直呼式韵律英语lesson1-lesson4分析解析
小学英语韵律知识点总结
小学英语韵律知识点总结1. Syllables and StressSyllables are the building blocks of words, and understanding them is crucial for learning English rhythms. A syllable is a unit of sound that is typically made up of a vowel and one or more consonants. For example, the word "apple" has two syllables: ap-ple. Understanding syllables helps children break down words and pronounce them correctly.Stress refers to the emphasis placed on a syllable within a word. In English, some syllables are stressed, while others are unstressed. For example, in the word "photograph," the stress is on the second syllable: pho-TO-graph. Learning to identify stress patterns in words can help children improve their pronunciation and rhythm when speaking English.2. Rhythm and IntonationRhythm and intonation play a crucial role in English speech. Rhythm refers to the pattern of stressed and unstressed syllables in a sentence, while intonation refers to the rise and fall of the voice when speaking. Together, they create the overall "melody" of English speech.For young learners, it's important to introduce rhythm and intonation in a fun and engaging way. Activities such as clapping out syllable patterns, singing songs, and reciting rhymes can help children internalize the rhythm and intonation of English. By developing a good sense of rhythm and intonation, children can improve their overall fluency and communication skills in English.3. Rhymes and ChantsRhymes and chants are excellent tools for teaching rhythm in English. They help children recognize patterns of stressed and unstressed syllables, as well as develop an ear for the musicality of the language. Encouraging children to recite rhymes and chants can also help them memorize vocabulary and improve their pronunciation.In addition to traditional nursery rhymes, there are many fun and catchy chants specifically designed to teach English rhythms. These can be used in the classroom or at home to reinforce rhythmic knowledge and make learning English more enjoyable for young children.4. Word and Sentence StressUnderstanding word and sentence stress is essential for developing good English rhythm. In English, certain words within a sentence are stressed, while others are unstressed. For example, in the sentence "I like to play soccer," the stressed words are "like" and "soccer," while the others are unstressed.Teaching children to identify word and sentence stress can improve their overall rhythm and fluency in English. Encourage them to clap or tap along with the stressed syllables as they speak, and practice saying sentences with the correct stress patterns.5. Listening and MimickingDeveloping a good sense of rhythm in English requires plenty of listening and mimicking. Young learners should be exposed to a wide range of English speech, including songs, stories, and conversations, in order to internalize the natural rhythm and intonation of the language.Encourage children to mimic the rhythm and intonation of English speakers, and provide plenty of opportunities for them to practice speaking. By listening and mimicking, children can develop a more natural and authentic rhythm in their English speech.In conclusion, understanding rhythms in English is crucial for young learners. By teaching them about syllables, stress, rhythm, and intonation, and providing plenty of opportunities for listening and mimicking, we can help children develop a strong sense of rhythm and fluency in English. With these foundational skills in place, children can become more confident and effective communicators in the language.。
人教版英语必修一第四单元pronunciation
人教版英语必修一第四单元pronunciationUnit 4 PronunciationPronunciation is an essential component of language learning. It plays a vital role in effective communication as it helps convey meaning and ensures clarity in spoken language. In this unit, we will explore the pronunciation patterns and principles in English, and discuss various techniques to improve our pronunciation skills.1. Vowel SoundsVowel sounds are crucial to English pronunciation. They contribute to the overall intelligibility of spoken language. English has a wide range of vowel sounds, and it is important to understand and practice their correct pronunciation. Paying close attention to vowel quality, duration, and stress can significantly enhance our spoken fluency.2. Consonant SoundsConsonant sounds help shape the rhythm and flow of spoken English. They add depth and clarity to our speech. English has several consonant sounds that may differ from those in other languages. Mastering the correct pronunciation of these sounds can be challenging, but with consistent practice and guidance, we can improve our spoken accuracy.3. Word StressEnglish words often consist of stressed and unstressed syllables. Understanding word stress is crucial because it affects how we articulate and comprehend speech. Proper word stress can make our pronunciation morenatural and help us convey meaning effectively. Regular practice of word stress patterns will significantly enhance our spoken language skills.4. IntonationIntonation refers to the rise and fall of pitch in spoken language. It adds emotional and grammatical meaning to our speech. Understanding and using intonation correctly can help express nuances, indicate questions or statements, and emphasize specific words or phrases. Practicing intonation patterns will make our speech more engaging and natural.5. Minimal Pairs and Tongue TwistersMinimal pairs and tongue twisters are fun and effective tools to improve pronunciation. Minimal pairs are pairs of words that differ in only one sound, such as "cat" and "cut." By practicing minimal pairs, we can train our ears to distinguish subtle sound differences and improve our pronunciation accuracy. Tongue twisters, on the other hand, challenge our tongue and lips' coordination, leading to better articulation and clarity in spoken language.6. Listening and MimickingListening to native English speakers and mimicking their pronunciation is an invaluable technique for improving our pronunciation skills. By immersing ourselves in natural speech patterns and attempting to replicate them, we can acquire a more authentic and fluent pronunciation. Regular exposure to English audio materials, such as songs, podcasts, and movies, can significantly enhance our listening and speaking abilities.7. Pronunciation Apps and Online ResourcesIn today's digital age, there are numerous pronunciation apps and online resources available that can assist us in our pronunciation journey. These tools offer interactive exercises, audio recordings, and feedback, helping us identify and correct our pronunciation errors. Incorporating these resources into our language learning routine can provide valuable guidance and practice.In conclusion, pronunciation is a fundamental aspect of learning English. By understanding and practicing various pronunciation patterns and techniques, we can enhance our spoken fluency, clarity, and overall communication skills. With consistent effort and exposure to authentic English speech, we can achieve a more natural and confident pronunciation. Remember, practice makes perfect!。
直呼资料
直呼式韵律英语教材辅助资料第1课时I、直呼音：b 菠菜汉语b 英语b b b （浊辅音）p 泼水汉语p 英语p p p（清辅音）m 摸一摸汉语m 英语m m mf 大佛汉语f 英语f f fd 马蹄的的想汉语d 英语d d dt 桃子汉语t 英语t t tII、新朋友？aIII、拼读单词：m b t m p f t d d p t b d m t p d f dIIII、Homework：1、熟练直呼音口诀，掌握字母在单词中的发音；2、借助新朋友a，拼读以上单词，达到“见其词读其音”的水平。
第2课时I、英语实用交际用语：1、见面问候：Hi！（Hello！）喂，你好！2、介绍自己：I’m （My name is ）+ …我叫…II 、26英文字母歌谣：英文字母26，元音字母有5个，它们的名字是Aa、Ee、Ii、Oo、Uu，辅音字母21，其中有个半元音，它的名字叫Yy。
英文字母书写：Aa----Dd1、四线三格本；2、字母书写要有倾斜度；大写字母和小写字母占格不同；牢记字母书写笔顺；字母口诀帮助记忆字母。
3、字母口诀：大A箭头指向上，小a扎辫好模样。
大B右耳一边靠，小b食指向上翘。
大C吃饭把嘴张，小c大C一个样。
大D肚子圆又胖，小d小b是兄弟。
III、Homework：1、背诵26字母歌谣及字母口诀；2、掌握字母书写格式及书写笔顺。
第3课时I、直呼音：n 泥巴汉语n, 英语n n nl 快乐汉语l , 英语l l lg 鸽子汉语g, 英语g g gk(c,ck) 蝌蚪汉语, 英语k k kh 喝水汉语, 英语h h hr 日头汉语, 英语r r rII、新朋友？aIII、拼读单词：l nd h nd l mp gl d b ck b g l mb nd p ckh d r t c p l p cl p bl ck f n c n fl pIIII、Homework：1、熟练直呼音口诀，掌握字母在单词中的发音；2、借助新朋友a，拼读单词。
2024-2025学年高一英语必修第一册(译林版)UNIT4Grammarandusage教学课件
Teenagers who do not sleep well may experience situations where body development slows down, and their health suffers. • Teenagers who do not sleep well may experience situations. • Body development slows down, and their health suffers in
Do you remember the farm _w_h__ic_h_/_th_a_t_ was built twenty years ago ? _w__h_ic_h_/_t_h_a_t we visited together? o_n__w_h_i_c_h_/w__h_e_r_e_ we stayed together? _w_h_o_s_e_ products are sold all over the world?
he didn’t come to school for the reason
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单击此处编• 辑I’l母l n版ev标er f题or样get式the museum (which/that) we visited
together. • I’ll never forget the museum where the paintings are
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Translate the sentences using restrictive relative clauses with
单击此处re编lat辑ive母a版dv标erb题s.样式
• 在一个往往以瘦为美的社会里，青少年有时会借助极端的 方法来快速减肥。
Unit 4 Body LanguageV-ing总结课件高中英语人教版(2019)选择性必修第一册
look forward to 渴望，盼望
be responsible for 对……负责
insist on坚持
object to反对，抗议
prevent…from 防止，阻止
keep…from 防止，阻止 stop…from 防止，阻止
在下面的短语中，常用动词-ing形式作介词的宾语：
devote…to献身于
aregood ways to learn English.
5. 动词-ing与动词不定式作主语的区别： 动词-ing作主语，常常表示抽象的习惯性或经常性的动作。 而 不定式一般表示一次性、具体性的行为。 Delivering newspapers is his job. 送报纸是他的工作。 To deliver newspapers is his job today. 送报纸是他今天的工作。
【对点训练】 ①(2020·新高考全国Ⅰ卷) And contrary to existing research that says you should avoid _e_a_ti_n_g_(eat)with heavier people who order large portions. ②(2020·天津高考)To help us prepare for the exam, the teacher suggested __r_e_a_d_i_n_g__(read) through our notes. (2)Would you mind __m_o_v_i_n_g__(move) the box for me? (3)We are all looking forward to _v_i_s_it_in_g__(visit) the museum soon.
直呼课程设置
《直呼式韵律英语》课程设置和达标要求一、教学内容1.学习26个字母在单词中的发音2.Learn to say: 学习常用的贴近儿童生活的日常用语3.Learn some more: 巩固和拓展最基本的主题句型4.Learn to read : 体现教材的认读线，突破了小学英语初学者只能模仿习得的学习传统，开创了能独立拼读英语单词的先河，达到“见词读音，听音想形”的识字教学效果5.Let’s sing(Let’s chant / Read a story ): 创建活动课的教学模式, 进一步巩固复习所学知识二、课时安排(共需75个课时)Lesson 1 共需4课时Period 1 Learn to say，学习基本的打招呼用语Period 2 学习b, p, m, f, d, t等字母的音素Period 3 学习n, l, g, k(c, ck), h等字母的音素Period 4 复习上节课所学的音素，学唱一首英文歌曲，处理练习册中的内容Lesson 2 共需4课时Period 1 Learn to say部分, 学习基本的问候用语Period 2 学习r, s, z, j, x, y 六个字母的音素Period 3 学习w, v, ch, sh在单词中的发音, 学唱教材中的英文歌曲Period 4 复习1课和2课所学的辅音音素，处理练习册中的内容Lesson 3 共需5课时Period 1 Learn to say部分, 学习基本的课堂用语Period 2 Learn some more部分及Let’s sing 部分的歌曲Period 3 学习短音a, 拼读am, man, cat, fat和相关句子Period 4 学习短音a, 拼读has, dad, bag, cap和相关句子Period 5 复习前几课所学单词和基本句型，处理练习册中的内容Lesson 4 共需5课时Period 1 Learn to say，学习个人信息的基本情况Period 2 Learn some more学习12个数字；Let’s say and act只需理解故事大意，程度好的学生可以要求表演Period 3 学习短音a，拼读rat, map, bat, lamp和相关句子Period 4 学习短音a，拼读clap, hand, pat, lat和相关句子Period 5 复习前几课所学单词和基本句型，处理练习册中的内容Lesson 5 课时安排同于Lesson 4，共需5课时完成。
2024年冀教版七年级英语上册教学 Lesson 1 I’d like to have a pet!
Lesson1I’d like to have apet!教学目标通过本课的学习,学生能够:1.获取和梳理Danny在Jenny家谈论小猫Zoe并引出自己喜欢的宠物,形成信息结构图。
(学习理解)2.掌握本课的重点单词sofa、business、pity、friendly;短语jump off、look after、on a business trip;基于信息结构图的内容,练习听力的同时,转述课文内容。
(应用实践)3.运用本课所学句型,结合信息结构图,介绍自己最喜欢的宠物。
(迁移创新)语篇研读What:本课语篇是Danny和Jenny之间的对话,主要介绍了两个人讨论各自喜欢的宠物。
Why:对话通过Jenny和Danny讨论喜欢宠物,让学生明白动物是人类的好朋友,引导学生要爱护动物。
How:语篇采用对话形式,先是介绍Danny误把一只猫看成小老虎从而引出话题,接下来Jenny介绍这是阿姨家的猫,她帮忙照顾;最后介绍Danny想要养一只狗做宠物,因为狗狗既友好又忠诚。
教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标学习活动效果评价Lead-in通过自由讨论导入本课主题——宠物,为后面的学习做好引导和铺垫Show them some pictures ofdifferent animals and ask:What pet would you like to have?Why do you have it as your pet?教师观察学生回答问题的表现,根据学生的表现预判学生的能力并了解学生的兴趣,同时给予帮助和鼓励设计意图通过师生问答,引起学生兴趣,导入本课主题,打开学生的思维。
同时,引出部分课文中的生词friendly、loyal等,为学生接下来的听力扫清一些障碍Activity1: Presentation教授新单词Introduce the new words.Practise/f/,/v/,/m/,/n/while learning thewords.Then practise the words in教师观察学生能否正确认读本课新词,能否对简单单词进行识class.Play a game to practise the words.记,难的可以暂不做拼写要求设计意图音标的讲解要渗透到单词的学习中,为今后单词的识记和背诵打基础;通过图片和设置的情景能更好地帮助学生理解、掌握本课单词【学习理解】Activity2: Pre-listening明确目的,熟悉话题Work in pairs and practise thedialogue in Part5on page59.Listen to the dialogue and write Tor F in Part4.教师观察学生能否准确输出对话,能否理解对话意思,了解学生对对话的理解,为听力打基础设计意图通过对话练习,明确本课学习重点,并为听力任务扫清障碍【学习理解】Activity3: While-listening听前预测,听中获取有用信息Play the tape.Have the studentslisten to the conversation andanswer the questions:1.Who is Zoe?2.What does Danny think of Zoe?3.What pet does Danny want tohave?Listen again and fill in the blanksin Part3.Then check the answers.教师观察学生能否获取有用信息,解决学生存留的障碍设计意图引导学生掌握听力的基本技巧,把握信息,抓住关键【学习理解】Activity4: Post-listening模仿语音、语调1.Listen and imitate while they arelistening to the tape.2.Practise:Act out the dialogue inpairs.教师观察学生语音、语调是否正确,能否完成相关练习设计意图通过跟读、模仿录音练习语音和语调。
《Lesson1》 说课稿
《Lesson1》说课稿尊敬的各位评委老师：大家好！今天我说课的内容是《Lesson1》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《Lesson1》是教材名称中的重要一课，这一课程在整个教材体系中具有承上启下的作用。
从教材的编排来看，本节课的内容既巩固了之前所学的基础知识，又为后续的学习奠定了基础。
教材内容丰富多样，包括了词汇、语法、阅读和听力等多个方面，能够全面提升学生的语言综合运用能力。
在教材的主题方面，《Lesson1》紧扣主题内容，通过生动有趣的场景和真实的语言材料，激发学生的学习兴趣，同时也让学生能够在实际情境中运用所学知识。
二、学情分析本次授课的对象是具体年级的学生，他们经过之前的学习，已经具备了一定的语言基础和学习能力。
学生在词汇量方面有了一定的积累，但对于一些复杂的词汇和短语的理解和运用还存在一定的困难。
在语法方面，已经掌握了基本的语法规则，但在实际运用中还需要进一步加强练习。
这个年龄段的学生思维活跃，好奇心强，喜欢新鲜事物，但注意力集中时间相对较短。
因此，在教学过程中，需要采用多样化的教学方法和手段，激发学生的学习兴趣，提高他们的课堂参与度。
三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够掌握本节课的重点词汇，如列举重点词汇，并能够正确拼写和运用。
（2）学生能够理解和掌握本节课的重点语法结构，如列举重点语法结构，并能够在句子中正确运用。
2、技能目标（1）通过听力练习，提高学生的听力理解能力，能够听懂与本节课主题相关的对话和短文。
（2）通过阅读练习，培养学生的阅读理解能力，能够快速获取关键信息，并理解文章的大意。
（3）通过口语练习，提高学生的口语表达能力，能够运用所学词汇和语法结构进行简单的交流和表达。
3、情感目标（1）激发学生学习英语的兴趣，增强学习的自信心。
（2）培养学生的合作学习意识和团队精神。
新概念英语第一册详解
如何自学新概念英语第一册Lessons 1-2课文详注Further notes on the text1．Excuse me 对不起。
这是经常使用于表示道歉的客套话，相当于汉语中的“劳驾”、“对不起”。
当咱们要引发他人的注意、要打搅他人或打断他人的话时，通常都可利用这一表达方式。
在课文中，男士为了吸引女士的注意而利用了这句客套话。
它也可用在以下场合：向生疏人问路，借用他人的，从他人身旁挤过，在宴席或会议半途要离开一会儿等等。
2．Yes？什么事？课文中的Yes？应用升调朗诵，意为：“什么事？”Yes？以升调表示某种不确信或询问之意，也含有请对方说下去的意思。
3．Pardon？对不起，请再说一遍。
当咱们没听清或没明白得对方的话并希望对方能重复一遍时，就能够够利用这一表达方式。
较为正式的说法是：I beg your pardon.I beg your pardon?Pardon me.它们在汉语中的意思相当于“对不起，请再说一遍”或“对不起，请再说一遍好吗？”4．Thank you very much．超级感激！这是一句表示感激的用语，意为“超级感激（你）”。
请看以下类似的表达式，并注意其语气上的不同：Thank you.谢谢（你）。
Thanks!谢谢！5．数字1～10的英文写法1—one 2—two 3—three 4—four 5—five6—six 7—seven 8—eight 9—nine 10—ten语法Grammar in use一样疑问句一样疑问句依照其结构又分为假设干种。
通过主谓倒装可将带有be的陈述句变成一样疑问句。
即将be的适当形式移到主语之前，如：陈述句：This is your watch.这是你的腕表。
疑问句：Is this your watch?这是你的腕表吗？（可参见Lessons 15～16语法部份有关be的一样此刻时形式的说明。
）辞汇学习Word study1．coat n.上衣，外衣：Is this your coat?这是你的外衣吗？coat and skirt<英>（上衣、裙子匹配的）西式女套装2．dress n.（1）连衣裙；套裙：Is this your dress?这是你的连衣裙吗？（2）服装；衣服：casual dress 便服evening dress 晚礼服Lessons3-41．My coat and my umbrella please. 请把我的大衣和伞拿给我。
江苏-牛津译林版新教材高中英语必修一第四单元单词全解析(带音标)_2
江苏徐州*徐老师Unit 41. skip /skip/vt.不做（应做的事情等）；跳过vi.蹦蹦跳跳地走；略过1、[V , usually + adv./prep.] 蹦蹦跳跳地走2、不做（应做的事等）；不参加(应参加的)3、跳过（正常的步骤等）；略过；漏过Skip off 突然溜走skip sth: 跳过，略过；不做……skip (out of) sth: 悄悄离开……skipping-rope: 跳绳2. yogurt n.酸奶3. *faint vi.昏厥adj.快要昏厥的；微弱的；可能性不大的adj.微弱的（= weak adj.弱的, 虚弱的） (物暗淡的人虚弱的眩晕的) 我晕！ make me faint1、（光、声、味）微弱的，不清楚的-- faint sound, weak sound / weak voice, faint voice2、微小的；可能性不大的 very small; possible but unlikely 同义词： slight3、（不可修饰名词）晕眩的;虚弱无力的；快要昏厥的 feeling weak and tired and likely to become nconscious = unconscious（adj.失去知觉, 无意识的）-- vi&n昏厥同义词：pass out4. pass out 昏迷，失去知觉Pass sth out 分发某物（=hand out 分发）pass by经过pass away去世（委婉说法）pass down把……传给后人（常用于被动语态）pass sth.on(to sb.)转交；（用后）传给pass on传递5. immediately adv.立即，马上conj.一…就6. concentrate vi.&vt.集中（注意力、思想等）；全神贯注(1)concentrate on(doing)sth. 专心于(做)某事concentrate one’s mind/attention/oneself on 集中注意力于；致力于；专心于concentrate on == focus on（focus一般不以具体事务做宾语，concentrate可以）补充： vt 使…集中（或汇集、聚集）(位置、地点)concentrate sth on sth: 集中……于…be concentrated in/on/around…集中在…汇聚于….vt 使…浓缩（术语）n. 浓缩物(2)concentration n．集中；专心7. sex n. 性别Sexual adj. 性别的 sexual difference 性别差异8. extreme adj.极端的；严重的n.极端不同的感情n.极端（[数] 极限值; [常用复数] 在两末端的事物;）adj. 极端的，过激的；极限的，非常的;go to extreme(s) to do…做某事走极端He went to extremes to say that his girlfriend was the m ost beautiful in the world.go from one extreme to the other 从一个极端走向另一个极端extremely adv. 极端地; 非常，很;绝; extremist 极端主义者，过激分子extremism [ɪkˈstriːmɪzəm] n. 极端主义（尤指政治上的极右或极左）；极端性；过激主义9.slim vi.变苗条，减肥adj.苗条的；微薄的，小的sli mm er sli mm est sli mm ing sli mm ed--sli mm ed slim down（靠节食等）变苗条，减肥slim sth↔down精简(机构);裁减(人员);减少(岗位) slender adj. [褒]苗条的，纤细的〔辨析〕多指女性身材修长苗条、体态优美的；形容物体时表示细或窄的。
译林版2019-2020年四年级英语下册 Unit 1 第4课时 教案+说课稿
英语（四年级下册)Unit 1 Our school subjectsSound time, Rhyme time, Checkout time & Ticking time Teaching contents 教学内容Sound time, Rhyme time, Checkout time & Ticking timeTeaching aims and learning objectives 教学目标1. 学生能熟练听懂、会读、会拼写本单元单词。
2. 学生能熟练听懂、会说、会读、会运用本单元句型。
3. 学生能初步会说本单元小诗：Subjects。
4. 学生能掌握字母a在单词中的发音[ei]。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 能听懂、会说、会读关于话题subject的单词。
2. 复习巩固本单元词汇、句型，达到相应的三会、四会要求，提高学生的听、说、读、写能力。
3. 能诵读歌谣Subjects.教学难点：通过评价，引导学生反思和调控自己的学习过程，同时建立学生学习英语的自信心。
Teaching procedures 教学过程Step 1 Free talk1. 30 seconds non-stop talkingT: Good morning, boys and girls.S: Good morning, Miss …T: In this unit, we’ve learned some words about school subject s. Who can say some?S: English, Maths, Chinese...T: That’s good! Now I will give you thirty seconds and you just try to talk aboutthe school subjects. Let’s see who can talk about this topic very well. OK?(PPT呈现句型提示)2. Ticking timeT: Well done. Now, it’s ticking time. Please work in groups of four. Just tick for your group partner. Understand?S: Yes.T: Remember, if your partner can u se “what” to ask about school subjects correctly and fluently, he can get three stars. If your partner can ask questions just correctly, he can get two stars. But if he still needs some help, maybe he can only get one star.(同学们针对刚才的30秒交流进行评价，小组内成员互相打分)【设计意图：复习回顾本单元所学的课程词汇和句型，在课堂的一开始以游戏的形式带动学生的学习热情，也为下一步学习进行铺垫。
think starter a1 unit4讲解
think starter a1 unit4讲解
摘要：
1.思考启动A1 单元4 的讲解概述
2.详细讲解A1 单元4 的内容
3.总结A1 单元4 的主要学习点
正文：
在思考启动A1 单元4 的讲解中，我们将深入探讨这个单元的主要内容和关键学习点。
A1 单元4 是英语学习中的一个重要单元，它涉及到语言的基础知识和技能的培养，对于学习者来说具有重要的意义。
首先，让我们来看一下A1 单元4 的内容。
这个单元的主题是“日常生活”，它包括了日常生活中的各个方面，如家庭、朋友、购物、饮食等。
学习者将通过这个单元的学习，掌握一些基本的日常用语和表达方式，提高自己的交际能力。
在这个单元中，学习者将学习一些新的语法知识和词汇。
例如，他们将学习如何使用一般现在时来描述日常生活，学习如何使用名词和动词的正确形式来表达自己的意思。
此外，他们还将学习一些与日常生活相关的词汇，如“家庭”、“朋友”、“购物”等。
除了语法和词汇外，这个单元还涉及到一些语言技能的训练。
例如，学习者将通过一些练习，提高自己的听力和口语能力。
他们将听一些与日常生活相关的对话，学习如何用英语进行日常交流。
总的来说，A1 单元4 的主要学习点包括语法知识、词汇和语言技能的培
养。
通过这个单元的学习，学习者将能够更好地理解和使用英语，提高自己的交际能力。
在总结A1 单元4 的主要学习点时，我们可以看到这个单元的重要性。
它为学习者提供了一个良好的学习平台，使他们能够在学习语言的同时，了解和体验英语国家的文化。
直呼式韵律英语lesson9-lesson14省公开课金奖全国赛课一等奖微课获奖PPT课件
How’s the
weather?
It’s sunny.(已
学内容
It’s windy. It’s cloudy.
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It’s rainy. It’s snowy. It’s foggy.
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第三课时：Learn to read
短音u
bus Lele is on a bus
bun bug A bug is on a bun.
Lesson 9 What’re these?
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What’ re
these
第一课时：Learn to say
They’r e dogs.
s it?区分与联络。
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4/70
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9/70
60/70
he she we me
将军在队尾，发长音
Steve
Eve （这两个单词用来检测学生对发音把握）
He is Steve. She is Eve. This is me. We’re friends
61/70
第五课时：Revision & Let’s move
1、复习本课时所学主要句型和单词； 2、带学生再次学习26个字母名称音，着重强调
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The dust is in a box. Dan will shut the book.
Dan and Nan will rest.
50/70
第五课时：Revision & Let’s sing
教师率领学生复习本课所学主要句型及单词。 学唱歌曲：
Are you in Class One? Are you in Class One? No, we are not. What class are you in? We’re in Class Two.
英语韵律活动教案试讲模板
Objective:To engage students in an interactive and fun activity that enhancestheir understanding of rhythm and rhyme in English poetry and songs. The lesson aims to improve listening skills, pronunciation, and creativity through group work and individual expression.Grade Level:Elementary (Grades 1-3)Duration:1 hourMaterials Needed:- Projector or large screen for displaying visual aids- Audio equipment for playing songs and poems- Rhyme cards or poems with various rhyming words- Handheld rhythm instruments (e.g., maracas, shakers)- Paper and markers for individual activities- Whiteboard and markers- Stopwatch or timerLesson Outline:Introduction (5 minutes):1. Greet the students and review the importance of rhythm and rhyme in language.2. Briefly explain what rhythm and rhyme are and how they can be found in poetry and songs.3. Ask students to share examples of songs or poems they know that have rhythm and rhyme.Activity 1: "Rhyme Time" (10 minutes):1. Display a rhyme card or a poem on the screen.2. Read the poem aloud, emphasizing the rhythm and rhyme.3. Have students follow along, clapping or tapping their hands to the rhythm.4. After the first reading, ask students to identify the rhyming words.5. Repeat the process with different poems, gradually increasing the complexity.Activity 2: "Rhythmical Instruments" (15 minutes):1. Distribute rhythm instruments to each student.2. Play a simple song with a clear rhythm pattern.3. Instruct students to follow the rhythm of the song using their instruments.4. Gradually increase the tempo and complexity of the song, challenging the students to keep up.5. Encourage students to create their own rhythms and share them with the class.Activity 3: "Poetry Pairs" (15 minutes):1. Pair students up and distribute paper and markers.2. Give each pair a list of rhyming words and a prompt (e.g., "Write a short poem about a sunny day.")3. Allow students 10 minutes to create their poems, encouraging them to use the rhyming words provided.4. Have pairs read their poems to the class.5. Discuss the rhythm and rhyme in the poems, offering constructive feedback.Activity 4: "Rhythm and Rhyme Challenge" (10 minutes):1. Set a timer for 5 minutes.2. Challenge students to come up with as many words as possible that rhyme with a given word (e.g., "cat").3. Record the number of words each student generates.4. Discuss the difficulty and the strategies used to find rhymes.Conclusion (5 minutes):1. Review the key points of the lesson, emphasizing the importance of rhythm and rhyme.2. Encourage students to continue exploring rhythm and rhyme in their daily activities.3. Thank students for their participation and provide them with a take-home activity, such as writing a poem or learning a new song with a strong rhythm and rhyme.Assessment:- Observe students' participation and engagement during the activities.- Assess the quality of the poems created in "Poetry Pairs."- Evaluate the students' ability to identify rhyming words and create rhythms with the instruments.Take-Home Activity:Students are encouraged to write a short poem at home using at least three different rhyming words. They can share their poem with their family or bring it to the next class for a reading session.。
直呼式韵律英语教学法
直呼式韵律英语教学法----低年级小学英语教学观及理论基础一、根据儿童心理发展的年龄特征来研究儿童英语儿童的心理发展是随着年龄的变化而变化的，小学儿童心理发展的阶段性与一定的年龄相符合，可以说有什么样的年龄，就产生什么样的心理，二岁的孩子可以能因为一件玩具而啼哭，三岁的孩子可能因为怕屋子黑而叫喊，但到了小学一年级他们啼哭，害怕的内容发生了质的变化。
小学儿童的心理的发展，是一个从低级到高级，从简单到复杂，从量变到质变的复杂过程。
这个过程是以渐进的量变方式进行的，量变积累到一定的程度，就会产生质变，旧质就会过渡到新质。
小学儿童心理的发展是一个连续的过程，一个阶段接着另一个阶段，每个阶段虽各有独特性，但各阶段之间互有连续性，上一阶段之末，由于量变的积累，产生了下一阶段的若干因素，为过渡到下一阶段作好了准备，下一阶段之初，不可避免地还要保留上一阶段的许多特点。
语言获得，通常指儿童对母语的获得过程。
母语获得不是通过正式的课堂学习，而是儿童在语言环境中自己掌握语言的听说，从语言学上讲，语言包括语音、词汇、语法、交际功能。
3岁以前为儿童言语获得期，即儿童对母语的产生和理能能力获得期。
3-6岁为完整口头言语发展的关键时期，即儿童的口头言语不断复杂化，初步掌握言语交际能力的时期。
儿童的语音不断丰富，一般到4岁能掌握母语的全部语音，而且发音正确，是一生中词汇量增长最快时期。
到了7岁儿童的词汇量约为3岁的4倍。
因此，心理学家指出，小学一年级，三年级是识字的关键年龄。
朗读和默读的准确性，速度和对材料的理解随年级升高而提高。
这是中国儿童学习母语时的大致情景。
中国儿童学习外语与学习母语的经历是不同的，从年龄上学母语从生下来就开始了，而学习外语绝大部分要从小学一年级才开始。
幼儿园的生活结束后，孩子们要上小学一年级。
小学阶段是幼儿园的继续，不可避免地带有幼儿的特点，但是发生了质的飞跃，我们在安排小学低年级英语教学内容时不能混同于幼儿园，即小学英语不能幼稚化。
大学英语精读4第一课课文分析
WB T L E
To be continued on the next page.
I. Text Analysis
Lesson 1—Thinking as a Hobby
Question: How did the author describe the following figures to demonstrate his analyses of different grades of thinking?
girls
Mr. Houghton
In metonymy, an idea is evoked or named by means of term designating some associated notion. “It” stands for “thought” in grammar, but actually refers to Mr. Houghton, and it is vulgar to refer to a girl as a skirt.
Ruth: foolish argument, illogical and fled at last British Prime Minister: talking about the great benefit conferring on India by jailing Nehru and Gandhi American politicians: talking about peace and refusing to join the League of Nations Me, the author: not easily stampede, detect contradiction; turned into a professional thinker
英文诗歌节奏韵律解读
• 半韵也/近似韵：是声音,而不是严格的拼音序列相 同的,叫半韵,半韵也叫近似韵. 它的韵律词语的辅 音发声相同,但是重音的母音发声与领前的辅音发 声不同.
• • • • • • • • Thou still unravish’d bride of quietness , Thou foster - child of Silence and slow Time. Sylvan historian , who can’t thus express A flowery tale more sweetly than our rhyme : 你依然是未被强夺的、安贞的新娘, 你这由沉静与悠久时光抚养的孩子, 田园的历史家,能如此宣扬 花也似的故事,更甜过我们写的诗。
头韵(alliteration)
• 一行中有几个词用同样的辅音开头,就叫字首韵,通常称之 为头韵。 • Eg. • For winter’s rains and ruins are over , • And all the season of snows and sins ; • The day dividing lover and lover , • The light that loses , the night that wins . • 冬天的雨和遗余已离开, • 所有下雪和有罪的理由; • 日子区分得可爱更可爱, • 光明已消失,黑夜已临头。
人教册初中一年级下英语(unit4)知识点归纳总结全讲课讲稿
【主要语法】一、知识点初一英语个性化辅导Review of Unit41、定义：祈使句是用来表示请求、命令、叮嘱、邀请、劝告或祝愿等的句子；2、祈使句的结构：通常省略主语you,以动词原形开头、末尾可用句号或感叹号；2、特点：祈使句没有疑问句的形式、一般只有肯定和否定两种形式；Go and wash your hands. 表( 命令)Be quite, please.（P lease be quiet）.Be kind to your sister.（表劝告）（表请求）Watch your steps（.表警告）No parking. (表禁止)二、重点：祈使句的不同形式(1)V 型：即以实义动词开头的祈使句、这种祈使句的常用结构为：动词原形（v）+宾语（+其他）Eg: 把门关上；the door.起立！up!（2）B型：即以系动词be 开头的祈使句、这种祈使句的常用结构：be+形容词/ 名词Eg: 做个好学生； a good student.安静！!（3））L 型：即let 型（Let+ 宾语+动词原形+其他）Eg: 让我来读吧read it.咱们去爬山吧go to the mountains.（4）D型：即祈使句的否定形式（一般在动词上否定、也可以用否定副词（n ever）来表示）A. D on ’t be +其他成分（形容词、名词或介词短语））Eg: 别生气！angry.不要迟到；late.注意：①在这种句型中、be 不能省略②否定副词not 不可置于be 之后B. Don’t +动词原形+其他Eg: 别在教室里吃东西；in the classroom.别像那样和父母亲讲话your parents like that!C. Let 引起的祈使句有两种否定形式a. Let+ 宾语+not+ 动词原形+其他Let her not do that.Let’s not think about it. It’s only a waste of time.b. Don’t+ let+ 宾语+动词原形+其他Don’t let Jim do that.Don’t let us go, please.三、难点:1、特殊形式的祈使句(1)在公共场合的提示语中、否定祈使句常用“No＋名词/ V-ing 形式”结构、表示“禁止做某事”；Eg: 不许停车！No parking!禁止游泳！!不许交谈！!(2). 在表达请求或劝告时、有时为了表示委婉的语气、可以在句首或句末please、但是如果please加在句末、应用逗号将其与前面的部分隔开；Eg: 请进Please . = , please.请坐Please . = , please.(3). 在意思比较明显的情况下、可以把谓语动词省略；This way, please.(4). 有时为了加强语气、可以在动词前使用do.Do be careful！一定要小心！(5). 有时为了强调对方、也可加上主语you、人名或everybody, anybody 等不定代词；You sweep the floor and I clean the window.Stand up, everybody.(6). 有时为了明确向谁提出请求或发出命令、可加称呼语、但称呼语要与句子用逗号隔开；Put the shirt on the bed, Jim.2、祈使句的回答祈使句的动作通常是表示将来发生的动作、所以回答祈使句时、一般用will 或won’；t在回答具有否定意义的祈使句时、要注意两点：1) 形式一致(即Yes 与will 保持一致★No 与won’t保持一致)2) 意思相反(即Yes 是“不”的意思★No 是“是”的意思)；在回答时、要注意分析上下文语境中所提供的条件；例如：--- Don’t go out, please. It ’s raining heavily outside.请不要出去；外面雨下得很大；---- Yes, I will. I have to meet my brother at the airport.不行、我得去机场接我弟弟；三、考点：祈使句用于两个重要句型中（1）．“祈使句+and+ 表结果的陈述句”用来叙述肯定的条件；Eg: Hurry up and you ’ll catch the train.Study hard and you can make progress everyday.（2）．“祈使句+or(else)+ 表结果的陈述句”用来叙述否定的条件、or(else) 表示“否则★要不然”；Eg: Hurry up、or you ’ll miss the tr．a in考题精选1. Please , they ’re having a meeting.A. not be so noisyB. be quiteC. mustn ’ t talkD. no s peaking2. to meet me at the station. I ’ll be waiting there.A. Not to forgetB. Not forgetC. Forget notD. Don ’t forget3. –Don’t forget to come to my birthday party tomorro-w I ..A. don ’tB. won ’tC. can ’tD. haven ’t4. If you are tired, a rest.A. haveB. havingC. to haveD. had5. me go. It is very important for me.A. Do letB. Let doC. Doing letD. To do let6. He is not honest. believe him.A. NotB. Don ’tC. To notD. Not to7. up early tomorrow, or you can ’t catch the train.A. GettingB. GetC. To getD. Got8. in the street. It ’s dangerous.A. Not playB. Not to playC. Don ’t playD. Don ’t to play9. Please me some money, will you?A. lendB. lendingC. borrowD. borrowing10. The film is about to begin. Please seated.A. beB. areC. isD. being11. down the radio. The baby ’s asleep in the next room.A. TurningB. To turnC. TurnedD. Turn12. Lucy, the door or someone will come in.A. closeB. closesC. not closeD. is closing13. and play football in the street after lunch.A. Let ’s not to gB o. Let ’s not goC. Let ’s don ’t go D. Not let ’s go14. A sign with the words “” is often found in a bus.A. Not parkingB. Not smokingC. No parkingD. No smoking15. Chinese in you English class.A. Not speakB. Don ’t speakC. Speak notD. Don ’t speaking16 . the boxes. You may use them later.A. KeepB. KeepingC. To keepD. Kept17. The TV is too loud. Please .A. turn it downB. to turn it downC. turn down itD. to turn down it18.. cross the road until the traffic lights turns green.A. NotB. Won'tC. Doesn'tD. Don't19.. Do you know the girl under the tree?A. standB. to standC. standingD. stood20. Kate, your homework here tomorrow.A. bringB. bringsC. to bringD. bringing二. 用括号内所给动词的适当形式填空；1. It ’s an important meeting. (not, be )late.2. (not,make) any noise! Your mother is sleeping.3. (not, speak) with your mouth full of food and (be) polite.4. ( not, talk) and (read) aloud.5. (not,leave) your homework for tomorrow, Larry.6. (look) out! A car is coming.7. (give) us ten years and just see what our country will be like.8. (not, let) the baby cry.9. Wear more clothes or you (catch) a cold.10. Let ’s (not, say) anything about it.三、句型转换11. Will you please read it again more slowly? （改为祈使句）again more slowly, please.12. If you don't listen to me, I'll go. （改为同义句）me, or I ’ll go.13. Let's watch the sports games. （改为反意疑问句）Let's watch the sports games, ?14. The teachers often tell the students not to be careless（.改为祈使句）careless, please.15. Please sit next to Nancy.（改为否定句）next to Nancy.16. Don't forget to turn off the lights, please. （改为反意疑问句）Don't forget to turn off the lights, ?17. If you move, you'll die. （改为同义句）, or you'll die.18. Come to my house tomorrow. （改为反意疑问句）Come to my house tomorrow, ?19. 这是一个坏了的被子；（翻译句子）This is a .20. 让我们去帮帮那个哭泣的女孩吧；（翻译句子）Let ’s go and help the , please.【重点词组及短语】school rules 学校规章制度break（fallow/keep）the rules 违反(遵守)规章制度arrive late for class = be late for class 上课迟到dining hall 饭厅、餐厅in class 在课堂上on time 准时（in time 及时）eat in the classroom 在教室里吃东西wear a hat (hats) 戴帽子listento⋯听⋯school uniforms 校服wear uniforms 穿制服I see我明白了have to do 不得不做be（keep）quiet 保持安静according to 根据、依据make （up）ruler 制订规则share （sth ）with sb 和某人分享（⋯）on school days在上学期间on school nights在校期间的晚上practice (playing) the piano 练习弹钢琴go out 外出see friends看望朋友clean (one’s) room 打扫房间do the dishes洗餐具too many/much 太多的(可数/不可数) make (one’s) bed铺床go to bed去睡觉（be in bed 在床上）be strict (with sb)对某人）要求严格think about (sb/sth/doing sth)考虑（某人/某物/做某事）learn to do sth学（做某事）Don't talk. = No talking. 不要说话；【知识点解析】1.Don’t fight. 不要打架；fight 作动词、意为“打架、打仗”；其过去式为fought.(1) f ight for “为⋯而斗争”、后面常接抽象名词、表示为事业、自由等而斗争；Eg:They are fighting for freedom.他们正为自由而战；(2) f ight against “为反对⋯而战斗”、后接事物名词、人和国家名词；Eg: They fought against the enemy他.们和敌人作战；(3) f ight with “和⋯打架”、“同⋯（并肩）战斗”、后只接表示人或国家的名词；Eg:Don’t fight with him. 不要和他打架；【典型例题】They fought the Italians in the last war,but them in this war.A. with; withB. with;forC. against ; againstD.with; against2.Ms./Mrs./Miss.(1) M s. ：“女士”、用于婚姻状况不明或不想区分婚否的女子的姓前；(2) M rs. ：“夫人”、用于已婚女子姓前；Madam: 也用于已婚女子、意为“夫人、女士”、一般单独使用、不与姓连用(3) M iss. ：“小姐”用于未婚女子姓前、还常用于年轻的女教师的姓前、可译为“老师”；3. 辨析：get to/reach/arrive相同点：都是“到达“的意思不同点：get to+地点★reach+地点arrive at+小地点（车站等）★arrive in+大地点（国家等）注意：(1).get to 与地点副词（here/there/home⋯）不用介词toEg:I want to go to Beijing.I got home at 15:00.我下午三点到的家；(2).arrive 是不及物动词、后面若接地点名词则要和in/at 连用、接地点副词时则不用介词；Eg: I arrived home at 15:00. =I got home at 15:00.He arrived in Shanghai yesterday他. 昨天到的上海；He arrived yesterday他.昨天到的；(3).reach是及物动词、后面直接接地点名词或副词；Eg:When will they reach here?【典型例题】---What time did the team the top of the mountain?---At about 4:30 p.m.eB.goC.arriveD.arrive at4. On time 和in time(1) o n time “准时、按时”、指按规定的时刻不早不晚；Eg:He always go to school on time他.总是按时上学；(2) i n time “及时”、指没有迟到、时间还充裕；防员及时赶到那幢失火的房子；Eg:Fireman reached the house on fire in time消.5.hear、listen 和sound都有"听"的意思、但三者是有区别的：(1)hear" 听说" 侧重于" 听" 的内容；Eg:I'm sorry to hear that you are ill. 听说你生病了我很难过；I never heard such an interesting story.我从来没听过这么有趣的一个故事；(2)listen" 听" 侧重于" 听" 这一动作；Eg:Listen to me carefully. 认真听我说；The children like to listen to music. 孩子们喜欢听音乐；(3)sound" 听起来" 它是系动词后面接形容词等；Eg:That sounds great.那听起来真不错；It sounds like fun. 听起来挺有趣；【典型例题】carefully,or you are not able to anything. (be able to do st能h够做⋯)A.Hear;listenB.Listen;hearC.Hear;listenD.Listen;listen6.辨析take,bring(1) t ake “带走、拿走”指把东西从说话地带到别的地方；Eg:Can you help me to take the books to the classroom你?能帮我把这些书带到教室里去吗？(2)bring “带来”指把东西从别处带到说话地；你明天把作业带到这儿来；Eg:Bring your homework here tomorrow,please请.【典型例题】away this dirty shirt and me a clean one.A.Take;bringB.Take;takeC.Bring;takeD.Bring;bring7. strict 是形容词、意为“严格的”★“严厉的”、通常与be 动词连用；(1)be strict with sb “对某人严厉”Eg:Mr. White is very strict with us. 怀特先生对我们要求很严格；We should be strict with ourselves. 我们应该对自己要求严格；(2)be strict in (doing) sth “对某事要求严格”Eg:Our boss is strict in our work. 我们的老板对我们的工作要求严格；8.remember “记得、记住”、是及物动词、可以直接加名词；(1)remember doing sth 记得已做某事（已做）Eg:I remember seeing him once我. 记得见过他一次；(2) r emember to do sth 记得要做某事（还没做）Eg:Remember to post the letter for me记. 得给我寄这封信；forget “忘记、忘了”、作remember 反义词时、用法和remember 相同；9. h elp 作动词意为“帮助”、常用的结构有：(1) h elp sb (to) do sth 帮助某人做某事(2) h elp sb with sth(n.) 帮助某人做某事Eg:I often help him with his lessons.我常帮他学功课；(3)helponeself(myself/yourself/herself ⋯) to+n.请随便用⋯易混词组too manytoo muchmuch too 意义及用法形容词，“太，太多”，接可数名词形容词，“太多”，接不可数名词副词，“太，非常”，接形容词或副词例句There are too many people in thepark.I have too much homework today.My mother is much too busy.【典型例题】I have skirts and this one is large for me,so you can take it if youA. too many; too much11.either,too 与alsoB. too much; much tooC. too many; much too易混词either 意义及用法“也”，用于否定句中“，”隔开，置于句末时用例句I won’t go there,either.too also “也”，用于肯定句句末，用“，”隔开“也”，用于肯定句句中I like dancing,too.I also like English.Eg:Please help yourselves to some frui请t. 随便吃些水果；help 还可作名词、表示“帮助”、是不可数；10. t oo many,too much 与much toolike.【典型例题】I don’t like her, .A.alsoB.tooC.eitherD.to10.have fun=have a good time=enjoy oneself 玩得开心、过得愉快12. b e in bed " 在床上、卧床" 、in 和bed 之间不能用冠词、bed 也不用复数；Eg:He is in bed for 10 years. 他卧床10 年了；Dave has to be in bed early every nigh大t. 卫每晚必须很早睡觉；.13. N o talking ! " 禁止交谈；"no 后面加上名词或动名词doing 也表示不要做某事；与don't +do 的用法相似；Eg:No wet umbrellas! / Don't put wet umbrellas here! 禁止放湿雨伞No food! Don't eat food here! 禁止吃食物No smoking! Don't smoke here! 禁止吸烟14. w ear, put on , be in, dressout 副词outside 副词意为“外出，出来”，其反义词为in。
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Lesson 3 Good morning
第一课时 Learn to read
Good morning, class. Good morning, Sir.
Stand up, please. What’s your name?
My name is Jane..
Sit down, please
第二课时：Learn some more
cat
fat
I am a cat. I am fat
has
dad
bag.
Dad has a bag.
cap
A cat has a cap.
第四课时：Revision & Let’s sing
• 复习前三课时所学内容。 • 学唱本课歌曲：
What’s your name?
What’s your name? What’s your name? My name is Tom. I am Tom. What’s your name? What’s your name? My name is Tom. I am Tom. (Apple tree曲调)
bat lamp A bat has a lamp
clap pat
hand lap
Clap hands! Pat laps!
第四课时：Let’s say and act
对所学内容的复习与巩固。 How old are you? I am ten. No Disco for you! How old are you? I am ten. No Games for you! How old are you? I am ten. No bar for you! What’s your name? My name is Little Bear. Welcome, Little Bear.
Hi, Tom. How are you?
I’m fine. And you?
I’m fine too. Thank you.
Goodbye, Nan.
Bye-Bye, Tom.
第二课时：Learn to read
• 本课时讲解Rr, Ss, Zz, Jj, Xx, Yy, Ww, Vv这 几个字母在单词中的发音。 （注意区分Ww 和 Vv 的发音）
• Learn to say 本部分是口语交际教学内容， 学习最常用的、贴近儿童生活的日常用语。
• Learn some more 本部分是将交际教学中的 主题句型进行扩展练习。
• Learn to read 本部分体现了教材的认读线， 主要进行规则单词即重读闭音节词和重读 开音节词的拼读。同时将单词放在句中读， 体现了“音不离词、词不离句”的基本原 则，这样学生便把学到的语音用到句子中 去，通过句子又进一步巩固语音。
《直呼式韵律英语》
——逐课讲解分析
阚常洁 (Belinda)
总体介绍
这本教材适合小学一、二年级的学生学习。
全书共十四课，共计课时60课时。 由三条教学线贯穿始终， 即感知英语线、英语识字线、英语活动线。
每课基本上由三到四部分构成：
Learn to say Learn some more Learn to read Let’s sing (Let’s chant Read a story)
Lesson 4 How old are you?
第一课时： Learn to say
Hi, I’m Lily. Are you Tom? (手势) How old are you?
Yes, I am.
I’m eight. And you?
I’m eight, too.
Me, too.
Nice to meet you. （动作）
Hi, hello! Hi, hello! I am Tom. Hi, hello! Hi, hello! I am Eve. Hi, hello! Hi, hello! I am Tom. Hi, hello! Hi, hello! I am Eve.
Less第一课时 Learn to say
• Let’s sing (Let’s chant Read a story) 利用 多种形式进一步巩固复习本课所学知识。
附录：Word list Sounds and spellings Picture dictionary
Lesson1 Hi, I’m Nick
第一课时：Learn to say
(zh)
第三课时：Learn to read and Let’s sing
• 本课时学习字母组合：ch, sh 在单词中的发 音。 • 复习前两课时所学内容。 • 学习本课歌曲。
• Let’s sing： How are you?
Hello, Hello, Hello, Hello ! How are you? How are you? I’m fine. Thank you. How are you?
第二课时：Learn some more
How old are you ?
I’m one.
学习数字：1-12。 one two three four five six seven eight nine ten eleven twelve
数字操
第三课时：Learn to read
短音a
rat map A rat has a map.
bpmfdtnl
第三课时： Learn to read and Let’s sing
• 本课时讲解Gg, Kk (c, ck), Hh在单词中 的发音。 • 复习前两课时的内容并且学会歌曲: The Hello Song。
c
ck
Let’s sing： The Hello Song
Hi, Nan! Hi, Ben!
Hello, Miss!
（重难点单词，只表示女教师）
Hello, I’m Nick
Hello, I’m Lily
I’m =I am (我是)
第二课时：Learn to read
本课时讲解b, p, m, f, d, t, n, l在单词中的发音。 （注意区分m和n的发音，同时识记l 的两 种发音。）
• • • • • Good morning.（呈现动作） Good afternoon. Good evening. Good night. Stand up.
（呈现动作)
• Sit down.
建议操练方式：教师做动作，学生猜出汉语意思。
第三课时：Learn to read
• 短音a am m an I am a man