小学生英语兴趣如何培养提高英语成绩.doc
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★清华大学★
英语系测试：为
中小学生英语
量身定做
.
官方：
./
清华大学
英语教授
研究组提供
地点：平盟咨询室
小学生家长：女士
：老师你好，我是一个小学 生家长，孩子是男孩，英语一直就
是不感兴趣，老师让背课文，他就能偷懒就偷懒，上课不认真
听，我也没时间教他，有人说小学英语没多少东西，不用补，
可是我怕耽误孩子上初中。
平盟：你好，您刚才提到的情况确实是一个值得家长注意的情
况，小学英语这一时期儿童的语法、词 汇及会话技能构建的关
键时期；处于机械记忆阶段，学得快忘的也很快，语言应用能
力不强；开 始需要面对学校考试的压力。您家孩子英语差的很
大部分原因是他没有对这门外语产生浓厚的兴趣，由于公立学
校班级人数过多的因素，
儿童在这一阶段很容易产生“把英语
当成学科 而不是语言”的错觉，
大量时间放在语言输入上而降
低了语言输出能力，具体表现就是背单词， 背课文，没有主动
表达，没有兴趣。都说兴趣是最好的老师，兴趣也是孩子持久
学习的保鲜剂。
有一个初中的孩子来我们这辅导英语，
他说小学英语就是混过
来的，考试临阵磨枪，没有好好学，现在学校的上课进度都跟
不上。所以要补小学英语。初中补 小学这个孩子压力很大，因
为既要学初中的又要尽快补习小学的，课余时间就更少了。针
对他这 种特殊情况，我们辅导组制定了全面辅导方案上，以保
证能够在最短的时间辅导完小学英语，同时还要辅 导初中英
语，最后经过一个周期的课程，孩子的英语已经完全跟的上学
校的进度了，最重要的是 辅导效果超过了预期目标。英语成绩
从班里倒数直线上升为班级前三。
：孩子到了初中再辅导压力确实就太大了，那孩子的英语兴趣
怎么来培养啊？
平盟：孩子的兴趣要靠老师来引导，平盟教育有专门的老师来
进行小学英语入门辅导。
小学英 语辅导充分结合小孩子猎奇心
强和记忆力好的特点，辅导方式多样化，辅导容丰富化，用生
动的 故事、日常对话、趣味英语来激发孩子对英语的兴趣，并
适时的鼓励孩子，
增强孩子学习英语的 自信心。
经过一段辅导，
孩子不仅在考试时得高分，
而且孩子英语语言驾驭能力也会明
显提高，让孩子在课上和课下都能感受到英语的作用，英语的
魅力和趣味。孩子在快乐中学习， 在学习中体会到快乐，双向
促进，
学习能力会不断提高，
孩子在英语上会保持持续的兴 趣，
提升空间也是不断扩大的。
：听您这样一说，我觉得这种辅导挺适合我们孩子的。
小学生英语学习心理特征分析
姓
名：程
伟
单
位：省新建县实验小学
联系方式：
chengwei044163.
邮
编：
330100
小学生英语学习心理特征分析
儿童英语学习的很多心理和社会特点既不同于儿童的第
二语言学习（尽管两者有许多 相似之处）
，又不同于成人学习
者，他们在语音学习、词汇学习、听说学习方面也表现出一定< br>的独特性。所以，一切教学策略的探讨都必须建立在对儿童英
语学习心理特征的充分了解的基础上 。
（一）语音学习的特点
儿童先天具有较强的语音的感知和语音辨析能力 及语音
模仿能力，
大多数有关年龄变量对儿童英语学习能力的研究表
明：儿童时期开始 学习第二语言的人最后达到的语言水平较
高，在发音方面尤其如此。通常，如果学习者在六岁之前说第< br>二语言，那么他将很少或没母语口音；如果学习者在七岁至十
二岁之间开始说第二语言，那么他可 能有轻微的母语口音；如
果学习者在十二岁以后学习第二语言，
那么他将几乎总是带一
定的母语口音。
儿童在语音的感知方面有其独特的心理特征。有研究发
现，
儿童对单音节词和开音节词的掌握相对较为容易，
如
car
、
cow
等，但在感知以爆破音结尾的词时精确性差，分化较为
困难，如：儿童总是把词尾的辅音吞掉，把
love mummy
读
成
[l
Λ
m
Λ
mi]
；他们对辅音连的感知和模仿都较为困难，如：
在学习“
sw”
、
“
gr
”
、
“
fr
”时，他们往 往去掉其中一个辅音或
增加一个元音，此外，他们对近似音容易产生泛化现象，如
hen
和
hand
。因此，在英语教学中，对儿童在感知、模仿和
分化上较为困难的音，对 容易产生泛化的音，教师应给予重的
指导和练习，使儿童在初学英语阶段掌握正确的语音，以免对
后续的学习产生负面的、定势影响。本人在试验区对小学一年
级的学生和任课教师做过调查，
发现幼儿园期间学习过英语的
孩子，如果当时学的发音不标准的话，就基本上要比初学者花
更多 的时间和精力进行纠正，反而加重了师生的负担。
（二）词汇学习的特点
在儿童语言里，
词作为意义单位所起的作用远比它们作为
结构所起的作用要大得多。儿童对词的 掌握更关注词的意义，
而忽略词在句子的位置、语法结构等。儿童母语学习词类发展
方面的研究 发现：表达具体意义的词一般会更早学会，并且容
易被记忆和检索；儿童一般容易记住那些引起强烈、愉 快情绪
的、具有具体意义的英语词汇。在词类的发展方面，儿童在一
岁半至三岁期间以掌握实词 为主，
由易到难的顺序依次为名词
－动词－代词－形容词－量词。三至六岁期间，儿童掌握的词
类围不断扩大，虽仍以名词和动词为主，但其它词类在总词汇
中所占比例逐渐增加。在英语教学 实践和研究中，我们发现儿
童英语词类的发展与儿童母语词类学习发展非常相近。
此外，有人（
Anglin
，
1970
）曾研究了儿童与 成人对词汇
意义认识的差异，
并对儿童词汇习得的发展过程进行了追踪调
查，
研究结果在一定程度上揭示了儿童英语词汇习得的一些重
要特征，这些特征包括：
（
1
）儿童倾向于将一组词按主题横向
组合起成年人则一般将同的词按句法特征进行分类。
如对于提
示词
table
，
儿童的反应是
eat
，
而成年人常见的联想是
chair
。
这显然与儿童的认知环境与抽象能力有关。
（
2
）
儿童对词义的
理解逐渐由具体向抽象发展。
成年人比儿童对 词汇的抽象意义
更容易接受，更倾向于使用暗喻式的表达法，如：
3
岁左右的
儿童否认
bright
和
hard
可用来描写人，但到
12
岁左右，儿
童便对这种搭配习以为常。
（
3
）
儿童对事物和词的理解 逐渐概
括化。
此外，
本人还发现在现代信息社会，
儿童受电视、
电影 、
网络和各种平面广告宣传影响，容易掌握一些广告词汇、流行
词汇、缩略语和混合词汇。由于 儿童的部言语尚未得到充分发
展，
在识记词汇时总是要出声读，
通常还有动作和歌曲的 支持。
此外，
由于小学阶段的儿童记忆和思维都具有高度直观性和形
象性的特点，所以 儿童在识记单词时，如果能将单词和实物、
图片、有关记忆的歌曲和顺口溜或一定的情景结合在一起，那
么对词汇的识记效果比起机械的重复效果要好得多。
而且儿童
的短时记忆也很容易遗忘 ，必须经常重复，还要用多种形式来
反复刺激，才能进入长时记忆，取得较好的记忆巩固效果。
（三）听说学习特点
小学阶段的儿童听觉敏锐，模仿力强，他 们先天具有较强
的对语音、语调的听辨和感知能力，他们更倾向于用听觉而不
是以了解发音的方 式去处理语言，
听是儿童获取语言信息的重
要途径，所以小学英语课堂上录音材料被广泛应用。 但是对于
英语学习而言，学龄初期儿童由于积累的词汇还很少，更缺乏
系统的语法知识，因此， 他们通过听觉获取信息的过程表现出
需要其他信息辅助听觉信息获得的特点，
那就是借助于非言 语
信息的支持来理解输入的信息。因此，教师和学生之间和学生
互相之间在语言交流过程中的声 调、语气、丰富的表情、手势
或体态等信息以及输入的语言材料中的插图、声音、动画等非
言语 信息都是儿童完成语义辨识过程，
即真正达到言语理解所
必不可少的条件，它有助于儿童理解当 前输入的信息，有助于
儿童对自己当前话语表达的适用性、切合性做出更准确的判
断。
儿童通过听觉学习英语的过程中所表现出的独特性对小学
阶段英语教育具有重要指导意义。本人在进行试 验时也发现，
学生非常不喜欢纯粹的朗读或者抄写的方式来记忆单词，
一般
倾向于用图 形和图像辅助记忆或者编顺口溜和对话的方式进
行记忆。
在儿童英语听说能力发展过 程中，
有人认为有一个重要的
时期“沉默期”应该值得注意和重视。这个时期一般出现在初学语言的时期，
在较长时间里，
儿童通过
“听”
来提高语能力，
也就是说，通过接受可理解的语言输入来发展语言能力，他们
往往保持沉默，极少 用新的语言来表达自己。当语言能力积累
到一定程度，儿童就开口“说”话了。所以这一阶段不应该强< br>迫学生过早的进行语言的输出的活动，如说或写。对于这一观
点，很多人持有不同的看法。本人认 为，
“沉默期”的存在并
不是第二语言和外语学习的独特现象，
有时这种现象的出现并
不是由于缺少可理解的语言输入或由于个体学习者的语言能
力局限所致，
而主要反映了 学习者的一种心理状态，
即自信心。
学龄初期正是儿童英语听说能力发展的最佳时期，
如果在这一
时期，我们种资源，为儿童创设一个良好的听力训练环境，加
大可理解的语言信息的 输入量，在此基础上，为儿童创设使用
英语的活动和环境，鼓励他们大胆开口说、练，就能够充分利用儿童听说能力的先天优势，
使他们的听说能力得到较大的提
高，或者至少缩短儿童语言学 习的“沉默期”
。本人在试验区
进行调研时发现，来自农村和幼儿园没有学过英语的儿童的“沉默期”较长，更需要教师关注，否则学生一旦失去学习兴
趣或者基础差距多大就会影响以后的学 习。
“跨越式”教学采
用了丰富的多媒体资源和灵活的教学方法—
“听、
说、
背、
唱、
演”
，充分调动学生学习英语的兴趣和表现欲，所以对普通班
而言成绩提高的速度较快。
儿童学习英语的基本形式是模仿，他们学习语言时，从整
体把握语言，不为个别词句所困扰，但由于儿童认知能力的局
限，他们接触语言时，主要注重语言能用 来做什么。因此，儿
童在运用语言与他人交流时，更注重语言的交际功能和意义，
而不太关注语言的语法结构和形式，与成人相比，儿童更容易
获得运用语言交际的能力。儿童一 般喜欢学习短的词语，与他
人进行简短的对话，他们对节奏感和旋律感比较强的英语歌
曲、歌谣 非常感兴趣，也容易学会。在我们试验中使用的资源
中就包括大量歌曲和对话，情景丰富，发音地道，非 常符合小
学生的口味和心理特征。
（四）儿童英语学习的先前知识和技能
对于汉语学习而言，
学龄初期的儿童已经具有一定的母语
知识基础，一般
5< br>～
6
岁的学前儿童已经掌握
3500
个以上的
口头词汇和进行 人际交流的初步经验，
这是儿童语文学习的一
个非常重要的基础。但对于英语学习而言，处于初 学阶段的儿
童的先前英语学习的经验和知识基础几乎为空白，因此，他们
在学习英语过程中，< br>常常会借鉴母语学习的一些经验来学习英
语，这就是母语迁移现象。这种迁移常常会对儿童的英语 学习
产生一些负面的干扰作用，但是也可能产生正面影响。除了儿
童已有的母语学习知识经验会 对儿童的学习产生影响外，
对于
多媒体环境下的儿童英语学习来说，
学习者对多媒体环 境的适
应性以及多媒体环境下计算机基本操作技能的熟练性也会对
多媒体环境下的学习的效果产 生影响。基于网络环境的学习，
儿童要学会一些基本的操作技能，
知道如何使用检索和导航工< br>具，知道如何从一个节点跳转到另一个节点，这些技能对学习
者来说都是十 分必要的，
只有在这一前提下学习者才能将有限
的心理资源更多的投入到学习的容上，
才能更好的控制自己的
学习活动。但是，对于学龄初期的儿童而言，他们不仅在英语
知识和英语 学习经验方面极为缺乏，
同时还缺乏网络环境下的
计算机操作的基本技能。因此，网络环境下英 语教学的一个基
本前提是：必须使儿童掌握网络环境下计算机操作的基本技
能，
这样才 有可能使儿童充分利用网络环境的信息展示和传递
的优势来促进学习。如果是在使用大屏幕投影的教室进 行教
学，那么学生对这种信息显示的方式不一定比看图书更容易，
视听教材里面的多余信息对教 学信息的干扰是普遍存在的，
学
生不一定能很快接受集体对着大屏幕进行阅读的方式。
Module1 Unit4 Use your five senses
The First Period
Education Aims: Paying attention to the diet hygiene.
Teaching Aims:
1.
Basic Aims:
(1) Using the simple present tense to express simple
truths.
e.g. I smell with my nose.
(2) Learning the new words.
e.g. tongue
2.
Developing Aims: Use modeled phrases and
sentences to communicate with
teachers and other learns.
Main and difficult points:
1.
Produce simple phrases and sentences.
2.
Free talk.
Teaching Aids: Pictures, cassette player, material
objects.
Teaching Procedure:
Ⅰ
.Pre-task preparation:
《
Spring’s Message
》
活跃课堂气氛
and answer
通过回答，帮助
(1) What can you see?
学生复习所学的
(2) What can you hear?
容，并为新课
(3) What can you smell?
作铺垫。
(4) Taste it. Is it sweet?
(5) Touch it. How does it feel?
(6) Smell it. Is it nice?
Ⅱ
.While-task procedure:
1.I
…
with my
…
(1)
T
: Do you like sing? Let’s sing together.
通过回答，引出
I sing with my mouth.
新授句型“
I
…
T: Can you write? I write with my hand.
with my
…”
(2)
T
: Look at the pictures and make some sentences
with “I
…
with my
…
”
e.g. I play football with my foot.
, listen and say
(1)
L
ook at Picture1-5 and listen to the recording.
通过看看、听听、
Then repeat the sentences.
说说，引出书本
( Learn: tongue )
上的容。
T: What don’t we do when we eat food?
通过回答渗透德
P: Don’t leave rubbish.
…
育意义。
(2)
A
sk and answer
Who listens and hears?
Does Ben smell with his nose?
Does Ben feel with his tongue?
…
with one’s
…
延伸书本上的
T: look at the pictures and say some sentences.
容，扩大学生的
e.g. Kitty tastes the lemon with her tongue.
输入量，丰富学
They watch TV with their eyes.
生的口头表达方
《
The John B.’s Sails
》
式，调节课堂气
Ⅲ
.Post-task activities:
氛。
1.
Look and tick ( P15 )
2.
Introduce your friend or your family member’s
让学生运用所学
habitual actions.
语言技能与真实
生
活相联系，学
以
致用。
3.
Free talk
让学生在自由操
练
中活用句型。
Ⅳ
.Assignment:
1.
Do Work Book 5B page7.
2.
Introduce yourself and your good friend’s habitual
actions.
附：板书设计
tongue
I
…
with my
…
Who
…
with one’s
…
The Second Period
( P16 )
Education Aims: Helping each other.
Teaching Aims:
Aims:
(1)Using models to talk about ability.
e.g. I can smell smoke.
(2)Using the simple present tense to express simple
truths.
e.g. The boys can say thank you.
(3)Using the present continuous tense to describe an
action taking place at the
time of speaking.
e.g. The boys are shouting.
ping Aims: Make a new story.
Main and difficult points:
modeled phrases and sentences to
communicate with teachers and other learns.
a new story.
Teaching Aids: Pictures, cassette player, masks.
Teaching Procedure:
Ⅰ
.Pre-task preparation:
1.
Song
《
Home, Sweet Home
》
集中学生的注意
2.
Revision
力。
(1)
L
ook and say ( P15 )
复习所学句型，
(2)
I
ntroduce oneself and one’s good friend’s
habitual
为新授容作铺
actions.
垫。
Ⅱ
.While-task procedure:
1.
T: look, this is a newspaper. There’s a piece of news:
“Lost
!
” Three boys in country park.” Please guess
the meaning of
“lost”.
( Learn: lost )
T: Oh, that’s too bad. Thr
ee boys are lost in a country
park.
教育学生当别
What will you do when you see the news?
人有困难时，要
P:
…
互
相帮助。
2.
T: Look, they are Supergirl and Superdog. When they
see
the news, they decide to help these boys. Please
look at
these pictures. It’s Supergirl’s adventure.
( Learn: adventure )
3.
Look, listen and answer some questions
通过回答，帮助
Picture2: What can Supergirl smell?
学生理解故事
What can Superdog see?
容。
Where are they flying?
Picture3: What can Supergirl smell?
What can Superdog smell?
What do they find?
Picture4: What can Supergirl hear?
What can Superdog hear?
What are the boys doing?
Picture5: What can Supergirl hear?
What can Superdog see?
Where are the boys?
Picture6: Who do Supergirl and Superdog save?
What do the boys say?
( Learn: save )
4.
Listen and repeat the story.
培养学生的口
头
表达能力和
复
述能力。
5.
Act out the story.
培养学生的表
演
能力。
6.
Song
《
You Are My Sunshine
》
调节课堂气氛。
Ⅲ
.Post-task activities:
1.
Look at some new pictures and make a new story.
Then
发挥学生的创
act it out.
新能力，开拓学
的
思维。
2.
Make a new story about you.
留给学生一个更
宽
更大的空间，
培
养学生运用
知
识的交际能
力。
Ⅳ
.Assignment:
1.
Read the story fluently.
2.
Make a new story by yourself.
附：板书设计
Supergirl’s
adventure
be lost---fly--- find---hear---see---save
The Third Period
( P17 )
Education Aims: Paying attention to the diet hygiene.
Teaching Aims:
1.
Basic Aims:
(1)Using imperatives to give instructions.
e.g. Taste these drinks.
(2)Using adjectives to describe objects.
e.g. Are they the same or different?
ping Aims: Free activity.
Main and difficult points:
1.
Using adjectives to describe objects.
2.
Free activity.
Teaching Aids: Cassette player, material objects.
Teaching Procedure:
Ⅰ
.Pre- task preparation:
1.
Song
《
Old Folks at Home
》
使学生进入学习
2.
Ask and answer
状态。
e.g. Taste these sweets. Are they nice?
Yes, they are.
Ⅱ
.While-task procedure:
1.
T: (Take out two pears) Taste this pear.
把实物带进教
P: It’s sweet.
室，让学生亲自
T: Taste the other one.
尝一尝，培养
P: It’s sweet, too.
学生的兴趣。
T: They’re sweet. They’re the sam
e.
( Learn: same )
T: (Take out two oranges) Taste this orange.
P: It’s sweet.
T: Taste the other one.
P: It’s sour.
T: One is sweet. One is sour. They’re different.
( Learn: different )
2.
Look at the pictures and listen to the recording.
训练学生听的
(1)
A
sk and answer
能力，让学生
Are these drinks the same or different?
根据听到的
What colour are the drinks?
容进行判断。
What colour are the apples?
The apples are the same
, aren’t they?
(2) T-P work in pairs.
P-P work in pairs.
3.
Song
《
On Top of Old Smoky
》
调节课堂气氛。
Ⅲ
.Post-task activities:
1.
Do an experiment ( P17 )
复习巩固所学句
型。
2.
Colour and practise
让学生动口又动
T: Take out the paper and colour the pictures. Then
have
手，既调动学生
a discussion with your deskmate.
的积极性，又复
e.g.A: Look at the cakes.
习巩固句型。
Are they the same or different?
B: They are different.
3.
Compare
通过比较发音，既
cake
make
(
)
fruit
food
(
)
复习了语音，又巩
many
and
(
)
three
there (
)
固了句型。
eleven
bed
(
)
rich
chair (
)
e.g. A: Are they the same or different?
B: They’re the same / different.
4.
Free activity
让学生自由活动，
运用
所学语言技
能互
相交谈，互相
体
会。
Ⅳ
.Assignment:
1.
Do Grammar Practice Book 5B pages 16&17
2.
Do an experiment with your parents.
附
:
板书设计
same
different
Are they the same or different?
They’re the same / different
.
The Fourth Period
( P18&19 )
Education Aims:
1.
Being brave.
2.
Using one’s brains.
Teaching Aims:
1.
Basic Aims:
(1) Using the present simple tense to express simple
truths.
e.g. Jack sells their cow.
(2) Learning the new words.
e.g. giant
ping Aims: Make a new story.
Main and difficult points:
1.
Identify main ideas.
2.
Make a new story.
Teaching Aids: Cassette player, multimedia.
Teaching Procedure:
Ⅰ
.Pre-task preparation:
1.
Song
《
Banks of the Sacramento
》
帮助学生进入学
2.
Daily talk
习状态。
Ⅱ
.While-task procedure:
1.
Look and listen the story twice.
以多媒体出现画
T: Please answer my questions.
面引出故事
(1)
A
re Jack and his mother poor or rich?
容，让学生连续
( Learn: poor, rich )
听两遍，然后回
(2)
W
hat does Jack sell?
答老师的问题。
( Learn: sell )
训练学生的听
(3)
W
hat does Jack buy ?
力表达能力和
(4)
D
oes Jack climb up the beanstalk?
理解能力，与此
( Learn: up, down, beanstalk )
同时，学习故事
(5)
I
s there a castle and a giant?
中的新单词。
( Learn: castle, giant )
(6)
W
hat does the giant do?
(7)
W
hat does Jack see?
( Learn: goose, geese )
(8)
W
hat does the goose do?
(9)
D
oes Jack take the goose?
(10)
Jack cuts the beanstalk. Can the giant climb
down?
(11)
What does Jack have?
(12)
How are Jack and his mother?
2.
Look and repeat the story.
通过重复句子，
刺
激学生刚刚
回
答过的问题。
3.
Look and retell the story.
边看边复述故
事
容，帮助学
生
巩固所学知
识，培养学生的
口
头表达能力。
4.
Song
《
What shall we do with the drunken sailor
》
Ⅲ
.Post-task activities:
1.
Look and complete ( P19 )
文字与图形相
结
合，培养学生
的
学习兴趣。
2.
Act out the story.
培养学生的表
演
能力和连续
说
话能力，同时
也
是对本堂课
的
情况进行反
馈。
3.
Have a discussion in your group. Make the story with
学生可以用自
your own words. Then act it out.
己的语言来组
织
这个故事，并
进
行表演，培养
学
生的思维能
力，丰富学生的
口
头表达方式。
4.
Look at some new pictures and make a new story.
培养学生看图
说
话的能力。
Ⅳ
.Assignment:
1.
Do Work Book 5B page9.
2.
Rewrite the story by yourself.
附：板书设计
Jack and the beanstalk
poor
–
rich
beanstalk
goose
sell
–
buy
castle
geese
up
–
down
giant
Modale1
UNIT1
[01:40.02]1. Listen, point and find
[01:59.48]I like the a b c song. It's my favourite song.
[02:22.34] and say.
[02:32.01]I like the a b c 's my favourite song.
[02:39.66]Modale1
UNIT2
[02:46.03] and repeat.
[02:55.78]Do you like dolls?
[02:59.62]No, I don't.
[03:04.45]What do you like?
[03:08.50]I like jigsaws. And I like my bike. What do you
like?
[03:18.66]I like pandas, toy pandas.
[03:24.93]Here you are.
[03:28.46]Thank you.
[03:32.51] and say. Then chant.
[03:48.15]What do you like?
[03:53.51]What do you like?
[03:57.66]I like your bike.
[04:01.92]I like your kite.
[04:06.36]Let's ride my bike.
[04:10.91]Let's fly my kite.
Modale2
UNIT1
[00:09.80]1. Listen, point and find
[00:22.65]Look, a t-shirt.
[00:28.60]Sam likes t-shirts.
[00:33.18]Sam, here's a t-shirt for you.
[00:39.84]Thank you mum.
[00:42.89]Hmmm. He likes it.
[00:47.15]Look , a dress.
[00:52.79]Amy likes dresses.
[00:57.76]Amy, here's a dress for you.
[01:03.40]Thank you, dad. It's too small.
[01:09.88]Ha. Ha. Ha.
[01:13.12] and say.
[01:26.28]Sam likes t-shirts. He likes this t-shirt.
[01:35.03]Amy likes dresses. She likes this dress.
[01:41.38]Modale2
UNIT2
[02:30.44]1. Listen and repeat.
[02:43.50]Sam's at a party.
[02:47.86]He doesn't like it. He doesn't like these clothes.
[02:56.12]He doesn't like this shirt.
[03:04.66]And he doesn't like these shoes.
[03:09.10] and say. Then chant.
[04:07.38] , repeat and trace the letters.
Modale3
UNIT1
[00:12.49],
point
and
find
[00:23.67]This
girl
is
new.
Her
name
is
fangfang.
[00:30.62]Hello,
fangfang.
[00:35.06]Hello.
[00:38.58]We
have
English
in
the
morning.
[00:44.25]This
is
our
English
book.
[00:48.98]And
we
have
maths
in
the
afternoon.
[00:55.75]This
is
our
maths
book.
[00:59.87]Do
we
have
music
at
school?
[01:05.52]Yes,
we
do
.
[01:09.28]This
is
my
flute.
[01:14.84]Ahh!
Please
play,
fangfang.
[01:19.70]
and
say.
[01:38.27]We
have
English
in
the
morning.
[01:43.73]We
have
maths
in
the
afternoon.
[01:49.19]Do
we
have
music?
[01:54.76]Yes,
we
do.
[01:58.52]Modale3
UNIT2
[02:08.08]
and
repeat.
[02:17.46]Look
in
my
school
bag.
[02:22.21]I
have
science
and
Chinese
in
the
mornin
g.
[02:27.77]I
like
science.
And
I
like
Chinese.
[02:34.12]I
have
art
and
PE
in
the
afternoon.
[02:40.89]I
like
art.
And
I
like
PE.
Pe
is
my
favourite
s
ubject!
What
do
you
like?
[02:50.92]
and
say.
Then
chant.
[03:06.17]D
Is
for
duck
and
for
dog.
[03:13.41]E
Is
for
elephant.
[03:18.97]Andf
Is
for
frog.
[03:56.83]
,
repeat
and
trace
the
letters.
Modale4
UNIT1
[00:09.69],
point
and
find
[00:23.64]The
film
is
at
8
o'clock,
sam.
[00:29.60]Hooray!
I
like
films.
[00:34.85]What's
the
time?
[00:39.60]It's
2
o'clock.
[00:43.86]What's
the
time,
grandpa?
[00:49.42]It's
4
o'clock.
[00:53.86]Dad.
Is
it
8
o'clock?
[00:59.74]No,
it
isn't.
it's
6
o'clock.
[01:05.38]Let's
play,
sam.
[01:10.43]Ok.
Let's
run.
I'm
a
train.
[01:16.20]Sam.
Sam!
It's
8
o'clock.
The
film!
[01:28.45]I'm
tired.
[01:32.60]
and
say.
[01:51.07]What's
the
time?
[01:55.93]It's
2
o'clock.
[02:00.01]Is
it
8
o'clock?
[02:05.05]No,
it
isn't.
[02:08.91]Modale4
UNIT2
[02:18.76]1. Listen
and
repeat.
[02:27.83]What's
the
time,
mum?
[02:31.80]It's
5
o'clock.
[02:35.92]I'm
hungry!
[02:39.16]Dinner
time
is
6
o'clock.
[02:43.53]It's
6
o'clock
now!
I'm
very
hungry!
[02:50.29]All
right.
Here's
dinner!
[02:54.55]Great!
[02:57.82]
and
point.
[03:53.30]
and
say.
Then
chant.
[04:06.15]G
Is
for
girl.
[04:11.19]H
Is
for
head.
[04:14.67]I
Is
for
ice
[04:18.51]On
your
head.
[04:54.66],
repeat
and
trace
the
letters.
Modale5
UNIT1
[00:07.18],
point
and
find
up,
go,
have,
play
[00:29.26]This
is
my
poster.
Look!
[00:33.93]I
get
up
at
7
o'clock
in
the
morning
[00:39.99]I
go
to
school
at
8
o'clock.
[00:46.24]I
have
lunch
at
12
o'clock.
[00:52.30]I
play
footballAt
4
o'clock
in
the
afternoon.
[00:59.53]I
go
home
at
5
o'clock.
[01:03.37]Then
I
go
to
bed
at
9
o'clock.
[01:09.54]
and
say.
[01:21.40]I
get
up
at
7
o'clock
in
the
morning.
[01:27.88]I
go
to
school
at
8
o'clock.
[01:34.22]I
have
Iunch
at
12
o'clock.
[01:40.28]Modale5
UNIT2
[01:47.15]
and
repeat.
[01:56.58]Lingling,
get
up!
It's
late.
[02:02.04]What's
the
time?
[02:05.88]It's
haif
past7.
[02:09.72]Ahh!
Half
past
7!
I
have
breakfast
at
half
past
7.
[02:18.58]Get
up
now!
[02:22.34]
and
say.
Then
chant.
[02:37.81]J
Is
for
jug
[02:42.85]K
Is
for
kife.
[02:46.92]K
Is
for
lion.
[02:51.68]Run!
It
can
bite
[03:28.33],
repeat
and
trace
the
letters.
Modale6
UNIT1
[00:08.28], point and find
[00:25.84]Coodbye, children. Have a good weekend!
[00:32.60]Goodbye, ms smart.
[00:37.46]Do you play football at the weekend?
[00:45.40]Yes, I do . I like football.
[00:50.55]And I watch tv.
[00:54.31]How about amy?
[00:59.45]She goes swimming. She watches tv and she
reads books.
[01:06.40]I like books. and I like swimming.
[01:13.53]Good! Come and play with amy this
weekend!
[01:18.81]Ok.
[01:22.18] and say.
[01:34.01]I like football. And I watch tv.
[01:40.57]She goes swimming. She watches tv and she
reads books.
[01:49.11]Modale6
UNIT2
[01:59.28] and repeat.
[02:12.75]My brother likes music.
[02:17.20]Does he play the flute?
[02:21.64]No, he doesn't.
[02:25.01]Does he listen to cds?
[02:29.26]No, he doesn't. he plays the drums. Listen!
[02:35.01] and say. Then chant.
[02:57.55]M Is for monkey.
[03:02.83]N Is for nose.
[03:06.88]O Is for orange.
[03:11.11]An orange, monkey's nose!
[03:49.07], repeat and trace the letters.
Modale7
UNIT1
[00:12.30], point and find
[00:25.57]What do you do at the weekend, sam?
[00:31.35]I play football.
[00:35.29]Where do you play football?
[00:40.75]At the park.
[00:44.23]What do you do at the weekend?
[00:49.87]I play football, too.
[00:53.71]Do you want to play with us?
[00:59.27]Yes. I do .
[01:02.93]Goal! You are a good footballer, sam!
[01:11.60] and say.
[01:30.67]What do you do at the weekend?
[01:35.82]I play football.
[01:39.37]Where do you play football?
[01:45.61]I play at the park.
[01:49.37]Modale7
UNIT2
[01:58.94] and repeat.
[02:08.68]Hi. My name is tingting. I like swimming and
basketball
[02:16.86]I live in Beijing. Beijing is a very big city. I go to
qianmen school.
[02:26.70]Where do you live? Is it a big city? What
school do you go to ?
[02:35.56]FromTingting
[02:39.40] and say. Then chant.
[02:55.28]Is for prince.
[03:01.52]Is for queen.
[03:07.12]Is for rain.
[03:12.37]It washes them clean.
[03:51.86], repeat and trace the letters.
Modale8
UNIT1
[00:08.88], point and find
[00:22.83]How do you go to school?
[00:28.16]I go to school by bus.
[00:32.99]And how do you go to school?
[00:38.74]I walk to school.
[00:43.18]How does your father go to work?
[00:49.63]He goes to work by bike.
[00:54.31]Does tom go to school by car?
[01:05.18]No, he doesn' goes by bus with my
mothers.
[01:11.42] and say.
[01:23.85]How do you go to school?
[01:29.13]I walk to school.
[01:33.20]How does your father go to work?
[01:39.16]He goes to work by bike.
[01:43.52]Modale8
UNIT2
[01:52.17]1. Listen and repeat.
[02:04.03]I go to hainan on holiday. I go by train. Then I
go by ship.
[02:12.88]We go to china on holiday. We go by plane.
We love china.
[02:23.44] and say. Then chant.
[02:40.29]Is for sweets and for sister.
[02:46.24]Is for teddy
[02:50.37]Is for teddy
[02:55.41]And for train.
[02:59.36]Is for up
[03:04.19]And for under.
[03:08.03]Now let's say it all agaln!
[03:59.49], repeat and trace the letters.
Modale9
UNIT1
[00:07.68], point and find
autumn, winter
[00:25.23]It's spring.
[00:28.47]We wear jackets.
[00:32.84]We don't wear t-shirts.
[00:37.28]It's summer.
[00:40.52]We wear t-shirts and sunglasses.
[00:45.56]We don'twear jackets.
[00:49.63]It's autumn.
[00:52.98]We wear sweaters.
[00:56.63]We don't wear shirts.
[01:00.58]It's winter
[01:03.95]We wear coats and gloves
[01:08.10]We don't wear shirts.
[01:12.46]2. Listen and say
[01:21.42]It's spring
[01:24.77]We wear jackets.
[01:29.23]We don't wear T-shirts.
[01:33.60]Tt's autumn.
[01:36.84]We wear sweaters.
[01:41.20]We don't wear gloves.
[01:45.04]Modale9
UNIT2
[01:53.19] and repeat.
[02:00.56]I like spring. It's warm.
[02:04.92]I like summer. It's hot.
[02:08.86]I like autumn. it's cool.
[02:14.50]I like winter. It's cold.
[02:22.37] and say. Then chant.
[02:37.23]V Is for vase.
[02:42.27]W Is for way.
[02:46.14]Look at the X
[02:49.38]In an x-ray.
[02:52.54], repeat and trace the letters.
Modale10
UNIT1
[00:06.58]1. Listen, point and find
[00:23.67]Happy new year!
[00:37.72]Happy new year! Come in !
[00:42.58]A present for you .
[00:46.52]Thank you.
[00:49.76]What are these?
[00:53.11]They're dumplings. We eat dumplings at
Chinese new year.
[00:59.38]mmm. I like dumplings!
[01:06.43]Are these for my hair?
[01:11.50]No, they're not. They're firecrackers!
[01:16.85]We have firecrackers at new year!
[01:22.49]Ahhh! Happy new year!
[01:33.44] and say.
[01:48.20]Happy new year!
[01:51.26]We eat dumplings at Chinese new year.
[01:55.51]se
[02:03.77]Listen and
point ,Then ask adn answer.
[02:09.83]What do you do at Chinese New Year?