they have of me as an enthusiastic devotee of books and homework during my adolescence was a bit out of focus.( Para2)devotee:n. a person who strongly devoted to sth or sb 热爱……的人，献身于……的人Examples:a devotee of Bach 巴赫乐曲的爱好者a devotee of football 足球爱好者[派生] devote : v. be devoted to sth / doing sth; devote oneself / sth(time,money) to sth / doing devoted 献身的，专心于……的；devotion献身，忠诚，挚爱；devotional专心的，忠诚的out of focus : not clearly seen; not sharply definedExamples:The children's faces were badly out of focus in the photograph.His personality is still a bit out of focus.4) I hated compulsory education with a passion. (para2)Paraphrase -----I strongly objected to required education.compulsory : a. required by law or a rule义务的，强制的，必修的，规定的Examples:English composition is a compulsory course in American colleges.compulsory military service 义务兵役compulsory subject 必修科目compulsory legislation 强制性立法[反义]optional adj 可选择的，非强制的；optional courses选修课5)Cupid aimed his arrow and struck me right in the heart.(para3)Paraphrase ----- I fell in love.6).. ...if only to gaze at the lovely face in English II. (para3)Paraphrase -----even if the only purpose was to get a long look at the lovely face of the girl in the class of English II.if only : (used to introduce what one thinks a fairly good reason for doing something, although one realizes it may not be a very good reason) even if the only reason is... 哪怕只是为了.... .. Examples:I think you should get a job if only to stop yourself getting so bored at home.C.f if only and only if7) Debbie was far beyond my wildest dreams. (para4)beyond a person's wildest dreams: better than he could have imagined or hoped for. Example:The library was enlarged and enriched beyond our wildest dreams.8) It was a smile that signaled hope and made me temporarily forget the intellectual gulf thatseparated us.(para5)intellectual gulf : difference in mental abilitygulf -- n. area of division or difference, esp. between opinionsExamples:There is a widening gulf between the middle classes and the poorest sections of society.It is hoped that the peace plan will bridge the gulf between the government and the rebels.9) …s o that I could get all the facts in before we reached the cash register.(para12)get sth. in: manage to find time for doing or saying sth.Example:John talks so much that it's impossible to get a word in.10) “Why not?” said Debbie, playing right into my hands.(para17)play (right) into sb.'s hands: do sth. which gives sb. an advantage; help sb. who is one's opponent against oneselfExample:Mary and Bobby both wanted the last piece of cake, but Bobby played into Mare's hands by trying to grab it. (Father gave the cake to Mary because Bobby tried to grab it.)11)…so I had to step it up to get the natives in.(para20)step up: increase in size, amount or speedExample:The pace of the reforms is being stepped up.12) Debbie seemed to relish our little conversations and hung on my every word. (para26)hang on : listen very attentively toExample:Ann hangs on every word of her history teacher and takes very careful notes.13) I sneaked a look at Debbie and gave her a big wink. (para30)sneak a look at : look secretly atsneak : vt. take secretly (often without permission)Example:sneak a look through the keyhole14) What I failed to perceive was that…(para31)perceive : vt. notice; be conscious ofIf you perceive something, you see, notice or become aware of it, esp. when it is not obvious to other people.Examples:perceive sth by the ear /eye 耳闻/ 目睹某事perceive to car coming to ward 看到一辆车朝……驶来He was able to perceive the danger of their situation.C f perceive, conceive and deceive15) Although the original incentive was gone….(para34)incentive: n.. that which in cites, rouses or encourages a person 刺激，动机，鼓励Examples:ecnomic incentive 经济刺激offer an incentive 给予鼓励many incentives to work hard 努力工作的动力give sb. incentive to sth / to do sth / to doing sth 激发某人做某事[同义] motive n. 动机，主旨，目的stimulus n. 刺激，刺激物16) Drink deep, or taste not the Persian spring. (para34)Paraphrase --- -Learning intensively, or give up learning at all.Pierian : a. belonging to Pieria, a region of ancient Macedonia, the reputed home of the Muses, hence allusively in reference to poetry and learning.5. Grammar Focus1) The use of “rather than”r ather than用于平行结构表示不做什么而做什么，有时用作介词连接名词，有时用作连词后接不定式或从句。
GetSmart-中文介绍
曲和童谣。CD-ROM则以动画片的形式声 情并茂地展示其教学内容.
Module 2 练习册
Module 2 练习册
Module 2 练习册
Module 2 练习册
Module 2 练习册
全彩教师手册
课堂听力CD
Module 2 教师手册
全彩教师手册
• 包含缩印版学生书，全彩呈现，更易参考。 • 学习目标清单，每节课词汇的语法结构解释。 • 课程所需材料清单。 • 每个活动的手把手指导。 • 另增加可选的活动，让课程更生动和补充更多
额外的实践活动。 • 可以复印多用的考试题
Flashcards 教学字卡
Get Smart 学习效益
• Get Smart 全部学习完成，掌握核心词汇词组1343个，算上延伸词汇， 合计总词汇2000多个，全面超越国家规定的小学二级课标要求(课标 要求600-700字)，语法能力相当于初一水平！
系列主题人物 Smart Kids
Lisa
Buzz
John
Get Smart 教材配套
Module 2
Lesson 1 Song
引人入胜的歌曲
Lesson 2 – Smart Kids 聪明宝贝故事
发生在主题人物身边的有趣故事，更有代入感。
Lesson 3 – Once upon a time…
引用家喻户晓的经典童话故事开发孩子的想象力。
Lesson 4
Games 游戏环节
不用类型的活动（图板游 戏、猜谜游戏、纸牌游戏、 哑剧游戏）引导学习者去 体验和实践新语言技能。
彻底巩固和提高学生书中每一个语法点的掌握，清除学习死角
少儿英语教材GetSmart英国趣味生动教程
Lesson 6 – Story Time 原创故事时间
有趣的原创故事复习整单元学习过的知识点。
Lesson 7
复习页
每个单元都安排了复习环 节，强化所学的内容，巩 固学习效果。
Phonics 自然拼音
独特的字母拼读教学设 计，引导学生学习和熟 练掌握发音规律。
Cut-outs
生动有趣的剪切 贴纸活动
全彩学生书 每册10个单元， 每个单元由7个环节构成
Lesson 1 (Song)
Lesson 2 (Smart Kids)
知
Lesson 3
识
(Once upon a time /
呈
Our World)
现
Lesson 4 (Let’s Play)
Lesson 5 (Project)
复 习
Lesson 6 (Story Time)
2500 2000 1500 1000
500 0
国家二级课标 GS核心词汇 GS总词汇
词汇量
系列主题人物 Smart Kids
Lisa
Buzz
John
Get Smart 教材配套
• 全彩学生书 (每册分为10个单元) • 全彩练习册 (含学生用 CD-ROM) • 全彩教师手册 (包括详细授课步骤，追加活动、可
Lesson 2 – Smart Kids 聪明宝贝故事
发生在主题人物身边有趣的故事，更加贴近学生生活。
语法框
聪明宝贝故事
生活情境对话
Lesson 3 – Once upon a time…
引用家喻户晓的经典童话故事激发孩子的想象力。
语法框
经典故事
生活情境对话
Our World
小学英语Get Smart 2职业
教学步骤： Stages
Still image（15mins）
Break （5mins）
Learning activities
Teaching Purposes
Play the story in the book and list out the Because the story in the book are really key notes: Who are in the story？ What simple so there are a lot of spaces for the happened？ What is going to happen after students to thinking about what could the dancer’s compliment the tin soldier. happen more, so the students could use
the new vocabularies to rethinking about
the story here.
Replay the first story video again and rest a bit
教学步骤：
Stages
Learning activities Teaching Purposes
1.让学生通过身体的反应，复习熟记（police officer，teacher, waiter, doctor, singer, actor, musician）重点词汇，为学习新词做好引入并实 施；
2.调动学生的情绪和肢体的互动，为后面课文学 习做铺垫！
Play the short story video and have the students write down: who, where, what! Teacher introduce the author and the background of the story.
Get Smart 教学大纲 1
It’s my (grandma).
This is my (dog).
Is that your (sister).
Yes, it is. No, it isn’t.
Family:mom, dad, brother, sister, grandpa, grandma, friend, teacher, me
How old are you?
I’m (six). You’re (seven).
Are you (happy)?
Yes, I am. No, I’m not.
(He)’s (thin).
Is (she) (sad))?
Yes,(she) is. No,(she) isn’t.
Numbers:11-15
Art(finger puppets, drawing, coloring)
aapple
bbag
ccat
ddog
Module2
School
-to identify colors
-to identify and talk about classroom objects
What color is it? (Blue).
Syllabus教学大纲
Get Smart 1
Module
Communication Objectives
Structures
Vocabulary
Cross-curricular
Connections
Phonics
Module 1
Hello!
-to greet someone
-to introduce oneself and inquire about one’s name
美版教材Get Smart 3 教学大纲
(He) sometimes (combs his hair).
(You) never (brush your teeth).
Do (they) (walk to school)
Yes, (they) do. No, (they) don’t.
Does (she) (take the bus to school)?
Music(song)
Social studies(the tபைடு நூலகம்aditional Japanese house)
Art(drawing)
Language Arts
(fiction, using adjectives, writing a paragraphabout one’s home)
th voiced
Food and drinks:onions, lettuce, chocolate, cookies, sugar, flour, omelette, peas, pancake, pineapple, peppers, coconut, yogurt, jam, noodles, soup, sausages, hot dog, crepe, water, lemonade, watermelon, dessert
Leisure activities:
playing the guitar
Sports:playing volleyball, playing tennis, playing baseball,hitting the ball, doing gymnastics, throwing the ball, playing Ping-Pang, skateboarding, exercising
Get_Smart - 中文介绍
出版：MM Publications
Flashcards 教学字卡
图文并茂的教学字卡,可以协助教师 组织很多教学活动,是课堂教学的 好帮手.
出版：MM Publications
互动电子白板软件
• 现代化互动白板软件 教学,使课堂教学变得 丰富多彩。 • 通过白板软件中真实 动态的情景演示，形 式多样的练习活动， 学生可以更直观的感 知知识，迅速吸收所 学教学内容。
全篇150字
Level 4
Mowgli
全篇225字
The Wishing Fish
全篇225字
Peter Pan
全篇225字
Ali Baba & the 40 Thieves
全篇225字
出版：MM Publications
Level 5
Level 6
Theseus and The Minotaur
出版：MM Publications
练习册样张
出版：MM Publications
练习册样张
出版：MM Publications
练习册样张
出版：MM Publications
练习册样张
出版：MM Publications
练习册样张
出版：MM Publications
课堂听力CD
课堂听力 CD 包括了学生书 及练习册的完整音频内容， 词汇、句型、故事、歌曲、 听力练习的内容全部收录， 便于教师授课
出版：MM Publications
Get Smart 学习效益
• Get Smart 全部学习完成，掌握核心词汇词组1343个，算上延伸词汇， 合计总词汇2000多个，全面超越国家规定的小学二级课标要求(课标 要求600-700字)，语法能力相当于初一水平！
Get_Smart - 中文介绍
Get Smart
全新6级别美语教材，适合6-12岁孩子学习 易学易教，阅读故事丰富，配置齐全，可搭配专属语法书
Open books open minds
MM Group
欧洲MM教育出版集团源于英国，教材行销全球70多个国家地区。 成立40年来，专精于ELT教学及相关教育产品研发。旗下拥有语言
Smart Grammar Live Grammar
Thank you
• 全彩学生书 (每册10个单元) • 全彩练习册（含学生用 CD-ROM） • 全彩教师手册（包括详细授课步骤，追加活动、 可复印资源和测试卷） • 课堂听力CD • 教学字卡 • 互动白板课件 • 专属语法书 Smart Grammar (选配) • 专属阅读读本 Primary Readers (选配)
不用类型的活动（图板游 戏、猜谜游戏、纸牌游戏、 哑剧游戏）引导学习者去 体验和实践新语言技能。
Lesson 5
Project 动动手环节
为不同的学习者设计了描 画活动、结对活动、全身 反应活动、哑剧表演、工 艺品制作、剪纸活动和贴 纸活动。
Lesson 6 – Story Time 故事时间
有趣的原创故事复习整单元学习过的知识点。
培训学校，教育出版社，科技发展公司等，出版教材都以贴近培训
学校的实际需求为目标设计，高质量，易学易教，实用有趣，并且 对品质的坚持毫不放松！
MM的英语教材涵盖Phonics教学，幼儿、少儿、成年人、语法、
阅读读本等各系列，全面满足各类英语学习需求！
Get Smart 教材特色
• 多元课程设计，易学易教，形式多样。遵循权威的欧洲共用语言学习 框架 CEF 要求编写，每本书含10个单元；每个单元都配合生活主题， 搭配大量故事阅读，动动手环节增添趣味性，跨学科知识开阔眼界， 更包括实用的字母拼读内容。 • 充分考虑不同类型学习者：不同类型的学习者有不同的学习需要和学 习方式，多样化的练习形式充分满足不同需求。 • 发展综合技能：此课程通过丰富的对话、文本、游戏、歌曲，全面提 升 “ 听，说，读，写” 四大技能 。 • 数位化学习: 学生用CD-ROM让家庭复习更有效有兴趣，教学用互动 白板软件使课堂教学变得丰富多彩。内建动画内容，特有的练习活动， 形式新颖多样，学生能够更直观的感受知识，掌握教学内容。 • 专属语法书：专属的语法教材 Smart Grammar，逐项逐项练习学生 书中每一个语法时态，彻底巩固和提高语法能力，清除学习死角。 • 可搭配少儿读本：可搭配MM全新推出的少儿系列读本 – Primary Readers，6个级别共24本，强化学生英语阅读能力。
幼儿英语教材new_yippee 全球学前经典教程
目标
指导孩子以母语学习者 同样的方式学习英语， 首先接触听说， 然后才接入读和写。
Student’s Book 学生书 RED
Red Book 简介
• Red Book 分为8个单元，每单元4个环节。 • Red Book 学生书没有书写形式的字母或者词汇，而是以插
New Yippee Blue Book
Level 3
My Red Car
Black Ant
Big Shoes
The Jumping Hat
Snowy
A Funny Story
Little Books 配置
• 学生故事书 (附赠 CD-ROM 有声电子书) • 教学指导手册 Teacher’s Notes
MM推荐课程体系
主课程 幼儿阶段 New Yippee
少儿阶段 Get Smart
初高中
Full Blast
阅读课程
Little Books
Primary Readers Top Readers Graded Readers
语法课程
Smart Grammar Live Grammar
Thanks
红孩儿教育 https://
专为幼儿阶段孩子 精心设计 (3-6 岁).
教材亮点
配套资源丰富； 独有的电子白板课件配备； 教学理念先进，内容饱满，形式丰富； 级别结构完整，单元结构清晰； 英音与美音任意选； 动画形象生动可爱； 小吉祥物Jingle设计独具匠心，与小朋 友共同成长。
教学策略
New Yippee 基于八大 智能早教理论设计，即人 的智能是多元化而非单一， 不同的学习者有不同的 学习方式。
新概念英语青少版1Aunit11Verysmart共20张课件
人称
单数
复数
第一人称
my 我的
our 我们的
第二人称
your 你的
your 你们的
第三人称
his 他的 her 她的 its 它的
their 他们的
名词所有格
Robert’s tie Robert’s 是名词所有格的表示方法，由名词之后加“’s”构成。如： 英语中名词可以加“’s”来表示所有关系，带这种词尾的名词形式称为名词的所有格，常译为“---的”.通常提问时用疑问代词“Whose” Mr. Li’s house 李先生的房子
outfits
elegant
smart
interesting
colourful
unusual
funny shoes
all right
part
Where…?
tie sock shoe
colorful
tie
unusual
ninety
play
smart
interesting
elegant
Numbers
81 eighty-one 82 eighty-two 83 eighty-three 84 eighty-four 85 eighty-five 86 eighty-six 87 eighty-seven 88 eighty-eight 89 eightyse / your ties? / those Are these your ties? No, they aren’t. Those are my ties. these / your books? / those Are these your books? No, they aren’t. Those are my books.