New Smart Phonics Level 2 Unit 3教案

牛津英语二年级下册2B Unit 3 6课时英文表格式教案附教学反思

英语牛津教材2B-Unit3教案UNIT 3Period 1Teaching aims:1.Basic aims: a. To learn the letters: Rr Ss.b. To learn the words: rubber, sweet.c. Add a new word: chocolate.2.Developing aims: using the words to make some sentences, make some dialogues or some rhymes.Main points: To learn the letters and the words.Difficult points: The pronunciation of ‘Rr’.UNIT 3 Let’s learnPeriod 2Teaching aims:1.Basic aims:To learn the seven words: window, door, bed, room, sofa, table, lamp.2.Developing aims: Using the words to describe a room.Main points: To learn the words.Difficult points: Using some English to describe the words. Materials: cassette, picture cards, a big picture of a room.UNIT 3 Let’s actPeriod 3Teaching aims:1.Basic aims: Using imperative to give simple instructions:Close the window, please.2. Developing aims: Using imperative in the correct situation. Main points and difficult points:Use modelled phrases to communicate with other learners.2B UNIT 3 Let’s talkPeriod 4Teaching aims:1.Basic aims:(1)Using the simple present tense to indicate facts. E.g. This is my room.(2)Using introductory ‘There’ to express facts. E.g. There is / are… in my room.2. Developing aims: To describe one place using ‘There is/are…’.Education aims: Let the students to love their homes.Main points and difficult points:Using ‘This is …’ ‘There is/are …’ to express facts.Materials: cassette, the tape of listening( 2parts),the tape of the sounds(the admire and bewail2B UNIT 3 Let’s playPeriod 5Teaching aims:1.Basic aims: Using prepositions to indicate positions. E.g. There is a lamp on the table.2. Developing aims: To describe the story fluently.Education aims: Let the children be interested with the story.Main points: Repeat the story.Difficult points: The using of the prepositions: on, under, in.2B UNIT 3 Let’s enjoyPeriod 6Teaching aims:1. Basic aims: To learn the story and repeat it.2. Developing aims: To say the rhyme using appropriate stress. Education aims: Let the children fell interesting with the English.Main points: To say the rhyme correctly.Difficult points: To say the rhyme using appropriate stress.。

剑桥少儿英语2B 教案+试题-剑桥少儿英语二级下册2B教案_Unit_3

Unit 3 Let’s play doctor s.Teaching aims and demands:★Learn some words of illness.★The students can act a short play by themselves after learning this unit. The main and difficult points:★Structures: 1.What’s the matter with you?What’s wrong/ the trouble with you?2. Have you got a toothache? I‘ve got a headache.3. She’ll be OK in two days.★New words: earache, toothache, stomach ache, headache, cold,temperature, cough, sweet, pull out the bad tooth, hurt,medicine, zookeeper, bandageTeaching materials:新知堂课件Teaching process：Activity 1：warming up1. Game: Simon says (Touch your nose)2. Draw out by a question: How are you? Give them different answers:(1) Fine, thank you. (2) Very well. (3) Not bad. (4) Just so so.(5) Not so good.Activity 2：New lesson※New words: (Part 2):新知堂课件1. Act and say. Kids can say words in Chinese, and teacher translatesthe words in English2. Listen to teacher carefully and pay attention to thepronunciation.(Game: Lips reading)3. Game: Little trick. (If teacher reads correctly, the students shouldread after teacher. If not, close their mouths.)4. Match between them to strengthen these words.5. 看新知堂课件，（Part 2）point and say after the tape. Strengthen theirpronunciation again.6. Game：Wood man. (Every student shows an action of illness when theteacher says “stop”, then teacher asks “what’s the matterwith you?”The one who can answer the question can sitwell.)※Structures: Part 1 (新知堂课件)1. 看课件listen by sentence. Repeat the sentence they’ve heard.2. Game: sentence relay. (What’s the matter with you? I’ve got ….)3. Look at the picture and listen again. Try to retell the short play.4. Practice in pairs. They can change some words by themselves.5. Act the dialogue.6. Make the dialogue together.※Short story: Part 31. Listen to the tape without looking at the book. Try to find the mainidea of the story. Answer the questions below:1)What’s the girl’s name?2)What’s wrong with the monkey?3)What did the zookeeper buy for the monkey?2. Look at the book and read by themselves. Try to retell the shortstory in their words.Activity 3: Summary:1. Ask and answer about these illness.2. Act the dialogues.3. Retell the short story.Activity 4: Homework1. Recite these words.2. Listen to the tape.3. Retell the short story.4. Make their own dialogues about seeing a doctor.课件使用说明：采用新知堂课件。

SmartPhonics教材讲解

• 故事中关键词用图片代替，在诵读的同时就是对所学内容的最好复习。
Write
• 再次对书写进行巩固，描摹印迹逐渐减轻，锻炼学生独立书写能力。
• Bonus game环节，配合 CD-Rom游戏，在快乐中更好的掌握本课要点。
Sight words
• 对本书所有出现的sight words进行总结归纳。
• 歌曲：会唱3首书中的歌谣并能进行表演。 • 能在课堂中对自己的要求，想法进行灵活表达。
教学法
• TPR教学法
• 互动教学法
• 节奏教学法
• 歌曲教学
• Word Family教学 • 竞赛评比教学
• TPR教学法
• 节奏教学法
• 即Total Physical Response，指全身反应教学法，是自然拼读学习中一种很好的互动模式。
更好的了解教材内容。
Listen and repeat
• 听录音学习字母发音和相关单词。
• 一个字母发音对应一个最容易记忆的单词。
• 通过典型单词掌握首字母发音。在学生的大脑中形成记忆连结，快速准确掌握发音。
Trace and write
• 给出规范的笔画顺序，让学生进行字母大小写的描摹，之后过渡到自己写出字母的大小写，符合学生学习规律。
• 强调身体的互动性、教学的生动性。
• 保障教学活动的顺利进行，可作为一套成熟的教学系统进行直接应用。为使用者免去由于二次研发造成的大量教研成本和时间的投入。
• 特别设置sight words(常用词汇)。
• Phonics和sight words是儿童早期阅读的两大基础，本书按级别从歌曲和阅读中提取出现的常用词汇，并列成表格，方便教学。

新生代英语基础教程2Unit3_电子教案

新⽣代英语基础教程2Unit3_电⼦教案教案课程名称新⽣代英语基础教程2课时____________________班级____________________专业____________________教师____________________系部____________________教研室____________________教材《新⽣代英语基础教程2》BreakfastShow Time“Nobody has pizza for breakfast.”ReadingEnglish BreakfastChat TimeI’m allergic to dairy.WritingA recipeGrammarCountable and uncountable nounsMy StoryFood and nutritionHave students look at the picture and askthem to tell you as much as they canabout it.Then, go through the questions andcomplete each answer. In addition, youcan ask a few warm-up questions such as“Do you eat breakfast every day” “Whodo you eat breakfast with” and “What do you usually have for breakfast” If students have trouble with these questions you can write model answers on the board for them to use when answering. For example, “Yes, I do.” “I eat _____ with _____.” and “I usually eat _____.”This is also a good opportunity to review the present simple tense, since breakfast is something we repeat on a regular basis.For an extension activity, you can also apply the same questions to other meal times.Have students listen and repeat the words. The vocabulary for this unit is quite easy to teach since they are all concretenouns (nouns we experience through our five senses, as opposed to abstract nouns, which we must imagine). Thus, you can teach them simply by pointing to the pictures in the book and having the students echo and repeat after you.At this level, you may also consider making basic flashcard for the vocabulary. This is a lot easier than it sounds. All you need to do is find some pictures of the vocabulary items. Then you can print them out and laminate them. Keep in mind that flashcards work best when used with concrete nouns. This is because it is difficult (or sometimes impossible)to show a pictorial representation of abstract nouns. Another point to remember is flashcards tend to be more fun and effective with lower level and younger students. If your students are older or higher level, flashcards may not be as effective or necessary. With younger learners, having flashcards can not only help students learn, but can also provide you with a range of fun games and activities.Once students are comfortable with the new words, have them do the exercises, correcting any mistakes.Tell the students they will hear a conversation between David and his mother. Now, listen to the conversation and have students complete the sentences. Correct any mistakes. Have students practice the conversation in pairs. Monitor their performance.For Exercise D, let students read the clues first and then guess the food one by one.First, have the students watch the video in its entirety. Ask basic comprehension questions such as, “Who are the main characters in this video” “Where are they” “What are they doing” “Why are they doing tha t” “How are they doing it”Next, have students take turns in explaining what is happening in each picture. You can do the first picture, and then have a more confident student try the second one. To make it more fun, you could choose two students, and then have them race to explain what is happening in the picture. The student with the fastest and best explanation wins.Watch the video. Now, look at Exercise B, and ask students to complete the True / False statements.Next, students can complete the dialogue in Exercise C. Have three students read out the dialogue with one student playing the role of Hector, one as Mr. Sanchez and the other as Mrs. Sanchez. For an extension activity, you can also have the students rewrite the conversation, using different foods.For Exercise D, you need to first review the vocabulary word omelet. Ask students what the ingredients are for a typical omelet, and then have them imagine the steps they might take when making one. Now, tell students to look at 1. And read it out loud. Ask, “What should we do after we beat some eggs in a bowl When students have given you the correct answer, repeat the process using “What should we do after we _____” To check the answers for B, C, and D, students can change books and listen as you go through the answers. If you would like to give homework, you can tell students that they must rewrite every incorrect answer 5, 10 or 20 times at your discretion.Read and listen to the text and have the students read each of the True / False statements. Choose the correct answer in eight minutes. Then have them complete Exercise B in five minutes.Have students read the new words in the boxes. Correct their pronunciation. Have students underline the words and expressions in the article. Let students finish Exercise C.Ask students: “Do you think breakfast is important” and “Do you have it regularly” Have them write their answers down and exchange their opinions with their partner. Invite volunteers to voice their view.Have students preview the new words before class. During this process, they can know more about food culture of these countries.You may use visual aids to show the diversity of food culture.Explain to students that they will hear a conversation in which Andrew politely declines food offered to him by Julie. Introduce the key vocabulary words for this conversation. Tell the students to listen carefully and write down what they hear in the blank spaces. If necessary, pause the recording so that students have time to write. Next, have students practice declining food in pairs, monitoring them while they do so.Now have students read through the Language Note, teaching the idiom “An apple a day keeps the doctor away.” Ask students to tell you how often they eat fruit and which fruit they like the best.Explain examples in Exercise C and remind them to practice dialogs usingTell students that eggs are essential to English breakfast and eggs can be fired, scrambled, boiled and proached. Have students finish Exercise B.Have students read words from the form of Exercise A and tell their Chinese meanings. Check their work.Play a short video on four methods of cooking eggs and provide several clues. Ask students to write simple instructions with Exercise A as an example.Explain to students that some nouns are “countable,” which means that you can count them. Sometimes they are also called “count nouns.” Give some examples of “count nouns,” such as cars, tables, cups, sandwiches, emphasizing the s on the end. Tell students that, with the exception of irregular plurals, we can always add s to countable nouns. Ask students to come up with examples of countable food nouns and write them on the board.Next, tell students that other nouns are “uncountable,” which means that we cannot count them. Sometimes, they are also called “non- count nouns.” A good way to teach this is to have students look at the material properties of the food. For example, you can tell students that all liquids and powders are uncountable. You can then drill the “other” category, making sure students learn them, too.A quick game you can play to teach this is“How much / How many.” You say a noun and then students must say either “How much” or “How many” depending on if the noun is countable or uncountable. The first student to say the correct answer gets a point for his/her team. You can also do the same using “There is / are.”Finish by having students complete the exercises, and then ask them to change books and go through the answers, correcting any mistakes.Tell the students that they will see a video in which real people talk about their eating and shopping habits. Now, watch the video and have students complete the true or false statements. In some cases, you may need to pause the video to help the students.Now have students tell you the answers, correcting any mistakes. Watch the video again and have students write in the missing words, pausing the video if necessary. Check the students’ answers, correcting any mistakes.For the discussion section, start by going through the model answers in the book, and have students repeat after you. Then, give the students your answers to the questions. Next, you can have several students give their answers to the class. Finally, have the students discuss the questions in pairs and/or in groups.作业Finish all the exercises in Unit 3.Read the text in this unit again and try tosummarise its content.Write a recipe for your favorite food.课后总结与反思补充教学资源VOCABULARY BUILDER参考译⽂参考译⽂戴维：嘿，妈妈，早饭吃什么母亲：早上好，戴维。

自然拼读教材Smart Phonics 亚洲创新拼读教程

Level 5 双元音组合：ee, ea; oa, ow; ai, ay; oi, oy; ow,ou; ir, er, ur; ar, or; oo(长短音)
138个
3个
11个
136个
3个
11个
• Level 1
• 以字母本身音为教学重点，通过26个字母的拼写和拼读来实现自然拼读课程的入门。 • 语音：掌握26个字母的单独发音及三个音节的简单拼读。熟悉一些较难单词的整体发音。词汇: 掌握一级词汇104个。包括拼读词汇78个，sight words 26个。其中每个字母对应3个单词。 • 拼写: 掌握26个字母的大小写。熟悉与字母相关单词的拼写。 • 阅读：熟悉书中的8个故事，在TPR的帮助下，跟着老师说故事，并熟练说出故事中的关键词。具备初步的阅读能力。 • 歌曲：能唱两首课程中的歌谣。清楚了解英文课堂用语。
• 书页设计精致，有趣，活动形式丰富多样。
•
• •
Smart Phonics让学生在快乐的学习氛围中掌握自然拼读规律。
保障教学活动的顺利进行，可作为一套成熟的教学系统进行直接应用。为使用者免去由于二次研发造成的大量教研成本和时间的投入。 Phonics和sight words是儿童早期阅读的两大基础，本书按级别从歌曲和阅读中提取出现的常用词汇，列成表格，以便于教学。
Flash cards列表 • 按顺序详细列出了每一个 flashcard上的单词。 • 包括除Sight words外的所有单词。 • 也可作为单词表使用，方便复习。
Flash cards
• 闪卡与教学流程中所使用的图片一致，便于学生记忆。 • 卡片生动活泼，色彩鲜艳明亮，深受孩子们喜爱。 • 可剪裁，便于教师在课堂进行活动操作。

【VIP专享】New Smart Phonics 教案范本Level 2

New Smart Phonics Level 2 教案范例Title Unit 1 Short Vowel aTime 4 lessons, 40min. / lessonTeaching Objectives 1.Learn the short vowel a and the spelling steps.2.Learn the related words.3.Learn to read the story.Teaching Content Short vowel: AaSpelling steps: a-m-am, h-am-hamKey words: dam, ham, ram, jam / cap, lap, map, nap Story：The Ram.Sight words: oh, his, has, a, on, the,Writing: dam, ham, ram, jam / cap, lap, map, napMain Points Short vowel a and the related words.DifficultPointsHow to teach the story and sight words.TeachingAidsFlash cards, sight word cards, CD playerLesson 1Teaching Steps (Main course & Activity)Teacher TalkWarm up 5 minutes Step 1: Say hello to each student, and give afive at the moment.Step 2: Say a chant “the rabbit” to make theatmosphere active.Part 1: Hello, Lily! Give me a five, sayhello to me, ok! Thank you.Part 2:Now let’s say a chant together,follow me, “rabbit rabbit jump x3, rabbitrabbit touch the ground, rabbit rabbitturn around, rabbit rabbit catch you now!Lead in 5 minutes Step 1: show students the card “cat”, teachthem how to read “cat”, pretend to talk withit, then get the sound of the cat “miao”, readthree times “cat, cat, miao miao miao” thenchange the card “dog”.Step 2: make the sound quickly as soon asthey see the card “cat and dog”.Part 1:Look, what’s this? Yes, it’s acat. Follow me “cat, cat, cat” cat has amouth, listen! What? Oh! The cat says“miao miao miao” follow me, cat catmiaomiaomiao.Part 2: when you see the cat, tell me itssound, ok? Cat cat /miao miao miao/Main course: (page 8-10) 30 minutes Step 1: Then pretend to talk to the letter aand letter m, get the sound /æ/ and /m/, read“/ æ-m/ -/æm/, then change them. Teachersays the sound, students tell the letter.Step 2:Cover the letter d, let studentsread /am/, then teach them the sound ofPart 1: Now look at this card, when yousee A, please say / æ/, a a a /æ æ æ/,when you see M, please say / m/, m m m/m m m/, so together / æ-m/ -/æm/,ok!Good job, let’s read it again.Part 2: Now boys and girls, look at theletter d, and read: /d/-/ æm/- /d æm/Step 3:Divide students into 2 groups, Prepare four word cards “__ am” and four cards “__ap” and the letter card “d, h, j, r, c, l, m, n” Teacher says the sound of the word “ ham”, students find the letter “h” and put it on “__ am”. Which group is faster, that’s the winner.Step 4:Practice the short vowel and its words. Finding friends. Prepare eight cards (they are: ham ham, ram ram, cap cap, lap lap) teacher take one card “ham”, ask students to find another ham.Step 5: Do exercise on page 10. Practice the word. Spell the word first, ask students to find its picture, then color it. picture, “ a and m”, read /am/, ok, we have a letter d, d d d /d d d/, let’s read them together, /d/-/ æm/- /d æm/, very good!Part 3: Look at the card, / æ-m/ -/æm/, / æ/-/p/-/ æp/ Listen to me, I say “ham”, you find the letter “h” quickly, and put it on the word “ __am” who is fast, who is the winner, ok? Let’s begin.Part 4: Look, there are so many cards here, what are they, Let me see, Oh, It’s “ham” we have another ham among these cards, if you can find it and read it, I’ll give you a star, ok? LilyPart 5: Look at the first word, how to read it? Ok, /æ/-/m/-/æm/ d/-/ æm/- /d æm/, we can see three pictures here, which is the dam? Ok, very good, that’s true. What color is the dam? Let’s color it.Lesson 2Teaching Steps (Main course & Activity)Teacher TalkWarm up 5 minutes Step 1：Review the short vowel and therelated words.Step 2：Sing a letter songPart 1: We’ve learned a short vowel, Doyou remember what it is? Yes, It’s a. a aa /æ æ æ/. Look at this picture, / h æ m/-/hæm/.Part 2: Ok, Let’s sing a song. “ / æ æ ææ æ/ /r- æ- m/ /ræm ræm ræm// æ æ æ æ æ/ /h- æ- m/ /hæm hæm hæm/Lead in 5 minutes Step 1:Big Wind, put a tiger card amongthe word cards, when students see the tiger,run back to their seats, while the teachercatch them.Part 1: What’s this? Yes, “ham” and thisis…, and this is a tiger, when you see thetiger, I’ll catch you, you must go to yourseat quickly, or I’ll eat you.Main course: (page 11-13) 30 minutes Step 1：Two groups. Teacher says “jam”,the student of each group write “a, m”quickly on the whiteboard “j___ ___”. Afterthe activity, finish the exercise on page 11.Step 2：Teacher says the word, students tryto circle what the teacher says. Finish theexercise on page12Step 3:Let students to spell the sentencesand tell the difference. Draw a road to therabbit’s house, students can get to therabbit’s house by reading each word of thesentence. You can make “rabbit 1, rabbit2” ,lead students identify the two sentences. It’son page 13Step 4: Do the exercise on page 13.Part 1: Look at the white board, please.We can see “j___ ___”, I’ll say jam, youwrite “ a and m” on the line, who is fast,who is the winner. Ok? ……Now, openyour books on page 11. Let’s do theexercise.Part 2：Now listen to me, I say a word,and you circle the picture.Part 3: Let’s look! There’re two houseshere, one is for rabbit 1, the other is forrabbit 2, Mr. rabbit invites us to hishouse, now let’s go! Let’s see who is thefirst one!Part 4: Ok, now open your books onpage 13, look at the picture, Let’s choosethe correct one and circle it, who can dothe first one/Lesson 3Teaching Steps (Main course & Activity)Teacher TalkWarm up 5 minutes Step 1:Review the short vowel and therelated words, teacher show the cards,students say the words.Step 2: The ice corner, cover the corner ofthe card, ask students to guess the word.Part 1: Hi! Everyone, today we’ll have aparty with ram, let’s see what does ramprepare for us. What’s this ? Yes, it’s aham.Part 2:Now, look! What should it be?Yes, it’s dam. Terrific! Give me a five.Lead in 5 minutes Step 1:Write “__am, __ap” on theblackboard, ask students to fill in the blankswith different letters they’ve learned.Part 1: Our friend “__am” and “__ap”want to buy some beautiful dress, Let’shelp them, ok? We have “ h, l, r, c,…” somany dress, Who wants to help themfirst? Lily. Good! Lily gives “__am” an“h” It’s beautiful!Main course: (page 14) 30 minutes Step 1: Sight words. Put the sight word cardhigh or low, students should use high voiceor low voice to say the words. Play “Cockfighting” put the card on the back of thechildren, Who can read the word on theother child’s back, who is the winner.Step 2: See the picture and ask questions,what can you see? What does it have? UseTPR to act the story. First several times sayand do it together, then teacher does it andstudents say it, without looking at thepicture.Step 3:“ The ram has a cap.” Change“ram” to the student, eg. “ Lily has a cap.….Step 4: Say the story with TPR.Part 1: Here are some sight words, theycan help us to read the story, soremember them carefully, later we’llplay a game.Ok, if I put it high up, you should saythe words loudly, if I put it lower, youshould be quiet.Now I need two children, stand here faceto face, I put the card on your backs, andthen you must try to see the other’s card,and read it at the first time.Part 2: Turn to page 14, look at thepicture, can you tell me what can yousee? Yes, a ram, What does it have?Great, it has a cap. What else can yousee? ... Now let’s do it and say ittogether…. This time, I do it, you say it,close your books. You’re super!Part 3: The ram has a cap, it is abeautiful cap, do you want to have a cap,Lily? Ok, Lily, come here and wear thiscap. Everybody, let’s say: Lily has acap….Part 4: Boys and girls, let’s act thestory, ok? Let’s see who act well.Lesson 4Teaching Steps (Main course & Activity)Teacher Talk Warm up5 minutes Step 1: sing a song,Part 1: Hello, everyone, nice to see you.Let’s sing a song, “ a a a a a, h-a-m, hamham ham”Lead in 5 minutes Step 1: Review the short vowel. And saythe letter sound with TPR.Part 1: Hello, we have 26 friends, let’sinvite them to play with us, ok? Teachersays “a” you say “/a/” Are you ready?Ok, 1, 2, 3, go!Main course: (page 15) 20 minutes Step 1: Ask students to open books on page15, listen to the teacher, teacher read all thewords. Students follow the teacher.Step 2: “bang bang him, bang bang her,bang bang him and her.” Students say ittogether, and point at someone, when stop,everybody mustn’t move, let’s see whom doPart 1: Boys and girls, open your books,please. Follow me.Part 2: Ok, let’s say “bang bang him,bang bang her, bang bang him and her.”Eveybody point at a classmate that youlike, and don’t move, teacher will findout who do you like most. Ready? Go!。

新生代英语高级教程2 Unit 3_电子教案

教案课程名称新生代英语高级教程2 课时班级专业教师系部教研室教材《新生代英语高级教程2》123456789补充教学资源Vocabulary Builder参考译文男：新房子怎么样？女：我感觉还不错。

上周我们搬进去了。

男：那是个不错的社区。

租金贵吗?女：我觉得还可以。

我们每个月交1,800美元的租金，包括水电费。

男：房子里住了几个人？女：有三个，所以每人600美元的租金。

男：还不错。

交通怎么样？女：非常方便。

每30分钟就有通往市区的公交车。

男：那很方便啊。

你的室友怎么样？女：他们看着挺好的。

有一个在旅店工作，另一个是名工科学生。

我不经常见他们。

男：我也很想搬家。

你是在哪找到住所的？女：我在智能手机上下载了这个很棒的应用。

它叫888房屋。

你应该看看这个应用。

男：谢谢，我会的。

10Show Time参考译文房东：那么，这间就是要出租的公寓。

正如你们所见，今天上午我们还在粉刷。

娜奥米：这间比你领我们看的另一间公寓要大很多。

房东：这间同样也要贵一些。

娜奥米：租金多少？房东：每个月1,700美元。

娜奥米：这……房东：这个价位在这片社区是很常见的。

我认为你们在附近不会找到比这个价位更低的公寓。

玛特奥：租金里包含水电费吗？房东：租金包含燃气费和水费。

但当然不包含电费。

你们要自己缴纳电费。

赫克托：这间公寓有三个卧室，对吗？房东：是的，三间。

有一个是主卧。

另外两个卧室面积小一点。

赫克托：我们能四处看看吗？房东：当然可以。

慢慢看。

我一会儿再过来。

娜奥米：那么，各位，你们觉得这儿怎么样？玛特奥：我觉得一般。

租金有点高。

赫克托：我也这么认为。

我不想付这么高的租金。

玛特奥：我也是。

谁住主卧谁要付的租金就更高。

赫克托：各位，让我们找一间有三个同样大小卧室的公寓。

那样我们就能平摊房租。

11玛特奥：我赞同。

也许这栋楼里还有其他可供我们参考的公寓。

娜奥米：让我们问问房东。

哦，他过来了。

房东：那么，你们考虑得怎么样？准备好签租约了吗？娜奥米：还没有。

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Unit 3 Pollution Control Lead-In LSP Dialogue Role-Play L&S Reading Writing Exercises
Waited on 24 hours a day by our fully automated crew while your captain and auto pilot try to chart a course for non-stopping entertainment, fine dining, and with our all-access hoverchairs, even Grandma can join the fun. There is no need to walk. The Axiom, putting the star in an executive star liner. BNL CEO: Because at BNL, space is the final fun-tier.
3) I intended to take part in the basketball match yesterday afternoon but I couldn’t because I had a bad fall yesterday morning. I would have liked to take part in the basketball match yesterday afternoon, but I had a bad fall yesterday morning.
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【VIP专享】New Smart Phonics 教案范本Level 2

New Smart Phonics Level 2 教案范例Title Unit 1 Short Vowel aTime 4 lessons, 40min. / lessonTeaching Objectives 1.Learn the short vowel a and the spelling steps.2.Learn the related words.3.Learn to read the story.Teaching Content Short vowel: AaSpelling steps: a-m-am, h-am-hamKey words: dam, ham, ram, jam / cap, lap, map, nap Story：The Ram.Sight words: oh, his, has, a, on, the,Writing: dam, ham, ram, jam / cap, lap, map, napMain Points Short vowel a and the related words.DifficultPointsHow to teach the story and sight words.TeachingAidsFlash cards, sight word cards, CD playerLesson 1Teaching Steps (Main course & Activity)Teacher TalkWarm up 5 minutes Step 1: Say hello to each student, and give afive at the moment.Step 2: Say a chant “the rabbit” to make theatmosphere active.Part 1: Hello, Lily! Give me a five, sayhello to me, ok! Thank you.Part 2:Now let’s say a chant together,follow me, “rabbit rabbit jump x3, rabbitrabbit touch the ground, rabbit rabbitturn around, rabbit rabbit catch you now!Lead in 5 minutes Step 1: show students the card “cat”, teachthem how to read “cat”, pretend to talk withit, then get the sound of the cat “miao”, readthree times “cat, cat, miao miao miao” thenchange the card “dog”.Step 2: make the sound quickly as soon asthey see the card “cat and dog”.Part 1:Look, what’s this? Yes, it’s acat. Follow me “cat, cat, cat” cat has amouth, listen! What? Oh! The cat says“miao miao miao” follow me, cat catmiaomiaomiao.Part 2: when you see the cat, tell me itssound, ok? Cat cat /miao miao miao/Main course: (page 8-10) 30 minutes Step 1: Then pretend to talk to the letter aand letter m, get the sound /æ/ and /m/, read“/ æ-m/ -/æm/, then change them. Teachersays the sound, students tell the letter.Step 2:Cover the letter d, let studentsread /am/, then teach them the sound ofPart 1: Now look at this card, when yousee A, please say / æ/, a a a /æ æ æ/,when you see M, please say / m/, m m m/m m m/, so together / æ-m/ -/æm/,ok!Good job, let’s read it again.Part 2: Now boys and girls, look at theletter d, and read: /d/-/ æm/- /d æm/Step 3:Divide students into 2 groups, Prepare four word cards “__ am” and four cards “__ap” and the letter card “d, h, j, r, c, l, m, n” Teacher says the sound of the word “ ham”, students find the letter “h” and put it on “__ am”. Which group is faster, that’s the winner.Step 4:Practice the short vowel and its words. Finding friends. Prepare eight cards (they are: ham ham, ram ram, cap cap, lap lap) teacher take one card “ham”, ask students to find another ham.Step 5: Do exercise on page 10. Practice the word. Spell the word first, ask students to find its picture, then color it. picture, “ a and m”, read /am/, ok, we have a letter d, d d d /d d d/, let’s read them together, /d/-/ æm/- /d æm/, very good!Part 3: Look at the card, / æ-m/ -/æm/, / æ/-/p/-/ æp/ Listen to me, I say “ham”, you find the letter “h” quickly, and put it on the word “ __am” who is fast, who is the winner, ok? Let’s begin.Part 4: Look, there are so many cards here, what are they, Let me see, Oh, It’s “ham” we have another ham among these cards, if you can find it and read it, I’ll give you a star, ok? LilyPart 5: Look at the first word, how to read it? Ok, /æ/-/m/-/æm/ d/-/ æm/- /d æm/, we can see three pictures here, which is the dam? Ok, very good, that’s true. What color is the dam? Let’s color it.Lesson 2Teaching Steps (Main course & Activity)Teacher TalkWarm up 5 minutes Step 1：Review the short vowel and therelated words.Step 2：Sing a letter songPart 1: We’ve learned a short vowel, Doyou remember what it is? Yes, It’s a. a aa /æ æ æ/. Look at this picture, / h æ m/-/hæm/.Part 2: Ok, Let’s sing a song. “ / æ æ ææ æ/ /r- æ- m/ /ræm ræm ræm// æ æ æ æ æ/ /h- æ- m/ /hæm hæm hæm/Lead in 5 minutes Step 1:Big Wind, put a tiger card amongthe word cards, when students see the tiger,run back to their seats, while the teachercatch them.Part 1: What’s this? Yes, “ham” and thisis…, and this is a tiger, when you see thetiger, I’ll catch you, you must go to yourseat quickly, or I’ll eat you.Main course: (page 11-13) 30 minutes Step 1：Two groups. Teacher says “jam”,the student of each group write “a, m”quickly on the whiteboard “j___ ___”. Afterthe activity, finish the exercise on page 11.Step 2：Teacher says the word, students tryto circle what the teacher says. Finish theexercise on page12Step 3:Let students to spell the sentencesand tell the difference. Draw a road to therabbit’s house, students can get to therabbit’s house by reading each word of thesentence. You can make “rabbit 1, rabbit2” ,lead students identify the two sentences. It’son page 13Step 4: Do the exercise on page 13.Part 1: Look at the white board, please.We can see “j___ ___”, I’ll say jam, youwrite “ a and m” on the line, who is fast,who is the winner. Ok? ……Now, openyour books on page 11. Let’s do theexercise.Part 2：Now listen to me, I say a word,and you circle the picture.Part 3: Let’s look! There’re two houseshere, one is for rabbit 1, the other is forrabbit 2, Mr. rabbit invites us to hishouse, now let’s go! Let’s see who is thefirst one!Part 4: Ok, now open your books onpage 13, look at the picture, Let’s choosethe correct one and circle it, who can dothe first one/Lesson 3Teaching Steps (Main course & Activity)Teacher TalkWarm up 5 minutes Step 1:Review the short vowel and therelated words, teacher show the cards,students say the words.Step 2: The ice corner, cover the corner ofthe card, ask students to guess the word.Part 1: Hi! Everyone, today we’ll have aparty with ram, let’s see what does ramprepare for us. What’s this ? Yes, it’s aham.Part 2:Now, look! What should it be?Yes, it’s dam. Terrific! Give me a five.Lead in 5 minutes Step 1:Write “__am, __ap” on theblackboard, ask students to fill in the blankswith different letters they’ve learned.Part 1: Our friend “__am” and “__ap”want to buy some beautiful dress, Let’shelp them, ok? We have “ h, l, r, c,…” somany dress, Who wants to help themfirst? Lily. Good! Lily gives “__am” an“h” It’s beautiful!Main course: (page 14) 30 minutes Step 1: Sight words. Put the sight word cardhigh or low, students should use high voiceor low voice to say the words. Play “Cockfighting” put the card on the back of thechildren, Who can read the word on theother child’s back, who is the winner.Step 2: See the picture and ask questions,what can you see? What does it have? UseTPR to act the story. First several times sayand do it together, then teacher does it andstudents say it, without looking at thepicture.Step 3:“ The ram has a cap.” Change“ram” to the student, eg. “ Lily has a cap.….Step 4: Say the story with TPR.Part 1: Here are some sight words, theycan help us to read the story, soremember them carefully, later we’llplay a game.Ok, if I put it high up, you should saythe words loudly, if I put it lower, youshould be quiet.Now I need two children, stand here faceto face, I put the card on your backs, andthen you must try to see the other’s card,and read it at the first time.Part 2: Turn to page 14, look at thepicture, can you tell me what can yousee? Yes, a ram, What does it have?Great, it has a cap. What else can yousee? ... Now let’s do it and say ittogether…. This time, I do it, you say it,close your books. You’re super!Part 3: The ram has a cap, it is abeautiful cap, do you want to have a cap,Lily? Ok, Lily, come here and wear thiscap. Everybody, let’s say: Lily has acap….Part 4: Boys and girls, let’s act thestory, ok? Let’s see who act well.Lesson 4Teaching Steps (Main course & Activity)Teacher Talk Warm up5 minutes Step 1: sing a song,Part 1: Hello, everyone, nice to see you.Let’s sing a song, “ a a a a a, h-a-m, hamham ham”Lead in 5 minutes Step 1: Review the short vowel. And saythe letter sound with TPR.Part 1: Hello, we have 26 friends, let’sinvite them to play with us, ok? Teachersays “a” you say “/a/” Are you ready?Ok, 1, 2, 3, go!Main course: (page 15) 20 minutes Step 1: Ask students to open books on page15, listen to the teacher, teacher read all thewords. Students follow the teacher.Step 2: “bang bang him, bang bang her,bang bang him and her.” Students say ittogether, and point at someone, when stop,everybody mustn’t move, let’s see whom doPart 1: Boys and girls, open your books,please. Follow me.Part 2: Ok, let’s say “bang bang him,bang bang her, bang bang him and her.”Eveybody point at a classmate that youlike, and don’t move, teacher will findout who do you like most. Ready? Go!。

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